This document discusses language teaching approaches, methods, and techniques. It begins by stating the aim of today's lesson is to reflect on education and language education. It then asks whether teachers are born or made, and explores the differences between approaches, methods, and techniques. Approaches reflect models or paradigms, methods are sets of procedures for teaching a language, and techniques are classroom activities. The document encourages writing and reflection on what makes a good teacher and concludes by discussing theories of language and language learning.
Se analiza el fenómeno de resalto hidráulico y se plantea el procedimiento a seguir para determinar los llamados “tirantes conjugados”.
Se presenta las relaciones correspondientes al caso de resalto producido en un canal de sección rectangular y, finalmente, se revisa las relaciones que permiten determinar la longitud requerida para que el resalto se desarrolle completamente.
Se presenta de manera sintética aspectos esenciales que deben ser tomados en cuenta en la gerencia de proyectos de construcción: la importancia de la dirección de proyectos; el rol del gerente de proyectos; la constructabilidad en los proyectos de construcción; áreas de conocimiento fundamentales a ser debidamente gestionadas: alcance, tiempo, costo, calidad, riesgos.
Se define el concepto de Energía Específica (E) y se presenta la curva de energía específica (E vs y), esencial para definir el concepto de tirante crítico e identificar las regiones asociadas a flujo subcrítico y flujo supercrítico.
Se analiza las aplicaciones prácticas más usuales de la curva de energía específica, como es el caso de presencia de gradas o de angostamiento (o ensanchamiento) de la sección de un canal.
Se analiza luego la curva de descarga (Q vs y) determinada para energía especifica constante.
Finalmente, se revisa la aplicación de la curva de descarga en la determinación del caudal (Q) y tirante (y) en un canal alimentado por un reservorio.
Se efectúa una revisión general del diseño hidráulico de los desarenadores. Luego de revisar la definición, funciones y clasificación de los desarenadores, se presenta los elementos que lo integran y se procede a desarrollar los criterios para el dimensionamiento de la nave de desarenación. Se hace referencia también al diseño del vertedero de salida y al sistema de purga, haciendo hincapié en los sistemas de purga más conocidos. Se incluye finalmente un ejemplo de cálculo.
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En esta presentación te mostraremos las mejores prácticas
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Presentar lineamientos generales de la Dirección de Proyectos, en particular de la Gestión de Riesgos bajo el enfoque del PMBOK, que permitan su rápida implementación y gestión en Proyectos de todas las especialidades y sub especialidades de la ingeniería.
Se resalta el importante rol de la planificación y control de obras, a la vez que se hace una revisión de los principales procesos de planificación y se efectúa una breve referencia sobre las nuevas tendencias que, a nivel internacional, se dan en este campo.
Introduction Provide an overall description of the school and clamariuse18nolet
Introduction: Provide an overall description of the school and classroom, be specific. Describe the demographics of the class (numbers by race, gender, ESE, ESOL).
Planning and Preparation: How does the classroom teacher plan and prepare for instruction? For example, does he or she use district curriculum maps or other school wide requirements? Does the directing teacher design a daily/weekly plan of instruction? Is the teacher required to submit the plans to administration?
Classroom Environment: How is the classroom organized? How is the space used? Is the classroom decorated? Describe the seating arrangement of the students (assigned? Desks in rows?) What rules and procedures have you observed? How are the students encouraged to communicate with the teacher? With each other?
Classroom Culture: How does the teacher work with the students to create a classroom culture? Describe at least 3 activities that contribute to the culture.
Diversity: Discuss the diversity of the class with the teacher. Do not just limit the discussion to race/gender (consider exceptionalities, socioeconomic, learning styles). Diversity spans much more, what strategies does the teacher use to reach his or her diverse populations.
Instruction: Observe at least one lesson taught by the teacher. Describe the lesson including objectives. How were the students assessed on what they learned? What kind of discussion techniques did the teacher integrate? What kind of technology does your teacher use in the classroom to teach the students?
Professional Responsibilities: How does your teacher model professionalism (hint, look at your text)? How does the teacher record and track grades? How does your teacher communicate with parents? Does your teacher participate in professional development?
Philosophy of Teaching: What is your teacher’s personal philosophy of teaching? How does it compare to yours? (Hint use your text) Review the 4 philosophies of education in Chapter 5, which philosophy of education represent your teacher’s style (discuss this with the teacher).
Conclusion: What did you learn from the experience? Ask your teacher how students have changed over the years (hint, look at your text). Has the experience helped you determine if you’ll pursue teaching? If so, what grade, level, subject?
...
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2. Today’s lesson
Aim: to reflect upon education and language education as first stage
Are teachers made or
born?
Let’s reflect upon that
Approach-method and
technique
Can you see the
difference?
Explification of theory of language and
theory of language learning.
12. Approach – method - Technique
Approach reflects a certain model or research paradigm WHYWHY.
(Grammar-translation approach, reading approach,
communicative approach)
Method is a set of procedures, i.e a system that spells out rather
precisely how to teach a second or a foreign language.
Methods are typically compatible with one (Two) approaches.
HOWHOW (Silent way, Total Physical Response TPR, Suggestopedia)
Technique is classroom device or activity.
STEPSSTEPS (dictation, imitation, repetition,etc.)
15. Approach
Structural view – how the
language is approached-
coding
Functional view – semantic
and communicative-
meaning and functions of
the language.
Interactional theories
What are the psycholinguistic
and cognitive processes
involved in language
learning?
What are the conditions that
need to be met in order for
these leaning processes to be
activated?
Theories of language Theories of language
learning
18. Procedure+Techniques
+The use of teaching activites (drills,
dialogues, information gaps activities, etc.)
+The use of teaching activities for practicing
language.
+The procedures and techniques used in
giving feedback to learners concerning the
form and content.
20. SlidesCarnival icons are editable shapes.
This means that you can:
●Resize them without losing quality.
●Change fill color and opacity.
Isn’t that nice? :)
Examples:
21. Now you can use any emoji as an icon!
And of course it resizes without losing quality and you can change the color.
How? Follow Google instructions
https://twitter.com/googledocs/status/730087240156643328
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