8/13/2019 Prctica de ref, conect y posesivos c respta

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Prctica sobre conectores

Ejemplo:Pregunta: Qu funcin cumple el conector subrayado en la oracin 1?

Respuesta: !umple la funcin de indicar contraste" o !umple una funcin ad#ersati#a"

1$ %ane &or'ed (ard$ )o&e#er *aren (ardly did any &or' at all$ ad#ersati#a

+$ ,t-s raining. e#en so. &e must go out$!oncesi#a

/$ )e lac's self0confidence$ s a conse2uence. (e is unli'ely to be successful$!ausal

3$ )e passed (is e4ams$ 5(erefore. (e can tra#el abroad$!ausal

6$ 7eil plays football and besides. (e runs a restaurant$diti#a

8$ 9&ing a car (as some ad#antages$ 5o start &it(

. it gi#es you comfort$ econdly. it sa#es you time$ecuenciadora

;$ life e4pectancy for &omen is ;6. &(ile it is ;/ for men$!larificadora

$ 5(e mac(inery &as not impaired@ t(at is. it &asnAt damaged$!larificadora

B$ 5(ey didnAt as' me@ any&ay. , didnAt &ant to go$!oncesi#a

1C$ , t(in' s(e is #ery interesting@ in any case

. , donAt trust (er$!oncesi#a

Prctica sobre referencias

Ejemplo:

Pregunta: 2u (acen referencia los pronombres subrayados en la oracin 1?

Respuesta: t(ey D t(e 'ids los c(icosF@ it D aut(ority autoridadF

1$ 5(e 'ids today not only disrespect aut(ority. t(ey (a#e no fear of it$ t(ey D niGos@ it D autoridadF

+$ 5(e irony of punis(ment is t(at t(e more you use it to control your students- be(a#iors. t(e less real influence you (a#e

o#er t(em$ itDpunis(ment@ t(emDc(icosF

/$ Hreat teac(ers impro#e s'ills t(at prompt students to &ant to be(a#e responsibly and &ant to put effort into t(eir

learning$ t(eirDestudiantesF

3$ ome call depression a major epidemic$ ,t is estimated t(at one in fi#e. or +C percent of t(e adult population &ill suffer

from t(is illness$ ,mmuniIation against t(is &idespread illness can begin &it( de#eloping t(e rig(t attitude early in life$t(is illnessDdepressionF

6$ 5oo often. parents and ot(er adults do not pro#ide c(ildren &it( t(e encouragement. support. or self0confidence t(ey need

to try again$ t(eyDniGosF

8$ Percei#ed !ompetence and ocial cceptance in *indergarten: ,ts Relations(ip to cademic Performance

,tsDcompetencia percibida y aceptacin socialF

Practica sobre caso posesi#o"

Ejemplo:Pregunta: !ulJes esJson elJlos KcasoJs posesi#oJsA y su traduccin en la oracin +?

Respuesta: K5odayAs c(ildrenA D los c(icos de (oy

1$ 5(is study determined t(e relations(ip among c(ildren-s perceptionsof t(eir competence. teac(ers- perceptionsof t(e

c(ildren-s competence. and t(e c(ildren-s academic performance$

+$ 5oday-s c(ildrenseldom accept somet(ing as fact$

/$ Lomains of c(ildrenAs de#elopmentM p(ysical. social. emotional. and cogniti#e M are closely related$

3$ Le#elopment proceeds at #arying rates from c(ild to c(ild as &ell as une#enly &it(in different areas of eac( c(ildAs

functioning$

6$ *ey t(eories or t(eorists t(at you may be familiar &it(. include but are not limited to lfred NanduraAs social learningt(eory. biological0maturational t(eory e$g. rnold HesellF. >rie NronfenbrennerAs ecological t(eory. Eri' Eri'sonAs

psyc(osocial t(eory. %ean PiagetAs cogniti#e0de#elopmental t(eory. be(a#iorist t(eory e$g$. N$=$ 'inner and %o(n