Cont. UNIT 1

                                            HIGHER EDUCATION AND ICT’S

           

                        Information and Communication Technologies (ICTs) are increasingly utilized by higher education institutions worldwide. ICTs are emerging as a part of on- campus education as well as open and distance modalities of higher education. UNESCO actions in this area focus on assisting Member States to develop robust policies in ICTs and higher education.

EXERCISE NUMBER TWO 

PART I

Please answer the following questions in Spanish:

1.What is the title of th reading?

2.Which level of education is using ICTs?

3.Please mention two modalities of education which are mentioned in this reading?

4. Is your country mentioned in this reading?

5. What is the goal of UNESCO?

PART II

1. Please write 10 cognates.

2. Please write 1 false cognate.

Cont. UNIT 1

EXERCISE NUMBER 1

(PRONOUNS and POSSESSIVE ADJECTIVES)

INSTRUCTIONS: Translate into Spanish the following sentences.

1. We always translate the new words in the English workshop.

2. The old results are not interesting for them.

3. I myself want to divide the money between us.

4. The variable age is considered in her learning.

5. That bibliography is necessary for us and also for them.

6. The fourth level of English is interesting for me.

7. The teachers have their own opinions about the research.

8. Its new configuration will be very useful.

9. My attitude is negative about Engineering and Maths but hers is positive.

10.He really needs to be successful in his new job.

Cont.   UNIT 1

THE   EFFICIENT   READER

El lector eficiente utiliza diferentes estrategias para comprender el mensaje:

1. Predice o hace conjeturas sobre lo que sigue en un texto antes de leerlo, al hacer uso de claves gramaticales, lexicales, lógicas o culturales. Por ejemplo: BUT (pero) nos hace imaginar que lo que prosigue es, en su uso más frecuente, opuesto a lo que precede.

2. Deduce el significado de palabras desconocidas sin necesidad de utilizar el diccionario; ésto puede hacerse por el contexto en que se encuentra la palabra o por la estructura de la misma.

Por ejemplo, un lector que desconozca la palabra  soap, puede fácilmente deducir su significado en la expresión: wash your hands with soap and water, sin necesidad  de recurrir a un diccionario.

Si conocemos el adjetivo kind (amable)  y nos enfrentamos a la palabra kindly, la estructura de la misma nos da la clave para interpretar el significado adverbial que es: amablemente, debido al sufijo –ly (mente).

3. Entiende el valor comunicativo de las oraciones, es decir, la función que cumplen: indicar contraste, resultado, causa, efecto, etc.

4. Entiende la relación entre las palabras que conforman la oración. En la oración: Roger eats potatoes es necesario entender que Roger realiza algún tipo de acción relacionada con potatoes.

5. Identifica la información o informaciones más importantes de  un texto.

6. Distingue la idea principal de las ideas secundarias.

7. Lee superficialmente el contenido del texto para así obtener una idea general del mismo y decidir si es de utilidad (skimming).

8. Ubica información específica dentro de un texto (scanning).

Taken from: Antonini,Maria (2005) El enfoque funcional. Caracas.

Cont. UNIT 1

POSSESSIVE ADJECTIVES

Estas palabras  modifican un nombre, no lo reemplazan. Indican pertenencia.

SINGULAR	PLURAL
MY=mi,mis YOUR= tu, su HIS=su, sus (de él) HER=su, sus (de ella) ITS= su (de el-ella, para animales y cosas)	OUR= nuestra,o,os,as YOUR= su (de uds)  THEIR=su (de ellos, ellas)

Examples:

1- John is eating his dinner.   

             

2-My research paper will be ready for next term.

3- My research papers are on the table.

4- All she needs is her tent to go to the beach.

5-Our classmates are  looking for the new words in their dictionaries.

6-As soon as she finishes her studies in London She will go back to her country.

7-The lion has its own cage at Los Chorros de Milla Zoo.

8- Our schools and culture focus most of their attention on linguistic and logical-mathematical     intelligence.

9. The Upel Postgrade students are learning new English vocabulary  through their blog.

10. Please open your books and translate the main ideas!

Dear UPEL Students:

Welcome to our English course!!
I really wish you to succeed and learn a lot during  these academic experiences.
I am glad to share with you!
I invite you to develop “the sense of achievement”
Let´s go towards  a   shared learning!
Let´s start right now!

UNIT 1

GRAMMAR FOCUS

PRONOMBRES.-There are four types of pronouns in English:

1-Personal Pronouns (subject pronouns) 

2-Object Pronouns (complement pronouns),

3-Possessive Pronouns

4- Reflexive Pronouns.

1- PERSONAL PRONOUNS (subject pronouns) 

Estas palabras ocurren en la posición del sujeto dentro de una oración o después del verbo be. Reconozcamos el significado de estos pronombres.

SINGULAR	PLURAL
I ... Yo YOU...Tú HE…él SHE…ella IT….el-ella (para animales,cosas,estados del tiempo)	WE…nosotros,as YOU…Uds THEY…ellos-ellas

Examples.

I live in Boconó  

She and I have a new computer

They are enrolled in an English course

We have to do the English exercises for next class

It is very hot today in Boconó

PLEASE TRANSLATE INTO SPANISH THE PREVIOUS EXAMPLES.

2-OBJECT PRONOUNS ( complement pronouns)

Ocurren en la posición de complemento o luego del verbo de la oración, su uso es común después de una preposición.

SINGULAR	PLURAL
ME... a mi YOU... a ti HIM... a él HER ...a ella                 IT.. a el-ella	US... a nosotros, as YOU … a uds THEM…a ellos-ellas

Examples:

She gave some exercises to us

They sent me some abstracts to my mail

Of course, I want to see him in class

Most of them come from lower income families

Years of study gave her a lot of theoretical knowledge

PLEASE TRANSLATE THE PREVIOUS EXAMPLES.

3-POSSESSIVE PRONOUNS

Estos pronombres no pueden preceder un nombre. Son pronombres y por lo tanto reemplazan un nombre que es inferido por el contexto.

SINGULAR	PLURAL
MINE... mio, mia YOURS... tuyo,a HIS... de él HERS... de ella ITS... de el-ella	OURS… de nosotros,as YOURS  … de uds THEIRS… de ellos-ellas

Examples:

This is my pendrive.  This is mine

Her dress is red and my dress is green. Hers is red and mine is green

I forgot my translation exercise. Alfred forgot his too

Our thesis theme is interesting. Ours is interesting

PLEASE TRANSLATE THE PREVIOUS EXAMPLES.

4-REFLEXIVE PRONOUNS

Estos pronombres normalmente van inmediatamente después del verbo o al final de la oración e indican que el sujeto genera y recibe la acción del verbo.

También se utilizan para dar énfasis  e indica que es la persona  quien ejecuta la acción y no otra.

SINGULAR	PLURAL
MYSELF... yo mismo,a YOURSELF...tu mismo,a HIMSELF..  él mismo HERSELF.. ella misma ITSELF... el-ella mismo,a	OURSELVES..nosotros, as mismos,as YOURSELVES … uds mismos,as THEMSELVES… ellos-ellas os,as

Examples:

a-Mary installed herself the new programme in her computer

b-Mary installed the new programme in her computer herself

c-Mary herself installed the new programme in her computer

1-We hurt ourselves playing football

2-You can see the differences for yourself

3-The dog itself caught the ball

4-They solved the Maths problems by themselves

Welcome to: INSTRUMENTAL ENGLISH COURSE!!