ULAC Postgraduate students

Estimados profesores de inglés instrumental de la ULAC,

Me complace mucho el haber compartido my English grammar knowledge con ustedes el pasado sábado 19 de septiembre.

Como les prometí, he aquí los vínculos de estudio interactivos que solicitaron:

• Nouns (incluye una gramática más completa: regular, irregular, countable and uncountable)
  

http://web2.uvcs.uvic.ca/elc/StudyZone/330/grammar/

http://www.ucl.ac.uk/internet-grammar/nouns/characte.htm

• Personal pronouns
  

http://usuarios.lycos.es/englishweb/gramatica/Personpronoun.htm

http://www.englisch-hilfen.de/en/exercises/pronouns/personal_pronouns.htm

http://www.ego4u.com/en/cram-up/grammar/pronouns/exercises

• Articles

http://www.oup.com/elt/global/products/inenglish/starter/a_grammar/ine_starter_grammar01/

http://a4esl.org/q/h/fb-lb-aanon.html

http://www.smic.be/smic5022/Articles1.htm

http://grammar.ccc.commnet.edu/grammar/quizzes/cross/articles_quiz.htm

http://a4esl.org/q/h/9901/cw-articles.html

http://www.manythings.org/fq/1/9995.html

• Possessive adjectives
  

http://a4esl.org/q/h/fb005-bp.html

http://a4esl.org/q/f/z/zz18mdf.htm

http://www.oup.com/elt/global/products/inenglish/starter/a_grammar/ine_starter_grammar06/

http://www.ego4u.com/en/cram-up/grammar/pronouns/exercises?03

• Demonstrative pronouns

http://www.inglesvip.com/exercises/demonstrative-pronouns-2.html

http://eng.1september.ru/2003/44/1.htm (ejercicio 3)

http://www.mcwdn.org/grammar/prodemonquiz/prodemonquiz.html

• Simple present
  

http://www.mcwdn.org/grammar/prodemonquiz/prodemonquiz.html

http://a4esl.org/q/h/lb/psnv.html

http://web2.uvcs.uvic.ca/elc/StudyZone/330/grammar/pres.htm (gramática y 2 ejercicios)

http://web2.uvcs.uvic.ca/elc/StudyZone/330/grammar/presnq1.htm (2 ejercicios)

http://www.myenglishgrammar.com/english/exercise-2-verbs.html (ejercicio del2.1: del 11 al 20; 31-50 - 2.2: del 1 al 10)

http://www.oup.com/elt/global/products/inenglish/starter/a_grammar/ine_starter_grammar02/

http://www.oup.com/elt/global/products/inenglish/starter/a_grammar/ine_starter_grammar08/

http://www.oup.com/elt/global/products/inenglish/starter/a_grammar/ine_starter_grammar07/

• Simple past

http://web2.uvcs.uvic.ca/elc/StudyZone/330/grammar/pasted1.htm (2 ejercicios - regulares)

http://web2.uvcs.uvic.ca/elc/StudyZone/330/grammar/irpast1.htm (2 ejercicios - irregulares)

http://www.oup.com/elt/global/products/inenglish/starter/a_grammar/ine_starter_grammar14/ (past simple o presente simple)

http://www.ucl.ac.uk/internet-grammar/verbs/past.htm (past simple o presente simple)

http://www.oup.com/elt/global/products/inenglish/starter/a_grammar/ine_starter_grammar15/

• Herramienta de base de datos para investigar

http://www.fileamigo.com/Home.htm

Nota final
Es posible que se adicionen otros ejercicios en los próximos días o semanas. Por favor manténganse atentos.

Happy students!

Un grato recuerdo del último día de clase con algunos de los alumnos del curso de Inglés VI, pertenecientes a la sección VC-B-Tm, de Administración, Transporte y Comercio International.

La foto fue tomada el 16 de julio del 2009.

De izquierda a derecha se encuentran: Irene Pérez, Mary Carmen Castillo, Nathalie Mata, Kristhian Lugo, Airubis Cabrera, Carla Mata, Donel Ramos, Dayiret Angulo, Rosmery Martínez, Jaime González, Luisana Hermoso, El Teacher (Francisco Salinas), Miguel Guerra, Zulay Martínez.

Aquí están Cristina Rojas, Juan Javier Rodríguez y Zulymar Melendez.

Confiamos que todos hayan aprendido más de lo anticipado y continúen "moving forward to create results, while contributing to others". !Mucho éxito!

Résumé guides

Enclosed you will find a couple of helpful guides for writing outstanding résumes.

http://www.jobsetc.gc.ca/pdf/resumes_e.pdf

http://www.usfco.forces.gc.ca/adm/pdp-pps/doc/hpw-cap-eng.pdf

Tips on writing business memos

The memorandum (or memo) is a common form of business communication. Memos are written by everyone from junior executives and engineers to CEOs. Even in this age of e-mails, mastering the memo format is important, because good professional e-mails and good memos communicate information in exactly the same way.

Memo format

Unlike letters, which include inside addresses, salutations, and complimentary closings, memos have just two sections: the heading and the body. A memo’s heading includes the following information, usually organized like this:

Date: June 8^th, 2009
To: Operations Manager
From: Marc Garcia, Logistics Manager
Subject: Marketing plan -- shipping more cement to the Caribbean islands

The subject line of the memo should be short but accurate; since it often determines where or how the memo will be filed or even if it will be read.

Memo Content

A good business memo is informative but short. It should have a clear purpose. It should take the reader’s needs and knowledge into account. And, it should be carefully organized.

The memo’s purpose

Before you start writing, think about why you are writing your memo. What do you want your memo to accomplish? Are you just sharing information? Requesting a meeting so that you can discuss the memo in more detail? Requesting something more, such as money or staff? Make sure that your memo explains its purpose to the reader.

Organizing the memo

1. Introduction

Most memos begin with a one- or two-sentence introduction of the issue you are writing about and the reason you are writing (the memo’s purpose).

2. Background

Then, depending on the reader’s needs (see above) most memos provide a short paragraph of background information.

3. List of issues or recommendations

Then, the memo lists the issues or recommendations and provides a sentence or two with each one.

Job interview readings

Dear Students,

Enclosed you will find a couple of addresses that might help you to get ready for a job interview.

Please make sure you get familiar with these readings, as they will be very helpful for your next oral test.

1. http://esl.about.com/od/businessspeakingskills/a/job_interview.htm
2. http://esl.about.com/library/weekly/aa120797.htm

Regards,

FS

Maritime English - Oral presentation evaluation criteria

Based on an evaluation scale, student English language usage will be assessed on five criteria values:

Pronunciation
Vocabulary
Fluency
Grammar
Content
Intelligibility

Additionally, students will also be assessed for their oral presentation when using multimedia innovative resources and materials.

The scale is 1 to 5, being 5 the maximum achievable mark, which it is equivalent to 20 points. Abilities and multimedia innovative resources will sum up 18 plus 2 points respectively.

Value estimations

5 points
Speaks fluently, coherently and accurately and it is easy intelligible, makes no grammar mistakes and shows great control over the richness of the vocabulary. Reveals language command for this level.

4 points
Speaks intelligibly and fluently. Shows high degree of control over the grammar. Most of the constructions are mature and complex with very few repetitions. Able to incorporate with ease varied lexical items. Show very few mispronunciations. Reveals an adequate for the level.

3 points
Speaks with certain degree of fluency but message is inaccurate or incomplete. Mispronunciation and grammar errors tend to increase as topic is developed. Construction tends to be simple and generally out of focus. Message distorts reflects a certain degree of language communication inadequacy for this level.

2 points
Speaks haltingly and it is often at a loss for words and phrases. Shows great difficulty coordinating ideas in a simple or uncomplicated manner. Frequent mispronunciations and grammar errors make message unintelligible. Overall pattern of communication is rather inadequate for this level.

1 point
Practically unable to coordinate ideas or communicate a message. Shows a poor level or lack of control over the vocabulary and makes abundant grammar mistakes which make communication unintelligible. Shows great difficulty pronouncing and articulating words and or expressions. Overall performance reveals definitive lower and fossilized level of English.

Parts of a ship and ship types (FIND THE WRITTEN ERRORS)

Knowing the parts of the ship will increase your understanding about the mariner’s tasks and occupations at these places.

The major parts of a ship

The core of a ship is the structural keel, a heavily reinforced spine which runs along the bottom of the ship, in the middle. The keel supports the structure of the ship, and is the first part of the ship to be built, since it serves as a foundation. Some ships also have a hydrodynamic keel designed to increase their performance efficiency, which takes the form of a streamlined projection from the bottom of the ship to help it move quickly and smoothly through the water.

The framework for the hull or shell, the body of the ship, is attached to the keel. The hull is the most visible part of a ship, because it is the body of the watercraft. The hull makes the ship buoyant while providing shelter to those on board, and is divided by bulkheads and decks, depending on the size of the ship. Bulkheads are compartments which run across the ship from side to side, creating isolated areas in the ship, while decks are analogous to the floors of a house.

A small ship may only have one primary deck, while larger ones may have over 10 decks, stacked from top to bottom. The very bottom of a ship is known as the bilge, and the top is usually called the top deck. The top deck is broken up by the bridge, a covered room which serves as the command center for the ship. On larger ships, the top deck may have several levels, designed to isolate various types of the ship. A larger ship may also have several deck areas topside, including the poop deck, the deck in the rear of the ship, and the afterdeck, located directly behind the bridge. The rig, including masts, rigging, and sails, rises up from the top deck. The front region of a ship is called the bow, and the rear is the stern. When someone is fore, they are in the front of the boat, while a sailor located amidships would be in the middle of the ship, and a person to the rear of the ship is aft. The right hand side of a ship is starboard, and the left is port.

Please view the parts of the ship diagrams on the following sites:

http://library.thinkquest.org/C004706/contents/2ndsea/engineering/page/e-11.html

http://en.wikipedia.org/wiki/File:Ship_diagram-numbers.svg

http://www.nmm.ac.uk/mag/pages/ShipsDiagrams/ShipViews.cfm

Type of ships

Knowing about the parts of a ship leads us inevitably to learn about the characteristics of ships in accordance to their uses and purposes.

The following pages offer a very good comprehensive classification and illustrate the job ship choices available to mariners and potential mariners around the world:

http://library.thinkquest.org/C004706/contents/2ndsea/engineering/page/e-11.html

http://library.thinkquest.org/C004706/contents/2ndsea/engineering/e-index.html