Función Comunicativa de los Textos

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FUNCIÓN COMUNICATIVA DE LOS TEXTOS Universidad Nacional Experimental “Francisco de Miranda” Vicerrectorado Académico Programa de Desarrollo Integral del Personal Académico de la UNEFM Sub-Programa 2: Dominio Instrumental del Idioma Inglés Lcda. Maricarmen Gamero y Lcda. Yohimar Sivira (2011)

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FUNCIÓN COMUNICATIVA DE LOS TEXTOS Es el relato de acontecimientos de diversos personajes, reales o imaginarios, desarrollados en un lugar y a lo largo de un tiempo. * Narrador - * Personajes- * Espacio- * Tiempo- * Estructuras de Descripción, Comparación y/o Contraste Texto Narrativo Texto Descriptivo Describir es representar la realidad mediante palabras. Muchas veces se ha definido como pintura verbal. *Adjetivos- *Textos claves- *Estructura de descripción, definición, análisis, comparación y contraste Lcda. Maricarmen Gamero y Lcda. Yohimar Sivira (2011)

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FUNCIÓN COMUNICATIVA DE LOS TEXTOS Texto Narrativo Much of what we know about Cleopatra was written after her death when it was politically expedient to portray her as a threat to Rome and its stability. Thus, some of what we know about Cleopatra may have been exaggerated or misrepresented by those sources. Cassius Dio, one of the ancient sources that tell her story, summarizes her story as "She captivated the two greatest Romans of her day, and because of the third she destroyed herself." During Cleopatra's early years, her father tried to maintain his failing power in Egypt by bribing powerful Romans. Ptolemy XII was reportedly the son of a concubine instead of a royal wife. When Ptolemy XII went to Rome in 58 BCE, his wife, Cleopatra VI Tryphaina, and his eldest daughter, Berenice IV, assumed the rulership jointly. When he returned, apparently Cleopatra VI had died, and with the help of Roman forces, Ptolemy XII regained his throne and executed Berenice. Ptolemy then married his son, about 9 years old, to his remaining daughter, Cleopatra, who was by time about eighteen. Cleopatra apparently attempted to rule alone, or at least not equally with her much-younger brother. In 48 BCE, Cleopatra was pushed out of power by ministers. At the same time, Pompey -- with whom Ptolemy XII had allied himself -- appeared in Egypt, chased by forces of Julius Caesar. Pompey was assassinated by Ptolemy XIII's supporters. A sister of Cleopatra and Ptolemy XIII declared herself ruler as Arsinoe IV.

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FUNCIÓN COMUNICATIVA DE LOS TEXTOS Texto Descriptivo Constructivism is basically a theory -- based on observation and scientific study -- about how people learn. It says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. When we encounter something new, we have to reconcile it with our previous ideas and experience, maybe changing what we believe, or maybe discarding the new information as irrelevant. In any case, we are active creators of our own knowledge. To do this, we must ask questions, explore, and assess what we know. In the classroom, the constructivist view of learning can point towards a number of different teaching practices. In the most general sense, it usually means encouraging students to use active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing. The teacher makes sure she understands the students' preexisting conceptions, and guides the activity to address them and then build on them. Constructivist teachers encourage students to constantly assess how the activity is helping them gain understanding. By questioning themselves and their strategies, students in the constructivist classroom ideally become "expert learners." This gives them ever-broadening tools to keep learning. With a well-planned classroom environment, the students learn HOW TO LEARN.

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FUNCIÓN COMUNICATIVA DE LOS TEXTOS Se plasma el desarrollo de procedimientos compuestos por pasos que deben cumplirse para conseguir un resultado. Texto de Instrucción Texto de Proceso se refiere a la descripción de la secuencia de eventos de un determinado proceso. *Pasos y etapas del proceso- *Organizado secuencialmente- *Se emplean conectores de orden- *Voz Pasiva *Forma imperativa del verbo- *Marcas gráficas- *Imágenes- *Estructura de descripción Lcda. Maricarmen Gamero y Lcda. Yohimar Sivira (2011)

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FUNCIÓN COMUNICATIVA DE LOS TEXTOS 1. Consider your audience to determine the scope of your material. Reflect on the most-likely student population of the class. The success of your course has much to do with how well you manage to match your course content to the backgrounds of your students. The most fundamental consideration is the academic stage of your students. Are the students coming into the course with any background knowledge? Is this course a major requirement or a general elective? Can you expect the students to have even a basic interest in the course material? Considering where your students may be coming from as they enter the class should help you determine, up front, the scope of the course and should underlie many of the decisions you make as you design your course. 2. Identify 5 or fewer major learning outcomes. Learning outcomes describe the measurable skills, abilities, knowledge, or values that students should be able to do or demonstrate as a result of a completing your course. Learning outcomes are student-centered rather than teacher-centered, in that they describe what the students will do, not what the instructor will teach. 3. Define skills students will need to reach these learning outcomes. In order to translate learning outcomes into course content, take an intermediary step to think about what skills will demonstrate the achievement of the learning outcomes. What content is required to support those skills? The skills will be informed by the readings, resources and class activities and will be embedded in the course assignments and exams. Texto de Instrucción

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FUNCIÓN COMUNICATIVA DE LOS TEXTOS The digestive tract -- also called the gastrointestinal tract or alimentary canal -- provides the pathway through which foods move through the body. During this process, foods are broken down into their component nutrients to be available for absorption. Digestion actually begins in the mouth, as the enzymes in saliva begin to break down carbohydrate (starch). As food is chewed, it becomes lubricated, warmer, and easier to swallow and digest. The teeth and mouth work together to convert each bite of food into a bolus that can readily move into the esophagus ("the food pipe"). In the meantime, taste buds located in the mouth help you to enjoy each mouthful -- or to find the food distasteful, as is sometimes the case. After the bolus is swallowed, it enters the esophagus where it continues to be warmed and lubricated as it moves toward the stomach. The acidic environment of the stomach and the action of gastric enzymes convert the bolus into chyme, a liquefied mass that is squirted from the stomach into the small intestine. Carbohydrates tend to leave the stomach rapidly and enter the small intestine; proteins leave the stomach less rapidly; and fats linger there the longest. Texto de Proceso

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FUNCIÓN COMUNICATIVA DE LOS TEXTOS Texto Argumentativo El texto argumentativo tiene como objetivo expresar opiniones o rebatirlas con el fin de persuadir a un receptor. *Estructura de definición, análisis, comparación y/o contraste- *Textos políticos, científicos, filosóficos. Lcda. Maricarmen Gamero y Lcda. Yohimar Sivira (2011)

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FUNCIÓN COMUNICATIVA DE LOS TEXTOS While there may be some significant questions and issues around Howard Gardner's notion of multiple intelligences, it still has had utility in education. It has helped a significant number of educators to question their work and to encourage them to look beyond the narrow confines of the dominant discourses of skilling, curriculum, and testing. For example, Mindy Kornhaber and her colleagues at the Project SUMIT. To the extent that Howard Gardner's multiple intelligences theory has helped educators to reflect on their practice, and given them a basis to broaden their focus and to attend to what might assist people to live their lives well, then it has to be judged a useful addition. Project SUMIT (2000) have identified the following markers that characterize schools with some success in implementing practices that attend to multiple intelligences theory. Culture: support for diverse learners and hard work.  Acting on a value system which maintains that diverse students can learn and succeed, that learning is exciting, and that hard work by teachers is necessary. Tool: MI is a means to foster high quality work. Using MI as a tool to promote high quality student work rather than using the theory as an end in and of itself. Informal educators can usefully look at this listing in respect of their projects and agencies. The multiple intelligences themselves also provide a good focus for reflection. Arguably, informal educators have traditionally been concerned with the domains of the interpersonal and the intrapersonal, with a sprinkling of the intelligences that Howard Gardner identifies with the arts. Looking to naturalist linguistic and logical-mathematical intelligences could help enhance their practice. Texto Argumentativo

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FUNCIÓN COMUNICATIVA DE LOS TEXTOS REFERENCIAS Granda, A. (2002). Material de apoyo de la Unidad Curricular Composición Escrita de la Licenciatura en Educación en Lengua Extranjera, Mención Inglés de la UNEFM. Jiménez, C. (2006). Redacción de párrafos. [Página web]. Disponible en: http://www.gestiopolis.com/recursos6/Docs/Emp/la-redaccion-de-parrafos.htm. Consulta realizada el día: 05 de Marzo de 2011. Peña, E. y Sivira, Y. (2009) Módulo teórico de Inglés II. Coordinación de Inglés el Sabino. Universidad Nacional Experimental Francisco de Miranda. Punto Fijo.

Summary: Características de los textos de acuerdo a la presencia de elementos lingüísticos.

Tags: inglês lectura sub-programa 2

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