Methodology and didactics II segunda bimestre versin 2

Lea detenidamente cada uno de las siguientes preguntas y rellene completamente el crculo que corresponda al literal de la alternativa correcta en la hoja de respuestas.

1 a. b. c. 2 a. b. c. 3 a. b. c. 4 a. b. c. 5 a. b. c. 6 a. b. c. 7 a. b. c. 8

When a text is coherent, the reader can understand two things. Which of the following is not one of these? The writers purpose The writers line of though The writers style This term is normally used to describe students who are living in the target language community and who need English to function in that community on a day-to-day basis. English for Specific Purposes English as a Second Language English as a Foreign Language The activity in which the teacher draws letters or words in the air which students have to identify is focused on the following approach: Recognition Production Imitation It helps students to remember English spelling rules and their exceptions, although many students may need some encouragement to do it. Creative writing Writing texts by using different genres Extensive reading Which of the following activities cannot be used to teach spelling? Students hear words and have to identify sounds made by common digraphs and trigraphs. Ask students to read aloud. The teacher dictates individual words. Students have to write them in their books or on the board. It is an excellent technique for spelling practice, especially if it contains words which exemplify certain spelling rules. Copying Dictation Making notes Which of the following games cannot be used for spelling practicing? Noughts and crosses Secret codes Whisper writing One of the following activities cannot be used to make students recognize aspects of punctuation:

a. b. c. 9 a. b. c. 10 a. b. c. 11 a. b. c. 12 a. b. c. 13 a. b. c. 14 a. b. c. 15 a. b. c. 16

Students can study a collection of words and identify which ones are written with capital letters. They then work out why some words have capital letters and some do not. Students can be shown a passage and asked to identify what punctuation is used and why. Students are given an alphabetical list of animals. They then have to write the words in one of three columns. The technique where individual students go to the front of the room one by one and read a line poem, say, which they then have to take back and dictate to their group is known as: Running dictation Backward spelling Disguised word copying The following procedures can be used to make students learn to spell and encourage accurate copying, apart from Making notes Whisper writing Secret codes Students need to learn and practice the art of putting words together in well-formed sentences, paragraphs and texts. One way of doing this is copying from the board parallel writing engaging writing Since it is not part of a long writing process, it can be used whenever the teacher feels it is appropriate. Instant writing Collaborative writing Creative writing In order to make students write sentences either as language reinforcement or in preparation for forthcoming activities, teachers can use one of the following activities: The weather forecast Words Write the postcard Music can be used to stimulate instant writing, so we can use it in one of the following activities: Film scores Suspects and objects Dictating sentences for completion One of the following activities cannot be used when using pictures: Portraits Suspects and objects How does it make me feel? Poetry writing allows students to play with new vocabulary in a way that other genres do not. So in order to make students work with poems, teachers can use one of the following activities:

a. b. c. 17 a. b. c. 18 a. b. c. 19 a. b. c. 20 a. b. c. 21 a. b. c. 22 a. b. c. 23 a. b. c. 24 a. b.

Metaphor generators Story tasks Musical stories According to Harmer, in order to make students learn from each other, teachers should involve them in generating ideas collaborative writing brainstorming The procedure in which students re-create a text or story that the teacher reads to them is called Copying Rewriting Dictogloss There are many activities which are suitable for students writing in pairs and groups. Some of them depend on a scribe to write the final version of the piece. So one advantage of having a scribe is that the other students can evaluate what is being written in a more objective way, perhaps, than they judge their own individual efforts. the other students are getting actual writing practice. The scribe has the chance to concentrate on the language. One way of making collaborative writing successful is to have students write down what the teacher is dictating. write on the board. write the postcard. In order to make students write in groups and pairs, teachers can use the following activities apart from First lines, last lines Directions, rules, instructions Dictating sentences for completion If we are going to ask students to write anything more substantial than instant writing, we have to give the opportunities to think write read One of the following activities can be used to make students generate ideas: The buzz group Main idea magnets Letters backwards and forwards One of the following activities cannot be used to involve students in making a plan: Board fill Papers in a hat

c. 25 a. b. c. 26 a. b. c. 27 a. b. c. 28 a. b. c. 29 a. b. c. 30 a. b. c. 31 a. b. c. 32 a. b. c. 33

Whole group discussion A mind map is a very visual way of ensuring that students are working in groups analyzing the organization of genres making preparation notes If we ask students to choose what they want to do a project on, we are focusing on: Data gathering The choice/the briefing Idea/language generation When students start designing questionnaires so that they can interview people, they are in the stage of Planning Data gathering Drafting and editing Which of the following aspects will not prepare students for exam writing? Model answers Mock exams and practice Information related to the different types of exam writing When writing in exams students need to be able to do so quickly but not carelessly. One way of encouraging this ability is to give students, repeatedly, tasks which they have to plan for individually. set timed essays and compositions at various stages of the teaching cycle. make students practice in checking through their work. The teachers task is not to say what is unequivocally right or wrong, but to ask questions, suggestions, and . indicate where improvements might be made to both the content of the writing and the manner in which it is expressed. give a score by using marking scales that will help students to focus on areas that are not important to consider. provide correction symbols that will be used during the whole teaching process Being available when students need information or guidance is part of the following teachers role: Audience Resource Editor Saying how well things are going so far, corresponds to the following teachers role: Editor Evaluator Assistant In order to avoid an overabundance of red ink, many teachers use

a. b. c. 34 a. b. c. 35 a. b. c. 36 a. b. c. 37 a. b. c. 38 a. b. c. 39 a. b. c. 40 a. b. c.

Correction symbols Short comments Electronic comments One of the following ways cannot be used to correct students work: Selective correction Marking scales Post-task statements One of the following ways cannot be used when responding to students work: Taped comments Electronic comments Remedial teaching Sometimes it is difficult to explain a mistake on paper, or it is impossible to understand exactly what it was the student wanted to write; so in this case teachers can ask students to talk to them so that they can sort out the problem face-to-face. show the whole class sentences that exemplify the mistake. go and look the problem up in a dictionary or a grammar book. One of the following statements does not correspond to the advantages that peer review has: It gets round the problem of students reacting too passively to teacher responses. It encourages students to work collaboratively, something which, in a group, we want to foster. It is extremely useful during drafting and re-drafting. One of the following activities cannot be used for training students to self-edit and self-correct: Finding mistakes Understanding correction symbols Responding to work-in progress One of the following aspects cannot be discussed with students if we want them to make homework successful: Homework load Punctuality and even-handedness Due date extension The amount of time that students spend writing in class or as homework will depend both on the type of course we are teaching and on the number of hours a week that students are studying. subjects they are taking. students we have in class.

UNIVERSIDAD TCNICA PARTICULAR DE LOJA

MODALIDAD ABIERTA Y A DISTANCIA

CIENCIAS DE LA EDUCACIN

EDUCACIN BSICA
DIFICULTADES DEL APRENDIZAJE EB (6-ECTS); IN (6-ECTS) SEGUNDA EVALUACIN PARCIAL ABRIL - AGOSTO/2013

Versin

Elaborada por:

Ruth Minga Vallejo

IMPORTANTE: En la calificacin automtica se utiliza la frmula aciertos menos errores, por lo tanto, le recomendamos piense bien la respuesta antes de marcarla, si no est seguro, es preferible dejarla en blanco. No est permitido comunicarse entre compaeros ni consultar libros o apuntes. Verifique que la hoja de respuestas corresponda a la evaluacin que est desarrollando. NO CONTESTE EN ESTE CUESTIONARIO, HGALO EN LA HOJA DE RESPUESTAS_

INSTRUCCIN:
Lea detenidamente cada uno de las siguientes preguntas y rellene completamente el crculo que corresponda al literal de la alternativa correcta en la hoja de respuestas. La alternativa (A) se usar para verdadero y la alternativa (B) para falso.

1.

El nio con dificultades de aprendizaje (DA) no presenta evidencia de trastornos emocionales severos, ni tampoco una motricidad disfuncional.

2.

Las principales caractersticas de los nios con dificultades de aprendizaje consisten en una dificultad para el aprendizaje de los procesos simblicos: habla, lectura, escritura, aritmtica, etc.

3.

El nio con dificultades de aprendizaje se esfuerza por aprender, pero no lo logra; pierde objetos; frecuentemente est muy desorientado; habla de manera confusa, etc.

4.

El sujeto con problemas de atencin no selecciona los estmulos relevantes de los irrelevantes y pierde la concentracin con mucha frecuencia porque le atraen otros elementos distractores.

5.

Los nios con dificultades de aprendizaje presentan problemas de seleccin, cuando dos o ms estmulos se encuentran presentes.

6.

Las tareas de aprendizaje requieren que el individuo posea un aislamiento crtico y pre-perceptivo de varios estmulos, algo inaccesible para los nios con dificultades de aprendizaje.

7.

La atencin consiste en una organizacin interna y externa de estmulos, organizacin que resulta indispensable para el aprendizaje.

8.

El proceso perceptivo humano involucra procesos de recepcin, transferencia e integracin de informacin muy complejos.

9.

La capacidad perceptiva de discernir, analizar, sintetizar, reconocer y almacenar estmulos y sus relaciones est vinculada a la manipulacin de objetos y a la elaboracin de respuestas simples, compuestas y complejas.

10.

El nio con dificultades de aprendizaje manifiesta discrepancias entre su capacidad para comprender acontecimientos, experiencias e ideas, y su capacidad para aprender a leer, deletrear, escribir o calcular.

11.

En el aspecto auditivo, el nio con dificultades de aprendizaje confunde la estructura de las palabras y por lo tanto stas pierden su significado.

12.

Algunos nios que tienen dificultades de aprendizaje presentan problemas en el control de sus impulsos, por lo que pueden tornarse agresivos, insatisfechos, frustrados y emocionalmente inestables.

13.. 14. 15.

Los trastornos perceptivos, visuales y auditivos interfieren con el aprendizaje simblico. Mirar y ver son conceptos diferentes en trminos semnticos y en trminos cognitivos. Las dificultades de discernimiento visual implican problemas para reconocer semejanzas y diferencias en formas, colores, tamaos, objetos, figuras, letras, nmeros, etc.

16. 17. 18.

La audicin tiene poca relevancia para el aprendizaje. La inseguridad e inestabilidad en el rea afectiva caracterizan al nio con dificultades de aprendizaje. La repeticin crnica del fracaso y su efecto en trminos de expectativas conducen a la formacin de resistencias, fobias y defensas ante las tareas educativas.

19.

La inestabilidad emocional es una de las caractersticas que se da con mayor frecuencia en los nios condificultades de aprendizaje.

20. 21.

Los nios emocional y socialmente inadaptados tienden a obtener resultados escolares bajos. En la memoria, se reconocen tres procesos bsicos e interrelacionados: memoria de corto plazo o inmediata, la de mediano plazo y la de largo plazo.

22.

La memoria a corto plazo recibe y almacena la informacin tornndola disponible para que se utilice y reutilice

estratgicamente en el futuro. 23. El nio que presenta dificultades de memoria y secuencializacin auditiva demuestra un uso inadecuado del lenguaje. 24. La experiencia vivida e interiorizada por el individuo lector le permite convertir los smbolos impresos en significados, por medio de varios procesos cognitivos. 25. En muchos nios con dificultades de aprendizaje, las letras y palabras impresas se encuentran frgilmente consolidadas y estructuradas. 26. 27. Se identifican problemas de lateralidad y de orientacin en el nio con dificultades de aprendizaje. Antes del lenguaje hablado, el gesto prepara a la palabra, la emocin precede a la comunicacin y la comunicacin no verbal da origen a la comunicacin verbal. 28. 29. 30. 31. 32. El lenguaje nace a partir de la accin. Las dificultades prxicas o psicomotoras pueden implicar dificultades del lenguaje. Aprender a hablar surge por imitacin, casi de modo innato. El aprendizaje del lenguaje es precedido por la adquisicin de un sistema de comunicacin. El proceso de lectura involucra la integracin de procesos sensoriales, perceptivos, de imgenes, de memoria, de simbolizacin y de conceptualizacin. 33. 34. 35. 36. El proceso de lectura no es adaptable, sino rgido e inflexible. La dislexia del lenguaje interior afecta el proceso cognitivo que relaciona los fonemas con los grafemas. Muchos dislxicos tienen problemas con el discernimiento de fonemas. Los hiperlxicos muestran una rpida adquisicin de la capacidad de leer pero tienen una comprensin pobre de lectura y una produccin escrita nula. 37. La integracin sensorial y psicomotora constituyen prerrequisitos de mielinizacin que fundamentan la totalidad expresiva. 38. 39. El cerebro es el rgano del aprendizaje y consecuentemente de la psicomotricidad. Los nios dislxicos o con dificultades de aprendizaje presentan una inteligencia promedio o superior al promedio.

40.

La oromotricidad tiene que ver con el habla o el canto, la macromotricidad con el juego o los deportes y la micromotricidad con la escritura.

41.

La manera de percibir que existe algn elemento desorganizado en el cerebro es observando la conducta del sujeto.

42. 43. 44. 45.

La macromotricidad es un sistema ms complejo que la micromotricidad. El ser humano se desarroll y organiz en trminos simblicos gracias a la especializacin hemisfrica. El hemisferio cerebral izquierdo es responsable por la integracin postural y motora. La dislexia revela una dificultad para aprender a leer o para comprender el lenguaje escrito, como consecuencia de una lesin cerebral.

46.

La dislexia no surge de manera aislada sino integrada a un conjunto de problemas que confirman la manipulacin deficiente del comportamiento simblico.

47. 48. 49. 50.

La lectura es importante para la madurez intelectual. El tacto y el sentido cintico le permiten al nio adquirir experiencias en los primeros aos de vida. La audicin origina el desarrollo del lenguaje. El profesor ha de tener la capacidad de construir sus propios instrumentos de diagnstico psicopedaggico con el fin de conocer profundamente al nio.

UNIVERSIDAD TCNICA PARTICULAR DE LOJA

MODALIDAD ABIERTA Y A DISTANCIA

CIENCIAS DE LA EDUCACIN MENCIN INGLS

SYNTAX AND TEACHING GRAMMAR (6-ECTS) SEGUNDA EVALUACIN PRESENCIAL OCTUBRE 2012 - FEBRERO 2013 Versin

Elaborada por:

Mgs. Rosario Mara Burneo

IMPORTANTE: En la calificacin automtica se utiliza la frmula aciertos menos errores, por lo tanto, le recomendamos piense bien la respuesta antes de marcarla, si no est seguro, es preferible dejarla en blanco.

No est permitido comunicarse entre compaeros ni consultar libros o apuntes. Verifique que la hoja de respuestas corresponda a la evaluacin que est desarrollando. NO CONTESTE EN ESTE CUESTIONARIO, HGALO EN LA HOJA DE RESPUESTAS_

INSTRUCCIN: Lea detenidamente cada uno de las siguientes preguntas y rellene completamente el crculo que corresponda al literal de la alternativa correcta en la hoja de respuestas.

In adverbial clauses, each subordinator indicates a different perspective. For example, the subordinatorbecause indicates reason. What is the perspective of the subordinator as if in the sentence He looked as if he wanted to say something a. b. c. Time Manner Purpose Adverbial clauses differ from relative clauses in several ways. For example, adverbial clauses take subordinators, and they dont function as subjects or objects of sentences. While, relative clauses are argument clauses, which can occur as subjects or objects of other clauses. a. b. c. Right Wrong I dont know There are some characteristics that distinguish subordinate clauses from main clauses; for example, relative and adverbial clauses cannot stand on their own because they do not express full meaning when they are not attached to a main clause; in addition, they only appear ... a. b. c. in the declarative form. in the declarative and interrogative forms. In the imperative and declarative forms It is generally accepted that there are strong dependency relations between two phrases or two clauses; but, speakers of English cannot predict where sentences will occur in texts. However, speakers use some links to join sentences in order to produce coherent paragraphs. Examples of these links are: a. b. c. Because, so that, due to and others That, which, who and others Moreover, thus, nevertheless and others Indirect questions are a type of structure in which the interrogative construction is a dependent clause that might function as the complement of certain verbs -like ask, tell, wonder, know- as it is illustrated

in the sentence She knows how to solve this problem a. b. c. 6 Right Wrong I dont know Finite clauses are the ones that contain verbs either indicating past or present tense, or verbs preceded by a modal auxiliary. In addition, finite verbs are related to their subjects in number and person. On the other hand, nonfinite clauses a. b. c. 7 a. b. c. 8 a. b. c. 9 the verb is not marked according to differences in the person and number of the subject the verb is marked according to differences in the person and number of the subject the verb expresses tense. The sentence James eats too mush trash food, doesnt he?, shows that tag questions can only be attached to ... embedded clauses. subordinate clauses independent clauses In the sentence Sarah taught him to play the violin, the infinitive (non -finite) clause has a subject, which is different from the subject of the main clause. Right Wrong I dont know There are various types of nonfinite clauses which are distinguished mainly by what type of finite clause they modify. Thus, the sentence The man reading the newspaper didnt hear my song illustrates the following structure: Reduced adverbial nonfinite clause: Reduced relative nonfinite clause Free participle nonfinite clause In the sentence I told him to leave the house , the nonfinite clause is an infinitive clause with a subject an infinitive clause functioning as the subject an infinitive clause functioning as the object English grammar is based on a set of grammatical functions (or grammatical relations) and a set of grammatical roles. The set of grammatical functions is formed by... a. b. c. 12 a. b. agent, patient and instrument. noun phase, verb phrase, adjective phrase and prepositional phrase. subject, direct object, indirect object and oblique object. The term grammatical relation refers to the syntactic relationship that exists between an NP and a VP in a clause, or between NP-subject and NP-predicate. Right Wrong

a. b. c. 10 a. b. c. 11

c. 13

I dont know It is stated that grammatical subjects must agree in number with the verb that follows them in finite clauses, and they control the interpretation of reflexive pronouns inside single clauses as in John blamed himself for what happened to his son.

a. b. c. 14

Right Wrong I dont know English speakers can distinguish various types of subject, according to the grammatical relation it holds in a clause. Then, the noun phrase in subject position Sams brother appearing in Sams brother loves milk and cookies is...

a. b. c. 15 a. b. c. 16 a. b. c. 17 a. b. c. 18 a. b. c. 19 a. b. c. 20

the possessive subject of the clause. the grammatical subject of the clause. the second subject of the clause. The direct object is defined as the noun or pronoun affected directly by the action performed by the subject. On the other hand, the oblique object is the noun or pronoun that appears immediately after the verb and which benefits from the action described by the verb. that occurs after the direct object and which benefits from the action described by the verb. that occurs after a preposition and which benefits from the action described by the verb. In English, grammatical subjects have two semantic properties: they usually refer to agents, and they name entities that exist independently of the action indicated by the main verb. Right Wrong I dont know Agreement is defined as a linkage between different parts of a phrase or clause. According to this definition, the clause This child cries all day shows... agreement between subject and verb in the simple present agreement between subject and object agreement between the verb and the adverbial phrase Number and person linkage in English is very rich and productive; in fact, nouns, verbs and adjectives show differences in person and number. Right Wrong I dont know Subject-verb agreement happens when the verb agrees with the head word of the phrase in subject position, not with any other element in the phrase. This assertion is illustrated in the clause: One of the boys were writing an essay on fine arts One of the boys was writing an essay on fine arts One of the boys are writing an essay on fine arts The distinctions son/daughter, boy/girl, among others illustrates differences in person and number.

a. b. c. 21

Right Wrong I dont know Indefinite pronouns are frequently used to introduce new entities; however, they are a little difficult for speakers because they dont identify the person to whom they refer. For this reason, speakers use a particular personal pronoun to refer back to all indefinite pronouns, as in:

a. b. c. 22

If anyone answers the phone, ask him about the house for rent If anyone answers the phone, ask her about the house for rent If anyone answers the phone, ask them about the house for rent The organization of clauses and sentences into a text includes information dealing with what a text is about, introduces new entities, highlights information that the speaker or writer considers important and presents entities that have already been introduced and which are familiar to listeners or readers.

a. b. c. 23

Right Wrong I dont know It is stated in grammar that the existential there is used to introduce a new entity in a conversation or narrative; in addition, there in subject position might occur only if there is an indefinite noun phrase after the verb BE, as in:

a. b. c. 24 a. b. c. 25 a. b. c. 26 a. b. c. 27 a. b.

There is the boy in the classroom. There is a boy in the classroom. There is some boys in the classroom. In English complex sentences, clefts are certain words used to put a particular constituent into focus, or to highlight a topic either in writing or in speech. Right Wrong I dont know IT-clef constructions like It was Saturday evening when I met John for the first time, can be used to... point to a new set of instructions. open a description open a narrative.. The sentence The old house which you told me about is for sale illustrates a WH -cleft construction. Right Wrong I dont know In cleft-sentences, emphasis can be put on the subject, the object, the verb, etc. Then the structure It was Samantha that that James took to the party yesterday the emphasis is on . the preposition the subject

c. 28 a. b. c. 29 a. b. c. 30 a. b. c. 31 a. b. c. 32 a. b. c. 33 a. b. c. 34 a. b. c. 35

the adverb A text to be coherent must have a theme and an end -focus. The theme is the starting point and the end-focus is the closing point. In addition ... the end-focus is what the text refers to. the theme is a bridge between two clauses. the theme is what the text refers to. There are some grammatical devices that are central to the organization of spoken and written texts. They are: aspect, tense and voice. Right Wrong I dont know English lexical verbs are classified in several forms, but there is a major distinction that splits verbs into two major classes known as:. Copula and linking verbs linking and transitive verbs. stative and dynamic verbs. Dynamic verbs can be of three types: activity, achievement and accomplishment. In the clause the police chased the gang members for months, the verb indicates: Accomplishment Activity Achievement Aspect allows speakers and writers to signal situations and events as completed or in progress over a period of time. Right Wrong I dont know In clauses like The congress begins tomorrow, future events are presented by means of present tense verbs. To do this, the event... Must have an ongoing perspective should focus upon the consequences of a past event. must be part of a schedule or plan designed in advance. In the statement Samuel is playing the piano, the event of playing.... is perceived as completed. is perceived as being in progress. is perceived as having a boundary. In the text If Bob came into his office next Monday, he would find the letter we left on his desk, the time reference is indicating future even though the verb is in past, the word if is signaling a hypothetical event, and.

a.

the adverbial next Monday makes the present time explicit

b. c. 36 a. b. c. 37 a. b. c. 38 a. b. c. 39 a. b. c. 40

the adverbial next Monday makes the past time explicit the adverbial next Monday makes the future time explicit English constructions in the first person and with the auxiliary will, not only place an event in the future, but also they signal the intention of the speaker. Right Wrong. I dont know In English, the progressive is a syntactic structure that uses the auxiliary be + the ing form of the main verb. The verb BE indicates tense, and the form shown by the main verb signals ... mood tense. aspect. Usually, English speakers choose to keep both participants agent and patient- out of a report by using structures like... Vincent Anderson was attacked yesterday. This brand sells well. There was an accident last night The simple present tense usually expresses habitual activities; however, it can express actual present time in a very limited number of uses called performatives, like in. She lives in London I sentence you to life in prison I have to study more Voice is a grammatical device that presents events from different perspectives: active and passive. In an active construction, the grammatical subject is the performer of the action indicated by the verb. On the other hand, the grammatical subject of the passive construction is the noun phrase affected by the action of the verb.

a. b. c.

Right. Wrong I dont know.

UNIVERSIDAD TCNICA PARTICULAR DE LOJA

MODALIDAD ABIERTA Y A DISTANCIA

CIENCIAS DE LA EDUCACIN EDUCACIN BSICA

DIFICULTADES DEL APRENDIZAJE EB (6-ECTS); IN (6-ECTS) Versin PRIMERA EVALUACIN PRESENCIAL

ABRIL - AGOSTO/2013

Elaborada por:

Ruth Minga Vallejo

IMPORTANTE: En la calificacin automtica se utiliza la frmula aciertos menos errores, por lo tanto, le recomendamos piense bien la respuesta antes de marcarla, si no est seguro, es preferible dejarla en blanco. No est permitido comunicarse entre compaeros ni consultar libros o apuntes. Verifique que la hoja de respuestas corresponda a la evaluacin que est desarrollando. NO CONTESTE EN ESTE CUESTIONARIO, HGALO EN LA HOJA DE RESPUESTAS_

INSTRUCCIN:
Lea detenidamente cada uno de las siguientes preguntas y rellene completamente el crculo que corresponda al literal de la alternativa correcta en la hoja de respuestas. La alternativa (A) se usar para verdadero y la alternativa (B) para falso.

1. 2.

El nio con dificultades de aprendizaje no es un nio deficiente. Problemas de comportamiento, discrepancias en el lenguaje, aprender a un ritmo ms lento, no beneficiarse mucho de los programas escolares regulares, son algunas caractersticas del nio con dificultades de aprendizaje.

3. 4. 5. 6.

El nio con dificultades de aprendizaje presenta una discrepancia entre el potencial actual y el potencial esperado. Los problemas por dificultades de aprendizaje tienden a reducir su importancia a partir de los 14 aos. La solucin de las dificultades de aprendizaje se opera solamente en la escuela. La privacin de estmulos en el ncleo familiar impide la aproximacin de aptitudes multisensoriales, psicomotoras y psicolingsticas necesarias para el aprendizaje escolar.

7. 8.

La desnutricin severa tiene efectos desastrosos sobre la madurez del tejido nervioso. Varias historias familiares de dislexia demuestran presencia de factores genticos responsables por patrones neurolgicos heredados.

9.

Las caractersticas del comportamiento son influidas por el potencial gentico del individuo y por el ambiente en donde se desarrolla y socializa.

10. 11.

La disfuncin cerebral afecta slo el aprendizaje, ms no el comportamiento emocional. Los factores de privacin en: nutricin, estimulacin, afectividad, socializacin, etc., asumen una funcin muy significativa en el origen de las dificultades de aprendizaje.

12.

La interaccin afectiva y lingstica entre la madre y el hijo, de cero a los cuatro aos, determina sustancialmente la madurez emocional y el desarrollo cognitivo.

13..

La familia es lugar en donde el nio adquiere la madurez emocional indispensable para las preaptitudes de los aprendizajes escolares.

14.

El nio que llega a la escuela trae detrs de s una historia de vivencias y oportunidades muy compleja, que es preciso estudiar y caracterizar.

15. 16.

La incidencia de dificultades de aprendizaje vara en relacin inversa con las condiciones socioeconmicas. Las dificultades de procesamiento de informacin auditiva, atencin selectiva, discernimiento, etc. tienden a perjudicar el desarrollo del lenguaje y la elaboracin de estructuras cognitivas.

17.

Un buen ambiente familiar o social que proporcione cantidad y calidad de oportunidades son las condiciones mnimas requeridas para el desarrollo del potencial de aprendizaje.

18.

La lectura, como proceso verbal simblico, se basa en un proceso analtico, razn por la que los programas escolares deben organizarse y sistematizarse en esa rea.

19. 20.

Las mltiples privaciones culturales y psicosociales tienen escasa influencia en el desarrollo intelectual. Una prctica preventiva a todo nivel, asegura la reduccin sustancial de la frecuencia de las dificultades de aprendizaje.

21.

Es necesario un esfuerzo social, institucional y poltico para combatir la incidencia de las dificultades de aprendizaje.

22.

El aprendizaje es una respuesta modificada, estable y durable, interiorizada y consolidada en el propio cerebro del individuo.

23. 24.

El aprendizaje humano es evidentemente diferente al aprendizaje animal. La nocin de motivacin est ntimamente ligada a la nocin de aprendizaje.

25.

El acto del aprendizaje depende del estmulo apropiado y de alguna condicin interior propia del organismo como sed, curiosidad, etc.

26. 27.

La memoria almacena y preserva la informacin y es la base del raciocinio. La dificultad para recordar nombres y acontecimientos interfiere con el aprendizaje y con las trasferencias proactivas.

28.

El aprendizaje comprende la utilizacin de todos los recursos del nio, ya sea interiores (herencia) o exteriores (medio).

29.

Las funciones inter-hemisfricas concretan el dilogo y la co-funcin de ambos hemisferios a travs de la transduccin y la conversin.

30. 31.

El hemisferio cerebral dominante del lenguaje y de las funciones psicolingsticas es el hemisferio derecho. El modelo de procesamiento de la informacin humana incluye los siguientes procesos: receptivos de decodificacin, integrativos y expresivos de codificacin, as como complicados procesos de feedback.

32.

En trminos de discernimiento auditivo, el nio debe tener la capacidad de diferenciar pares de palabras con sutiles diferencias fonticas, como: mata-lata pata-gata.

33.

Las agnosias implican trastornos en el reconocimiento de los objetos sin que se encuentren involucrados trastornos sensitivos o sensoriales.

34.

En el desarrollo surgen primero los smbolos interiores de contexto no verbal como las figuras, los sonidos y las imitaciones.

35. 36.

El nio comienza por usar los objetos en una forma inteligible y no verbal, luego de ello interioriza la palabra. El nio con dificultades de aprendizaje requiere una visin integrada del aprendizaje que permita desarrollar nuevos procesos de diagnstico diferencial y nuevos modelos de intervencin pedaggica individualizada.

37.

Dificultad de lectura adquirida, dislexia, hiperactividad, etc. son algunos de los trminos aplicados por los investigadores para caracterizar a los nios con dificultades de aprendizaje.

38. 39. El trmino lesin mnima del cerebro se refiere a aquellos nios que tienen una inteligencia general por debajo del nivel promedio, justo en el nivel promedio o por arriba del nivel promedio, con ciertas dificultades de aprendizaje o de comportamiento. 40. Las dificultades de aprendizaje se pueden definir como una falta de armona en el desarrollo.

41. 42.

En los nios con dificultades de aprendizaje se aprecia un perfil motor adecuado. El concepto de incapacidad incluye problemas de gravedad variable, lo que expresa una desorganizacin funcional de actividades.

43. 44.

Las agnosias visuales afectan el reconocimiento y la identificacin de ruidos, msica y palabras. El nio deficiente mental muestra un potencial afectado, mientras que un nio con dificultades de aprendizaje presenta un potencial normal y una integridad global.

45.

Las dificultades de aprendizaje primarias estn relacionadas con factores mdicos y sus causas son obvias y bien conocidas.

46. 47. 48. 49.

El nio est orientado hacia la accin, no hacia la contemplacin de la realidad. El lenguaje escrito depende del proceso visual. La lectura es un proceso cognitivo que involucra aptitudes auditivas y visuales, y sus interrelaciones dialcticas. La dificultad del aprendizaje de la lectura plantea un problema de desarrollo del lenguaje y ste un problema de desarrollo cognitivo.

50.

La dislexia es un trastorno del lenguaje.

UNIVERSIDAD TECNICA PARTICULAR DE LOJA La Universidad Catlica de Loja HOJA DE RESPUESTAS DIFICULTADES DEL APRENDIZAJE Presencial 1er Bim PERIODO IDENTIFICACION ESTUDIANTE NELLY GRACIELA PALACIOS ALVAREZ Abr/2013 - Ago/2013 PROGRAMA INGLES ECTS ACADEMICO

SOLUCIONES N Sol 1 2 3 4 5 6 7 8 9 A A A A B A A A A Res OK OK OK OK OK OK OK OK OK OK OK OK OK OK X OK OK OK OK OK OK OK OK OK OK OK OK OK N Sol 31 A 32 A 33 A 34 A 35 A 36 A 37 A 38 B 39 A 40 A 41 A 42 A 43 B 44 A 45 B 46 A 47 A 48 A 49 A 50 A OK OK OK OK OK OK OK OK OK OK OK OK OK OK OK Res

10 B 11 A 12 A 13 A 14 A 15 A 16 A 17 A 18 A 19 B 20 A 21 A 22 A 23 A 24 A 25 A 26 A 27 A 28 A 29 A 30 B RESUMEN DE CALIFICACION ACIERTOS: 42 ERRORES: 1

BLANCOS: 7

UNIVERSIDAD TCNICA PARTICULAR DE LOJA

MODALIDAD ABIERTA Y A DISTANCIA

CIENCIAS DE LA EDUCACINMENCIN INGLS

METHODOLOGY AND DIDACTICS II: TEACHING READING AND WRITING (6-ECTS) PRIMERA EVALUACIN PRESENCIAL ABRIL - AGOSTO 2013 Versin

Elaborada por:

Mgs. Eliana Pinza Tapia

IMPORTANTE: En la calificacin automtica se utiliza la frmula aciertos menos errores, por lo tanto, le recomendamos piense bien la respuesta antes de marcarla, si no est seguro, es preferible dejarla en blanco. No est permitido comunicarse entre compaeros ni consultar libros o apuntes. Verifique que la hoja de respuestas corresponda a la evaluacin que est desarrollando. NO CONTESTE EN ESTE CUESTIONARIO, HGALO EN LA HOJA DE RESPUESTAS_

INSTRUCCIN:
Lea detenidamente cada uno de las siguientes preguntas y rellene completamente el crculo que corresponda al literal de la alternativa correcta en la hoja de respuestas. La alternativa (A) se usar para verdadero y la alternativa (B) para falso.

1. 2. 3. 4. 5.

In contemporary approaches to reading, meaning is seen as being fully present in a text waiting to be decoded. Bottom-up processing occurs when linguistic input from the text is mapped against the readers previous knowledge. Bottom-up reading requires language processing at all levels: word, sentence, and discourse. Knowledge-based information processing does not occur when readers use prior knowledge to make predictions about the data they will find in a text. In order to develop top-down processing skills, teachers have to make students read large amounts of text for general comprehension.

6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46.

There are two kinds of background knowledge which are formal schemata and content schemata. Formal schemata involve knowledge of the world beyond texts. Content schemata involve knowledge of rhetorical structures and conventions. Comprehension of poetry requires the same interpretive processes required for any text. Reading is a complex information processing skill in which the reader interacts with text in order to create meaningful discourse. The reader is an active, problem-solving individual who coordinates a number of skills and strategies to facilitate comprehension. Reading tasks must be realistic in terms of both language use and students abilities. Nonprose reading can be used with students of beginning, intermediate, and advanced levels. Skimming a menu is one of the activities that can be used to make students practice nonprose reading. A clear example of nonprose materials is the use of maps. Scanning is reading quickly to locate specific information. Thorough comprehension of a text requires students to understand relationship among ideas. Jigsaw reading is an activity that requires students to rearrange text in order to create a logical sequence. Critical reading requires going beyond literal understanding in order to draw inferences and evaluate a text. Comic strips do not provide useful practice in evaluating human behaviour in terms of students own system of beliefs. Comic strips cannot be used to make students recognize relationship among ideas. Nonprose material provides opportunities for productive practice in both top-down and bottom-up processing. Nonprose material does not accompany prose. Maps can be used to practice receiving and giving directions. Diagrams may not have to be developed by students because they do not help them understand information in texts. Graphs and tables often accompany technical prose. Expository prose is central for students who will use English for academic purposes. Prereading and previewing activities are appropriate only for advanced levels. Teachers can make students learn to recognize the structure of an argument by providing them with activities that permits to distinguish between general claims and the data used to support those claims. Expository prose tends to rely on general claims that are supported by details and examples. Students can demonstrate their understanding of the relationship among ideas within a text by drawing semantic maps. It is not advisable to make students recognize rhetorical patterns typical of English expository prose since it does not facilitate reading comprehension. In order to make students work with chronological order patterns, teachers can ask them to correct an incorrect sequence. The introduction of a journal article describes how the research arrived at the results. The discussion section of a journal article analyses the importance of the results and their implications. In order to make students familiarize with the information that the introduction of journal articles contains, teachers can ask them to bring different journal articles to class and examine a series of introductions. Students can become more efficient interpreters of English expository prose by becoming more familiar with the conventions that govern these texts. A way to make students practice critical reading skills is to bring editorials and opinion pieces into the second language classroom. One of the activities that we can use to make students work with editorials is to ask them examine the function of writing. The ability to distinguish fact from opinion is not fundamental to reading comprehension. An important part of reading comprehension is to recognize a community of readers for whom a text is intended. Fiction inspires use of inferencing and prediction skills that serve students when interpreting expository prose. The use of childrens literature needs to be avoided since it does not provide a window into the way cultures attempt to reproduce themselves through their children. The strangeness of poetry does not provide students with opportunities to focus on all aspects of reading. The use of music helps students encounter the rhythm of a language and infer meaning of vocabulary and concepts from context. Activities should be realistic in terms of students reading abilities, their reading goals, and how one reads in the real world.

47. 48. 49. 50.

Reading texts which are edited are not considered authentic. Glossing is a technique available when bringing into the classroom passages that contain difficult vocabulary that is frankly not worth teaching. It is not important that students recognize when the meaning of unfamiliar vocabulary does not impede overall reading comprehension. Vocabulary items that are used in an unfamiliar way are good candidates for dictionary practice.

UNIVERSIDAD TECNICA PARTICULAR DE LOJA La Universidad Catlica de Loja HOJA DE RESPUESTAS METHODOLOGY AND DIDACTICS II: TEACHING READING AND WRITING Presencial 1er Bim PERIODO IDENTIFICACION ESTUDIANTE NELLY GRACIELA PALACIOS ALVAREZ Abr/2013 - Ago/2013 PROGRAMA INGLES ECTS ACADEMICO

SOLUCIONES N Sol 1 2 3 4 5 6 7 8 9 B A A B A A B B A OK OK OK X OK OK OK OK X OK OK OK OK OK OK OK OK OK OK OK OK OK OK OK OK BLANCOS: 9 OK Res X N Sol 31 A 32 B 33 A 34 B 35 A 36 A 37 A 38 A 39 A 40 B 41 A 42 A 43 B 44 B 45 A 46 A 47 B 48 A 49 B 50 A X OK OK OK OK OK OK X OK OK OK OK Res OK OK

10 A 11 A 12 A 13 A 14 A 15 A 16 A 17 A 18 A 19 A 20 B 21 B 22 A 23 B 24 A 25 B 26 A 27 A 28 B 29 A 30 A RESUMEN DE CALIFICACION ACIERTOS: 36 ERRORES: 5

UNIVERSIDAD TCNICA PARTICULAR DE LOJA

MODALIDAD ABIERTA Y A DISTANCIA

CIENCIAS DE LA EDUCACIN MENCIN INGLS

SYNTAX AND TEACHING GRAMMAR (6-ECTS) PRIMERA EVALUACIN PRESENCIAL ABRIL - AGOSTO 2013 Versin

Elaborada por:

Dra. Rosario Mara Burneo

IMPORTANTE: En la calificacin automtica se utiliza la frmula aciertos menos errores, por lo tanto, le recomendamos piense bien la respuesta antes de marcarla, si no est seguro, es preferible dejarla en blanco. No est permitido comunicarse entre compaeros ni consultar libros o apuntes. Verifique que la hoja de respuestas corresponda a la evaluacin que est desarrollando. NO CONTESTE EN ESTE CUESTIONARIO, HGALO EN LA HOJA DE RESPUESTAS_

INSTRUCCIN: Lea detenidamente cada uno de las siguientes preguntas y rellene completamente el crculo que corresponda al literal de la alternativa correcta en la hoja de respuestas.

1 a. b. c. 2 a.

Syntax studies grammar from two different axes: internal and external. Internal Syntax deals with the structures of phrases and clauses; while, external syntax focuses on the manner words are joined together to form clauses. the function of the headword in a phrase. the function a given phrase or clause performs within a sentence. According to the definition of the term head already studied, in the clause the poor boy does not attend school, the head of the verb phrase is the word attend; and the head of the noun phrase is the word poor

b. c. 3 a. b. c. 4 a. b. c. 5 a. b. c. 6

the word boy neither one A modifier is defined as a phrasal element that adds a characteristic or condition to the headword. Modifiers are of two different types: Complements and adjuncts. Objects and adjuncts Determiners and complements In the clause All boys and girls in my town play soccer on Sundays, the expression on Sundays functions as the complement of the clause. Right Wrong I dont know

According to modern grammar theory, sentences can be of three types: simple, complex and compound. A compound sentence is illustrated in: Michael went to the beach and his family stayed home Michael and his family are together in the beach Michael and his family went to the beach It is understood that the verb not only controls the phrases that follow it, but also the noun phrase in subject position. Therefore, in both clauses: Paul wrote a poem for his mother, and His parrot wrote a poem for his mother, the verb controls the noun phrase in subject position. a. b. c. Right Wrong I dont know Collocations refer to two or more words that often go together to express a particular meaning. For example fast food is a very common collocation. Now, recognize the correct collocation among the examples that follow: a. b. c. A fast shower Blow up into tears Burst into tears The term dependency refers to the relationship between two words, for instance a head and its complement. Therefore, a. b. c. Dependency relations are the basis for modification Dependency relations are the basis for constituency Dependency relations are the basis for accuracy In Syntax, constituent structure refers to the hierarchical arrangement of words and phrases into clauses to form grammatical and meaningful structures. Thus, constituent structure is illustrated in Elizabeth a. b. Right Wrong made her son proud of himself

c. 10 a. b. c. 11 a. b. c. 12 a. b. c. 13 a. b. c. 14

I dont know According to phrase structure rules (PSR) in English, a phrase is a string of words which expresses meaning as illustrated in the structure: He lives with his family in China He and his family live in China Lives in China By definition,... is a word or a group of words that functions as a single unit within a hierarchical structure. Then phrases are the immediate constituents of a clause. a sentence a constituent a string Elliptical sentences consist of a complete clause + and incomplete one joined by a coordinating conjunction, as illustrated in the structure: Bob loves ice cream and Kate loves almonds Bob loves ice cream and Kate does too Bob and Kate love ice cream The structures (a) The young girl lives next door and (b) She lives next door illustrate the linguisticphenomenon of Transposition. Right Wrong I dont know Grammatical constructions are structures of different types that perform different functions. In order to hold a conversation, write a novel, or carry out any other type of linguistics exchange, speakers use:

a. b. c. 15 a. b. c. 16 a. b. c. 17

Affirmative, negative and copula constructions Clauses, phrases and sentences. Statements, questions and commands. Passive constructions take a passive subject in initial position; the passive subject agrees in number and person with the verb. This sort of agreement is illustrated in: There were some bananas on the table Give me the bananas on the desk Some bananas were left on the table for you. In English, copula verbs usually link the subject of a clause with a complement. The main copula verb is BE; however, linking verbs can also perform as copula verbs. For example, the verbs: Read, teach, eat, among others Feel, look, become, among others Can, could, shall, among others There exist some dependency relations among constructions. For instance, an interrogative construction is related in meaning to an affirmative one. In addition, the relationship between active

and passive voice is expressed by the syntactic relation existing between the subject and the verb. a. b. c. 18 a. b. c. 19 Right Wrong I dont know Cause-effect relationships can also be held between constructions, as illustrated in the complex sentence below: Population in developing countries grows very fast and poverty increases at the same rate. Population in developing countries grows very fast because people do not believe in birth control. Population in developing countries grows very fast; maybe they need many workers. Word classes are sets of words that display the same formal properties, especially distribution and the types of inflections and derivations they might take. In traditional grammar, word classes are also known as: a. b. c. 20 Speech acts Grammar components Parts of speech Semantic criteria deal basically with meaning and with what speakers do with words in actual communication; while syntactic criteria refer to the particular characteristics of phrases and clauses. One of these syntactic rules in English refers to the infle ctions taken by adjectives a. b. c. 21 Right Wrong I dont know Morpho-syntactic criteria are based on the inflectional system of English, which recognizes derivational and inflectional affixes. Inflectional affixes are grammatical and they refer to the tense of verbs, or to the pluralization of nouns. On the other hand, derivational affixes alter the meaning of a word as in: a. b. c. 22 a. b. c. 23 a. b. c. 24 Possible - impossible Talk talking Car cars In Syntax, word categories like nouns, adjectives, verbs and adverbs are known as . because they express meaning. function words content words grammatical words The clause The government imposed new taxes illustrates a non-copula, declarative, transitive construction because the verb is immediately followed by a noun phrase functioning as a direct object. Right Wrong I dont know All nouns in English share the same features like: animate- inanimate, concrete-abstract and count-

non-count, among others. Then . a. b. c. 25 The words idea and book are both inanimate and concrete. The words man and book are both human and concrete. The words man and book are both concrete and count. Subcategorization is a linguistic phenomenon that refers to the number and type of syntactic elements that co-occur with a noun, verb or adjective in order to form phrases. For example, copula verbs take complements, while, transitive verbs take objects. a. b. c. 26 a. b. c. 27 Right Wrong I dont know In English, any lexical verb controls the number and type of complements that might occur with it; for example the verb break can take ... a prepositional phrase as its complement He broke in the window a noun phrase complement as in He broke the front window a verb phrase as its complement as in he broke to take the window There are two basic types of words: close and open. The group of close words contains a relatively small number of items and new words are not normally added. On the other hand, the open class of words contains a vast number of terms and new words can be added. They include the word categories known as: a. b. c. 28 Articles, prepositions, demonstratives and conjunctions. Nouns, verbs, prepositions and articles. Nouns, verbs, adjectives and adverbs. Selectional restrictions encompass a number of rules concerning the syntactic frame in which a noun, verb or adjective could appear. Selectional restrictions are partly based on semantic criteria; for example, verbs - read, write live, think- must take an animate subject; while other verbs fall, breakcan be preceded by animate or inanimate subjects. a. b. c. 29 Right Wrong I dont know Count and mass nouns in English show some differences between them. For example, count nouns refer to entities that are thought of as individuals, while mass nouns refer to entities that cannot be split into countable individuals. a. b. c. 30 Right Wrong I dont know English sentences can be: simple, compound and complex. Simple sentences are formed by a single clause; whereas, complex sentences are formed by two or more clauses joined by the conjunction AND, as in George lives in Chile and his brother lives in Canada. a. Right

b. c. 31 a. b. c. 32 a. b. c. 33 a. b. c. 34 a. b. c. 35 a. b. c. 36 a. b. c. 37 a. b. c. 38 a. b. c.

Wrong I dont know A clause is a grammatical structure formed by an NP subject and a VP predicate. This type of structure usually expresses a single idea. Right Wrong I dont know Main and subordinate clauses are essential elements of written and spoken communication. Main clauses express full meaning; while, subordinate clauses have certain constraints. For example, they express tense and aspect they do not express a complete meaning all by themselves they indicate voice and mood Adverbial clauses are optional within a sentence and... they modify the main verb. they modify the clause to which they are attached. they modify the noun to their left. Subordinate clauses are formed by an NP and a VP; they are of three types: relative, complement and adverbial clauses complement, adverbial and finite clauses relative, complement and dependent clauses Complement clauses are embedded noun clauses introduced by the complementizer THAT; they function as subjects, direct objects or complements, as illustrated in: The woman that killed James is in prison Catty told her husband that her car broke down Max loved the book that you gave her A clause that modifies a noun or noun phrase is known as a relative clause. Relative clauses are introduced by relative pronouns like who, that, which, and they function as adjectives. Right Wrong I dont know A clause like when he comes to town which appears in the sentence Juan should visit his parents when he comes to town, is an ... adverbial clause that modifies the verb visit adverbial clause that modifies the noun phrase his parents adverbial clause that modifies the main clause The subordinate clause in Citizens like the idea that the airport will be rebuilt functions as a relative clause adverbial clause complement clause

39 a. b. c. 40 a. b. c.

The structure Although Carmen loved Sam, she refused to marry him , is a complex sentence containing an adverbial clause that indicates..... Manner Place Concession In the sentence Sam liked the food that you gave him, the complementizer that..... cannot be deleted because the meaning of the sentence might change. can be moved to a different position within the sentence can be deleted without altering the meaning of the sentence.

UNIVERSIDAD TECNICA PARTICULAR DE LOJA La Universidad Catlica de Loja HOJA DE RESPUESTAS SYNTAX AND TEACHING GRAMMAR Presencial 1er Bim PERIODO IDENTIFICACION ESTUDIANTE NELLY GRACIELA PALACIOS ALVAREZ Abr/2013 - Ago/2013 PROGRAMA INGLES ECTS ACADEMICO