aspectos problematicos del espaol essays

aspectos problematicos del espaol essays Aspectos problemticos del espa Conocimientos previos: vocabulario sobre medios de transporte, relaciones entre parejas, verbos de movimiento, presente, pasado/copretrito, futuro. No se dar la regla gramatical, se pretende que el alumno infiera los diferentes usos de las preposiciones. No se presentarn todos los usos de por y para, durante el transcurso de la clase se tomarn slo 4 modalidades: Que el alumno sea capaz de utilizar expresiones con las preposiciones por y para. Dar y pedir informacin en situaciones causales, de finalidad, temporalidad, finalidad y medios. Interactà ºe con sus compan sobre Estados de la Repà ºblica Mexicana. Que el alumno identifique diferentes estados de la Repà ºblica Mexicana. Que hable sobre dichos estados. Que el alumno infiera la reglas para la utilizacin de las preposiciones por y para. 1. Sensibilizacin (3minutos). El maestro har preguntas del tipo  ¿Alguna vez has tenido que separarte de algà ºn ser querido?" Con el objeto de contextualizar al alumno con el tema de la actividad. Presentacin de los personajes. 2. Dilogo. Juego de roles. (1 minuto) Dos alumnos leern el dilogo propuesto en donde se presentar la situacin que da pie al uso de dichas preposiciones. Se le proporcionar al alumno una hoja con preguntas, las cuales contestar con la ayuda de su compan) 3.1 Revisin de las preguntas acentuando la importancia de las preposiciones (todos los usos juntos) (5 minutos). 4. Ejercicios de transformacin (10 minutos) El maestro presentar fotografà ­as de personas y dar informacin extra para asà ­, de esta manera, procurar que el alum...

Graduate Residence Essay Sample

Graduate Residence Essay SampleWhen it comes to writing a sample APA style graduate reflection essay, the key is to think about each paragraph as a self-contained essay. Your task as a grader is to determine whether you need to edit and eliminate any of the statements within.To begin, the first paragraph should be focused on addressing the student's interest or question asked in the admission letter, especially if the student asks for more specific information. The author should then go on to state their name, and describe who they are. For example, if the applicant asked 'How did you come to be the graduate student in this graduate composition class? ', the author could say 'John Doe, PhD, is a professor at Westmont College, in Fort Collins, Colorado.'In the next paragraph, the writer should start out by first answering the author's statement about what he or she hopes to get out of the reader. This is a great opportunity to address all of the writer's thoughts and feelings regardin g the topic. This allows the reader to get a feel for who the writer is and what type of writer they are. After all, this is supposed to be an informal reflection on the topic that will hopefully help the writer to gain clarity.The third paragraph deals with setting the tone for the rest of the essay, starting off by stating that the author does not agree with the viewpoint of any of the other viewpoints discussed. For example, if the writer states that they do not agree with the author's statement that immigration is bad for the country, then the author could answer the statement by saying 'In my field, we rarely discuss that topic. However, I did meet some of the students that are discussing the issue at the local college here in Boulder. Their discussion caused me to reflect on that issue and I think the issue is important, even if I have many strong opinions about the issue.'The fourth paragraph sets up the direction of the essay to follow by providing a place where the writer c an start by starting out with the reader's interest. For example, if the writer states that they wrote the article to help them find a college, they should then start the letter by stating that the student is looking for the best graduate school to attend. The last paragraph then continues to address the author's personal beliefs, calling attention to the writer's personal story and past experiences.Following the fifth paragraph, the next paragraph begins the author's personal experience, concluding by thanking the student for allowing them to share their opinion with the reader. It is important that the student acknowledge that the student is trying to help and educate the reader, and that the author should also encourage the student to continue to write about what the author finds interesting or needs to know.Following the sixth paragraph, the author might then ask the reader to consider what the person does not agree with the author. For example, if the author writes that people should learn Spanish, the author could then thank the student for allowing them to share their opinion and, at the same time, question the individual's opinion, stating that they do not like seeing immigrants in the United States.Graders are encouraged to closely scrutinize the writer's information, grammar, and writing style. Each time the grader asks the author to revise the essay, the grader should be questioning not only the opinions of the writer, but also their own perspective and actions. Graders are encouraged to continue to ask the author to revise the essay as long as they still believe that the piece still contains excellent information.