English Cases

UNIDAD ACADÉMICA DE PEDAGOGÍA, SICOLOGÍA Y EDUCACIÓN
CARRERA CIENCIAS DE LA EDUCACIÓN: IDIOMAS

NOMBRE DE LOS PROFESORES: Lcdo. Juan Pablo Contreras, MsC. Hugo
Alvarado, MsC. Janneth Barrionuevo.
NOMBRE DE LAS ASIGNATURAS: Estructura del Inglés I y II, Inglés, Lingüística.
Inglés técnico.
ENUNCIADO DEL CASO.
A university health center has tried to encourage students to get tetanus shot
immediately. A tetanus shot is an inoculation given to help prevent tetanus, a serious
and sometimes deadly disease. Tetanus causes muscle pain, stiffness, high blood
pressure, pneumonia, and other nervous system complications. A person can get tetanus
simply by stepping on a rusty or dirty nail, getting scratched or bitten by an animal, or
even pricked by a splinter or thorn.
PREMISAS, FRASES O INTERROGANTES ORIENTADORAS
According to the previous health problem, brainstorm ideas and present your
argumentation for the next statements:
- How can you explain the dangers of tetanus and the importance of inoculation to your
university students?
- Talk about the free tetanus shots at the campus health center and explain how you can
convince people to get the shots. Support your ideas with examples.
- Illustrate the danger of tetanus convulsions, wounds, and other depictions. What kind
of material would you use? Why? Give specific examples and the expected respond.
- Now the center is sponsoring a contest, and asking the students to encourage other
students to get the shots. How can you encourage your students to get involved in the
contest? Give your students one example of what they have to do.
- Let’s say that you are in a sponsoring about tetanus in an elementary school. Talk
about the material, vocabulary, resources you will need and how different it must be
from sponsoring tetanus to university students.
NOMBRE DE LAS ASIGNATURAS: Estructura del Inglés I y II, Inglés, Diseño
curricular y didáctica, Fonética
ENUNCIADO DEL CASO.
It is very important for any English student to know structures, vocabulary, questions
and answers about many topics. One of this topics is weather. English speakers love to
talk about the weather. It is a way of breaking the ice (starting a conversation). People
talk about the weather on the phone and in person. Friends and family talk about the
weather before they discuss what's new. Co-workers talk about the weather before
starting a hard day of work. Even strangers discuss the weather. Learn the proper
vocabulary and expressions, and you will find it easy to start a conversation anytime
and anywhere with anyone you meet! Imagine you are in an English class with 30
students from 7th grade and based on the previous case, study the necessities that follow,
and brainstorm other supporting activities in order to have an excellent English class
with a significant teaching English process: The class last two periods.
PREMISAS, FRASES O INTERROGANTES ORIENTADORAS:
- Prepare a list of vocabulary and the correct tense needed for the topic.
_ Plan a class in order to teach students how to break ice by talking about weather.
Include all the components of a pan such as: general objective, specific objective,
learning results etc. Also include the estimated time for each state.
- Write and explain the three moments of the lesson plan and how you will perform
them.
- Describe the methodology and the technique you will use. Why did you choose it?
- What vocabulary will you use, and what kind of material will you use?
- Write the sentences that you will to teach your students about weather and explain the
structure needed in the conversation.
- Describe the oral practice that you will use in order to improve the speaking skill.
(Activities like: Exercises, Games, Roll plays, etc.).
- Prepare reinforcement activities. Explain activities and material used in class.

NOMBRE DE LAS ASIGNATURAS: Estructura del Inglés I y II, Lectura crítica y
comunicación escrita, Inglés técnico, Contexto y tecnología en la educación.
ENUNCIADO DEL CASO.
Many people now believe that the time has come for us to rethink the say in which we
live. We must learn to reuse, reduce, and recycle our waste. We must also create ways
to make our energy burn cleaner and more efficiently.
- Some communities have already begun implementing eco-friendly solutions. Have

you seen or read about any communities that are taking eco-friendly actions to improve
or maintain the environment? Write a paragraph discussing these solutions.
- You, as teacher, are preparing a campaign to reuse, reduce, and recycle our waste in a
high school. This is a project for the English area. How can you prepare your students
for this? Present the vocabulary, resources, time, budget, you might need for the
campaign. Explain how you will use it. And what activities will be presented. Present a
project and explain how the activities will be done. Use the ICTs in education too.
- Let’s change the roll, you as student, what can you do from your house to help recycle.
Give examples and support your ideas.
_ Now you are the major of the city, what would you do in order to promote recycling.
Present your proposal.
NOMBRE DE LAS ASIGNATURAS: Estructura del Inglés I y II, Lectura crítica y
comunicación escrita, Inglés técnico.
ENUNCIADO DEL CASO.
Many educational organizations in the United States believe that a high school
graduation requirement should be that students devote a certain number of hours outside
of the classroom to community service. Supporters of mandatory volunteering believe
that the school´s role should include not only preparing children to be academically
successful, but also helping them to be responsible citizens and active participants in
their communities.
However, not everybody believes that mandatory volunteering is a good idea. Those
opposed to the requirements believe that the term “mandatory volunteering” is an
oxymoron, a contradiction; they believe that volunteering should be something you do
of your own free will. It is not something that is forced on you.
For this situation we have some positions: The authority (like the Dean), professors, and
students. Set yourself in this positions following the next clues.
- In the Catholic University Students must do what we call “Vinculacion con la

comunidad” and you know this process. Explain all the advantages and disadvantages of
this experience. Tell what you did and how you did it. How can this process be
improved. Is it similar to community service? Support your ideas.
- Now, Imagine you are the Dean of the Faculty. Make a list of activities that can be
done for the community service. Plan a campaign to encourage students to devote time
in community service. Set time, materials, and community. Argument why you think
your options (activities) are important for the community. Support your ideas with
examples.
- Let’s get the roll of the professor. What are your duties in this process? Make a plan
of the things you have to do in order to help your students. Prepare an evaluation to
check if your students get all the requirements. (Rubric, check list, etc.). Explain all the
requirements.

NOMBRE DE LAS ASIGNATURAS: Diseño curricular y didáctica, Evaluación,

Estructura del Inglés I y II, Inglés.
ENUNCIADO DEL CASO.
One of the most common lessons is to teach our students to introduce themselves
because your first impression can be the difference between starting a successful
business relationship and finishing with a one-off meeting. It is very easy to make a
negative first impression on someone, often without knowing you’ve done so. It’s much
harder to make a positive impression, so you must put some effort into your
introductions. You are in an English class with students from 8 th year and you want your
students to improve their speaking by introducing themselves and giving good
impression. Study the following points and support your answers by augmenting them,
evaluate the activities that you propose in order to get an efficient teaching learning
process.
- What is the best methodology (or methodologies) that you will use for this topic?
Why? Explain and argument your answer. Apply the methodology by using the theme
presented above and explain step by step how it works and what activities you will use.
- What kind of material will you use and how will you use it?. Make a list of necessities
and vocabulary.
- In order to have a “meaningful learning” how will you start the class? Argument your
answer.
- Write the conversation that you will teach and explain how you will help students to
practice. (Activities). Explain the procedure that you must use.
- In order to test their abilities in listening and speaking, what kind of instrument of
evaluation will you use? Write the instrument of evaluation with different types of
questions.

NOMBRE DE LAS ASIGNATURAS: Estructura del Inglés I y II. Inglés I y II.

Lingüística y lingüística descriptiva y contrastiva.
ENUNCIADO DEL CASO.
Let´s suppose it is time for a class about modals. As we know, we use modal verbs to
show if we believe something is certain, probable or possible (or not). We also use
modals to do things like talking about ability, asking permission making requests and
offers, and so on. The use of modals is essential at the time of learning English.
Study the following statements and argument your answers. This is a class for students
from 10th grade. Be clear and specific in you explanations.
- What previous knowledge must be learned before learning the modals verbs? Why?
Argument your answer.
_How would you plan a warm up for this class? Explain the activity step by step and
argument why you did this as your first activity. Write all the resources needed for the
class.
- Write a list of modal verbs in a graphic organizer in all the forms (a clear one
according to the level) and explain how you will present this graphic to your students.
What materials will you use? Why?
_What would you do in order to motivate your students to read and write with modals?
Explain the steps of any method and the application.
_What activities would you apply in order to help your students to speak and listen
using modals? What resources would you use? Give specific examples.
- Explain how you can contrast this topic with the native language. How would you do
it?
- What kind of extra activities out of the class can you use in order to reinforce modals
and evaluate them?


Estructura del Inglés I y II, Inglés, Modelos pedagógicos.
ENUNCIADO DEL CASO.
There is a class with children of 4 and 5 years old. This children need to learn English
and you have a class 0f 2 hours. It’s important to know that this children do not know
how to read, because they do not write. In many educational institutions English is
consider as an important part of the curriculum. Now, you have to demonstrate your
abilities in teaching English to children. Follow these question guides and brainstorm all
the moments for a good English class.
- Propose at least three possible contents that are usually hold for these kind ofclasses.
Why did you choose those topics and what is the difference between choosing contents
to teenagers and children. Argument them.
- Name at least four activities to be applied in this class and explain all the procedure.
Give examples with the contents given above. Do not forget that these children do not
know how to read and write.
- What material would you bring to class? Why? And how would you use it? Name
some materials that can be made by the teacher.
- Make a lesson plan for this class with the next topic: “Colors” and “numbers”. What
method and technique would you use? Explain the procedure of the method and
technique.
- Make an evaluation for the group and write a rubric for an oral lesson about colors and
numbers. Argument your position.
- Talk about the advantages of teaching English to young children. What kind of
pedagogy is used here?

ENUNCIADO DEL CASO.
The present perfect tense is one of the most difficult tenses to learn. We use the Present
Perfect to say that an action happened at an unspecified time before now. The exact time
is not important. You CANNOT use the Present Perfect with specific time expressions.
We CAN use the Present Perfect with unspecific expressions such as: ever, never, once,
many times, and much more.
This is just a brief explanation of the present perfect. You are going to teach this tense
to students from 10th grade of high school, you have four periods to teach. The 10% of
the students know all the tenses of the irregular verbs and the rest have problems with
this. In the class there are 50 students. There are 2 students of inclusion. You have to
show your knowledge about the use of the present perfect and your abilities to teach this
tense. Follow the next guidelines and argument your answers.

- Explain in your own words the use, form, structure of the present perfect. Give clear
examples of it.
- Prepare a lesson plan with all the components (general information, method,
technique, general and specific objectives, moments, evaluation, etc.) let’s suppose you
are going to apply this lesson in the school where you did your practices or a school
known by you.
- Now explain all the moments with the activities you plan to do.
- Write the grammar explanation in a chart that involves all the present perfect.
- What can you do with the 10% of students that know more than the rest? Explain the
method, technique or activity and explain how it works.
- Prepare a brief evaluation with at least four different ways of questions. Argument
why you choose those structures in questions and how useful they are. Do not use open
questions.
- What activities and how will the lesson plan and evaluation can change in order to
teach the two inclusion students? How can you help them to improve the four basic
skills?

ENUNCIADO DEL CASO.
and answers about many topics. One of this topics is “likes and dislikes”. English
speakers love to talk about likes and dislikes. It is a way to know more about other
people likes nad dislikes. Imagine you are in an English class with 30 students from 8 th
grade and based on the previous case, study the necessities that follow, and brainstorm
other supporting activities in order to have an excellent English class with a significant
teaching English process: The class last two periods.
_ Plan a class in order to teach students how to talk about likes and dislikes. Include all
the components of a pan such as: general objective, specific objective, learning results
etc. Also include the estimated time for each state.
them.
structure needed in the conversation. Use a chart.


ENUNCIADO DEL CASO.
One of the most common lessons is to teach our students to talk about their daily
routines because they will be able to use the present tense correctly and the correct
vocabulary like : adverbs of frequency, time expressions, etc.
You are in an English class with students from 10th year and you want your students to
improve their speaking by talking their habits and daily routines. Study the following
points and support your answers by arguing them, evaluate the activities that you
propose in order to get an efficient teaching learning process.
and vocabulary.
answer.
- Write the expressions that you will teach and explain how you will help students to
questions.


ENUNCIADO DEL CASO.
Let´s suppose it is time for a class about passive voice. As we know, we use passive
voice is used when the focus is on the action. It is not important or not known, however,
who or what is performing the action. The passive voice is especially helpful (and even
regarded as mandatory) in scientific or technical writing or lab reports, where the actor
is not really important but the process or principle being described is of ultimate
importance. Instead of writing "I poured 20 cc of acid into the beaker," we would write
"Twenty cc of acid is/was poured into the beaker." The passive voice is also useful
when describing, say, a mechanical process in which the details of process are much
more important than anyone's taking responsibility for the action: "The first coat of
primer paint is applied immediately after the acid rinse."
- What previous knowledge must be learned before learning the passive voiced? Why?
class.
- Write a list of tenses in the passive voice in a graphic organizer in all the forms (a
clear one according to the level) and explain how you will present this graphic to your
students. What materials will you use? Why?
_What would you do in order to motivate your students to read and write in the passive
voiced? Explain the steps of any method and the application.
using passive voiced? What resources would you use? Give specific examples.
it?
- What kind of extra activities out of the class can you use in order to reinforce the
passive voiced and evaluate them?


ENUNCIADO DEL CASO.
There is a class with children of 4 and 5 years old. This children need to learn colors
and numbers you have a class of 2 periods. It’s important to know that this children do
not know how to read, because they do not write. In many educational institutions
English is consider as an important part of the curriculum. Now, you have to
demonstrate your abilities in teaching English to children. Follow these question guides
and brainstorm all the moments for a good English class.
- Propose at least three methods and instruments that are usually hold for these kind of
classes. Why did you choose those topics and what is the difference between choosing
contents to teenagers and children. Argument them.
- Name at least four activities to be applied in this class and explain all the procedure
with numbers and colors. Give examples with the contents given above. Do not forget
that these children do not know how to read and write.
- Make a lesson plan for this class with the topic: Explain the procedure of the method
and technique.
pedagogy is usually used here?

ENUNCIADO DEL CASO.
What are conditionals in English grammar? Sometimes we call them 'if clauses'. They
describe the result of something that might happen (in the present or future) or might
have happened but didn't (in the past) They are made using different English verb
tenses.
You are going to teach this tense to students from third of bachelor, you have four
periods to teach. The 10% of the students know all the tenses of the irregular verbs and
the rest have problems with this. In the class there are 50 students. There are 2 students
of inclusion. You have to show your knowledge about the use of conditionals and your
abilities to teach this tense. Follow the next guidelines and argument your answers.
- Explain in your own words the use, form, structure of the conditionals (all of them).
Give clear examples of each one.
known by you.
- Write the grammar explanation in a chart that involves all the conditionals.
questions.
skills?

ENUNCIADO DEL CASO.
and answers about many topics. One of this topics is the past activities. English speakers
love to talk about past activities. It is a way to know what someone did in the past.
People talk about their past activities on the phone and in person. Friends and family
talk about what they did before. Co-workers talk about what they did on the weekend
before starting a hard day of work. Even strangers discuss the past events. Learn the
proper vocabulary and expressions, and you will find it easy to start a conversation
anytime and anywhere with anyone you meet! Imagine you are in an English class with
30 students from 10th grade and based on the previous case, study the necessities that
follow, and brainstorm other supporting activities in order to have an excellent English
class with a significant teaching English process: The class last two periods.
_ Plan a class in order to teach students how to talk about past events. Include all the
components of a pan such as: general objective, specific objective, learning results etc.
Also include the estimated time for each state.
them.
structure needed in the conversation.


ENUNCIADO DEL CASO.
One of the most common lessons is to teach our students the present continuous.
It is used to express a continued or ongoing action at present time. It expresses an action

which is in progress at the time of speaking. For example, a person says, “I am writing a
letter”. It means that he is in the process of writing a letter right now. Such actions
which are happening at time of speaking are expressed by present continuous tense.
Present Continuous tense is also called Present progressive tense.
You are in an English class with students from 8 th year and you want your students to
improve their speaking by learning the present continious. Study the following points
and support your answers, evaluate the activities that you propose in order to get an
efficient teaching learning process.
and vocabulary.
answer.
- Write the conversation that you will teach and explain how you will help students to
questions.


ENUNCIADO DEL CASO.
Let´s suppose it is time for a class about the past continuous. We use the Past
Continuous to indicate that a longer action in the past was interrupted. The interruption
is usually a shorter action in the Simple Past. Remember this can be a real interruption
or just an interruption in time.
- What previous knowledge must be learned before learning the past continuous? Why?
class.
- How you will present a graphic to your students about this topic. What materials will
you use? Why?
_What would you do in order to motivate your students to read and write with past
continuous? Explain the steps of any method and the application.
using modals? What resources would you use? Give specific examples.
it?
- What kind of extra activities out of the class can you use in order to reinforce the past
continuous and evaluate them?


ENUNCIADO DEL CASO.
There is a class with children of 4 and 5 years old. This children need to learn
vegetables and fruits you have a class of 2 hours. It’s important to know that this
children do not know how to read, because they do not write. In many educational
institutions English is consider as an important part of the curriculum. Now, you have to
demonstrate your abilities in teaching English to children. Follow these question guides
and brainstorm all the moments for a good English class.
- Propose at least three possible methodologies that are usually hold for these kind of
classes. Why did you choose those topics and what is the difference between choosing
contents to teenagers and children. Argument them.
- Name at least four activities to be applied in this class and explain all the procedure.
Give examples with the contents given above. Do not forget that these children do not
know how to read and write.
- Make a lesson plan for this class with the topic. What method and technique would
you use? Explain the procedure of the method and technique.
pedagogy is used here?

ENUNCIADO DEL CASO.
The past perfect tense is one of the most difficult tenses to learn. In grammar, the past
perfect is an aspect of the verb that designates an action which has been completed
before another past action. Also known as the past perfective, the pluperfect, and the
past-in-the-past.
This is just a brief explanation of the past perfect. You are going to teach this tense to
students from 10th grade of high school, you have four periods to teach. The 10% of the
students know all the tenses of the irregular verbs and the rest have problems with this.
In the class there are 50 students. There are 2 students of inclusion. You have to show
your knowledge about the use of the present perfect and your abilities to teach this
tense. Follow the next guidelines and argument your answers.
- Explain in your own words the use, form, structure of the past perfect. Give clear
examples of it.
known by you.
- Write the grammar explanation in a chart that involves all the past perfect estructure.
questions.
skills?


ENUNCIADO DEL CASO.

Let´s suppose it is time for a class about verbs followed by gerunds and infinitives.
The word "infinitive" comes from the Latin word infinitus, from in- (not) and finitus
(finished, limited).
You could say this actually makes sense: the infinitive describes an action, but unlike a
regular verb, it is not limited in any way. The regular verb is limited to the tense and
subject. For example, in the sentence "Diana danced" the action is limited to Diana and
to the past. However, the infinitive is unlimited. In the sentence "To dance is easy", the
action is not limited to any subject or to any time. Infinitives are often used when
actions are unreal, general, or future.
- What previous knowledge must be learned before learning when to use the infinitive
or the gerund after some verbs? Why? Argument your answer.
class.
- Write a list of verbs in a graphic organizer of the verbs that are followed by an
infinitive and gerunds, explain how you will present this graphic to your students. What
materials will you use? Why?
_What would you do in order to motivate your students to read and write with these
verbs (ing or to)? Explain the steps of any method and the application.
using these modals? What resources would you use? Give specific examples.
it?
- What kind of extra activities out of the class can you use in order to reinforce verbs
followed by modals and gerunds and evaluate them?


ENUNCIADO DEL CASO.
One of the most common lessons is to teach our students to talk about their memories.
Used to is usually followed by an infinitive: We used to swim in the river. But
sometimes the following infinitive is left out: I don’t play golf now, but I used to. Used
to only exists as a past tense. Questions and negatives are usually formed with ‘did’ +
use to (with no ‘d’): Did you use to work here? We didn’t use to earn much. The
spelling ‘did used to’ is sometimes used, but many people think that this is wrong.
In formal English, negatives are often formed with used not to: They used not to allow
shops to be open on Sundays. The short forms usen’t to and usedn’t to are sometimes
used, but they sound rather formal and old-fashioned.
You are in an English class with students from 8 th year and you want your students to
improve their speaking by learning the use of used to. Study the following points and
support your answers by augmenting them, evaluate the activities that you propose in
order to get an efficient teaching learning process.
- What kind of material will you use and how will you use it? Make a list of necessities
and vocabulary.
answer.
- Write some memories and explain how you will teach and explain the topic.
questions.

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UNIDAD ACADÉMICA DE PEDAGOGÍA, SICOLOGÍA Y EDUCACIÓN

CARRERA CIENCIAS DE LA EDUCACIÓN: IDIOMAS

PREMISAS, FRASES O INTERROGANTES ORIENTADORAS

PREMISAS, FRASES O INTERROGANTES ORIENTADORAS:

- Prepare reinforcement activities. Explain activities and material used in class.

UNIDAD ACADÉMICA DE PEDAGOGÍA, SICOLOGÍA Y EDUCACIÓN

PREMISAS, FRASES O INTERROGANTES ORIENTADORAS

- Some communities have already begun implementing eco-friendly solutions. Have

PREMISAS, FRASES O INTERROGANTES ORIENTADORAS

- In the Catholic University Students must do what we call “Vinculacion con la

UNIDAD ACADÉMICA DE PEDAGOGÍA, SICOLOGÍA Y EDUCACIÓN

NOMBRE DE LAS ASIGNATURAS: Diseño curricular y didáctica, Evaluación,

ENUNCIADO DEL CASO.

PREMISAS, FRASES O INTERROGANTES ORIENTADORAS:

UNIDAD ACADÉMICA DE PEDAGOGÍA, SICOLOGÍA Y EDUCACIÓN

NOMBRE DE LAS ASIGNATURAS: Estructura del Inglés I y II. Inglés I y II.

ENUNCIADO DEL CASO.

PREMISAS, FRASES O INTERROGANTES ORIENTADORAS:

UNIDAD ACADÉMICA DE PEDAGOGÍA, SICOLOGÍA Y EDUCACIÓN

NOMBRE DE LAS ASIGNATURAS: Diseño curricular y didáctica, Evaluación,

ENUNCIADO DEL CASO.

PREMISAS, FRASES O INTERROGANTES ORIENTADORAS:

UNIDAD ACADÉMICA DE PEDAGOGÍA, SICOLOGÍA Y EDUCACIÓN

ENUNCIADO DEL CASO.

PREMISAS, FRASES O INTERROGANTES ORIENTADORAS:

UNIDAD ACADÉMICA DE PEDAGOGÍA, SICOLOGÍA Y EDUCACIÓN

PREMISAS, FRASES O INTERROGANTES ORIENTADORAS:

- Prepare reinforcement activities. Explain activities and material used in class.

UNIDAD ACADÉMICA DE PEDAGOGÍA, SICOLOGÍA Y EDUCACIÓN

NOMBRE DE LAS ASIGNATURAS: Diseño curricular y didáctica, Evaluación,

ENUNCIADO DEL CASO.

PREMISAS, FRASES O INTERROGANTES ORIENTADORAS:

UNIDAD ACADÉMICA DE PEDAGOGÍA, SICOLOGÍA Y EDUCACIÓN

NOMBRE DE LAS ASIGNATURAS: Estructura del Inglés I y II. Inglés I y II.

ENUNCIADO DEL CASO.

PREMISAS, FRASES O INTERROGANTES ORIENTADORAS:

UNIDAD ACADÉMICA DE PEDAGOGÍA, SICOLOGÍA Y EDUCACIÓN

NOMBRE DE LAS ASIGNATURAS: Diseño curricular y didáctica, Evaluación,

ENUNCIADO DEL CASO.

PREMISAS, FRASES O INTERROGANTES ORIENTADORAS:

UNIDAD ACADÉMICA DE PEDAGOGÍA, SICOLOGÍA Y EDUCACIÓN

ENUNCIADO DEL CASO.

PREMISAS, FRASES O INTERROGANTES ORIENTADORAS:

UNIDAD ACADÉMICA DE PEDAGOGÍA, SICOLOGÍA Y EDUCACIÓN

PREMISAS, FRASES O INTERROGANTES ORIENTADORAS:

- Prepare reinforcement activities. Explain activities and material used in class.

UNIDAD ACADÉMICA DE PEDAGOGÍA, SICOLOGÍA Y EDUCACIÓN

NOMBRE DE LAS ASIGNATURAS: Diseño curricular y didáctica, Evaluación,

ENUNCIADO DEL CASO.

It is used to express a continued or ongoing action at present time. It expresses an action

PREMISAS, FRASES O INTERROGANTES ORIENTADORAS:

UNIDAD ACADÉMICA DE PEDAGOGÍA, SICOLOGÍA Y EDUCACIÓN

NOMBRE DE LAS ASIGNATURAS: Estructura del Inglés I y II. Inglés I y II.

ENUNCIADO DEL CASO.

PREMISAS, FRASES O INTERROGANTES ORIENTADORAS:

UNIDAD ACADÉMICA DE PEDAGOGÍA, SICOLOGÍA Y EDUCACIÓN

NOMBRE DE LAS ASIGNATURAS: Diseño curricular y didáctica, Evaluación,

ENUNCIADO DEL CASO.

PREMISAS, FRASES O INTERROGANTES ORIENTADORAS:

UNIDAD ACADÉMICA DE PEDAGOGÍA, SICOLOGÍA Y EDUCACIÓN

ENUNCIADO DEL CASO.

PREMISAS, FRASES O INTERROGANTES ORIENTADORAS:

UNIDAD ACADÉMICA DE PEDAGOGÍA, SICOLOGÍA Y EDUCACIÓN