CUADERNILLO Capacitación 2014

Universidad Nacional de La Plata

Facultad de Humanidades y Ciencias de la Educacin Departamento de Lenguas y Literaturas Modernas

Capacitacin en Ingls I

Material de Trabajo 2014

Prof. Mg. Cristina Heras (JTP).

capacitacioneninglesfahceunlp.blogspot.com

[email protected]

PDF created with pdfFactory Pro trial version www.pdffactory.com

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INTRODUCCIN.

Atendiendo a los objetivos propuestos por la ctedra, el propsito de las clases de carcter terico-prcticas es procurar que el alumno, receptor de un texto escrito pueda reconocer y comprender no slo el complejo conjunto de signos lingsticos que lo componen sino que principalmente comprenda e interprete el mismo desde una percepcin global. Nos basamos, en forma resumida, en las siguientes hiptesis:

Que el lector es protagonista de la lectura como sujeto

activo en la construccin del sentido del texto a partir de las instrucciones que recibe del mismo.

Que la persona que lee activa en su mente los conocimientos que posee y selecciona los ms pertinentes para la interpretacin del mensaje. Por lo tanto la lectura consiste en la decodificacin de signos y pistas del texto as como la puesta en marcha del conocimiento del mundo del lector para movilizar expectativas e hiptesis.

Que el modelo interactivo del proceso lector implica un vaivn entre los niveles superiores a los inferiores de tal modo que el contexto y el conjunto de inferencias actan como condicionantes y detonantes de la interpretacin ms adecuada y precisa del texto.

Que los tipos textuales no slo organizan los textos sino que favorecen su interpretacin.

Que los elementos no verbales y los formatos (paratexto) en los que se manifiesta un texto condicionan la significacin que se transmite tanto como los elementos que se analizan a nivel morfosintctico, lexical o de organizacin textual.

Fundamentacin y marco terico Existen varias razones por las cuales leemos: para sacar

informacin simple, para hacer un paneo rpido (skimming), para aprender de los textos, para integrar informacin, para escribir, para criticar textos o para lograr una comprensin global.

Las clases estarn planteadas tomando como punto de partida los

elementos contextuales y especficamente el paratexto que activan en la mente del lector los conocimientos que posee. Luego deber seleccionar de entre ellos los ms adecuados para la interpretacin del texto. La lectura se empieza a generar a partir de la decodificacin de signos y pistas del paratexto combinados con el conocimiento del mundo para movilizar expectativas e hiptesis y para seleccionar de entre las


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posibles interpretaciones aquella que se adapta mejor a su estructura mental.

Con la lectura de signos paratextuales el lector tambin anticipa

un esquema estructural (lo que Grabe & Stoller denominan frames of rhetorical structure), ya sea de narracin, argumentacin, descripcin, conversacin etc., que adems de organizar la lectura, favorecen la interpretacin eficaz.

Otro aspecto a tener en cuenta al analizar el paratexto es ver a

qu convenciones de gnero responde el texto as como dentro de qu mbito institucional se origina y sita. El conocimiento de estructura o gnero textual permite al lector acceder a informacin mejor dispuesto y con mayor precisin a medida que construye su interpretacin personal del texto. (Goldman& Rakestraw 2000; Alexander& Jetton 2000)

El hecho de que las habilidades de lectura en la lengua madre no

se transfieren automticamente a la lengua extranjera, nos obliga a aprender a hacer un uso estratgico de la informacin tanto textual como discursiva para la construccin de sentidos. Por lo tanto, se buscar que el estudiante tome conciencia de las estrategias cognitivas y de los recursos lingsticos implementados en la produccin del texto y en su propio proceso de lectura.

Expectativas de logros Al finalizar el programa de capacitacin en lecto-comprensin se espera que los alumnos sean capaces de:

Comprender y analizar crticamente distintos textos instructivos, explicativos y expositivos acerca de las distintas disciplinas, reconociendo sus finalidades y los contextos de comunicacin en la que los mismos ocurren.

Elegir las estrategias de comprensin lectora ms apropiadas

para cada situacin planteada.

Construir significados a partir de la integracin de las estrategias especficas que afiancen las competencias propias del lector compresivo.

Reestructurar y organizar la informacin extrada de la lectura segn esquemas de conocimiento propios con el fin de, sintetizarla, retenerla y utilizarla como sustento de nueva informacin.


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APROXIMACIN AL ENFOQUE Textos 1 y 2

Antes de leer a) Observe los textos 1 y 2. Indique cul es la fuente textual y de qu seccin de la publicacin fue extrado cada texto. b) A partir del ttulo, fotos, epgrafe y del paratexto en general prediga cul es el tpico de cada uno de ellos. c) Indique a qu pblico est dirigido el texto.

Mientras lee a) Subraye las palabras parecidas al espaol. b) Localice nombres propios e indique a qu/ quin o quines se refieren en cada caso. c) Busque los nmeros y cifras que aparecen en el texto y determine qu informacin le suministran. d) Haga un crculo alrededor de las palabras que se repiten y trate de indicar si son palabras conceptuales o estructurales*. e) Determine ahora con mayor precisin de qu se trata el texto. * -palabras conceptuales (expresan conceptos; transmiten significado): sustantivos, verbos, adjetivos y adverbios. -palabras estructurales (ayudan a darle una estructura coherente y cohesiva al texto): preposiciones, artculos, conjunciones y pronombres. Tres estrategias para la comprensin general de un texto Cuando leemos un texto en lengua extranjera de manera global podemos facilitar la comprensin si observamos las siguientes palabras y signos con detenimiento: 1. Palabras conceptuales que se repiten. 2. Palabras que se parecen en ambos idiomas (transparentes o cognados). 3. Indicaciones tipogrficas:

-ttulo y subttulos -cifras en el texto: 2004, $10.000, etc. -letras maysculas -uso de tipo especial: negrita o cursiva -divisin en prrafos


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Texto 1

Scientists Bank on Stress-Health Link

UCSF Researchers Want to Market a DNA Test to Monitor Well-Being Over a Lifetime; the Push for Longer Telomeres

By AMIR EFRATI

Researchers at the University of California, San Francisco, have been at the forefront of an emerging medical field that seeks to identify and help treat problems caused by stress. Now, these scientists hope to market their findings to physicians in the form of a test that can act as a personal report card on patients' health.

Above, Telome researcher Jue Lin working in the company's Menlo Park lab this week. Max Whittaker/Prime for The Wall Street Journal

Telome Health says its test of a part of DNA known as telomeres could offer patients a regular reading on their overall health.

"The science is there, and the time is right to bring it to the public," said Elizabeth Blackburn, one of the UCSF researchers who co-founded the business, Telome Health Inc. "We see a big market opportunity for this."

Telome Health, which has 10 employees, is launching its website Thursday to mark a more public phase of its business, following a flurry of studies in recent years that piggybacked on research by Ms. Blackburn and two of her colleagues, Jue Lin and Elissa Epel.

In 2004, the researchers showed that psychological stress harms a key component of human cells, called telomeres. Telomeres, which are pieces of DNA, are attached to and protect the chromosomes of cells. Telomeres allow chromosomes to divide properly when, say, the body needs more white blood cells to fight infection.

Telomeres decay naturally as a person ages but higher levels of psychological stress can degrade telomeres at a faster rate, studies by UCSF and other researchers indicate.


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Survival Guide

Recent studies suggest the following could lead to longer telomeres or increased levels of telomerase, an enzyme that improves telomere length:

Exercise Omega-3 fatty acids Anti-oxidants in supplements or food Stress-reduction techniques such as meditation

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Texto 2 March 16, 2011, 3:57 pm Beaches and Jazz in Fiji By TANYA MOHN

David Wall/DanitaDelimont.com, via Newscom Sunset at Denarau, Fiji.

Travelers in search of great jazz usually flock to clubs in cities like New Orleans or New York, or attend festivals in Montreal or Montreux, Switzerland.

But from May 12 to 15, Port Denarau, Fiji, will be the unlikely host of a celebration of jazz, blues and soul. The Fiji 2011 International Jazz and Blues Festival, presented by Air Pacific and Tourism Fiji, will feature more than 100 musicians from around the world. Local bands will perform, along with musicians from Canada, New Zealand, Australia, England, American Samoa and the United States.

Port Denarau, organizers said, is known for year-round blue skies, world-class beaches and resorts; its also a starting point for South Pacific island hoppers.

And, as an added incentive, Air Pacific is offering a 10 percent discount on fares to Fiji for those attending the festival. (For fare and festival information, visit airpacific.com and fijijbfest.org.

http://global.nytimes.com/?iht


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Tcnica para una mejor comprensin de vocabulario nuevo en contexto Ante la aparicin de una palabra desconocida cmo reacciona? Le aconsejamos que no acuda inmediatamente al diccionario sino que previamente siga los siguientes pasos y despus evale si es necesario recurrir a l. 1. Verifique si la palabra aparece con frecuencia en el texto. 2. Decida si considera que es una palabra clave dentro del mismo. 3. Determine de acuerdo a su posicin y morfologa que tipo de palabra es: sustantivo, verbo, adjetivo, etc. 4. Intente, ahora haciendo uso del contexto, elaborar una hiptesis sobre su significado. 5. Consulte con uno o ms de sus compaeros. 6. Si es necesario verifique con el diccionario y ponga a prueba su trabajo de inferencia. 7. Realice este procedimiento a menudo para ir ganado en confianza y precisin


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Texto 3 A. Conteste sin leer an el cuerpo principal del texto. 1. Determine la fuente textual. 2. Elabore una prediccin acerca del contenido del texto. B. Lectura rpida Lea el texto una vez ignorando las palabras que desconoce. 1. Confirme la prediccin elaborada previamente y explique cmo realiz dicha confirmacin. C. Lectura especfica Cuando estamos leyendo un texto de manera ms detallada y necesitamos entender el significado de las palabras desconocidas podemos recurrir a una de estas dos posibilidades en el siguiente orden: tratamos de inferir el significado de las mismas valindonos del contexto o utilizamos el diccionario. Infiera el significado de las siguientes palabras, indique la categora gramatical (sustantivo, adjetivo, verbo o adverbio) y provea un trmino en espaol en cada caso: Brumeando

Limazones

Borogobios

murgiflaba

Galimatazo

Fruminoso

Vorpalina

Tntamo

Firsuto

hedoroso

D. Despus de leer 1. Encuentre en el poema todas las palabras y frases que sustituyen o se utilizan para referirse al vocablo Galimatazo. 2. Por qu cree usted que se ha incluido un texto en espaol en un curso de lectocomprensin en ingls?


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Galimatazo

Versin de Jaime de Ojeda, incluida en A travs del espejo y lo que Alicia encontr al otro lado, Alianza Editorial, Madrid, 1973. Su nombre original en Ingls es Jabberwocky.

Brillaba, brumeando negro, el sol; agiliscosos giroscaban los limazones banerrando por las vparas lejanas; mimosos se fruncan los borogobios

mientras el momio rantas murgiflaba. Cuidate del Galimatazo, hijo mo!

Gurdate de los dientes que trituran Y de las zarpas que desgarran!

Cuidate del pjaro Jubo-Jubo y que no te agarre el frumioso Zamarrajo! Valiente empu la espada Vorpalina;

a la hueste manzona acometi sin descanso; luego, reposse bajo el rbol del Tntamo

y quedse sesudo contemplando... Y as, mientras cavilaba firsuto.

Hete al Galimatazo, fuego en los ojos, que surge hedoroso del bosque turgal

y se acerca raudo y borguejeando!! Zis, zas y zas! Una y otra vez

zarande tijereteando la espada Vorpalina! Bien muerto dej al monstruo, y con su testa

volvise triunfante galompando! Y hazlo muerto?! Al Galimatazo?! Ven a mis brazos, mancebo sonrisor!

Qu fragarante da! Jujuruju! Jay, jay! Carcaje, anegado de alegra. Pero brumeaba ya negro el sol

agiliscosos giroscaban los limazones banerrando por las vparas lejanas, mimosos se fruncian los borogobios

mientras el momio rantas necrofaba...


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TEXTO 4

A. Estrategia del vistazo

Ahora lea el siguiente texto utilizando las tres estrategias para la comprensin general de textos en lengua extranjera. 1. Observe el paratexto y determine el tpico de texto y anticipe de qu trata el texto- 2. Marque: a. palabras conceptuales que se repiten. b. palabras transparentes. c. indicaciones tipogrficas (nmeros, nombres propios, uso de tipo de letra especial.) Por qu se utilizan? Qu informacin suministran en cada caso? 3. Utilice la informacin obtenida para anticipar los distintos temas que el texto aborda: Tropical cyclone

Hurricane Ivan viewed from the International Space Station, September 2004. NASA photo by Edward Fincke.

In meteorology typhoon, or hurricane, depending on strength and geographical context) is a type of, a tropical cyclone (or tropical disturbance, tropical depression, tropical storm, low pressure system which generally forms in the tropics. While they can be highly destructive, tropical cyclones are an important part of the atmospheric circulation system, which moves heat from the equatorial region toward the higher latitudes. Terms for tropical cyclones The term used to describe tropical cyclones with maximum sustained winds exceeding 33 meters per second (63 knots, 73 mph, or 117 km/h) depends on the region: hurricane in the North Atlantic Ocean, North Pacific Ocean east of the dateline, and unofficially in the South Atlantic Ocean typhoon in the Northwest Pacific Ocean west of the dateline


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severe tropical cyclonein the Southwest Pacific Ocean west of 160E or Southeast Indian Ocean east of 90E severe cyclonic storm in the North Indian Ocean tropical cyclone in the Southwest Indian Ocean and South and Pacific Ocean east of 160E. B. Vocabulario Lea el texto nuevamente y seleccione el significado de la palabra que ms se ajuste al contexto en el cual aparece. viewed considerado examinado Visto depression depresin Crisis abatimiento can saben lata Pueden winds sopla vientos Arrolla dateline Linea de cambio

de fecha Fecha y lugar de origen

fechar

Frase nominal Al leer un texto es muy importante saber lo que significa el ttulo con exactitud ya que ste nos va a dar el anclaje del texto en cuestin. El orden de las palabras suele dificultar la comprensin del ttulo. Si hacemos una traduccin literal del ttulo de este texto leeramos lo siguiente: Tropical cyclone /Tropical cicln Sin embargo, en espaol el orden es el inverso y se ubica el ncleo al principio: cicln tropical Dicho ejemplo refleja la idea que sustenta nuestro enfoque, que para lograr una buena comprensin de un texto es necesario lograr una buena interpretacin y NO una traduccin literal. Este error al pasar la frase al castellano suele ser frecuente en este tipo de construcciones denominadas frases nominales. Una frase nominal es aquella en la cual el ncleo es un sustantivo y puede estar precedido o sucedido de modificadores. Es aconsejable entonces echar un vistazo al todo y no adoptar el hbito de leer linealmente o palabra por palabra ya que la distribucin de las palabras en la frase no es la misma en espaol que en ingls. DETERMINANTE PREMODIFICADOR NCLEO POSMODIFICADOR

Artculos- demostrativos-

posesivos-cuantificadores

Adverbio+adjetivo Sustantivo verboide

sustantivo Frase proposicional Clusula verboide


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En ingls, los adjetivos o los sustantivos con funcin adjetiva se ubican usualmente delante del sustantivo al cual modifican. A estos elementos que aparecen delante del ncleo los llamaremos premodificadores. Los modificadores que aparecen detrs del ncleo reciben el nombre de posmodificadores. Analicemos ahora las siguientes frases nominales extradas del texto. Subraye el ncleo y luego interprtelas: 1. International Space Station:______________________ 2. geographical context: ______________________ 3. low pressure system: ______________________ 4. severe cyclonic storm in the North Indian Ocean:___________________ TRABAJO PRCTICO N1 A. Observe el paratexto y conteste: 1. El tpico del texto es: ____________________________ 2. Explique qu intenta ilustrar la figura. 3. Marque palabras transparentes y repetidas y luego seleccione cinco que a su entender podramos considerar claves en este contexto.

The air pollution health effects pyramid is a diagrammatic presentation of the relationship between the severity and frequency of health effects, with the mildest and most common effects at the bottom of the pyramid, e.g., symptoms, and the least common but more severe at the top of the pyramid, e.g., premature mortality. The pyramid demonstrates that as severity decreases, the number of people affected increases.


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B. Marque el ncleo en las siguientes frases nominales y luego interprtelas: 1. premature mortality: 2. hospital admissions: 3. visits to doctor: 4. medication use: 5. emergency room visits: 6. reduced physical performance: 7. impaired pulmonary function: 8. The air pollution health effects pyramid: 9. a diagrammatic presentation of the relationship between the severity and frequency of health effects: 10. the mildest and most common effects at the bottom of the pyramid: TRABAJO PRCTICO N 2 1. Determine fuente textual, tipo de texto y gnero. 2. Una cada texto con su correspondiente ttulo. 3. Determine el tpico de cada texto.

Todays Headlines

A) Ford Eliminating Up to 30,000 Jobs and 14 Factories B) Indian Artist Enjoys His World Audience C) Indians Find They Can Go Home Again D) Korean Cloning Scientist Quits Over Report He Fabricated Investigation E) The Rebirth of Sri Lanka after the catastrophe F) Sri Lankan Navy and Rebels Clash, Threatening Cease-Fire G) In Address, Obama Says He Ordered Domestic Spying H) The Business of Voting I) Iraqi Ministry Denies Captives Were Abused 1) By DAVID E. SANGER President Obama said he would continue the highly-classified program because it was "a vital tool in our war against terrorists." 2) As Diebold, the controversial electronic voting machine manufacturer, enters a new era, it should work to make itself worthy of the important role it now plays in American democracy.


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3) By KIRK SEMPLE The Iraqi Interior Ministry said 625 prisoners discovered last week were not tortured, despite assertions by U.S. officials. 4) By SOMINI SENGUPTA Tamil separatists attacked two Sri Lankan Navy ships Thursday, abducting three sailors, the military said. 5) By MICHELINE MAYNARD It was the latest sign of restructuring in Detroit as foreign competitors have taken more than 40 percent of the U.S. market. 6) By SOMINI SENGUPTA Tyeb Mehta's career has mirrored the changing fortunes of contemporary Indian art over the last six decades. 7) By CHOE SANG-HUN and NICHOLAS WADE Dr. Hwang Woo Suk resigned from his university after a panel reported the fabrication of a paper on cloning. 8) By SARITHA RAI Many Indians who were educated in and worked in the U.S. and Europe are being lured back to India by its surging economy and buoyant technology industry. 9) By JOSHUA KURLANTZICK A year after the tsunami, luxury-seeking tourists are discovering an Eden-like paradise.


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Tcnicas para una mejor interpretacin Para hacer una buena interpretacin de un texto, es importante y necesario ser capaz de determinar la funcin de las palabras desconocidas considerando su forma y posicin dentro de la oracin. Esto nos ayudar a hacer un mejor uso del diccionario, pudiendo acceder con mayor rapidez y precisin al significado de dichas palabras. Si tomamos por ejemplo la palabra flat y la buscamos en el diccionario, notaremos que tiene varios significados, como adjetivo, sustantivo, adverbio, etc. Veamos ahora el uso de esta palabra dentro de una oracin: Put the machine on a flat surface. Si prestamos atencin a la posicin de la palabra flat notaremos que est precediendo a un sustantivo, esto nos indica que estamos en presencia de un adjetivo. Razn por la cual consultaremos la acepcin del diccionario correspondiente a esta categora gramatical, la de adjetivo, descartando de este modo las otras acepciones. La interpretacin de la oracin sera: Ponga la mquina sobre una superficie plana. Analicemos ahora el uso de flat en la siguiente oracin: Hes building a block of flats. Si tomamos en cuenta su forma, veremos que termina en s, lo cual indica que est en plural.Aclaremos que en ingls los adjetivos nunca aparecen en plural, permanecen siempre invariables con respecto a nmero y tambin a gnero.Si tomamos en cuenta su posicin, notaremos que est despus de una preposicin. Todo nos hace pensar que estamos ante un sustantivo. Pues ya sabemos entonces dnde debemos ir a averiguar su significado. La interpretacin de la segunda oracin sera entonces: l est construyendo un edificio de departamentos. Qu habra ocurrido si hubisemos acudido al mismo lugar del diccionario que en el caso anterior? Cul habra sido la traduccin? Trate ahora de interpretar la siguiente oracin sin necesidad de leer todos los significados de la palabra flat ni de adaptar los significados conocidos. Recuerde que tiene que prestar atencin a la morfologa de la palabra y a su ubicacin dentro de la oracin. She has flatly refused the invitation. Consideremos ahora el uso de algunas terminaciones o partculas, llamadas sufijos que se agregan a la raz de las palabras. Los sufijos se corresponden con determinadas funciones gramaticales; cabe recordar que existen ocho funciones gramaticales, a saber: sustantivo, adjetivo, verbo, adverbio, pronombre, artculo, conjuncin y preposicin. Las primeras cuatro las denominaremos conceptuales, pues son aquellas que expresan conceptos, que transmiten significado, a las cuatro restantes las llamaremos estructurales, son las que ayudan a darle una estructura coherente al texto. A continuacin detallamos los sufijos en palabras conceptuales, analizaremos algunos sufijos clasificndolos de acuerdo a su funcin gramatical. (cuadro en gua gramatical)


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Uso del diccionario Los elementos que encontramos en cada entrada de diccionario son los siguientes: el trmino adefinir en negritas, a continuacin la transcripcin fontica, si poseemos un buen diccionario encontraremos los smbolos correspondientes al alfabeto fontico internacional, luego la abreviatura que indica a qu categora gramatical corresponde la palabra a definir: sust, adj, verb, adv., art., pron., conj., prep. a continuacin la definicin y si hubiesen varias acepciones cada una de ellas aparecer encabezada por un nmero (1, 2, 3,etc) y separada de la anterior por una barra (/). Indique cul es el significado de las palabras subrayadas en las siguientes oraciones. Use el diccionario luego de haber utilizado las pautas morfolgicas y sintcticas mencionadas anteriormente. 1. Try to recall anything that comes to your mind. 2. Please mind your own business. 3. There are many kinds of musical styles in Latin America. 4. Thats very kind of you. 5. I cant find my keys. Have you seen them? 6. This is a key element in the treatment of the problem. 7. That is a 49-key-typewriter. 8. Read the title and the lead paragraph. 9. Martin is the person who leads the whole team. 10. This petrol has no lead. Its unleaded. Haciendo uso del diccionario complete el cuadro, haga una cruz en los espacios que deben quedar en blanco Sustantivo Verbo Adjetivo Adjetivo

opuesto Adverbio

student

manage

developed

unhappy

successfully

employ

loyal

courage

capable

verbally


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TRABAJO PRCTICO N 3

1- Observe los recursos para-textuales (ttulos, subttulos,

imgenes, notas o publicaciones marginales, distintos tipos

tipogrficos, etc.) y elabore una prediccin acerca del tpico

del texto.

2- Cmo est organizado/dividido el texto?

3- Lea la primera oracin de cada prrafo y ample o rectifique su

prediccin.

4- Qu objetivo persigue la inclusin de la Educacin Fsica en

las instituciones educativas?

5- El autor seala que todos los pases del mundo coinciden en la

definicin del trmino physical education, en qu aspecto?

6 - Elabore una red o mapa conceptual que incluya los conceptos

o aspectos clave que, a criterio del autor, definen el trmino

physical education.

7 - Utilizando los conceptos extrados, elabore una definicin del

trmino Educacin Fsica.

19/02/2013 definitioneducation.com/Definition-of-Ph Definition of Physical Education - Facts It is necessary to know the definition of physical education in order to

understand its role. The definition of physical education is learning in

emotional, psychomotor and cognitive ways and the goals of physical

education are different depending on the requirements of place and time.

The objective of most schools is to provide students with skills, capabilities,

values and knowledge together with the interest in maintaining a healthy

lifestyle. On the other hand, some schools require physical education to

promote weight loss. Activities involved in physical education are designed

to develop motor skills and promote physical fitness as well as to

understand concepts, rules and strategies.


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Physical education teaches the students to work as an individual or as part

of a team. The definition of physical education is the same in different

countries in the world in terms of its goals in promoting discipline.

Wrestling, martial arts and Pencak Silat are included in physical education

classes in some countries to teach self-defense to students. This helps

introduce children into fitness, teamwork and sports, which are necessary

for their adulthood.

Knowing the definition of physical education is important so that students

will be able to be more interested with the program and its benefits. In

addition, definition of physical education plays a significant function in

enlightening the students and providing the students the understanding of

its importance. The program provides the students with instructions that are

individualized and challenging, which can advance the confidence, skills,

motivation and knowledge necessary in life.

Another value of physical education for students is the health benefits they

can get from the activities. Physical education can prevent obesity and

numerous diseases and improve self-esteem and mental health.

2009 - DefinitionEducation.com

19/02/2011 Definition of Physical Education - Facts - definitioneducation.com/Definition-of-Ph


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Texto 5: Instrucciones How To Read University Texts or Journal Articles Antes de leer D una mirada al siguiente texto, concntrese en el ttulo y la tipografa especial y luego complete los espacios en blanco en espaol. Este texto trata sobre ___________________________________________ y explica

cmo llevar a cabo ese proceso siguiendo ___________________________________.

Los nmeros se refieren a _____________________________________________ y hay

una oracin escrita en imprenta maysculas porque

_____________________________________________________________________________

Mientras lee Lea el texto completo y haga una sntesis de la tcnica descripta. Despus de leer A) Indique qu recursos lingsticos utiliza el autor para sugerir o recomendar diferentes estrategias. Transcriba dos ejemplos. 1.___________________________________________________________ 2.___________________________________________________________ B) Determine la referencia de las palabras en negrita en el texto. C) Indique la funcin de los conectores subrayados en el texto y luego explique su uso particular en este contexto. Para realizar este punto es conveniente leer sobre conectores primero en la pgina siguiente.


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How To Read University Texts or Journal Articles Choose a section preferrably not longer than 25 or 30 pages perhaps one chapter, or

a section of a chapter that you can handle at one sitting.

Step 1. Read the title, the introduction, and the conclusion (5 minutes). Step 2. Read the title, the introduction again, all sub-headings, and the conclusion,

again. (5-10 minutes).

Step 3. Read the title, the introduction one more time, sub-headings, the Topic

Sentence of each paragraph usually the first or second sentence, (you may read the

last sentence as well, if you have time), any italicized or boldfaced words, lists (you can

skim these), and the conclusion (10 minutes).

(Force yourself to do steps 1 to 3 in less than 25 minutes.)

Step 4. Close your textbook. Step 5. Make a Mind-Map of all you can remember in the chapter. Do not stop until at

least half an hour is up, even if you feel that you can't possibly remember any more--

more will surface if you give yourself the time. DO NOT REFER TO THE TEXT WHILE

YOU ARE DOING THIS. If you come to a dead end, try alternative memory techniques

to the ones you have been using: associating ideas, either from within the section itself

or from other related material; visualizing pages, pictures, graphs etc.; recalling

personal associations that may have come to mind; staring out the window and

blanking out your thoughts; and so on. This is strenuous, but it is rewarding. It will

show you exactly how much you have learned of what you have read. Give yourself a

lot of time to do this, and you will probably be surprised at how much you actually can

recall, and at how you can use all sorts of different strategies for remembering. You

should also be noting down questions about things you have forgotten, so you can look

them up.

When you are finished, you should try to figure out how all the material you have

remembered fits together not necessarily as it is presented in the book, but as it is

organized in your own thinking. Note down your opinions of it, questions about it,

disagreements with it, and so on.

Step 6. Check through the text and fill in any important information that you missed. Use a different colour of ink or some other way to mark this material that you forgot, so you can study it later. At this point, you may wish to read through the entire chapter as you normally would, to make sure you did not miss anything. Then do another Map, from memory, in order to check whether you have learned the new material.


21

TRABAJO PRCTICO N 4: THE MAN BOOKER PRIZE A. Read through the text and answer the questions that follow. The Man Booker Prize for Fiction is awarded every year for a novel written by a writer from the Commonwealth or the Republic of Ireland and it aims to represent the very best in contemporary fiction.The prize was originally called the Booker-McConnell Prize, which was the name of the company that sponsored it, though it was better-known as simply the Booker Prize.In 2002, the Man Group became the sponsor and they chose the new name, keeping Booker. Publishers can submit books for consideration for the prize, but the judges can also ask for books to be submitted they think should be included.Firstly, the Advisory Committee give advice if there have been any changes to the rules for the prize and selects the people who will judge the books. The judging panel changes every year and usually a person is only a judge once. Great efforts are made to ensure that the judging panel is balanced in terms of gender and professions within the industry, so that a writer, a critic, an editor and an academic are chosen along with a well-known person from wider society.However, when the panel of judges has been finalized, they are left to make their own decisions without any further involvement or interference from the prize sponsor. The Man Booker judges include critics, writers and academics to maintain the consistent quality of the prize and its influence is such that the winner will almost certainly see the sales increase considerably , in addition to the 50,000 that comes with the prize.

Q1 - The Republic of Ireland

is in the Commonwealth.

is not in the Commonwealth.

can't enter the Man Booker Prize.

joined the Booker prize in 2002.

Q2 - The Man group

was forced to keep the name 'Booker'.

decided to include the name 'Booker'.

decided to keep the name 'Booker-McConnell'.

decided to use only the name 'Booker'.

Q3 - Books can be submitted

by publishers.

by writers.


22

by judges.

by the sponsors.

Q4 - Who advises on changes to the rules?

The sponsors

The judging panel

The advisory panel

Publishers Q5 - The judging panel

doesn't include women.

includes only women.

is only chosen from representatives of the industry.

includes someone from outside the industry.

Q6 - The sponsors of the prize

are involved in choosing the winner.

are involved in choosing the judges.

are not involved at all.

choose the academic for the panel of judges.

Q7 - The consistent quality of the prize

is guaranteed by the prize money.

is guaranteed by the gender of the judges.

is guaranteed by the make-up of the panel of judges.

is guaranteed by the increase in sales of the winner. B. Find the corresponding contextual references for the underlined words. ----------------------------------------------------------------------------------------


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Reseas de libros y pelculas. Haga una bsqueda en los las pginas que se sugieren, elija tres reseas de libros y complete la informacin requerida: http://www.goodreads.com/author/list/289.Eric_J_Hobsbawm https://www.goodreads.com/book/similar/299018-the-age-of-extremes-a-short-20th-century-1914-1991 http://www.rogerdarlington.me.uk/fbooks.html Ttulo : Autor : gnero: Trama : Otra informacin: TCNICAS DE LECTURA VELOZ: SKIMMING Y SCANNING Ambas son tcnicas de lectura veloz. En el caso de skimming, leemos para extraer el sentido global del texto. Cuando nos referimos a scanning, leemos con el objeto de descubrir informacin especfica. Cmo se llevan a cabo? SKIMMING Lea las primeras oraciones o el primer prrafo cuidadosamente. Si el texto es largo, lea el 2 prrafo porque a veces el 1 prrafo es meramente una introduccin y el 2 contiene ms informacin sobre el tema. Luego chele un vistazo al comienzo de cada prrafo. Seleccione algunas palabras claves. Generalmente la oracin tpico se encuentra al comienzo, pero a veces puede estar al final. Saltee las partes que no le brinden informacin esencial. Lea el ltimo prrafo con mayor detenimiento. El autor suele incluir la conclusin en esta parte.

Texto 6


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Rio Olympics: Rugby reaches Rio's favelas. When the Olympic Games come to Rio de Janeiro in 2016 two sports will make a comeback after a long absence.Golf will be appearing for the first time since 1904. The other newcomer is rugby sevens - the full 15-a-side game last appeared at the Paris Games of 1924. The BBC's World Olympic Dreams series producer Kevin Bishop was in Rio to find out if the sport is catching on there. 4 March 2012Last updated at 16:53 GMT As darkness begins to fall on Ipanema Beach, rubbish trucks and sand-raking machines trundle along, clearing away the remnants of another day's fun in the sun. Most Cariocas, as Rio's residents are known, have headed home or moved on to the bars and restaurants in Ipanema's side-streets. But between two lifeguard stations there is still life. A dozen or so young men are being put through their paces in a beach rugby practice session. They shout for the ball in English and Portuguese. Sand flies and laughter rings out. Use accessible player and disable flyout menus

Matthew Pinsent meets the four brothers Rio Rugby started in the 1940s when English workers from several companies formed the Royal Society of Saint George to maintain English traditions. It has long been a chance for expatriates from rugby-playing nations to meet, play and socialise with each other. A few beers are opened and stories of doing business in Brazil swapped. These days it is becoming more than just a club for expats. Amongst the Kiwis, South African and Brits, more and more Brazilians are being tempted by the game. Brazil has never qualified for the Rugby World Cup, but some 5,000 Brazilians now play the sport. Among them, the Paixao brothers, four young men from the Contagolo favela that overlooks Ipanema. Max, Marcos, Maxwiliam and Maicon have taken the game to their hearts. But it was not love at first sight. "The first time I saw rugby I saw that it was a contact sport," Max says. "There was a lot of grabbing. I thought it was just for girls. But then I picked up the ball, started to run, started to play properly, learnt to pass the ball backwards. Then I realised it was something different." These days you reach Cantagalo from Ipanema by means of a shiny new lift. The favela clings to the mountainside that towers above the beach. Before the lift was installed, a long climb meant that many of the favela's 28,000 residents felt less connected to the rest of the city. Like many of the city's favelas, crime and violence blighted Cantagalo for decades. In recent years, the Rio authorities have begun a programme known as "pacificacion" - forced eviction of the drug lords and gang leaders, often using extreme violence. As we walk into Cantagalo from the lift station, a group of six or so policemen look on suspiciously. Peace has been restored to the favela, but many of the residents worry


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that the strong-arm tactics are pushing out not just the criminals but also the soul of the area. The transition from gang rule to the rule of law is not always popular, but it is here that the organisers of Rio Rugby hope they can make a difference. Justin Thornycroft, a Zimbabwean national, has been involved in running Rio Rugby for several years. His ambitions are big: "The amazing thing about it is that the more one does, the more there seems to be to get done and our plans consistently grow into bigger and bigger goals. "One of our dreams is to watch one of our players run on the field to represent Brazil in the 2016 Olympic Games here in Rio." Walking through the graffiti-covered narrow alleyways of the favela, casually flicking a rugby ball to each other, the Paixao brothers could be in a commercial for urban cool. A few years ago, they were "shy, edgy, gawky little kids playing touch rugby" according to Thornycroft. "Now they are confident yet unassuming young men, respectful off the pitch yet irreverent on it, lightning quick and with great ball skills and an eagerness to learn and improve." Their infectious smiles and chilled bravado mask a difficult past however and Max believes that the sport has helped him make crucial life choices. "A while back a couple of my cousins who were drug traffickers were killed," he says. "I used to have this thought in my head that I wanted revenge, at least I thought about it. "But then I went to practise surfing and jujitsu, then I tried rugby and since then I've changed my mind completely. I think sport leads people to do good things and not bad things."

Rugby has a lot of fantastic lessons to teach kids in these poorer regions that sports like football just aren't equipped to teach Justin ThornycroftRio Rugby Second eldest brother Marcos, known as Careca, shows huge promise in the sport. He has already represented Brazil internationally and is the first person from his family to have left the country. "What does it mean to me? It's changed my life," says Marcos. "Who knows, one day I may be able to play in a professional team and then grow more beyond that. No-one wants to stay at the bottom, nobody feels good there. If we grow a bit more in sport then everything will be all right." Growing the sport is the top priority here. As well as the late evening beach slots, the team practice on football fields at the university and throw the ball around on a run-down basketball court in the favela. The aim is for something permanent - a pitch but also a clubhouse and even a school. Justin Thornycroft believes rugby can teach a lot more than just sport. "Rugby has a lot of fantastic lessons to teach kids in these poorer regions that sports like football just aren't equipped to teach.


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"Like respect for your opponents, for the referee, for your team-mates and their skills and for yourself. Like courage in the face of larger or faster or more skilled opponents and courage when you're hurt or beaten. "Like teamwork that is vital for a rugby team's success but is also vital when we look for work, in our relationships, in our families." Nobody is pretending that throwing a rugby ball around on a beach will solve all the problems these boys' lives throw up. But the values the sport is teaching them is making a difference, and the organisers of Rio Rugby want that to be an example to others in the favelas. The Paixao brothers' name means passion in Portuguese. It is clear that these boys from Ipanema have found just that in the oval ball. Available at: http://www.bbc.co.uk/sport/0/olympics/17220033 Otro tema: http://www.bbc.com/travel/feature/20140204-advice-on-quitting-your-job-and-travelling-for-a-year


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SCANNING Texto 7 Lea los dos textos a continuacin y complete el siguiente cuadro.

Gnero discursivo: Nombre completo: Fecha y lugar de nacimiento/ fallecimiento: Formacin: Lnea de pensamiento: Obras escritas: Acontecimientos por los que se lo recuerda:

The Nobel Prize in Physics 1921 Albert Einstein The Nobel Prize in Physics 1921 Albert Einstein

Albert Einstein was born at Ulm, in Wrttemberg, Germany, on March 14, 1879. Six weeks later the family moved to Munich, where he later on began his schooling at the Luitpold Gymnasium. Later, they moved to Italy and Albert continued his education at Aarau, Switzerland and in 1896 he entered the Swiss Federal Polytechnic School in Zurich to be trained as a teacher in physics and mathematics. In 1901, the year he gained his diploma, he acquired Swiss citizenship and, as he was unable to find a teaching post, he accepted a position as technical assistant in the Swiss Patent Office. In 1905 he obtained his doctor's degree. During his stay at the Patent Office, and in his spare time, he produced much of his remarkable work and in 1908 he was appointed Privatdozent in Berne. In 1909 he became Professor Extraordinary at Zurich, in 1911 Professor of Theoretical Physics at Prague, returning to Zurich in the following year to fill a similar post. In 1914 he was appointed Director of the Kaiser Wilhelm Physical Institute and Professor in the University of Berlin. He became a German citizen in 1914 and remained in Berlin until 1933 when he renounced his citizenship for political reasons and emigrated to America to take the position of Professor of Theoretical Physics at Princeton*. He became a United States citizen in 1940 and retired from his post in 1945.


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After World War II, Einstein was a leading figure in the World Government Movement, he was offered the Presidency of the State of Israel, which he declined, and he collaborated with Dr. Chaim Weizmann in establishing the Hebrew University of Jerusalem. Einstein always appeared to have a clear view of the problems of physics and the determination to solve them. He had a strategy of his own and was able to visualize the main stages on the way to his goal. He regarded his major achievements as mere stepping-stones for the next advance. In his early days in Berlin, Einstein postulated that the correct interpretation of the special theory of relativity must also furnish a theory of gravitation and in 1916 he published his paper on the general theory of relativity. During this time he also contributed to the problems of the theory of radiation and statistical mechanics. In the 1920's, Einstein embarked on the construction of unified field theories, although he continued to work on the probabilistic interpretation of quantum theory, and he persevered with this work in America. He contributed to statistical mechanics by his development of the quantum theory of a monatomic gas and he has also accomplished valuable work in connection with atomic transition probabilities and relativistic cosmology.After his retirement he continued to work towards the unification of the basic concepts of physics, taking the opposite approach, geometrisation, to the majority of physicists. Einstein's researches are, of course, well chronicled and his more important works includeSpecial Theory of Relativity (1905), Relativity (English translations, 1920 and 1950), General Theory of Relativity (1916), Investigations on Theory of Brownian Movement (1926), and The Evolution of Physics (1938). Among his non-scientific works, About Zionism (1930), Why War?(1933), My Philosophy (1934), and Out of My Later Years (1950) are perhaps the most important. Albert Einstein received honorary doctorate degrees in science, medicine and philosophy from many European and American universities. During the 1920's he lectured in Europe, America and the Far East and he was awarded Fellowships or Memberships of all the leading scientific academies throughout the world. He gained numerous awards in recognition of his work, including the Copley Medal of the Royal Society of London in 1925, and the Franklin Medal of the Franklin Institute in 1935. Einstein's gifts inevitably resulted in his dwelling much in intellectual solitude and, for relaxation, music played an important part in his life. He married Mileva Maric in 1903 and they had a daughter and two sons; their marriage was dissolved in 1919 and in the same year he married his cousin, Elsa Lwenthal, who died in 1936. He died on April 18, 1955 at Princeton, New Jersey.

From Nobel Lectures, Physics 1901-1921, Elsevier Publishing Company, Amsterdam, 1967This autobiography/biography was written at the time of the award and first published in the book seriesLes Prix Nobel. It was later edited and republished in Nobel Lectures. To cite this document, always state the source as shown above.

* Albert Einstein was formally associated with the Institute for Advanced Study located in Princeton, New Jersey . Copyright The Nobel Foundation 1922


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Eric J. Hobsbawm, Marxist Historian, Dies at 95 By WILLIAM GRIMES Published: October 1, 2012 Eric J. Hobsbawm, whose three-volume economic history of the rise of industrial capitalism established

him as Britains pre-eminent Marxist historian, died on Monday in London. He was 95. Enlarge This Image

Roland Schlager/European Pressphoto Agency

Eric Hobsbawm in 2008.

Mr. Hobsbawm, the leading light in a group of historians within the British Communist Party that included

Christopher Hill, E. P. Thompson and Raymond Williams, helped recast the traditional understanding of

history as a series of great events orchestrated by great men. Instead, he focused on labor movements in

the 19th century and what he called the pre-political resistance of bandits, millenarians and urban rioters

in early capitalist societies.

His masterwork remains his incisive and often eloquent survey of the period he referred to as the long

19th century, which he analyzed in three volumes: The Age of Revolution: 1789-1848, The Age of

Capital: 1848-1875 and The Age of Empire: 1874-1914. To this trilogy he appended a coda in 1994, The

Age of Extremes, published in the United States with the subtitle A History of the World, 1914-1991.

Eric J. Hobsbawm was a brilliant historian in the great English tradition of narrative history, Tony Judt,

a professor of history at New York University, wrote in an e-mail in 2008, two years before he died. On

everything he touched he wrote much better, had usually read much more, and had a broader and subtler

understanding than his more fashionable emulators. If he had not been a lifelong Communist he would be

remembered simply as one of the great historians of the 20th century.


30

Unlike many of his comrades, Mr. Hobsbawm, who lived in London, stuck with the Communist Party after

the Soviet Union crushed the Hungarian uprising in 1956 and the Czech reform movement in 1968. He

eventually let his party membership lapse about the time the Berlin Wall fell and the Eastern bloc

disintegrated in 1989.

I didnt want to break with the tradition that was my life and with what I thought when I first got into it,

he told The New York Times in 2003. I still think it was a great cause, the emancipation of humanity.

Maybe we got into it the wrong way, maybe we backed the wrong horse, but you have to be in that race, or

else human life isnt worth living.

Eric John Hobsbawm was born in 1917 in Alexandria, Egypt, where a confused clerk at the British

consulate misspelled the last name of his father, Leopold Percy Hobsbaum, an unsuccessful merchant from

the East End of London. His mother, Nelly Grn, was Austrian, and after World War I ended, the family,

which was Jewish, settled in Vienna. The Hobsbawms were struggling to make ends meet when, in 1929,

Erics father dropped dead on his own doorstep, probably of a heart attack. Two years later Nelly died of

lung disease, and her son was shipped off to live with relatives in Berlin.

In the waning months of the Weimar Republic, Mr. Hobsbawm, a gifted student, became a passionate

Communist and a true believer in the Bolshevik Revolution. The dream of the October Revolution is still

there somewhere inside me, as deleted texts are still waiting to be recovered by experts, somewhere on the

hard disks of computers, he wrote in Interesting Times, a memoir published in 2003.

Mr. Hobsbawm, a cool introvert, found exhilaration and fellowship in the radical politics of the street in

Germany. As a member of a Communist student organization, he slipped party fliers under apartment

doors in the weeks after Hitlers appointment as chancellor and at one point concealed an illegal

duplicating machine under his bed. Within weeks, however, he was sent to Britain to live with yet another

set of relatives.

Forbidden by his uncle to join either the Communist Party or the Labour Party (which Mr. Hobsbawm

hoped to subvert from within), he concentrated on his studies at St. Marylebone Grammar School in

London and won a scholarship to Cambridge. There he joined the Communist Party in 1936, edited the

weekly journal Granta and accepted an invitation to join the elite, informal society of intellectuals known

as the Apostles.

It was an invitation that hardly any Cambridge undergraduate was likely to refuse, since even

revolutionaries like to be in a suitable tradition, he wrote in Interesting Times. He described himself as a

Tory communist, unsympathetic to the politics of personal liberation that marked the 1960s.

Mr. Hobsbawm graduated from Kings College with highest honors in 1939 and went on to earn a masters

degree in 1942 and a doctorate in 1951, writing his dissertation on the Fabian Society. In 1943 he married

Muriel Seaman, a civil servant and fellow Communist. That marriage ended in divorce in 1950. In 1962 he


31

married Marlene Schwarz, who survives him. In addition to his daughter, he is survived by his son Andrew;

another son, Joss Bennathan; seven grandchildren; and one great-grandchild.

Mr. Hobsbawm served in the British Army from 1939 to 1946, a period he later called the most unhappy of

his life. Excluded from any meaningful job by his politics, he languished on the sidelines in Britain as

others waged the great armed struggle against fascism. I did nothing of significance in it, he wrote of the

war, and was not asked to.

He began teaching history at Birkbeck College in the University of London in 1947, and from 1949 to 1955

he was a history fellow at Kings College.

Mr. Hobsbawm and his colleagues in the Historians Study Group of the Communist Party established

labor history as an important field of study and in 1952 created an influential journal, Past and Present, as

a home base.

The rich dividends from this new approach to writing history were apparent in works like Primitive

Rebels: Studies in Archaic Forms of Social Movement in the 19th and 20th Centuries, Laboring Men:

Studies in the History of Labor and Industry and Empire, the companion volume to Christopher Hills

Reformation to Industrial Revolution.

During this period, Mr. Hobsbawm also wrote jazz criticism for The New Statesman and Nation under the

pseudonym Francis Newton, a sly reference to the jazz trumpeter Frankie Newton, an avowed Communist.

His jazz writing led to a book, The Jazz Scene, published in 1959.

If his political allegiances stymied his professional advancement, as he argued in his memoir, honors and

recognition eventually came his way. At the University of London, he was finally promoted to a readership

in 1959 and was named professor of economic and social history in 1970. After retiring in 1982 he taught at

Stanford University, the Massachusetts Institute of Technology, Cornell University and the New School for

Social Research in Manhattan.

The accolades for works like his Age of trilogy led to membership in learned societies and honorary

degrees, but to the end of his life the Communist militant coexisted uneasily with the professional

historian.

Not until his 80s, in The Age of Extremes, did Mr. Hobsbawm dare turn to the century whose horrific

events had shaped his politics. The book was an anguished reckoning with a period he had avoided as a

historian because, as he wrote in his memoir, given the strong official Party and Soviet views about the

20th century, one could not write about anything later than 1917 without the strong likelihood of being

denounced as a political heretic.

Mr. Hobsbawm continued to write well into his 90s, appearing frequently in The New York Review of

Books and other periodicals. His How to Change the World: Tales of Marx and Marxism was published


32

last year, and Fractured Times, a collection of essays on 20th-century culture and society, is scheduled to

be published by Little, Brown in Britain in March 2013.

Although increasingly on the defensive, and quite willing to say that the great Communist experiment had

not only failed but had been doomed from the start, Mr. Hobsbawm refused to recant or, many critics

complained, to face up to the human misery it had created. Historical understanding is what Im after, not

agreement, approval, or sympathy, he wrote in his memoir.

In 1994, he shocked viewers when, in an interview with Michael Ignatieff on the BBC, he said that the

deaths of millions of Soviet citizens under Stalin would have been worth it if a genuine Communist society

had been the result.

The greatest price he will pay is to be remembered not as Eric J. Hobsbawm the historian but as Eric J.

Hobsbawm the unrepentant Communist historian, Mr. Judt said. Its unfair and its a pity, but that is the

cross he will bear.

Source: http://www.nytimes.com/2012/10/02/arts/eric-hobsbawm-british-historian-dies-at-95.html?pagewanted=all&_r=0


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TEXTO 8 : The Basics of Education Antes de leer 1. Lea el ttulo del artculo y determine a qu gnero discursivo pertenece. 2. Subraye las palabras transparentes. 3. Haga una lista de las palabras conceptuales conocidas y repetidas. 4. Formule ahora una prediccin con respecto al tpico del texto seleccionando 5 palabras que ud. considere claves. Mientras lee 1. Cules son las tres Rs que el autor toma como punto de partida? 2. Localice enumeraciones. Despus de leer 1. Marque el ncleo y los modificadores en las siguientes frases nominales y luego interprtelas. a. ineffective, and sometimes harmful, solutions _______________________ b. self-directed, independent lifelong learners __________________________ c. Far too little time ___________________________________________________ 2. Indique qu funcin cumplen en cada palabra los sufijos y prefijos destacados en negritas. Luego, interprtelas. (ver cuadro pgina 39)

Trmino en ingls Funcin Interpretacin

basic

educators

ineffective

harmful

recognize

imagination

powerful

3. Lea sobre los verbos modales (seccin de gramtica) y luego indique qu significado expresan dentro de este contexto particular los distintos verbos modales subrayados en el texto.


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COLUMN: The Basics of Education By Bernard Percy

Being highly skilled in the three Rs -- reading, 'riting and 'rithmetic -- is basic and important, but what other abilities are needed to prepare students for their 21st-century lives? Without understanding the fundamentals beyond the three Rs, educators and parents often fall victims to believing false reasons for failure; develop lowered expectations; and implement ineffective, and sometimes harmful, solutions. Students far too often fail, become disruptive and bored, fall short of their potential and, perhaps worst of all, lose hope that school can inspire and help them find and achieve their goals and purposes. So what are these fundamentals beyond the three Rs? This is my partial list, in no particular order of importance. What would you add or change to this list?

Students are able to be self-directed, independent lifelong learners. The idea is for students to understand the barriers to learning and, with this understanding, to prevent study difficulties or diagnose why they are having problems, then to solve the issues on their own.

Students develop unique skills and talents. Educators must help students understand their natural abilities and skills. Few students identify their talents for themselves, and the majority of students, in my experience, don't recognize that they have special talents -- and they all do.

Students have the ability to use their imagination. The ability to imagine is fundamental for creating solutions to problems students will confront in school and life. Far too little time is spent helping students improve their imaginative ability. The arts, which directly massage a student's imagination, have a vital role in education, and are as important and basic as the three Rs.

Students develop the skills to know how to evaluate what they are studying and learning. Today's mass media is full of opportunities to pick up false data and ideas. It is more critical than ever to be able to evaluate the important from the unimportant -- truth from lies and facts from opinions.

Students know their true purposes. The ideal for students is to be motivated by a purpose for what they are learning. It is imperative students understand, know and agree with their purposes.

Students develop a belief in their ability to overcome obstacles and achieve their dreams. Students are a pool of potential resources to resolve problems and fulfill dreams. Helping them do real activities that make a difference in the quality of their, or someone else's, may have a powerful effect on them. They develop the sense of security that comes when one believes in his or her ability to overcome obstacles and achieve goals.

It is important to understand that technology is a basic tool that should be used to motivate students; however, educators must help them understand what is fundamental and gain the skills needed to achieve the success they want. It is only at that point that technology can help students rejoice in what they can accomplish. *This story is from Converge magazine's Fall 2008 issue. http://www.convergemag.com/workforce/Basics-of-Education.html


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TRABAJO PRCTICO FINAL Antes de leer Lea ttulos, los dos primeros prrafos y observe el paratexto en general para completar esta seccin. Indique: 1. Tpico del texto. 2. Fuente textual. 3. A quin est dirigido este texto y cul es el propsito del mismo. Mientras lee Conteste las siguientes preguntas 1. Segn el texto leer es... a. tener el propsito de construir el significado de la impresin. b. construir significado a partir del texto. c. convertirse en un buen lector a travs de la aplicacin de las estrategias. d. ganar informacin 2. Los propsitos de la lectura para un buen lector son a. obtener informacin, placer y profundizar su comprensin. b. aplicar estrategias, operar de manera metacognitiva y reflexionar sobre su propio pensamiento. c. conseguir informacin y obtener placer dependiendo de su grado de comprensin del texto. d. entender, analizar e interpretar. 3. Un lector acta de manera metacognitiva... a. al requerir una lectura estratgica. b. pensando en lo que lee. c. reflexionando sobre el pensamiento del autor. d. preguntndose si est entendiendo el texto 4. Otros factores, adems de la aplicacin de las estrategias, que ayudan a la construccin de significado son ... a. el monitoreo de la comprensin y la claridad del texto b. la discusin y la escritura c. la lectura de libros y la enseanza d. los pasos a seguir en el antes, durante y despus de leer 5. En la primera estrategia cuando el autor menciona los sentidos, ste se refiere a a. la visualizacin de grficos y representaciones que acompaan lo que est escrito. b. la creacin de un grfico o una representacin tridimensional. c. la aplicacin de los cinco sentidos para imaginar algo. d. un principio abstracto. 6. De acuerdo con la segunda estrategia para aclarar y aumentar la comprensin del texto deberamos a. incluir algo relativo al dibujo del texto qu tenga que ver con el conocimiento del texto mismo.


36

b. construir el texto en s mismo a partir de conexiones entre texto y texto y con el mundo. c. extraer del conocimiento previo lo necesario para hacer un texto propio y entre ese texto y el otro texto establecer conexiones con el mundo d. recurrir al conocimiento previo para establecer conexiones entre el texto y uno mismo, texto y texto y el texto y el mundo. Despus de leer 1. Indique a qu se refieren las siguientes palabras destacadas en el texto: this: .............................................................................................................. their ........................................................................................................................ they. ........................................................................................................................ 2. La palabra although se encuadra dentro de nuestra clasificacin como un conector de................................................................. y en este caso en particular el autor lo utiliza para indicar 3. Traduzca las siguientes palabras terminadas en -ing challenging: ............................................................ visualizing: ............................................................. decoding:................................................................. including: ............................................................... developing: ............................................................. 4. Qu tipo de preguntas se formula el lector con respecto al texto de acuerdo a la estrategia N 6? Interprete una de ellas. ______________________________________________________________


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Nine Strategies for Reading Comprehension from The Vermont Strategic Reading Initiative

The Strategic Reading Initiative is a multi-faceted statewide effort to help all Vermont students become good readers. Nine strategies have been shown to help readers understand, analyze and interpret challenging text. Although use of these strategies is virtually automatic for proficient readers, other readers, especially struggling readers, are unaware of them. These strategies are especially useful in the content areas, where expository texts often seem daunting! To read is to construct meaning from print. Good readers read to gain information, to deepen their understanding, and for pleasure. Strategic reading requires that readers operate metacognitively, to think about their own thinking. They do this by asking themselves, Am I getting it? Metacognition enables readers to monitor their comprehension so they can determine when and why text is unclear, then choose the strategy or strategies that will help them construct meaning. These strategies can be used before, during or after reading. Discussion and writing also support the construction of meaning, and supplement the benefits of strategic reading. Good readers are efficient, active learners. Good teachers share their enthusiasm for books and reading, teaching and continually reminding their students of the following strategies. Strategic readers: Imagine, Using a Variety of Senses (Standards 1.1 Reading Strategies, 1.3 Reading Comprehension, 5.13 Responding to Text) This strategy includes visualizing a scene depicted in the writing, creating a graphic or threedimensional representation of an abstract principle, imagining how a substance might feel, smell, or taste, etc. Make Connections (Standards 1.1 Reading Strategies, 2.2 Problem Solving) This strategy includes drawing upon prior knowledge to make text-to-self, text-to-text and text-to-world connections in order to clarify and extend understanding of the text. Analyze Text Structure (Standards 1.1 Reading Strategies, 1.4 Reading Range of Text, 5.13 Responding to Text) This strategy includes using transition words, table of contents, subheads, bold print, and text patterns to help discriminate among fiction, nonfiction, comparative, explanatory and other text structures, as well as paying attention to other technical aspects of the author s craft. Recognize Words and Understand Sentences (Standards 1.1 Reading Strategies, 5.18 Structures) The decoding of words and the comprehension of sentences provide the underpinning for successful reading. Strategic readers use: knowledge of sounds, syllables and letter patterns; a range of cueing systems; familiarity with vocabulary and word origins; contextual cues; knowledge of syntax; etc. Explore Inferences (Standard 1.1, Reading Strategies, 1.3 Reading Comprehension, 5.13 Responding to Text, 7.3 Theory) This strategy involves various means of thinking about the text, including recognizing cause-and-effect relationships, making predictions, developing analogies, extending the logic of a piece of writing, and merging known and new information to develop new understanding. Ask Questions (Standard 1.7 Respond to Literature, 2.1 Ask a Variety of Questions, 5.13 Responding to Text)


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The reader creates questions about the text, such as What is the author trying to say? How does this relate to my life? or Why did the author write in the way he or she did? Determine Important Ideas and Themes (Standard 1.1 Reading Strategies, 6.3 Analyzing Knowledge) Strategic readers focus on introductory material, topic sentences, and/or concluding material in order to identify important parts of text and to distinguish among subplots, examples, big ideas, and underlying themes. Evaluate, Summarize, Synthesize (Standards 1.1 Reading Strategies, 1.3 Reading Comprehension, 2.3 Types of Problems) Strategic readers pause during or after reading to consider the main points, construct new ideas from two or more pieces of text, and reflect on the quality and relevance of the text. Reread and Adjust Approaches to the Text (Standards 1.1 Reading Strategies, 1.2 Reading Accuracy, 3.2 Learning Strategies) In response to the differing demands of text, strategic readers modify the pace and rhythm with which they read, and take notes to clarify their understanding. As necessary, they also re-read, read aloud, and/or underline the text, etc. For further information: http://www.education.vermont.gov/new/pdfdoc/pgm_curriculum/literacy/reading/reading_to_learn


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Ingls I y II

Gua Gramatical


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Tipos de oraciones Podemos clasificar las oraciones en ingls en los siguientes tipos: 1. Oraciones Declarativas (Statements) La mayora de las oraciones afirmativas y negativas en ingls siguen este orden bsico: Sujeto + Verbo + Objeto ( Adverbios de modo + lugar + tiempo) Albert Einstein developed the theory of Relativity. Penicillin doesnt cure all diseases. The president will give a speech tomorrow morning. 2. Preguntas (Questions) (Palabra interrogativa) + Auxiliar + Sujeto + Verbo ...............? Did the meeting start on time? How much does the unit cost? Where is this product manufactured? How many units have they sold? 3. Oraciones imperativas (Commands) Verbo en infinitivo Do not (Dont) + verbo en infinitivo Turn on the machine. Come here, please. Dont make such a noise! 4. Exclamaciones (Exclamations) What +artculo+ sustantivo .... How+adjective .. What a wonderful story this is! How fascinating life can be! Conexin lgica de oraciones

Siempre hay una conexin lgica entre las oraciones que conforman un texto. Estas relaciones se expresan a travs del uso de conectores. La funcin de los mismos es conectar palabras, oraciones o prrafos y mostrar la relacin lgica que existe entre estos componentes. Los ejemplos que figuran a continuacin ilustran las relaciones lgicas bsicas. 1. Video produces relatively unprocessed data.

A D I C I N In addition, it makes flexible use of time dimension.


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2. First, save your finished work.

S E C U E N C I A Then, close the file. 3. I forgot my paper,

C O N S E C U E N C I A so, I will have to hand it in tomorrow. 4. From 1824 to 1826, Dickens attended school.

C O N T R A S T E For the most part, however, he was self-educated. Lista de los conectores ms comunes Enumeradores o secuenciadores: First(ly)- Second(ly)- Third(ly)- To begin with- To start with- Next- Then- Last(ly)- Final(ly)- To conclude- For the one thing...(and) for another (thing)- One reason is... the other reason is- In the first place- In the second place Alternativa Or- Either...or. Adicin And- Too- Moreover- In addition- Similarly- Furthermore- Likewise- Equally- Also Contraste By contrast- By comparison- On the one hand ... on the other hand...- Instead- However-Still- Besides-Though- Although- Anyhow (informal)- Anyway (informal)- Nevertheless-Yet- In any case- Despite- In spite of...- On the contrary- Even if/though- While- whereas- But- Consecuencia Consequently- So- As a result- Thus- Therefore- For that reason- Then- So that- In that case-That is why- Owing to this- Accordingly-Temporales Earlier- Former(ly)- Preceding- Previous(ly)- Before that- Already- As- Yet- Until now- Simultaneous(ly)- At present- At this point- Meantime- Now- Present(ly)-Following- Later-Afterwards- Next- Immediately- Later- Causa For- Because- For that reason- Now that- Seeing that- Since- As- Because of- Due to Condicin If- Unless- On condition that- In case (that)- Provided (that)- As if- Though- As long as- Whether... or not- But for- So long as- Propsito That- In order that- So that- In order to- So as to- With the object of- In case- To


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Mecanismos de cohesin: La referencia Un texto no es meramente una suma de oraciones. Para que un texto sea considerado tal, debe contar con dos componentes esenciales, cohesin y coherencia. La coherencia se relaciona con la organizacin correcta de la informacin referida a un determinado tpico. La cohesin es el fenmeno que une las diferentes partes del texto para que conformen un todo, estableciendo relaciones de tipo lxico y gramatical. Uno de los mecanismos de cohesin a nivel gramatical est dada por la referencia. Podemos encontrar los siguientes tipos de referencia en ingls: Referencia personal: representada por los pronombres personales y posesivos y por los adjetivos posesivos. Referencia demostrativa: que incluye a los trminos this, these, that, those, el artculo the y vocablos tales como such a. Referencia Personal Los pronombres son palabras que reemplazan a un sustantivo o frase nominal y le permiten al escritor o interlocutor evitar la repeticin constante de palabras. Utilizamos pronombres para referirnos a trminos que por lo general ya han sido mencionados y a veces a otros que se mencionarn con posterioridad. Considere el siguiente ejemplo extrado de la biografa de Darwin In the autumn of 1835, Darwin had the opportunity to observe the plants and animals of the Galapagos Islands, as well as its geology. (His notes on the finches and tortoises, of course, are still respected and well remembered.) Los pronombres en negritas se refieren o bien a la islas Galpagos (its) o al mismo Darwin en el caso de his. Referencia demostrativa Note ahora el uso del artculo the o los demostrativos this y that para referirse a algo ya mencionado. In 1858 Darwin received a letter from the man who is now thought of as the co-developer of evolution theory, Alfred Russell Wallace. The letter more than hinted that he had developed his own theory of natural selection. Of course Darwin, always overly methodical and hesitant, was very alarmed that this relative unknown might scoop his lifes work. However, a compromise was reached, and in July of that year papers by both Darwin and Wallace were read at the Linnaean Society, describing a theory of evolution through the processes of natural selection.


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Pronombres subjetivos

Pronombres objetivos

Pronombres posesivos

Adjetivos posesivos

I ME MINE MY YOU YOU YOURS YOUR HE HIM HIS HIS

SHE HER HERS HER IT IT ITS ITS

WE US OURS OUR YOU YOU YOURS YOUR THEY THEM THEIRS THEIR

Comparativos & superlativos Grado comparativo Analice los siguientes ejemplos: PCs are cheaper now than they used to be. Things are more complicated today (than in the past.) adjetivo monoslabo + -er + than ej: cheaper than more + adjetivo de ms de 2 slabas+than ej: more complicated than Grado superlativo Ejemplos: Buying a multimedia encyclopedia is the easiest way to help children with their homework. Helping children with their homework is one of the most difficult things for parents to do. the + adjetivo monoslabo + -est ej: the easiest way the + most + adjetivo de ms de una slaba ej: the most difficult Comparativos y superlativos irregulares Good better- the best Bad- worse- the worst Far- further- the furthest Comparacin de igualdad/desigualdad As + adjetivo+ as The same as Not as/so + adjetivo+as Different from


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Tiempos verbales Tiempos verbales de presente. Presente simple. Este es un tiempo verbal que se utiliza para expresar acciones que tienen lugar en el presente y con una frecuencia determinada, es decir, cada da, cada maana, etc. Ej.: John washes the dishes every day. Forma negativa del Simple Present: Sujeto+Do not o don't/does not o doesn't +verbo de la accin en infinitivo+ Complementos. Ej.: John does not/doesn't wash the dishes every day. Forma interrogativa del Simple Present: Do/does+ sujeto+ verbo de la accin en infinitivo+ Complementos. Ej.: Does John wash the dishes every day? Para la negacin y la interrogacin de las frases con este tiempo verbal, necesitamos el verbo auxiliar do. Presente Continuo: Es un tiempo verbal que se utiliza para expresar acciones que tienen lugar en el presente, en el mismo momento en el que se est enunciando la frase. El Present Continuous se forma con el presente del verbo (to) be ms el verbo de la accin en gerundio (Infinitivo+-ing). Ej.: John is washing the dishes right now. Forma negativa del Present Continuous/Progressive: Sujeto+is/are+not+verbo de la accin en gerundio+ Complementos. Ej: John is not/isn't washing the dishes right now. Forma interrogativa del Present Continuous/Progressive: Is/are+ Sujeto+ Verbo de la accin en gerundio+ Complementos? Tiempos verbales de pasado. Pasado simple: Es un tiempo verbal que se utiliza para expresar acciones que tuvieron lugar en el pasado, sin que importe excesivamente el momento del pasado en el que tuvieron lugar. Ej.: John washed the dishes yesterday evening. Para construir las formas negativa e interrogativa del Simple Past, necesitamos la ayuda del verbo auxiliar do, esta vez con su tiempo en pasado, DID. Forma negativa del Simple Past: Sujeto+ DID not/didn't+ Verbo de la accin en infinitivo+Complementos. Ej.: John didn't wash the dishes yesterday evening.


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Forma interrogativa del Simple Past: DID+ Sujeto+ verbo de la accin en infinitivo+ Complementos. Did John wash the dishes yesterday evening? En ingls, hay dos tipos de Simple Past o de pasado simple: el regular o el irregular. Los verbos regulares forman el Simple Past aadiendo el sufijo -ed al infinitivo y los verbos irregulares forman su Simple Past sin seguir ninguna regla. Al final de este mdulo hay una lista completa de todos los verbos irregulares que hay en ingls. Disponible tambin en: http://operacionlangosta.wordpress.com/2008/01/12/tabla-con-todos-los-verbos-irregulares-en-ingles/ Un ejemplo de Simple Past regular es el del verbo (to) wash= (lavar), cuyo Simple Past es washed y un ejemplo de verbo irregular es el de (to) break= (romper) , cuyo Simple Past es broke. Pasado continuo: Es un tiempo verbal en el que se expresan acciones que tuvieron lugar en el pasado, pero en un momento concreto. Este tiempo verbal se forma con el pasado del verbo (to) be (was o were)+ el verbo de la accin en gerundio (infinitivo+-ing). Ej: John was washing the dishes at eight o'clock last night. Forma negativa del Past Continous/Progressive: Sujeto+ Was not o wasn't/were not o weren't+ Verbo de la accin en gerundio+ Complementos. Ej.: John was not/wasn't washing the dishes at eight o'clock last night. Forma interrogativa del Past Continuous/Progressive: Was/were+Sujeto+Verbo de la accin en gerundio+ Complementos?. Ej.: Was John washing the dishes at eight o'clock last night? Present Perfect tense: Es un tiempo verbal que se utiliza para expresar acciones que han tenido lugar en el pasado, pero en un pasado muy reciente. Este tiempo verbal se forma con el presente del verbo (to) have, has o have+el participio del verbo de la accin: Regular (Infinitivo+ed) o Irregular (tercera columna de la lista de verbos irregulares). Ej.: John has washed the dishes this morning. Forma negativa del Present Perfect Tense: Sujeto+ has not o hasn't /have not o haven't + Verbo de la accin en participio+ Complementos. Ej.: John has not/ hasn't washed the dishes this morning. Forma interrogativa del Present Perfect Tense: Has/Have+ Sujeto+ Verbo de la accin en participio+ Complementos. Ej.: Has John washed the dishes this morning? Past perfect tense-Pretrito pluscuamperfecto: Es un tiempo verbal que expresa acciones que han tenido lugar en el pasado, pero en un pasado menos reciente que el que se expresa en el Present Perfect. Es lo que se denomina el


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pasado del pasado (past in the past). Se forma con el verbo (to) have en pasado, had+ el participio del verbo de la accin: Regular (Infinitivo+ed) o Irregular (tercera columna de la lista de verbos irregulares). Ej: John had washed the dishes at two in the afternoon. Forma negativa del Past Perfect Tense: Sujeto+ had not/hadn't+ Verbo de la accin en participio+ Complementos. Ej.: John had not/hadn't washed the dishes at two in the afternoon. Forma interrogativa del Past Perfect Tense: Had+ Sujeto+ Verbo de la accin en participio+ Complementos. Tiempos verbales de futuro Futuro simple: Es un tiempo verbal que se utiliza para expresar acciones que tendrn lugar en un futuro, sin importar excesivamente el momento. Se forma con la partcula will+ el infinitivo del verbo de la accin sin el (to). Ej.: John will wash the dishes tomorrow. Forma negativa del Simple Future: Sujeto+ will not/won't+ Verbo de la accin en infinitivo+ Complementos. Ej.: John will not/ won't wash the dishes tomorrow. Forma interrogativa del Simple Future: Will+ Sujeto+ Verbo de la accin en infinitivo+ Complementos. Ej.: Will John wash the dishes tomorrow?. Futuro prximo: Es un tiempo verbal que se utiliza para expresar acciones que van a tener lugar en el futuro, pero se trata de un futuro muy cercano al momento en el que se habla y se utiliza cuando hay certeza acerca de lo que se va a hacer. Se forma con el verbo (to) be en presente (is o are), seguido de GOING TO+ el infinitivo del verbo de la accin. Ej.: John is going to wash the dishes tonight.

La voz pasiva En la voz pasiva se enfoca la accin del verbo en el objeto.. La voz activa es mucho ms comn, pero cuando queremos enfocar en la accin, solemos usar la voz pasiva. Con la voz pasiva lo que es importante es la accin, no quin la ejecuta. Voz activa: He ate all of the cookies. Voz pasiva: All of the cookies were eaten. Cmo se forma Se forma la voz pasiva con el verbo auxiliar "to be" y el participio pasado del verbo. Estructura Sujeto + verbo auxiliar ("to be") + participio pasado.


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Ejemplos: The speech is written for the president. The house was built in 1975. My wallet has been stolen. The room will be cleaned while we are out. Para transformar una oracin activa a pasiva tenemos en cuenta los siguientes puntos: El objeto de la oracin activa pasa a ser el sujeto de la pasiva. El verbo principal se sustituye por el auxiliar "to be", en su mismo tiempo, junto al verbo principal en participio. El sujeto de la oracin principal pasa a ser complemento agente de la pasiva Si hacemos mencin en la oracin al sujeto que realiza la accin (sujeto agente), este ir normalmente introducido por la preposicin "by". Ejemplos: Mark Twain wrote the book. The book was written by Mark Twain. The housekeeper will clean the room. The room will be cleaned by the housekeeper. Cundo se usa a) Cuando no sabemos quin ha hecho la accin. A civilian has been killed. The car was stolen. b)Cuando queremos dar importancia a lo que pas, ms que a quin hizo la accin o cuando no queremos decir quin lo hizo. The letter was delivered yesterday. A mistake was made.


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Verbos modales

must

to have to 100 % obligation I must stop when the traffic lights turn red.

to be very probable logical conclusion (deduction)

He must be very tired after such enormous work

can

to be able to ability I can swim

to be allowed to permission Can I use your phone please?

it is possible possibility Smoking can cause cancer !

could

to be able to ability in the past

When I was younger I could stay up all night and not get tired..

to be allowed to more polite permission

Excuse me, could I just say something?

it is possible possibility It could rain tomorrow!

may

to be allowed to permission May I use your phone please?

it is possible, probable possibility, probability

It may rain tomorrow!

might

to be allowed to more polite permission

Might I use your phone please?

it is possible, probable weak possibility, probability

I might come and visit you in America next year, if I can save enough money.

need necessary necessity Need I say more?

should/ought to

used to say or ask what is the correct or best thing to do

50 % obligation I should / ought to see a doctor. I have a terrible headache.

CUADERNILLO Capacitación 2014

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