Actividad 2.

Pronombres, preposiciones y conectores

11-2-2022

Alumna: Dalia Ordoñez González

Docente: Laura Daniela Beltrán Arriaga
Asignatura: Inglés básico en nutrición
Grupo: NA-NIBN-2201-B1-002
Introducción

Pronouns, prepositions and connectors

In this activity we are going to focus on the pronouns, prepositions and connectors of the
English language, where we will be doing a series of online exercises, to later take the
screenshot and attach it to our word document.

This exercise is going to be very useful to us, not only to learn a little more about English,
but also to know how to identify in which areas the use of English and nutrition is useful.

Understanding and having this knowledge within our reach as future nutrition professionals
is essential for us, since it not only opens the way for new knowledge, but also for new
experiences within our professional branch, which is nutrition.

Today, mastering a foreign language is significant for professionals in all disciplinary areas.
In particular, English has become an international language necessary to compete in the
labor market.

In the case of the health area, command of English has become one of the skills most
requested by employers. Hence the relevance of this study, which accounts for the level of
English shown by university students in the context studied.

Communicative Competence in English is one of the learning units of the General University
Training area (FOGU).

These learning units are aimed at contributing to the development of general skills and
supporting the acquisition of specific university education skills. They are taken in different
semesters along the course of the degree. Each faculty places them in the curriculum or
program of the bachelor's degrees it offers, as recommended by the UANL's Department of
Undergraduate Studies. The FOGU area comprises six compulsory fundamental learning
units and four selected topics, of which the student must take at least one learning unit of
each topic (University General Training of Undergraduate Students, Associate Professional
and Higher University Technician, 2005).

The reason that motivated this study is that, according to the experience of the teachers of
the learning unit and the performance of the students in the evaluations, it can be
generalized that more than half of the students of each group, who take the Communicative
Competence in English course, have a very basic knowledge of this language, some of them
even have zero knowledge, which means that the program has to be adapted according to
their needs. However, there is the other side of the coin, that is, students who have an
intermediate or advanced level.

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Ejercicio 1.

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Ejercicio 2.

Ejercicio 3.

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Conclusion

It is unnecessary to highlight the omnipresence of the English language as the language of

science and technology. Economic and social aspects of contemporary life, including the
speed of technological change and the control of scientific information by English-speaking
countries (Dudley-Evans, 1998; Grabe and Kaplan, 1996) have redefined the field of the
investigation.

In this scenario, developing countries appear dependent on the information that developed
countries possess and use, therefore, reading and writing in English are common practices
in the world. Hence the importance of the teaching and learning of this language in relation
to the processes of textual comprehension.

Reading in a foreign language must be considered fundamentally at the service of the

construction of the disciplinary knowledge to which the student must access, that is, its
transformation, re-elaboration and appropriation, which allows increasing and transforming
the conceptual structure of the reader. In this sense, reading does not only have an
instrumental role.

In addition to being a tool for accessing disciplinary knowledge or another linguistic code
(Dorronzoro, 2005), reading is an activity linked to the sociocultural contexts in which it is
carried out (Dorronzoro & Klett, 2006). In our particular case, this practice is carried out at
the university; thus, and in tune with Dorronzoro & Klett (2006: 58), we understand the
context as "the sphere of specific human activity with which the verbal discursive activity of
the subjects is articulated" and reading at university as a process of construction carried out
by a reader, from a written text, with the purpose of building knowledge within a specific
area.

Therefore, from this study, other investigations can be derived that address variables in
relation to the linguistic competence of English in future nutritionists graduated from UnADM.

Bibliografia

• https://www.ecenglish.com/learnenglish/lessons/test-your-pronoun-knowledge
• https://www.englisch-hilfen.de/en/exercises/structures/prepositions_place_time.htm
• https://www.englisch-hilfen.de/en/exercises/word_order/conjunctions2.htm
• https://www.ef.com/ca/english-resources/english-grammar/pronouns/
• https://www.ego4u.com/en/cram-up/grammar/prepositions
• https://dictionary.cambridge.org/grammar/britishgrammar/conjunctions

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