Ingles Proyecto

UNIVERSIDAD NACIONAL DEL CALLAO
FACULTAD DE INGENIERÍA ELÉCTRICA Y ELECTRÓNICA

ESCUELA PROFESIONAL DE INGENIERÍA ELECTRICA
Dedication:
First to god for having allowed to arrive to this
point and have given health. To my mother
for having supported at all times, for her
advice, its values, for the constant
motivation. my father for the examples of
perseverance and constancy that
characterize it and that has infused me
always, for the value shown to leave forward
and for its love. To my teacher for his great
support and motivation for the culmination
of our professional studies, for his support of
resource in this work, for having transmitted
the knowledge obtained and having been
carried out step by step in learning
EDUCATION FOR PEACE 1

INDEX
Introduction………………………………………………………………………………………………………………… 3
Action Verbs…………………………………………………………………………………………………………… 3
Transitive and Intransitive Verbs………………………………………………………………………………… 4
Object………………………………………………………………………………………………………………………… 6
Direct and Indirect Object releated to Historical Events………………………………………….. 9
Exercisses……………………………………………………………………………………………………………….. 14
Education for Peace and Citizens Ships …………………………………………………………………… 16
Song ………………………………………………………………………………………………………………………….. 23
Appendice…………………………………………………………………………………………………………….. 27
Conclusions…………………………………………………………………………………………………………….. 29
Recommendations………………………………………………………………………………………………….. 29

Introduction:
An object often follows the subject and verb in a sentence. By definition, an object is a
noun or pronoun that gives meaning to the subject and the verb in a sentence. There
are two types of objects: direct and indirect.
But before we start talking about direct and indirect objects we need to speak first of
the verbs and in specific of the transitive and intransitive to get to the subject in the
background.
Action Verbs
1. Concept:
An action verb is a verb that expresses physical or mental action. The action verb
tells us what the subject of our clause or sentence is doing-physically or mentally.
Figure 1: Action Verbs.
 Examples of Action Verbs:

To find an action verb:
 Find the word in the sentence that is something someone or something
can do.
 Remember that the action can be physical or mental.
Examples of action verbs: skip smell love think

Examples of action verbs in a sentence:
 Marie walked to school.

 Walked tells us what Marie was doing.
 Louis thought about the math problem.
 Thought tells us what Louis was doing (mentally).
 Below are some more examples of sentences that contain action verbs.

The action verbs are underlined.
1) Sam and Eric ride the bus to school each morning.
2) Jan wants a horse for her birthday.
3) Ian reads a chapter in his book each night.
 Transitive and Intransitive Verbs:

Most action verbs are defined as transitive or intransitive. This means that some
are used with a direct object (the person or thing that receives the action of the
subject) and others don’t need a direct object. Some verbs can be both transitive
and intransitive depending on their meaning.
How to Identify a Transitive Verb:

Transitive verbs are not just verbs that can take an object; they demand objects.
Without an object to affect, the sentence that a transitive verb inhabits will not
seem complete.
Example: Please bring coffee.
In this sentence, the verb bring is transitive; its object is coffee, the thing that is
being brought. Without an object of some kind, this verb cannot function.
Example: Please bring.
Bring what, or who? The question begs itself because the meaning of bring
demands it. Here are some more examples of transitive verbs and their objects.
Examples:
 The girls carry water to their village.

 Juan threw the ball.
 Could you phone the neighbors?
 She loves rainbows.
 Lila conveyed the message.
Figure 2: Couple of coffee

Each of the verbs in these sentences have objects that complete the verbs’
actions. If the objects were taken out, the results would be illogical and questions
would be raised in the mind of the reader; for example, Lila conveyed. Conveyed
what?
How to Identify an Intransitive Verb:
An intransitive verb is the opposite of a transitive verb: it does not require an
object to act upon.
Examples:
 They jumped.
 The dog ran.
 She sang.
 A light was shining.
None of these verbs require an object for the sentence to make sense, and all of
them can end a sentence. Some imperative forms of verbs can even make
comprehensible one-word sentences.
Examples:
 Run!
 Sing!
A number of English verbs can only be intransitive; that is, they will never make
sense paired with an object. Two examples of intransitive-only verbs are arriving
and die. You can’t arrive something, and you certainly can’t die something; it is
impossible for an object to follow these verbs.
Figure 3: Dog ran.

Transitive or Intransitive? Some Verbs Can Be Both:

Many verbs can be classified as both transitive and intransitive depending on
how they are used in a sentence.
Example:
 Urged by the others, she sang.

 She sang the national anthem at the hockey game.
To decide whether the verb is being used transitively or intransitively, all you
need to do is determine whether the verb has an object. Does she sing
something? Does he leave something? The verb is only transitive when the
answer is yes.
When in doubt, look it up. In the dictionary, verbs will be listed as transitive,
intransitive, or both right under the pronunciation key, and any possible
differences in meaning between the two uses will be given as well.
Object:
An object is the part of a sentence that gives meaning to the subject’s action of the verb.
For example: Alice caught the baseball.
Subject=Alice Verb=caught Object=baseball.
 Direct objects:
Direct objects are nouns, pronouns, clauses and phrases. Direct objects follow
transitive verbs (action verbs that require something or someone to receive the
action). You can identify the direct object by using this simple formula: subject
+ verb + who? or what? = DIRECT OBJECT. Try using this formula to determine
the direct object as you consider the following example:
Example 1: Dennis and Susan ate omelets for breakfast.
The subject is “Dennis and Susan,” and the verb is “ate.” Next ask yourself the
question “who or what?” about the verb “ate.” What did the subject, Dennis
and Susan, eat? They ate omelets. Therefore, the direct object is “omelets.”
Example 2: Sophia hates when her father lectures her about her
grades.

The subject is “Sophia,” and the verb is “hates.” Next ask yourself the question
“who or what?” about the verb “hates.” What does the subject, Sophia, hate?
She hates “when her father lectures her about her grades.” This subordinate
clause (a combination of words that contain a subject and a verb, but do not
form a complete sentence) is the direct object of the sentence.
Figure 4: Dennis and Susan have breakfast.
 Confusing direct objects with subject complements:

It is easy to mistake a direct object for a subject complement. By definition, a
subject complement is a clause or phrase that follows a linking verb, such as is,
are or was, and complements, or completes, the subject of a sentence by
describing or renaming it. It is important to note that only action verbs can have
direct objects. Therefore, if the verb is a linking one, the word that answers the
question “what” or “who” is a subject complement. Consider the following
examples:
Example 1: The chauffeur accidentally locked his keys in his limousine.
“Chauffeur” is the subject, and “locked” is the action verb. What did the
chauffeur lock? Answer: his keys, the direct object.
Example 2: The chauffeur was happy to find a spare key.
“Chauffeur” is the subject and “was” is the linking verb. The chauffeur was
what? Answer: happy, the subject complement.
 Pronouns as direct objects:

Never use subjective pronouns as direct objects. When you need a direct
object, always use the objective form of the pronoun. Object pronouns are
“me,” “us,” “you,” “him,” “her,” “it,” “them” and “whom.” Consider the
following example:

Example: After I give my daughter Olivia a lollipop, she always kisses me

with her sticky mouth.
“She” is the subject, “kisses” is the action verb and “me” is the direct object.
Figure 5: Olivia kissing her father.
 Indirect objects
Indirect objects are nouns or pronouns that identify to whom or for whom the
action of the verb is performed, as well as who is receiving the direct object.
Indirect objects are seen infrequently. In order to have an indirect object, there
is a direct object. The indirect object typically precedes the direct object and is
identified by asking who or what received the direct object. Consider the
following examples:
Example 1: Samuel sent his aunt a postcard from Martha’s Vineyard.
“Samuel” is the subject, and “sent” is the verb. Ask the question “sent what?”
“A postcard” is the direct object. To determine the indirect object, ask who
received the direct object. “His aunt” is the indirect object.
Example 2: Alex gave me his algebra notes.
“Alex” is the subject, and “gave” is the verb. Ask the question “gave what?”
“Algebra notes” is the direct object. To determine the indirect object, ask for
whom did the subject do the action? “Me” is the indirect object, and it came
before the direct object in this sentence.
Figure 6: Alex and his exam.

Direct and Indirect Objects related with Historical Events:

Choosing the 5 most important events in history is one of the most difficult and
controversial things to do. Why? Because history is more than a few hundred years long,
and there is way too much bias in most lists. But in this occasion besides choosing the 5
most important ones we will relate them with a grammatical class and English "Direct
and Indirect Objects".
A. The American Revolution:

First expansion of the United States in the eighteenth century. The War of
Independence of the United States was a conflict that confronted the thirteen
British colonies in North America with the Kingdom of Great Britain. It happened
between 1775 and 1783, ending with the signing of the Treaty of Paris.
 The Independence fathers signed independence in 1776 of the 13

colonies.
Subject: The Independence fathers.
Verb: signed.
Direct Object: independence.
Indirect Object: of the 13 colonies.
 Washington took the oath of office as the first president under the
Constitution of the United States.
Subject: Washington.
Verb: took.
Direct Object: the oath of office as the first president.
Indirect Object: under the Constitution of the United States.
Figure 7: Signature of Indepence of United States.

B. The Reformation:
Protestant Reformation: The Protestant Religious Reformation originated in
Germany, in the year 1517, when Martin Luther published the "95 theses"
against the sale of indulgences, at the door of the church in Wittenberg. Martin
Luther started from the need for an interior religion, based on the communion
of the soul, humble and receptive to God.
 The founder of the Protestant Reformation was the German Augustinian

Catholic monk Martin Luther for historians.
Subject: The founder of the Protestant Reformation.
Verb: was.
Direct Object: the German Augustinian Catholic monk Martin Luther.
Indirect Object: historians.
 At first, the Catholic Church did not give much importance to the ideas of
Luther.
Subject: The Catholic Church.
Verb: give.
Direct Object: much importance to the ideas.
Indirect Object: Luther.
Figure 8: Martin Luther.

C. The Life of Jesus of Nazareth:

Jesus of Nazareth, also known as Jesus, Christ, or Jesus Christ, is the central figure
of Christianity and one of the most influential in Western culture. According to
the opinion mostly accepted in academic circles, based on a critical reading of
the texts about his figure, Jesus of Nazareth was a Jewish preacher who lived at
the beginning of the first century in the regions of Galilee and Judea, and was
crucified in Jerusalem around the year 30, under the government of Pontius
Pilate.
 The public life of Jesus begins, according to all the Gospels, with his
baptism by John the Baptist in the Jordan River
Subject: The public life of Jesus.
Verb: begins.
Direct Object: his baptism.
Indirect Object: Jesus.
 Jesus celebrated a last supper to say goodbye to his disciples.

Subject: Jesus.
Verb: celebrated.
Direct Object: last supper.
Indirect Object: to say goodbye to his disciples.
Figure 9: Jesus on the cross.

D. World War II:

The Second World War was a global military conflict that took place between
1939 and 1945. This involved most of the nations of the world, including all the
great powers, grouped in two opposing military alliances: the Allies of the Second
War World and the Axis Powers. It was the greatest war in history, with more
than a hundred million soldiers mobilized and a state of "total war" in which the
great contenders devoted all their economic, military and scientific capacity to
the service of the war effort, erasing the distinction between resources civil and
military.
 Germany conquered or subdued much of continental Europe.

Subject: Germany.
Verb: conquered.
Direct Object: much of continental Europe.
 The war in Europe ended with the capture of Berlin by Soviet troops.
Subject: The war in Europe.
Verb: ended.
Direct Object: capture of Berlin.
Indirect Object: Soviet troops.
Figure 10: Germany invasion.

E. The Independence of Peru:

The Independence of Peru is a social historical process, which corresponds to a
whole period of social phenomena uprisings and wars that led to political
independence and the emergence of the Peruvian Republic as an independent
state of the Spanish monarchy, the result of political breakdown and
disappearance of the Viceroyalty of Peru by the convergence of various liberating
forces and the action of their own children.
 San Martín installed his headquarters in Pisco for his Liberation

Expedition of Peru.
Subject: San Martín.
Verb: installed.
Direct Object: his headquarters in Pisco.
Indirect Object: Liberation Expedition of Peru.
 Generalissimo José de San Martín, enunciated the famous proclamation

of the Independence of Peru for more or less 16,000 people.
Subject: Generalissimo José de San Martín.
Verb: enunciated.
Direct Object: the famous proclamation of the Independence of Peru.
Indirect Object: more or less 16,000 people.
Figure 11: Proclamation of the Independence of Peru.

Exercises – Transitive and Intransitive Verbs

1.Decide whether the following verbs are transitive, intransitive or both:
 The workmen have been painting for hours.
 When they call from the charity, Mrs. Alpert always gives generously.
 Before you send the proposal, make sure you edit it carefully.
 That perfume smells nice.
 My new car cost me a small fortune.
 Jim owed his landlord $450.
 Pete emigrated from Australia in 1998.
 The customer was tired of waiting, so he got up and left.
 Are you sure you want to paint the ceiling too?
 Please take the documents over to Mrs. Samuels’ office.
Answers:
 Intransitive
 Intransitive
 Transitive
 Intransitive
 Transitive
 Transitive
 Intransitive
 Intransitive
 Transitive
 Transitive
2. Identify only the subject, the direct object, and the indirect object or the object
of the preposition in each sentence.
1. We sent a package to our relatives in Iowa.
subject: _____We____________ / direct object: ______package______________ /
object of the preposition: _______relatives__________
2. He told his parents a lie.
subject: ______He___________ / direct object: __________lie__________ / indirect
object: __________parents_________
3. Please hand me the remote control for the TV.
subject: ___________You______ / direct object: ________control____________ /
indirect object: __________me_________

4. Tina is making dinner for us.

subject: ______Tina_______ / direct object: _____dinner__________ / object of the
preposition: ________us_______
5. Our boss is buying us dinner.
subject: ___boss__________ / direct object: ______dinner_________ / indirect object:
________us__________
6. A movie on TV gave me the chills.
subject: __movie__________ / direct object: ___chills____________ / indirect object:
________me__________
7. Wish me luck.
subject: ___You__________ / direct object: _______luck_________ / indirect object:
_________me_________
8. His grandmother sends him five dollars on his birthday every year.
subject: __grandmother____ / direct object: ______dollars_________ / indirect
object: ________him_________
9. They tried giving their baby some mashed peas.
subject: ____They________ / direct object: _____peas___________ / indirect object:
_______baby__________
10. John paid the bill for us.
subject: _____John_______ / direct object: _______bill__________ / object of the
preposition: ________us___________

Education for Peace and Citizens Ships

Introduction:
The evolution of humanity is full of wars and conflicts and really cannot be explained
without them. Many times, our personal alternative to resolve a conflict is violence and
imposition. During the process of history and in daily life we see continuously that when
a power or someone is imposed on another by force, this power is predisposed to be
lost again by the same system, by force. It is accepted that force is the last or habitual
resource when it is internalized as part of one's own culture and our way of doing to
obtain reason. In this way, we continue to set an example to perpetuate the same
conflict resolution mechanism, force, and a violent and permanently threatening society
is being built, always in the name of reason and truth. And whenever there is an
imposition by force, many steps are taken backwards in social progress, if not what is
achieved until that moment is completely destroyed. But despite this reality, most
people continue to think that violence and imposition is not the best way to solve
problems and that a peaceful society would be very desirable for one's well-being and
for the progress of humanity. For this, to achieve a society in peace, as a distinctive
feature of the human species, we have the intelligence that would allow us to
understand and reflect on the reality that surrounds us from a global perspective, as
well as communicate, associate and use freedom to create and build a better society. It
is also true that intelligence can be used to the contrary but it would be an intelligence
misunderstood as soon as these actions go against the progress of humanity itself.
And what is peace?:

It seems that the definition of peace
will not only have to do with there
being no war, a fact that is of course
indispensable for development. This
would be a very fragile and somewhat
negative conception in that to
conceive it only as the absence of war
would be indicative of a culture of
violence. From the above it is deduced
that peace is a way of interpreting social relations and a way of resolving conflicts that
the same diversity that occurs in society makes it inevitable. And when we talk about
conflicts, we are not referring only to the war conflict but also to the contrast of interests
between people or groups or different ways of understanding the world. We refer to
conflict as a natural fact of social relationships, so the solution of these conflicts cannot
be through violence because we would be permanently ensuring a violent society. Nor

can the solution mechanisms established by society delay them so much that these
conflicts lead to violence or armed conflict.
Therefore, peace would
evidently be an absence of
war, but first and foremost
as a preventive structure,
peace would be an active
state of every society in the
search for a more just
society. In this society, the
mechanisms to resolve
conflicts should be those of
the capabilities that human
intelligence allows us to: communication, dialogue and cooperation. These capacities
considered the basic of a culture of peace, should be applied in all areas and scales of
society: in the family, in the company, in politics and also locally and internationally.
It is generally said that the resolution of conflicts in this way is a utopia. Against this
there are few arguments. It is true that it is a utopia insofar as it has not been achieved
and that it is difficult to do so in a generalized manner. But this does not mean that we
have to continue accepting inevitably a violent society, with which, in principle, human
intelligence tells us that we cannot agree. Who says it is a utopia, and that nothing can
be done, is accepting the injustice of violence and blocking any attempt at a peaceful
solution.
And why not, we could also say that it is a utopia to think that, with a culture of violence
as the dominant one, humanity can progress and that future generations will receive as
a legacy the elements and conditions for a better future than ours, as it would be our
responsibility, and in any case to be wrong in the attempt of a development project
corresponding to a culture of peace would not be as dramatic as it is and is being
developed in the culture of violence. It is also said that speaking in planetary terms of
health, peace, freedom, justice, democracy is utopian, but in a contextualized way the
utopia of these words has different and concrete degrees and meanings. Despite being
considered utopian, the vast majority of people consider this utopia desirable and want
to move in this direction considering any step in the opposite direction negative. For this
reason, peace is also a point of reference towards which one has to walk, and above all
it responds to a model of coexistence and sustainable development in the future. Utopia
is an instrument at the service of the transformation of society. Education also has this
transforming function and needs utopias to go towards them. One of these is peace, and
from a systemic vision the construction of the culture of peace could be the reference
utopia, for which we should also talk about justice, freedom, democracy, tolerance and
development.

Because we cannot forget that at the root of violence are economic inequalities and
poverty, the blockade of development possibilities, authoritarian governments,
discrimination based on sex, culture or skin color, etc. ... and that the solution of these
social and economic problems at all scales is a priority so that violence can be eliminated
and peace can be built.
The culture of peace and social conscience:

Peace begins with the rejection of violence
as a way to solve conflicts. And for this to be
possible, a broad consensus must be given
in this regard, that is, peace must be
internalized culturally and this means
eradicating the culture of war and violence
as a way of solving the problems generated
by the current development model. It is
thought that war is unjust and dramatic for
human beings, but it is also considered
inevitable in many cases. It is a clear example that with the mastery of the culture of
violence violent solutions are always justified and that if conceptual changes are not
made and preventive measures are taken, violence will always be resorted to as a last
resort. The culture of peace focuses mainly on the processes and methods to solve the
problems and this entails generating the structures and mechanisms for it to be carried
out. Its generalization aims at the eradication of structural violence (poverty,
marginalization, etc.), as well as direct violence, through the use of non-violent
procedures in the resolution of conflicts and through preventive measures. The
construction of a culture of peace is a slow process that involves a change of individual
and collective mentality. In this change, education plays an important role insofar as it
affects the construction of the values of those who will be future citizens from the
classrooms and this allows an evolution of social thought. The evolutionary changes,
although slow, are those that have a more irreversible character and in this sense the
school helps with the construction of new ways of thinking. But formal education is not
enough for these changes to take place in depth. Society, from the different areas
involved and from their educational capacity, must also influence and support formal
educational projects and programs. Thus, it is important that a process of reflection be
generated on how to influence the construction of the culture of peace, from the media,
from the family, businesses, agricultural production units, from town halls, from non-
governmental organizations, from citizen associations, etc. It is about generating a
collective conscience about the need for a culture of peace rooted in society so strongly
that it does not leave room for violence.

And it is about governments becoming aware of this culture of peace and the factors
and conditions that would facilitate it, such as elimination of situations of injustice, more
equitable distribution of wealth, elimination of poverty, right to education in equal
conditions, etc. And on the other hand, that convert this consciousness into a new
culture of administering power.
Complexity:
The violence and its last exponent, the war is usually justified in the name of the
possession of the truth and for it tends to simplify or ponder the variables that explain
the reality. Reality is complex and the construction of this culture of peace has to be
done more and more in a complex world that has been built in parallel to progress. A
world in which more and more elements and factors interact in an interrelated way that
must be analyzed for their understanding. That is why the awareness of the need for
this culture of peace is only possible if this complexity is accepted and understood. The
complex nature of our society is irreversible and we cannot renounce that complexity
that is growing. You cannot understand or not want to understand and ignore it but it
does not disappear. Often the denial of this complexity (in diversity, interrelation,
multicausality, interdependence) is used as an argument for xenophobic, intolerant
attitudes. They are violent attitudes of defense and fear whose origin is ignorance and
the simplification of social dynamics and whose effects will have a great impact on the
progress of the country or the planet. Education for peace must promote the acceptance
and understanding of this complexity and must contribute to it through its methods:
dialogue, respect and cooperation.
Principles of education for peace:

Education for peace must be based on a solid and realistic foundation. As we said before,
we must take the framework of utopia as a reference but relying on reality. Any attempt
at education if it does not have a good foundation in reality will be ineffective, and in
the case of education for peace it is fundamental to start from it to understand it and be
able to transform it. And from this reality should avoid two trends that tend to appear
when trying to establish the basic principles. One tendency is to become discouraged or
to give up before starting to postulate that there will be peace only when there has been
a universal consciousness and violence has been renounced. In any case, this would be
a final goal within the framework of utopia, difficult to achieve, since there will always
be people, groups or countries governed by violence. It is not about achieving
homogeneity or unanimity, but about creating a majority consciousness in favor of
peace. In reality, wars are not carried out unanimously, nor even those with the most
international involvement.

The other tendency revolves around the idea that changing political, economic and
social structures is enough for there to be peace. This is true, and it would be necessary,
but as mentioned above, the structures respond to a model of society and development
and this to a conception and a scale of values that presides over it. Therefore, it is
essential to generate a social conscience and a change in the values so that it can
influence the eradication of the structural and conjunctural factors that generate
violence and thus build a culture of peace. In any case, it is clear that if we manage to
change the structures to democratic and socially equitable forms, we will have already
taken important steps towards the culture of peace. The road is a mixed process of
creation of individual and social conscience, together with the changes of social,
economic, political and cultural structures to advance in the construction of the culture
of peace.
What is understood by citizen education?

Education for citizenship can be defined as the education of children, from early
childhood, to become clear and enlightened citizens who participate in decisions
relating to society. "Society" is understood here in the special sense of a nation with a
circumscribed territory recognized as a state.
The knowledge of the institutions of the nation, and also the awareness that the rule of
law applies to social and human relations, are obviously part of any civic education
course. In this sense, education for citizenship is based on the distinction between:
 the individual as a subject of ethics and law, with the right to all the rights
inherent in the human condition (human rights); Y
 the citizen, with the right to the civil and political rights recognized by the
national constitution of the country in question.

All human beings are individuals and citizens of the society to which they belong.
Therefore, human rights and citizens' rights are interdependent.
Men, women and children all come into the world as individual human beings. Thanks
to the immense historical conquest of human rights, we are equal, in rights and dignity,
with all other human beings. When citizenship education has the purpose of "educating
future citizens" it must necessarily address children, youth and adults, who are living
beings, who have the status of human beings endowed with conscience and reason.
Therefore, it cannot exclude the consideration of individuals as subjects, each with
individual characteristics. In addition, human rights include civil and political rights, the
latter obviously related to the rights and obligations of citizens. Therefore, a
comprehensive education in human rights takes into account citizenship and considers
that good citizenship is connected to human rights as a whole. On the contrary,
education for citizenship that trains the "good" citizens, that is. Citizens aware of the
human and political issues at stake in their society or nation, require each citizen ethical
and moral qualities. All forms of citizenship education inculcate (or intend to inculcate)
respect for others and recognition of the equality of all human beings; and in the fight
against all forms of discrimination (racist, gender-based, religious, etc.) fostering a spirit
of tolerance and peace among human beings. Therefore, when we talk about the
purposes of ascribing ourselves to citizen education (producing citizens with moral
qualities) or human rights education (which includes knowledge of the social and
political rights of all human beings and their recognition) we inevitably end up with the
complementarity between citizenship and human rights.
Depending on the cultural traditions of each educational system, we will have, in some
cases, civic education, which will include knowledge of human rights and its exercise,
and in others, human rights education, emphasizing civil and political rights as the basis
of citizenship, and hence the national characteristics assumed by these rights and
guaranteed by the states.
Bearing in mind this complementarity, citizen education means not only "educating
citizens" but also "training children for adult life and citizenship".
Education for citizenship has, therefore, three main objectives:
 Educate people in citizenship and human rights through an understanding of the
principles and institutions [that govern a state or nation]
 Learn to exercise one's judgment and critical faculty
 Acquiring a sense of individual and community responsibilities.

These three objectives correspond both to the education of the individual as a matter
of ethics and law, as well as to the education of citizens. These objectives suggest four
main themes for citizenship education:
 The relationships between individuals and society: individual and collective
freedoms, and the rejection of any type of discrimination.
 Relations between citizens and government: what is involved in democracy and
state organization.
 The relations between the citizen and the democratic life.
 The responsibility of the individual and the citizen in the international
community.

Song: Heal the World

1. Song Information:
 Singer: Michael Jackson.
 Album: Dangerous.
 Release Year: 1991.

2. Meaning:
The lyrics talk about making a better world, that there is no poverty and taking
care of ourselves Jackson himself said he wrote it in a tree at his Neverland Ranch,
this piece being one of the most successful songs of his career. He was inspired by
the name of the song to create the Heal the World Foundation, a charitable aid
foundation for homeless children.
3. Lyrics:
There’s a place in your heart
And I know that it is love
And this place could be much
Brighter than tomorrow
And if you really try
You’ll find there’s no need to cry
In this place you’ll feel
There’s no hurt or sorrow
There are ways to get there

If you care enough for the living
Make a little space make a better place…
Heal the world make it a better place

For you and for me and the entire human race
There are people dying
Make a better place for you and for me
If you want to know why there’s a love that cannot lie

Love is strong it only cares for joyful giving
If we try we shall see in this bliss
We cannot feel fear or dread we stop existing and start living
Then it feels that always love’s enough for

Us growing so make a better world
Make a better world…


And the dream we were conceived in

Will reveal a joyful face
And the world we once believed in
Will shine again in grace
Then why do we keep strangling life
Wound this earth crucify its soul
Though it’s plain to see
This world is heavenly be god’s glow
We could fly so high let our spirits never die

In my heart I feel you are all my brothers
Create a world with no fear
Together we’ll cry happy tears
See the nations turn their swords into plowshares
We could really get there if you cared enough

For the living make a little space
To make a better place…

Heal the world make it a better place for you and for me
And the entire human race there are people dying

There are people dying if you care enough for the living
There are people dying if you care enough for the living
Make a better place for you and for me.

Sentences
Present Tense To be Future
 Heal the world  There’s a place in  We’ll cry happy

make it a better your heart. tears.
place I see the sky.  Love is strong it  Will shine again
 Create a world with only cares for in grace.
no fear. joyful giving.  Will reveal a
 we stop existing  There are ways to joyful face.
and start living. get there.
 I know that it is
love.
Verbs
 Make  Feel  Be
 Leave  Love  Grown
 Die  Dream  Shall
 Live  Cry  Try
 Care  Create  Know
 Heal  Stop  Bright
 Get  Exist  Find
 See  Hurt  Need
Nouns
 People  Tomorrow  Face
 Place  Tears  Dream
 World  Swords  Earth
 Human  Plowshares  Life
 Race  Brothers  Soul
 Space  Fears
 Heart  Spirits

Appendices
1. Draw two lines under each verb. Circle each direct object.

2. Circle each direct object. Drawn one line under each indirect object.

Conclusions:
 You know what to name verbs that allow direct objects (transitive verbs) and
verbs that don’t (intransitive verbs). That’s the first step towards noticing subtle
differences in meaning between pronominal and non-pronominal verbs.
 You now have a strategy for finding the indirect object (look for the direct object
first) and for dealing with the indirect object pronouns (le, les, me, te, se, nos,
os): be nice and add them whenever you can (even if they seem redundant).
 You know where to put and how to combine multiple object pronouns (and how
to not get fooled by a le, les in disguise).
Recommendations:
• It is recommended to learn and read new words to enrich the lexicon and thus be able
to use the progressive present in a more versatile way.
• Bear in mind that there are grammatical issues where the conjugations of the present
tense are used but do not necessarily express the same, as for example in future tense
(going to).
• Finally it is recommended to practice this topic frequently as it will be used later.

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UNIVERSIDAD NACIONAL DEL CALLAO

FACULTAD DE INGENIERÍA ELÉCTRICA Y ELECTRÓNICA

EDUCATION FOR PEACE 1

Transitive and Intransitive Verbs………………………………………………………………………………… 4

Direct and Indirect Object releated to Historical Events………………………………………….. 9

Education for Peace and Citizens Ships …………………………………………………………………… 16

EDUCATION FOR PEACE 2

Figure 1: Action Verbs.

 Examples of Action Verbs:

Examples of action verbs: skip smell love think

 Marie walked to school.

EDUCATION FOR PEACE 3

 Transitive and Intransitive Verbs:

How to Identify a Transitive Verb:

Example: Please bring.

 The girls carry water to their village.

Figure 2: Couple of coffee

EDUCATION FOR PEACE 4

Figure 3: Dog ran.

EDUCATION FOR PEACE 5

Transitive or Intransitive? Some Verbs Can Be Both:

 Urged by the others, she sang.

Example 1: Dennis and Susan ate omelets for breakfast.

EDUCATION FOR PEACE 6

Figure 4: Dennis and Susan have breakfast.

 Confusing direct objects with subject complements:

Example 1: The chauffeur accidentally locked his keys in his limousine.

Example 2: The chauffeur was happy to find a spare key.

 Pronouns as direct objects:

EDUCATION FOR PEACE 7

Example: After I give my daughter Olivia a lollipop, she always kisses me

Figure 5: Olivia kissing her father.

Figure 6: Alex and his exam.

EDUCATION FOR PEACE 8

Direct and Indirect Objects related with Historical Events:

A. The American Revolution:

 The Independence fathers signed independence in 1776 of the 13

Figure 7: Signature of Indepence of United States.

EDUCATION FOR PEACE 9

 The founder of the Protestant Reformation was the German Augustinian

Figure 8: Martin Luther.

EDUCATION FOR PEACE 10

C. The Life of Jesus of Nazareth:

 Jesus celebrated a last supper to say goodbye to his disciples.

Figure 9: Jesus on the cross.

EDUCATION FOR PEACE 11

D. World War II:

 Germany conquered or subdued much of continental Europe.

Figure 10: Germany invasion.

EDUCATION FOR PEACE 12

E. The Independence of Peru:

 San Martín installed his headquarters in Pisco for his Liberation

 Generalissimo José de San Martín, enunciated the famous proclamation

Figure 11: Proclamation of the Independence of Peru.

EDUCATION FOR PEACE 13

Exercises – Transitive and Intransitive Verbs

EDUCATION FOR PEACE 14

4. Tina is making dinner for us.

EDUCATION FOR PEACE 15

Education for Peace and Citizens Ships

And what is peace?:

EDUCATION FOR PEACE 16

EDUCATION FOR PEACE 17

The culture of peace and social conscience: