{"id":310,"date":"2011-09-27T14:58:40","date_gmt":"2011-09-27T14:58:40","guid":{"rendered":"http:\/\/revistaeco.cepcordoba.es\/index.php\/2011\/09\/27\/ensenar-ingles-a-alumnos-con-trastorno-general-en-el-desarrollo-tgd\/"},"modified":"2018-05-03T04:32:17","modified_gmt":"2018-05-03T03:32:17","slug":"ensenar-ingles-a-alumnos-con-trastorno-general-en-el-desarrollo-tgd","status":"publish","type":"post","link":"https:\/\/revistaeco.cepcordoba.es\/index.php\/2011\/09\/27\/ensenar-ingles-a-alumnos-con-trastorno-general-en-el-desarrollo-tgd\/","title":{"rendered":"ENSE\u00d1AR INGL\u00c9S A ALUMNOS CON TRASTORNO GENERAL EN EL DESARROLLO (TGD)."},"content":{"rendered":"<h4 style=\"text-align: justify;\"><span style=\"font-size: 12pt;\"><span style=\"font-family: arial,helvetica,sans-serif;\"><strong>AUTORA:<\/strong><\/span><\/span><\/h4>\n<p style=\"text-align: justify;\"><span style=\"font-size: 14pt;\"><strong><span style=\"font-family: arial,helvetica,sans-serif;\">Ana Cristina M\u00e1rquez Moyano<\/span><\/strong><\/span><\/p>\n<p style=\"text-align: justify;\"><span style=\"font-size: 12pt;\">\u00a0<\/span><\/p>\n<h4 style=\"text-align: justify;\"><span style=\"font-size: 12pt;\"><span style=\"font-family: arial,helvetica,sans-serif;\"><strong>Resumen<\/strong><\/span><\/span><\/h4>\n<p style=\"text-align: justify;\"><span style=\"font-size: 12pt;\"><span style=\"font-family: arial,helvetica,sans-serif;\">Con este art\u00edculo pretendo ofrecer una ayuda al maestro de ingl\u00e9s que cuente en su clase con un alumno TGD, con el fin de que el proceso de ense\u00f1anza-aprendizaje sea m\u00e1s productivo.<\/span><\/span><\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"http:\/\/revistaeco.cepcordoba.es\/wp-content\/uploads\/2018\/05\/Marquez09.pdf\"><img decoding=\"async\" class=\"aligncenter wp-image-2757 size-medium\" src=\"http:\/\/revistaeco.cepcordoba.es\/wp-content\/uploads\/2018\/04\/revistaCEP_numero9_ciencicas_portada_DESCARGA-212x300.png\" alt=\"\" width=\"212\" height=\"300\" srcset=\"https:\/\/revistaeco.cepcordoba.es\/wp-content\/uploads\/2018\/04\/revistaCEP_numero9_ciencicas_portada_DESCARGA-212x300.png 212w, https:\/\/revistaeco.cepcordoba.es\/wp-content\/uploads\/2018\/04\/revistaCEP_numero9_ciencicas_portada_DESCARGA-768x1086.png 768w, https:\/\/revistaeco.cepcordoba.es\/wp-content\/uploads\/2018\/04\/revistaCEP_numero9_ciencicas_portada_DESCARGA-724x1024.png 724w, https:\/\/revistaeco.cepcordoba.es\/wp-content\/uploads\/2018\/04\/revistaCEP_numero9_ciencicas_portada_DESCARGA.png 794w\" sizes=\"(max-width: 212px) 100vw, 212px\" \/><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Autora<br \/>\nAna Cristina M\u00e1rquez Moyano<\/p>\n<p>Resumen<br \/>\nCon este art\u00edculo pretendo ofrecer una ayuda al maestro de ingl\u00e9s que cuente en su clase con un alumno TGD, con el fin de que el proceso de ense\u00f1anza-aprendizaje sea m\u00e1s productivo.<\/p><p><a class=\"more-link btn\" 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