A. Categorías lexicales y uso del diccionario.
ARTICLES
Mental health prevention through affective education in schools
Saul Cooper, Richard Munger and Mark M. Ravlin
Fuente: http://www.springerlink.com/content/gm6138557222m252/
The Journal of Primary Prevention
Volume 1, Number 1, 24-34, DOI: 10.1007/BF01114541
There has been increasing interest in the prevention of mental disorders and promotion of emotional strengths through school experiences emphasizing the affective domain. School professionals are being called upon to participate in the conception, planning, and implementation of affective education programs in schools. This paper examines the field of affective education. It addresses the field as a juxtaposition of education and mental health, and as a school-based mental health prevention strategy. Mental health prevention through affective education spans a range of intervention modes from individually centered to those dealing with whole classrooms and schools.
1. Selecciona un texto relacionado con tu área de interés. Identifica 3 palabras que no conoces agrega las abreviaciones.
Increasing:adj./ Incrementar
Strengths: noun / Fortaleza
Emphasizing: v. / Haciendo hincapié en
2. Idea principal del texto (en español)
El creciente interés en la prevención de los trastornos mentales y la promoción de las fortalezas emocionales a través de experiencias en la escuela haciendo hincapié en el dominio afectivo.
3. Categorias lexicales: (2 ejemplos por categoría)
• Palabras de contenido: interest / school
• Palabras de Función: and / the
• Verbos: has been / emphasizing
• Adverbio: individually
• Adjetivo: increasing / emotional
• Artículo: the / a
• Preposiciones: through / in
• Conjunción: and / and
• Cognados verdaderos: interest / mental
• cognados Falsos: modes (en espanol: toallas sanitarias y en ingles tipos)
• Sufijo: increasing / prevention / planning / implementation
• Prefijos: promotion / juxtaposition
B. Estructura de la oración: (2 ejemplos)
Selecciona dos oraciones completas de tu texto. (Recuerda las oraciones deben partir de un punto y terminar en un punto. Selecciona oraciones que no tengan comas)
Oracion 1: School professionals are being called upon to participate in the conception, planning, and implementation of affective education programs in schools.
Frase nominal: School professionals
Núcleo de la frase nominal: professionals
pre modificadores: School
post modificadores: -
Frase verbal: are being called upon to participate in the conception, planning, and implementation of affective education programs in schools.
Núcleo de la frase verbal: are being called
Tiempo verbal: present continuous
Oracion 2: Mental health prevention through affective education spans a range of intervention modes from individually centered to those dealing with whole classrooms and schools.
Frase nominal: Mental health prevention through affective education
Núcleo de la frase nominal: prevention
pre modificadores: Mental health
post modificadores: through affective education
Frase verbal: spans a range of intervention modes from individually centered to those dealing with whole classrooms and schools.
Núcleo de la frase verbal: spans
Tiempo verbal: simple present
Unidad 3. Técnicas de lectura: predicción, scanning y skimming
Fuente:http://www.cdc.gov/healthyyouth/about/pdf/inbrief_effective_hiv.pdf
1./ Seleccione un texto que tenga una imagen:
IN BRIEF: Promoting Effective HIV and STD Prevention Through Schools: CDC’s Division of Adolescent and School Health
The Importance of Schools
..In the United States, schools have direct contact with more than 56 million students for at least 6 hours a day during 13 key years of their social, physical, and intellectual development.
..After the family home, schools are the primary places responsible for the development of young people. This gives schools an opportunity to dramatically improve the health and well-being of their students each day—including playing an important role in HIV and STD prevention.
..Research shows that well-designed, well-implemented, school-based HIV/STD prevention programs can significantly reduce sexual risk behaviors among students.
Observe la imagen y conteste las siguientes preguntas.
De acuerdo al título y la imagen: ¿cuál cree usted que es el tópico que está a punto de leer?
R: Health prevention in schools
Luego lea el texto
¿Cuál es la idea general del texto?
R: Due to the time young people spend at school, they (schools) can play an important role in health education, specially HIV and STD prevention.
¿Que palabras se repiten?
R: Schools, students, development, prevention
¿Que palabras se parecen al español?
R: contact, million, students, social, intellectual, family, primary, responsible, opportunity, dramatically, including, important, prevention, programs, reduce, sexual
¿Cuales son las palabras en negrita, el titulo, subtitulo o gráficos que te ayudan a entender el texto?
R: prevention, health, importance, school
¿De qué trata el texto? Lee el primer párrafo y el último o la ultimas ideas del último párrafo.
R: With special designed programs, schools can use their direct contact with students to reduce HIV and STD infections.
Unidad 4
Patrones de Organización de un Párrafo
A. Seleccione un texto relacionado con su área de experticia. (definicion..en wikipedia en ingles)
Fuente: http://en.wikipedia.org/wiki/Learning
Article from Wikipedia, the free encyclopedia
Learning is acquiring new or modifying existing knowledge, behaviors, skills, values, or preferences and may involve synthesizing different types of information. The ability to learn is possessed by humans, animals and some machines. Progress over time tends to follow learning curves.
Escriba la idea general del párrafo
Aprendizaje es la adquisición de conocimientos y otras habilidades y puede incoporar analysis de differente typos de informaciones.
Lea el texto y extraiga:
Las definiciones:
Learning is acquiring new or modifying existing knowledge, behaviors, skills, values, or preferences and may involve synthesizing different types of information.
Los marcadores de definición: is
B. Seleccione otro texto relacionado con su área de experticia y extraiga las palabras de secuencia u ordenamiento del tiempo. (biografia)
Fuente: http://www.sengifted.org/articles_social/Ferguson_Case_for_Affective_Education.shtml
Title: A case for affective education: Addressing the social and emotional needs of gifted students in the classroom.
Author: Stephanie Ferguson
Online since: October 2008
Dr. Stephanie Ferguson (formerly Nugent) is the Director of the Program for the Exceptionally Gifted at Mary Baldwin College in Staunton, Virginia. She earned a B.S. in secondary English education from Millersville University of Pennsylvania in 1989, a M.Ed. in curriculum and instruction-secondary gifted education from Southeastern Louisiana University in 1998, and completed her Ph.D. in curriculum, instruction and special education with an emphasis in gifted studies at The University of Southern Mississippi in 2002. Her professional experience includes ten years of middle and secondary teaching in Louisiana in general and gifted education as well as academic counseling; education faculty positions at various universities and colleges; and numerous presentations and publications at the state, regional, national and international levels. Dr. Ferguson’s research interests include single-gender educational settings, moral development, integrating the affective domain in curricula, radical acceleration/early entrance, and developing teacher leaders.
Marcadores de Tiempo: formerly / in 1989 / in 1998 / in 2002 / ten years
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