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INGLÉS II
BENITO, Adriana
UNLPam | Facultad de Ciencia Humanas · Sede General Pico | AREA DE EDUCACIÓN A DISTANCIA
ÍNDICE
Página
Presentación del equipo de cátedra
3
Sentido y propósito general de la asignatura
4
Presentación de ejes y sus relaciones internas
4
Esquema gráfico de la asignatura
4
Referencias al programa
6
Propuesta metodológica
8
Evaluación y sistema de promoción
9
Cronograma tentativo
10
Eje I: Texto 1: Economic Description and Policy
Verbos modales
11
16
Texto 2: The Methodology of Economics
20
Eje II: Texto 3: The Idea of Summerhill
24
Cláusulas relativas
34
Eje III: Texto 4: Takuana Island
Oraciones condicionales
35
41
Eje IV: Texto 5: Drawing on Both Sides of the Brain
44
El infinitivo
Eje V: Texto 6: Action Research
49
50
El Gerundio
55
Actividades de integración I
57
Actividades de integración II
58
Actividades de integración III
60
A modo de cierre
63
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Inglés II
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PRESENTACIÓN DEL EQUIPO DE CÁTEDRA
La cátedra está a cargo de la Profesora Adriana Dora Benito.
HORARIOS DE CONSULTA
Para cualquier consulta que Ud. necesite podrá dirigirse a:
Profesora Adriana Dora Benito
Para ello podrá:

Acercarse personalmente los días de clase: Martes y Jueves en el horario: 14 a 16 hs.
O a clase de consulta específicamente los días Martes de 16 a 17 hs.
 Por teléfono: 02302-422372/421041 Interno 6602
Por correo electrónico: abenito.ingles@gmail.com
Clave de acceso al Aula en el campus: LCE40
Inglés II
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SENTIDO Y PROPÓSITO GENERAL DE LA ASIGNATURA
En la asignatura Inglés II se consolidará el conocimiento de las técnicas de
comprensión lectora introducidas en la materia Inglés I, con el objeto de capacitar al
alumno para acceder a fuentes de información en este idioma.
Asimismo, se profundizará el estudio de estructuras y funciones de la lengua inglesa
como medio para construir una mejor competencia comunicativa.
El acceso a textos auténticos en lengua inglesa contribuirá al enriquecimiento
personal y profesional del estudiante a través del contacto con otras culturas y
sistemas sociales, la incorporación del pensamiento de científicos e investigadores y la
nueva información en distintas publicaciones y textos académicos que harán a su
formación integral como científico de la educación.
PRESENTACIÓN DE PROBLEMAS/
EJES Y SUS RELACIONES INTERN AS
Se efecturará un abordaje del texto a través de dos ejes, según sus elementos
a) Discursivos: con la identificación de su género discursivo, dimensión
sociocultural, estructura textual, articulación lógica.
b) Lingüísticos: con el reconocimiento de relaciones semántico-morfológicosintácticas, como condición necesaria para la comprensión del mensaje
escrito.
ESQUEMA GRÁFICO DE LA ASIGNATURA
Según lo expresado en el punto anterior,
el siguiente esquema grafica los ejes
propuestos:
a) Según los elementos discursivos del texto, los alumnos deberán identificar:
Género discursivo:
textos publicitarios,
instructivos,
narrativos,
expositivos, argumentativos.
Dimensión sociocultural: Editor – Autor – Destinatario – Propósito.
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Inglés II
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Estructura Textual: Diagramación – Imágenes – Títulos – Subtítulos –
División y organización en párrafos – Puntuación – Tipografía – Copete
– Esquemas gráficos.
Articulación Lógica: Cohesión y coherencia de los textos – Referencia
contextual.
b) Según sus elementos lingüísticos, será necesario el reconocimiento de
relaciones semántico-morfológico-semánticas:
Verbos Modales: Can / Could – May / Might – Must – Should – Ought to
– Need.
Cláusulas relativas.
Oraciones condicionales.
Uso del Gerundio.
Uso del infinitivo.
Oraciones compuestas y complejas.
Inglés II
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REFERENCIAS AL PROGRAMA
AÑO ACADÉMICO 2014
_ Objetivos generales
* Desarrollar y consolidar habilidades y estrategias para leer
eficientemente en idioma inglés.
_ Objetivos específicos
Aplicar diferentes estilos de lectura (skimming, scanning, lectura
intensiva y extensiva);
Reconocer elementos de la estructura textual;
Inferir el significado de palabras desconocidas según el contexto;
Adquirir vocabulario técnico de la carrera;
Reconocer elementos de cohesión y coherencia;
Seleccionar información;
Emplear adecuadamente el diccionario bilingüe;
Elaborar resúmenes y evaluaciones de textos leídos.
_ Contenidos
El estudio del texto se plantea a partir de dos ejes, según sus elementos
a) Discursivos:
Género Discursivo: Textos publicitarios, instructivos, narrativos,
expositivos, argumentativos.
Dimensión sociocultural: Editor – Autor – Destinatario – Propósito.
Estructura Textual: Diagramación – Imágenes –Títulos, subtítulos –
División y organización en párrafos – Puntuación – Tipografía –
Copete – Esquemas gráficos.
Articulación Lógica: Cohesión y coherencia de los textos: causa,
consecuencia, suposición – Referencia contextual.
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Inglés II
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b) Lingüísticos
Las actividades de lectocomprensión se basarán en el análisis de
elementos discursivos. No obstante se reconocerán relaciones
semántico-morfológico-sintácticas como condición necesaria para la
comprensión del mensaje escrito:
Verbos modales: can / could – must – may / might – Should –
Ought to – needCláusulas relativas.
Oraciones condicionales.
Uso del gerundio.
Uso del infinitivo.
Oraciones compuestas y complejas: conectores, subordinadores.
__ Bibliografía específica
Cuadernillo de trabajos prácticos preparado para la cátedra.
Diccionario bilingüe Inglés / Castellano – Castellano / Inglés.
_ Bibliografía general
ALDERSON, Charles: “Assessing Reading”, OUP, 2000.
Bertazzi, G., Catuogno, M., Mallo, A. “Curso de Lectura Comprensiva en
Inglés”. Córdoba. Argentina. 2003.
CARREL, P. ET AL. (1988) “Interactive approaches to second language
reading”. Cambridge University Press.
DE GREGORIO, M. (1992) “Coherencia y cohesión en el texto”. Buenos
Aires, Plus Ultra.
DUFF, A. Translation. (1990). “Resource book for teachers”. Oxford
University Press.
GREENBAUM, Sidney & QUIRK: “A Student´s Grammar of the English
Language”, Essex, Longman.
JOHANNSEN, Kristin L.: “English for the Humanities”, Thomson ELT, 2006.
HARMAN, LEECH and MURRAY: “Reading Skills for the Social Sciences”,
Oxford University Press, 1993.
Master, Peter. “Responses to English for Specific Purposes”. A compilation of
texts and articles extracted from CATESOL News (from 1981 to 1999),
United States Information service, Washington.
Mendoza Fillola, Antonio (1995) “De la lectura a la interpretación”. Buenos
Aires: A-Z Editora.
MIKULECKY, Beatrice and JEFFRIES, Linda: “Reading Power”, AddisonWesley Publishing Company, 1986.
Simon and Schuster´s International
Spanish/English. New York. 2009.
Inglés II
Dictionary.
English/Spanish.
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SUAREZ CEPEDA, Sonia & SALOMON TARQUINI, Claudia: “Hacia una
Lectura Estratégica de Textos en Inglés”, Universidad Nacional de La Pampa,
2007.
PROPUESTA METODOLÓGICA
Se seleccionarán textos auténticos en idioma inglés referidos al área de las
Ciencias Sociales, particularmente al área de las Ciencias de la Educación, con
actividades orientadas a la lectocomprensión.
Dichas actividades serán realizadas en idioma castellano, lo que implica el
análisis, la comprensión, la comparación y la contrastación de ambos sistemas
lingüísticos. Esta relación interlinguas puede resultar de ayuda importante para el
afianzamiento de la competencia lectora en la lengua materna.
El plan general para trabajar la comprensión lectora presenta cuatro momentos:
Aproximación al texto (Lectura global / Anticipación): guía en el
contacto inicial con el documento activando conocimientos anteriores
sobre el tema o género.
Ejercitación sobre la estructura textual: trabajo más específico
sobre las características linguísticas del texto (aspecto semánticomorfológico-sintáctico) y la prosa académica.
Lectura intensiva (verificación): requiere un procesamiento del
texto más cuidadoso y puede incluir ejercitación variada: selección de
información, inferencia del significado según el contexto, preguntas
sobre el contenido, completar, verdadero o falso, elección múltiple.
Elaboración personal (lectura crítica).
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Inglés II
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EVALUACIÓN Y SISTEMA DE PROMOCIÓN
La asignatura se evaluará a través de un examen final en el cual se presentará a los
alumnos un texto auténtico en idioma inglés sobre el que realizarán actividades de
comprensión tales como:
-
identificación del tipo de texto.
-
Fuente
-
Autor, editor, destinatario.
-
Título, subtítulo(s).
-
Reconocimiento de estructuras gramaticales y categorías de
palabras en oraciones, según los temas desarrollados.
-
Referencia contextual.
-
Comprensión general de su contenido.
-
Comprensión detallada: responder
preguntas, verdadero / falso,
elección múltiple, completar oraciones.
-
Elaboración personal.
Las actividades descriptas serán realizadas en idioma castellano.
Para acceder a la instancia de examen final, los alumnos deberán aprobar un examen
parcial domiciliario y asistir a no menos del 75% de las clases efectivamente
producidas. La evaluación parcial será calificada Aprobada / Desaprobada.
Las evaluaciones finales serán calificadas Acreditó / No Acreditó.
Inglés II
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CRONOGRAMA TENTATIVO
Primer Encuentro:
Eje 1
09-08-14
Segundo Encuentro:
Ejes 2 y 3
13-09-14
Tercer Encuentro:
08-11-14
Ejes 4 y 5
Consultas generales
Consultas características del exámen final.
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Inglés II
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PRESENTACIÓN DEl EJE 1
EJE 1
_ Contenidos
Texto “Economic Description and Policy”
Language Focus: Modal Verbs (Verbos Modales)
Texto “The Methodology of Economics”
Actividades de ejercitación sobre verbos modales.
_ Actividades de aprendizaje
Texto 1: Economic Description and Policy
(From “Reading Skills for the Social Sciences”, by Louann Harman, Patrick
Leech and Janet Murray – Oxford University Press, 1993)
(The article is an extract from P. A. Samuelson and A. Nordhouse, 1985)
A) Read the text and do the activities:
Economic Description and Policy
15
Economics is used in two important ways
today. The first is to describe, explain and predict
the behaviour of production, inflation, incomes. But
for many, the fruit of such labors is found in a second
task – to improve economic performance.
16 Thus, we first attempt to describe the hardships
of poverty. We then might prescribe the programs
that could reduce the extent of poverty. Or
we might start with an analysis of how higher energy
taxes would lead to lower energy consumption.
We might then conclude that the country
should raise its gasoline taxes.
Inglés II
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17 In each case, we are first engaging in positive
economics, and then in normative economics.
Normative vs. Positive Economics
18 One of the central distinctions in a science like
economics, is between a value judgement and a factual
statement. Here, we distinguish between positive
and normative economics.
19 Positive economics concerns description of the
facts, circumstances, relationships in the economy.
What is the unemployment rate today? How does a
higher level of unemployment affect inflation?
How will a gasoline tax affect gasoline usage?
These are questions that can be resolved only by
reference to facts – they may be easy or tough
questions but they are all in the realm of positive
economics.
20 Normative Economics involves ethic and
value judgements. How much inflation should be
tolerated? Should taxation soak the rich to help the
poor? Should defence expending grow at 3 or 5 or 10
percent a year? These are questions involving
deeply held values or moral judgements. They can
be argued about, but they can never be settled by
science or by appeal to facts. There simply is no
right or wrong answer about how high inflation
should be, how much poverty is just, or how much
defense we need. These issues are settled by
political choice.
...
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Inglés II
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A) Lectura Global:
Lea el texto “Economic Description and Policy” prestando atención al tipo de
texto, nombres, cognados, tipografía.
1. Identifique:
a) la fuente y el tipo de texto.
b) el título del texto, subtítulo, autor, fecha.
c) qué diferencias se plantean con respecto al término Economía.
d) cómo se llaman esos diferentes usos.
B) Estructura textual:
1. Señale el significado de las siguientes frases nominales:
a. the behaviour of production, inflation, incomes
b. the fruit of such labours
c. higher energy taxes
d. lower energy consumption
e. value judgement
f. factual statement
g. unemployment rate
h. higher level of unemployment
i. gasoline tax
j. gasoline usage
k. deeply held values
2. Traduzca estas expresiones verbales e indique el tiempo verbal:
a. is used in two important ways
b. to describe, explain and predict
c. is found in a second task
d. we might prescribe the programs
e. that could reduce the extent of poverty
f. would lead to lower energy consumption
g. we might then conclude
h. the country should raise
Inglés II
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i. we are first engaging
j. What is the unemployment rate today?
k. How does a higher level of unemployment affect inflation?
l. How will a gasoline tax affect gasoline usage?
m. they may be easy
n. How much inflation should be tolerated?
o. Should taxation soak the rich …?
p. Should defence expending grow …?
q. they can be argued about
r. they can never be settled
s. These issues are settled
3. Indique la referencia contextual:
a. … the country should raise its gasoline taxes
b. … they may be easy or tough questions
c. … they are all in the realm
d. They can be argued about
e. … they can never be settled
4. Sufijos o Prefijos?
Economics – performance – hardships – judgement
C) Lectura Intensiva:
1. Lea nuevamente el texto y responda:
a. ¿En qué sentidos se usa la palabra “Economía” hoy?
b. ¿Cómo se ejemplifican esos diferentes sentidos?
c. ¿Cómo se los llama?
d. Describa cada uno.
e. ¿Qué preguntas se plantean en cada caso?
f. ¿Cómo se resuelven?
D) Elaboración
Explique el contenido del texto.
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Inglés II
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LANGUAGE FOCUS
Lea estas oraciones del texto “Economics Description and Policy”:
We then might prescribe the programs that could reduce the extent of
(podríamos)
(podrían)
poverty.
They can be argued about,
(pueden)
These are questions that can be resolved….
(pueden)
Los verbos resaltados en negro pertenecen a un grupo de verbos llamados Verbos
Modales o Defectivos.
Modal or Defective Verbs (Verbos Modales o Defectivos)
Los verbos modales expresan el modo de un verbo: la capacidad, la posibilidad, la
necesidad u otra condición del verbo principal. Estos verbos tienen la categoría de
auxiliares y se usan con verbos principales para formar afirmaciones, negaciones o
preguntas. Los modales no tienen conjugaciones ni tiempo y no se pueden usar sin
verbo principal salvo en situaciones de énfasis.
En inglés, el verbo principal que acompaña a un Modal siempre queda en forma
infinitiva sin “to” (excepto “ought to” y “have to”) y no lleva “s” en la tercera
persona del singular del presente.
Hay doce “modal auxiliary verbs”. Se los usa con gran frecuencia y con una amplia
variedad de significacados: recomendación, obligación, necesidad, prohibición,
permiso, rechazo, posibilidad, expectativa, probabilidad, certeza, promesa, intención,
habilidad, disposición para hacer algo. Nos referiremos a los verbos can / could –
may / might – must – should.
Inglés II
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• En una afirmación, el orden de las palabras es sujeto + modal + verbo principal
en infinitivo.
ej.
She can do research = Ella puede hacer investigación
• En la pregunta, el orden de palabras es modal + sujeto + verbo principal en
infinitivo.
ej.
May it include different paragraphs? = Puede incluir párrafos diferentes?
• En la oración negativa la estructura es modal + not + verbo principal en infinitive.
ej.
They cannot realize the scientific benefits of investigation diversity = No pueden
comprender los beneficios científicos de la diversidad de investigación.
1. Can / could
a) Para expresar o capacidad, posibilidad o habilidad ( = “poder”)
He can speak English but he cannot (can´t) write it well. (Presente)
He could speak English but he could not (couldn´t) write it well. (Pasado)
He can come tomorow but he cannot (can´t) stay long. (Futuro)
El verbo can es solamente usado en sus formas can (presente / futuro) y could (pasado /
condicional). Su sinónimo be able to puede ser usado en todas los tiempos verbales.
I have been able to do many things in my life. (Presente Perfecto)
They will be able to help you tomorrow. (Futuro)
The prisoner was able to escape yesterday. (Pasado)
b) Para pedir permiso
Can I smoke in class?
Could I smoke in class?
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Inglés II
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2. May / Might
a) Para pedir permiso y contestar afirmativa o negativamente.(“poder”)
May I leave the class?
Might I leave the class?
Yes, you may.
Yes, you might.
No, you may not (mayn’t).
b) Para expresar posibilidad o probabilidad.
En tiempo presente:
It may be cold tomorrow. (Puede hacer frío mañana)
It might be cold tomorrow. (Podría hacer frío mañana)
También could expresa posibilidad:
It could be cold tomorrow. (Podría hacer frío mañana)
En tiempo pasado:
Se usan las formas may have / might have o could have:
How did the burglars get into the house?
Mrs. Green may have left the door open.
Mrs. Green might / could have left the door open.
She may /might have felt ill.
3. Must
a) Se usa para expresar obligación de hacer algo: (= “deber”)
You must come to class every day. (Presente)
You must come to class tomorrow. (Futuro)
Must I come to class?
Yes, you must.
Inglés II
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Si la respuesta es negativa:
No, you mustn´t (must not). (expresa prohibición)
No, you needn´t (need not). (no necesitas). Expresa nada de obligación /
nada de necesidad).
Este verbo se usa solamente en su forma must (presente o futuro).
Para formar los demás tiempos verbales, se usa un sinónimo: have to.
He had to work yesterday. (Pasado)
She will have to work tomorrow. (Futuro)
I have to pay my bills. (Presente)
Have to es un verbo común, por lo tanto forma sus preguntas y negaciones con un
auxiliar:
Do I have to pay my bills? (Presente)
I don´t have to pay your bills.
Did he have to work yesterday? (Pasado)
He didn´t have to work yesterday.
b)
Para expresar inferencia, conclusión u opinión:
This book must be interesting. (Este libro debe de ser interesante).
Prestar atención a sus formas interrogativas y negativas:
Do you think this book is interesting?
No, it can´t be.
That light can´t be a car; it isn´t moving. It must be a house.
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Inglés II
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Para referirse al tiempo pasado, se usa la forma must have:
Look at that woman. She must have been beautiful when she was young.
(Mira esa mujer. Debe haber sido hermosa cuando era joven).
Do you think Martin went to the bank after he finished work?
He can´t have gone to the bank. He must have gone home.
(No puede haber ido al banco. Debe haber ido a su casa.)
Tina is not at home. She must have gone to to the market.
4. Should (Debería)
a) Para expresar consejo, sugerencia o conveniencia de hacer algo.
En tiempo presente:
You should attend classes more regularly. (Deberías asistir a clase más
regularmente)
You shouldn´t do as she says. (No deberías hacer lo que ella dice.)
En tiempo pasado:
They didn´t pass their exams. They should have studied more. (No pasaron
sus exámenes. Deberían haber estudiado más.)
He has no more money. He shouldn´t have spent it all. (No tiene más dinero.
No debería haber gastado todo.)
Text 2: The Methodology of Economics
(From “Reading Skills for the Social Sciences”, by Louann Haarman, Patrick Leech and
Janet Murray, Oxford University Press, 1993)
(The article is an extract from P. A. Samuelson and A. Nordhouse, 1985)
A. Read the text and do the activities:
The Methodology of Economics
21 How does Economy progress? How does it
move from a massive jungle of chaotic data to
theories and economic laws on which our political
Inglés II
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leaders rely for advice? Economics proceeds as an
evolutionary discipline, looking at data, developing
hypotheses, testing them and reaching a
sometimes uneasy consensus on how the economy
works. A textbook like this one, then, attempts to
embody both the established wisdom of the hot
controversies of today. In a decade or two, however,
new facts will have toppled rotten old theories,
and the subject will have evolved further.
22 Let’s look at some of the problems that arise in
undestanding economic issues.
Other Things Equal
23
The economic world is extremely complicated.
There are millions of people and firms,
thousands of prices and industries. One possible
way of figuring out economic laws in such a setting
is by controlled experiments. A controlled experiment
takes place when everything else but the item
under investigation is held constant. Thus a
scientist trying to determine whether saccharine
causes cancer in rats will hold “other things equal”
and only vary the amount of saccharine. Same air,
same light, same type of rat.
Economists have no such luxury when testing
economic laws. They cannot perform the controlled
experiments of chemists or biologists because
they cannot easily control other important
factors. Like astronomers or meteorologists, they
generally must be content largely to observe.
24. If you are vitally interested in the effect of the
1982 gasoline tax on fuel consumption, you will be
vexed by the fact that in the same year when the
tax was imposed, the size of cars became smaller.
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Inglés II
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Nevertheless, you must try to isolate the effects of
the tax by attempting to figure out what would
happen, if “other things were equal”. You can perform
calculations that correct for the changing car
size. Unless you make such corrections, you cannot
accurately understand the effects of gasoline taxes.
. . .
A) Lectura Global:
1. Lea el texto. Preste atención a nombres, cognados, tipografía y responda:
a. Tipo de texto, autor, fuente.
b. Título, subtítulo(s).
c. ¿Cómo comienza el texto:
con preguntas?
enumeraciones?
ejemplos?
d. ¿Qué temas se plantean en los en la primera parte (párrafos 21 – 22) y en la
segunda parte del texto (párrafos 23 – 24)?
B) Estructura Textual:
1. Traduzca las siguientes frases nominales:
a. massive jungle of chaotic data
b. theories and economic laws
c. economic issues
d. in such a setting
e. controlled experiments
f.
the size of the cars
g. the changing car size
2. Señale el significado de las expresiones verbales e indique el tiempo
verbal:
Inglés II
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a. rely for advice
b. reaching a sometimes uneasy consensus
c. will have toppled rotten old theories
d. will have evolved further
e. Let´s look
f.
Is held constant
g. will hold “other things equal” and only vary
h. cannot perfor
i.
cannot easily control
j.
generally must be content largely to observe
k. when the tax was imposed
l.
became smaller
m. you must try to isolate
n. by attempting to figure out what would happen
3. Indicar la referencia contextual:
How does it move from a massive jungle ...?
They cannot perform the controlled experiments of chemists or
biologists because they cannot easily control other important factors.
... they generally must be content largely to observe.
… you must try to isolate the effects of the tax…
4. Actividades sobre verbos modales (modal verbs):
a. Subraye todos los verbos modales en el texto “Economic Description and Policy”
y “The Methodology of Economics”. Traduzca las oraciones.
5. Extraiga todos los conectores que localice y diga qué idea trasmiten:
C) Lectura intensiva:
1. ¿Verdadero o Falso? Justifique su respuesta:
a. Las teorías económicas están en constante evolución.
b. Un “experimento controlado” permite testear leyes económicas.
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c. Los economistas pueden realizar los mismos experimentos que los biólogos o los
químicos y llegar a resultados igualmente satisfactorios.
D) Elaboración:
En el párrafo 24 se ejemplifica el planteo presentado en los párrafos anteriores.
Explicar dicho ejemplo
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PRESENTACIÓN DE EJES
EJE 2
_ Contenidos
el texto “The Idea of Summerhill”
Language Focus: Relative Clauses (Cláusulas Relativas)
_ Actividades de aprendizaje
Text 3: The Idea Of Summerhill
(From Headway”, by John and Liz Soars. Oxford University Press, 1992)
A. Read the text and do the activities:
1st. Part
The Idea of Summerhill
This is a story of a modern school – Summerhill.
Summerhill began as an experimental school. It is no longer
such; it is now a demonstration school, for it demonstrates
that freedom works.
When my first wife and I began the school, we had one main idea: to
make the school fit the child – instead of making the child fit the school.
Obviously, a school that makes active children sit at desks studying most
useless subjects is a bad school. It is a good school only for those who
believe in such a school, for those uncreative citizens who want docile,
uncreative children, who will fit into a civilization whose standard of
success is money.
I had taught in ordinary schools for many years. I knew the other way
well. I knew it was all wrong. It was wrong because it was based on an
adult conception of what a child should be and how a child should learn.
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Well, we set out to make a school in which we should allow children
freedom to be themselves. In order to do this, we had to renounce all
discipline, all direction, all moral training, all religious instruction. We
have been called brave, but it did not require courage. All it required was
what we had – a complete belief in the child as a good, not an evil, being.
My view is that a child is completely wise and realistic. If left to himself
without adult suggestion of any kind, he will develop as far as he is
capable of developing. Logically, Summerhill is a place which people
who have the innate ability and wish to be scholars will be scholars;
while those who are only fit to sweep the streets will sweep the streets.
But we have not produced a street cleaner so far. Nor do I write this
snobbishly, for I would rather see a school produce a happy street cleaner
than a neurotic scholar.
What is Summerhill like? . . .
A) Lectura Global
1. Lea el texto teniendo en cuenta cognados, nombres, características
tipográficas. Complete / responda:
a. Tipo de texto, autor, fuente.
b. ¿En qué forma(s) es Summerhill diferente de las escuelas tradicionales?
c. ¿Es aún una escuela experimental? ¿Por qué (no)?
B) Estructura Textual:
1. Traduzca estas frases nominales:
a. most useless subjects
b. docile, uncreative children
c. ordinary schools
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d. for many years
e. adult conception
f. all discipline, all direction, all moral training, all religious instruction
g. a complete belief in the child as a good, not an evil, being
h. completely wise and realistic
i. a street cleaner
j. a neurotic scholar
2. Indicar el significado de las siguientes expresiones verbales y su tiempo verbal:
a. It is no longer such
b. freedom works
c. to make the school fit the child
d. instead of making the child fit the school
e. who believe in such a school
f. who will fit into a civilization whose standard of success is money
g. I had taught in ordinary schools
h. I knew it was all wrong
i. it was based
j. what a child should be
k. how a child should learn
l. we set out to make a school
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m. we should allow children
n. we had to renounce all discipline
o. we have been called brave
p. it did not require courage
q. he will develop as far as he is capable of developing
r. will be scholars
s. will sweep the streets
t. we have not produced a street cleaner so far
u. Nor do I write this snobbishly
v. I would rather see
3. Señale la referencia contextual de los pronombres en negrita:
1. Summerhill began as an experimental school. It is no longer such; it is now a
demonstration school, for it demonstrates that freedom works.
2. When my first wife and I began the school, we had one main idea ...
3. Well, we set out to make a school in which we should allow children freedom to
be themselves.
4. My view is that a child is innately wise and realistic. If left to himself, without
any adult suggestion of any kind, he will develop as far as he is capable of
developing
4. Subraye prefijos y/o sufijos:
useless – uncreative – conception – freedom – being – realistic – logically –
snobbishly
C) Lectura Intensiva:
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1. Lea nuevamente el texto y responda estas preguntas:
a. ¿Cómo era una buena escuela para A. S. Neill?
b. En su opinión, ¿por qué estaban equivocadas las escuelas
tradicionales?
c. ¿Cuál es su punto de vista con respecto a los niños?
2. ¿Verdadero o Falso? Justifique:
a. A. S. Neill no tenía experiencia previa en escuelas.
b. En su opinión, una escuela que hace que niños activos se sienten a
estudiar materias inútiles produce ciudadanos dóciles, no creativos.
c. Él prefiere producir un barrendero feliz a un académico neurótico.
D) Elaboración:
a. ¿Qué opina usted de este tipo de escuela?
2nd. Part
Read the second part of the text :
... Well, for one thing, lessons are optional. Children
can go to them or stay away from them – for years if
they want to. There is a timetable – but only for the
teachers.
The children have classes usually according to their
age, but sometimes according to their interests. We
have no new methods of teaching, because we do
not consider that teaching in itself matters very
much. Whether a school has or has not a special
method for
teaching long division is of no
significance , for long division is of no importance
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except for those who want to learn it. And the child
who wants to learn long division will learn it no
matter how it is taught.
Summerhill is possibly the happiest school in the
world. We have no truants and seldom a case of
homesickness. We very rarely have fights –
quarrels, of course, but seldom have I seen a standup fight like the ones we used to have as boys. I
seldom hear a child cry because children when free
have much less hate to express than children who
are downtrodden. Hate breeds hate, and love
breeds love. Love means approving of children, and
that is essential in any school. You can´t be on the
side of children if you punish them and storm at
them. Summerhill is a school in which the child
knows that he is approved of.
The function of the child is to live its own life – not
the life that his anxious parents think he should live,
nor a life according to the purpose of the educator
who thinks he knows what is best. All this
interference and guidance on the part of adults only
produces a generation of robots.
In Summerhill, everyone has equal rights. No one is
allowed to walk on my grand piano, and I am not
allowed to borrow a boy´s cycle without his
permission. At a General School Meeting, the vote
of a child of six counts for as much a my vote does.
But, says the knowing one, in practice -of coursethe voices of the grownups count. Doesn´t the child
of six wait to see how you vote before he raises his
hand? I wish he sometimes would, for too many of
my proposals are beaten. Free children are not
easily influenced; the absence of fear accounts for
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this phenomenon. Indeed, the absence of fear is the
finest thing that can happen to a child.
A) Lectura Global:
1. Responda, según el contenido del texto:
a. ¿Qué clase de información se presenta?
b. ¿En cuántos párrafos?
B) Estructura textual:
1. Indique el significado de las siguientes frases nominales:
a. There is a timetable
b. but only for the teachers
c. no new methods of teaching
d. the happiest school in the world
e. seldom a case of homesickness
f. its own life
g. a General School Meeting
h. the absence of fear
i. the finest thing
2. Traduzca estas expresiones verbales e indique el tiempo verbal:
a. stay away from them
b. we have no new methods of teaching
c. the child who wants to learn long division will learn it
d. no matter how it is taught
e. we have no truants
f. seldom have I seen a stand-up fight
g. we used to have as boys
h. have much less hate to express than children who are downtrodden
i. hate breeds hate
j. love breeds love
k. he is approved of
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l. he should live
m. No one is allowed to walk on my grand piano
n. and I am not allowed to borrow a boy´s bicycle
o. counts for as much as my vote does
p. I wish he sometimes would
q. too many of my proposals are beaten
3. Señale la referencia contextual:
a. Children can go to them or stay away from them …
b. … for years if they want to
c. …according to their age …
d. … according to their interests.
e. …. that teaching in itself matters…
f. … how it is taught
f. … if you punish them and storm at them.
g. … he is approved of
h. … to live its own life
i. that his anxious parents think he should live
j. … he knows what is best.
k. … without his permission
l. … before he raises his hand
m. I wish he sometimes would
C) Lectura intensiva:
1. Lea nuevamente el texto y:
a. Compare las rutinas en una escuela tradicional y en Summerhill.
b. Complete esta idea: “ ………………………………………………………………………
sólo produce una generación de robotos”.
2. ¿Verdadero o Falso? Justifique:
a. Neill considera que es fácil influir sobre los niños.
b. los niños no tienen clases de acuerdo a sus edades y no se respetan sus intereses.
c. Los niños son felices en Summerhill, de acuerdo a Neill.
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d. La función de un niño es vivir su propia vida y la vida que sus padres piensan que
deberían vivir también.
e. La ausencia de miedo es lo mejor que le puede suceder a un niño.
D) Elaboración:
a. El autor dice: “Summerhill es una escuela en la que el niño sabe que es
aceptado”. De ejemplos que justifiquen esta afirmación.
b. Elija la afirmación de Neill que le gustó especialmente.
c. Aquí hay más declaraciones de Neill. ¿Cuál es su opinión?
“I hold that the aim of life is to find happiness, which means to find interest. Education
should be a preparation for life. Our culture has not been very successful. Our
education, politics, and economics lead to war. Our medicines have not done away
with disease. Our religion has not abolished usury and robbery. The advances of the
age are advances in mechanism – in communications and computers, in science and
technology. New wars threaten, for the world’s social conscience is still primitive”.
“Most of the school work that adolescents do is simply a waste of time, of energy, of
patience. It robs youth of its right to play and play and play; it puts old heads on young
shoulders.”
“Traditional education produces children for a society that needs obedient sitters at
dreary desks, standers in shops, mechanical catchers of the 8.30 suburban train...”
Language Focus
Estas oraciones son parte del texto “The Idea of Summerhill”:
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A school that makes active children sit at desks studying mostly useless subjects is a
bad school. (Una escuela que ...)
It is a good school only for those who believe in such a school, for those uncreative
citizens who want docile, uncreative children who will fit into a civilization whose
standard of sucess
is money. (... sólo para aquellos que creen ..., para aquellos ciudadanos no creativos
que quieren ... chicos que encajarán en una civilización cuyo nivel de éxito es el
dinero)
Well, we set out to make a school in which we should allow children freedom to be
themselves. (... una escuela en la cual permitiríamos ...)
Relative Clauses
1.
Definig Relative Clauses:
Estas cláusulas son necesarias para completar el significado de una oración.
Identifican a alguien o a algo. No llevan comas.
Is that the student that / who sat for the Anthropology exam? (... que se
presentó al examen de Antropología?)
The teacher whose address you need has not come. (...cuya dirección
necesitas...)
The instructions which / that come with this machine are impossible to
understand.(... que vienen con esta máquina ...)
Las palabras who, which, that y whose, que introducen las cláusulas relativas, se
llaman pronombres relativos.
who, that se refieren a personas.
which, that se refieren a cosas.
2. Non-defining Relative Clauses:
Esta cláusulas dan información adicional, que podría omitirse sin alterar la claridad
de la oración. Se usan comas.
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The candidates, whom we saw yesterday for the first time, were all preparing
their speeches for the debate tomorrow. (..., a quienes vimos ayer por primera vez,
...)
The report, which was drawn up by a special committee, states that the rates of
unemployment have gone up. (..., que fue elaborado por un comité especial, ...)
A scientist, whose name I have forgotten, is looking into the way environment
influences behaviour. (..., cuyo nombre he olvidado, ...)
Who, whom, whose, which son pronombres relativos y, como en el caso anterior,
who, whom se refieren a personas y which a cosas.
Where – When – Why – As – in Relative Clauses
1. Where y when funcionan como adverbios relativos, introduciendo una cláusula
relativa (defining o non-defining) de la misma forma que which y who:
I would like to visit the school where I spent my childhood. (... donde pasé mi
niñez.) (Defining)
She did her homework when she finished studying. (cuando terminó de
estudiar)
(Defining)
The children went to the park, where they played all the afternoon. (..., donde
jugaron toda la tarde.) (Non-defining)
She did not know the results of the research until March, when they were
mailed to her. (..., cuando le fueron enviados por correo electrónico) (Nondefining)
2. Why como adverbio relativo introduce sólo defining relative clauses:
I don´t know why I failed the exam. (...por qué desaprobé el examen)
3. As puede introducir:
This class is the same challenge as it always was. (... que siempre fue.)
(Defining)
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The subject was too difficult, as he later admitted. (..., como más tarde admitió).
(Non-defining)
4. What introduce siempre una cláusula nominal y se traduce “... lo que ...”:
She studied what she liked. (... lo que quiso)
What she did was a great success. (Lo que hizo, ...)
Actividades:
1. Traducir estas oraciones:
a. A school that makes active children sit at desks studying most useless
subjects is a bad school,
b. It is a good school only for those who believe in such a school, for those
uncreative citizens who want docile, uncreative children, who will fit into a
civilization whose standard of success is money.
c. … those who are only fit to sweep the streets, will sweep the streets.
d. … except for those who want to learn it.
e. And the child who want to learn long division will learn it …
f. … than children who are downtrodden.
g. … who thinks he knows what is best.
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PRESENTACIÓN DE EJES
EJE 3
_ Contenidos
Texto “Takuana Island”
Language Focus: Conditional Sentences (Oraciones Condicionales)
Actividades de aprendizaje
Texto Nº 4: Takuana Island
(From “World Class 3”, by Michael Harris and David Mower, Longman, 1997)
A) Read this interview about development plans for the Pacific Island of
Takuana:
INTERVIEWER: Today in Worldwatch, to look at development
plans for the Pacific Island of Takuana, we have Teresa Zimba ...
from the United Nations. Teresa, can you tell us something about
Takuana?
TERESA: Well, Takuana is a small tropical island ... it´s very
beautiful with rainforests, marshes and mountains ... and some
very exotic species of animals and birds. For example, the Taku
hummingbird is a beautiful creature with lovely colours ... and there
is also a lovely lizard called the tuatara. Another unusual creature
is the Taku bat, which lives in the mountains. It is peculiar because
it has only one tooth.
INTERVIEWER: And there are plans to develop the island.Why?
TERESA: Well, the island is desperately poor. So if they develop
the island they will be able to build hospitals and schools.
INTERVIEWER: And what exactly ... what are the plans?
TERESA: Well, they have discovered large amounts of tin ... in the
mountains and there is a plan to mine it and process it.
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INTERVIEWER: What will happen to the island if they do that?
TERESA: A complete disaster. The development will destroy most
of the rainforest, the climate of the island will change and ...
species of birds and animals will just disappear.
INTERVIEWER: What about pollution?
TERESA: Pollution? Well, if they build the factories they´ll cause
acid rain. And if they build a new port ... then they will pollute the
sea around the island.
INTERVIEWER: How else will the island change?
TERESA: Well, they are planning a new airport in the marshes ...
and if they build an airport there, many species of birds will
disppear.
INTERVIEWER: And there will be lots more people?
TERESA: Exactly! Not only the people in the mines and factories,
but there´ll be hotels and a conference centre ... and if thousands
of people come to the island, the Taku language will disappear.
INTERVIEWER: And has the United Nations got a plan for the
Island?
TERESA: Yes, our plan is to develop the island slowly. If we ...
A) Lectura Global:
1. Lea el texto prestando atención a cognados, nombres, tipografía y
complete:
1. Tipo de texto, fuente, título.
2. ¿Qué temas se mencionan en la entrevista?
Aves y animales.
Nuevos hospitales y escuelas.
Fábricas y minas.
Destrucción de selvas tropicales.
Gente famosa en Takuana.
Deportes
Historia de Takuana.
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Contaminación.
La cocina de Takuana.
El idioma de Takuana.
Casas tradicionales
B) Estructura textual:
1. Traducir estas frases nominales y marcar sus núcleos:
a. development plans for the Pacific island of Takuana
b. some very exotic species of animals and birds
c. a lovely lizard called the tuatara
d. hospitals and schools
e. large amounts of tin…
f. acid rain
g. …an airport there, many species of birds…
2. Indicar el significado de las siguientes expresiones verbales:
a. there is also a lovely lizard
b. if they develop the island
c. they will be able to build hospitals and schools
d. What will happen to the island
e. if they do that
f. the climate of the island will change
g. if they build a new port
h. they will pollute the sea around the island
i. there´ll be hotels and a conference centre
j. has the United Nations got a plan for the
Island
3. Señalar la referencia contextual:
a. it´s very beautiful
b. It is peculiar
c. if they develop the island
d. a plan to mine it and process it
e. our plan is to develop the island slowly
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C) Lectura intensiva:
1. Unir las dos partes de oraciones y traducirlas:
1. If they build an airport in the marshes
a. the climate will change.
2. What will happen to the island
b. they will pollute the sea.
3. If they build a port
c. many species of birds will disappear
4. If thousands of people come to the island
d. If they do that?
5. If they destroy the rainforest
e. the Taku language will disappear.
D) Elaboración:
¿Justifica el desarrollo económico de una comunidad la alteración de su ecología?
¿Cuál es su opinión? Piense ejemplos que hayan ocurrido en nuestro país.
Language Focus
a) Observe estas oraciones:
If they develop the island, they will be able to build hospitals and
schools.
If they destroy the rainforests, the climate of the island will change.
Ellas expresan que si se cumple una condición, habrá una consecuencia:
If they destroy the rainforest (condición), the climate will change (consecuencia).
Éstas son las llamadas Oraciones Condicionales ( Conditional Sentences or Ifclauses.
La oración condicional consta de una cláusula principal (main clause) y una
subordinada introducida por “if” o “unless”. Se usa para expresar que la acción en la
cláusula principal sólo puede realizarse SI una cierta condición es cumplida o ejecutada
(es posible y también muy probable). El orden de la oración no es fijo: la cláusula
condicional puede anteponerse a la principal o sucederle.
La estructura de estas oraciones es la siguiente:
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Oraciones Condicionales
1. Clases:
Tipo 0: Causa – Efecto
Oración condicional
+
IF (unless) Present Tense
+
Oración Principal
Present Tense
Estas oraciones expresan verdades universales:
If you heat ice, it melts.
If flowers don´t get water, they dry.
o ideas de validez general:
If I make a promise, I keep it.
If the book is interesting, I buy it.
Los tiempos verbales usados:
If – verb
Principal verb
Present
Present
Tipo 1: Casos en que es muy probable que se cumpla la condición:
Oración condicional
40
+
Oración Principal
IF (unless) Present Tense
+
May/Can/Must/Should + Verb
IF (unless) Present Tense
+
Future (will) + verb
IF (unless) Present Tense
+
Imperative
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a)
If I study hard, I will pass the exam.
If you go to England, you can meet new friends.
Unless you leave at once, I will call the police.
If you don´t finish your work by 6:00, stay late , or come in early tomorrow.
b) Si se usa un verbo modal en la cláusula principal (can, may, must, should ought
to):
If you study hard, you can pass the exam.
If I get a good job after I graduate, I may have a better living standard.
If – clause
Principal Clause
Present
Present
c) Las cláusulas condicionales pueden formar parte de una oración imperativa:
If you don´t understand, ask your teacher.
If you need me, call me.
If the place is closed, please don´t enter.
Tipo 2: Casos en que el cumplimiento de la condición es improbable.
Oración condicional
IF (unless) Past Tense
(Se traduce como Subjuntivo)
+
+
Oración Principal
Condicional
a) If I studied hard, I would pass the exam.
(Si yo estudiara mucho, aprobaría el examen)
If you went to England, you would meet new friends.
Let me give you an advice. If you smoked less, you wouldn´t feel so tired.
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b) Si se usa un verbo modal en la cláusula principal (could / might):
If I studied hard, I might pass the exam.
(Si estudiara mucho, podría aprobar el examen)
If you became a millionaire, you might be unhappy
If it stopped raining, we could go out.
Tipo 3: Casos en los que el cumplimiento de la condición es imposible ya que se
refiere a una situación pasada:
Oración condicional
IF (unless) Past Perfect
+
+
Oración Principal
Condicional Perfect
a) If I had studied hard, I would have passed the exam.
(Si yo hubiera estudiado mucho, habría aprobado el examen)
If I had known you were in hospital, I would have gone to visit you.
b) Si el verbo principal es un verbo modal (could, might):
If I had studied hard, I might have passed the exam.
(Si you hubiera estudiado mucho, podría haber aprobado el examen)
2. Recuerde que en todos los casos, la cláusula condicional puede encontrarse
al principio de la oración o en otra posición:
I will pass the exam if I study hard.
If I study hard, I will pass the exam.
I might answer your question if I knew the truth.
If I knew the truth, I might answer your question.
She would have phoned if she had had your number.
If she had had your number, she would have phoned.
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Go home if you feel ill.
If you feel ill, go home.
b) Actividades:
1. Busque las oraciones condicionales en el texto y tradúzcalas.
2. Traduzca estas oraciones:
a. If I had enough money, I would travel to Europe.
b. Mrs. Brown would have explained the new subject to us if we had asked her in
class.
c. The students would feel more confident if they knew the new teacher.
d. Mary will give me her notes if she finds them.
e. The new director would have spoken to the students if he had come on time.
f. The plans will succeed if we help the authorities.
g. If I found her address, I would send her an invitation.
h. If John has the money, he will buy a Ferrari
2. Cuál es la diferencia?
a) The project will be accepted if they have enough money.
b) The project would be accepted if they had enough money.
c) The project would have been accepted if they had had enough money.
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PRESENTACIÓN DE EJES
EJE 4
_ Contenidos
Texto: Drawing on both sides of the brain
Language Focus: Formas verbales: El infinitivo
Texto: Why Action Research?
Language Focus: The Gerund
Actividades de Aprendizaje
Texto 5
DRAWING ON BOTH SIDES OF THE BRAIN
(“Streetwise Intermediate”, by Rob Nolasco, Oxford University Press, 1997.)
Most people believe that a few of us are destined to
become
Van Goghs while the majority will find it
difficult to draw the simplest objects. A recent book
entitled “How to Draw on the Right Side of the Brain”
seeks to dispel the myth. The writer, Betty Edwards,
suggests that learning to draw is like learning to ride a
bicycle. Cycling is very difficult to explain, but it appears
to develop naturally after a certain amount of practice
of the basic skills. Learning to draw follows a similar pattern. We
need to practise artistic skills but we also need to develop our
minds and see things in the way an artist would. The key to this
is using the right side of the brain. You see, scientific theory
suggests that the two sides of the brain are good at different
things. They also have different characteristics and work at
different speeds.
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The left side of your brain is more logical and practical. It deals
with analytic skills like mathematics and day-to-day tasks like
brushing your teeth, walking to school, writing, reading, etc. It
works much faster than the right.
The right side of your brain is more creative. It is better at
dealing with artistic skills like painting, drawing and music but
most of us need to encourage our right brain to function better.
This is because the left side of the brain works so much faster
than the right. As a result, most of us approach drawing as a
logical problem instead of using the creative power we have. In
the next part we will look at some exercises that teach us how to
draw on the right side of the brain.
A) Lectura Global:
1. Leer el texto considerando los cognados, nombres, tipografía.
Completar:
a) Tipo de texto, fuente, autor, título.
b) ¿Verdadero o Falso? Justificar:
El contenido del texto plantea el tema de la memorización de
conceptos.
El título del libro es “How to Draw on Both Sides of the Brain”.
La escritora Betty Edwards sugiere que aprender a manejar no es
igual a aprender a conducir una bicicleta.
El sector izquierdo del cerebreo es más práctico y el derecho más
creativo.
c) ¿Cómo está organizado el texto?
Cuántos párrafos?
Brevemente explique el contenido del primer párrafo.
Qué tema trata el segundo?
Y el tercero?
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B) Estructura textual:
1. Señale el significado de las siguientes frases nominales:
a. the simplest objects
b. after a certain amount of practice
c. the right side of the brain
d. good at different things
e. The left side of your brain
f. day-to-day tasks
g. most of us
2. Traduzca estas expresiones verbales:
a. a few of us are destined to become Van Goghs
b. the majority will find it difficult to draw
c. seeks to dispel the myth
d. suggests that learning to draw is like learning to ride a bicycle.
e. it appears to develop naturally
f. see things in the way an artist would
g. it works much faster than the right
h. it is better at dealing with artistic skills
i. but most of us need to encourage our right brain to function better
h. most of us approach drawing as a logical problem
3. Indique la referencia contextual:
a. it appears to develop naturally
b. to develop our minds
c. They also have different characteristics
d. It deals with analytical skills
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e. It works much faster than the right.
f. It is better at dealing with artistic skills
3. ¿Prefijos o sufijos? Subraye y traduzca.
Drawing – simplest – entitled – writer – naturally – artistic – faster -
C) Lectura intensiva
1. Lea el texto nuevamente y responda:
a. ¿Qué sugiere una reciente teoría científica con respecto a la actividad
cerebral en el aprendizaje y práctica de destrezas?
b. ¿Cuáles son las características del hemisferio izquierdo del cerebro?
c. ¿Y las del hemisferio derecho?
2. Complete las tablas con términos y frases del texto:
Left
Logical
P ............
Right
c..................
a..................
Deals with
a............... skills
d.....-to-d........ tasks
Deals with
m.....................
a................ skills
The Two Sides of the Brain
Language Focus
Estas son oraciones del texto “Drawing on Both Sides of the Brain”:
1. ...... a few of us are destined to become Van Goghs while the majority will find
it difficult to draw the simplest objects.
2. A recent book entitled “How to Draw on Both side of the Brain” seeks to dispel
the myth.
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3. Learning to draw is like learning to ride a bicycle.
Nota: Las palabras en negrita son formas verbales en INFINITIVO
EL INFINITIVO
Formas del infinitivo:
a) Forma simple: To + Verb
I want to see you tomorrow. (... ver ...)
The authorities are trying to improve their methods. (... mejorar ...)
b) Infinitivo Progresivo o Continuo (Continuous Infinitive):
To be + ---ing
The students seem to be writing their exercises now.
(estar escribiendo)
The writer would like to be travelling with his family.
(estar viajando)
c) Infinitivo Perfecto (Perfect Infinitive): To have + Past Participle
He seems to have forgotten about the appointment.
(haber olvidado)
I´d like to have seen his face when you told him.
(haber visto)
d) Infinitivo Pasivo (Passive Infinitive)
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Tiempo Presente
I want to be informed as soon as possibel
(ser informado)
He was surprised to be promoted by his firm.
(ser ascendido)
Tiempo Pasado
I was sorry to have been informed so late.
(haber sido informado)
He was surprised to have been promoted by his firm.
(haber sido ascendido)
El infinitivo se usa:
a) Después de ciertos verbos:
I can´t afford to miss so many classes. (No puedo afrontar perder ...)
I hope to pass the exam. (Espero aprobar ...)
El grupo de verbos seguido por infinitivos es muy amplio.
b) Después de ciertos verbos seguidos por un objeto:
They allowed me to leave the group. (Me permitieron abandonar ...)
He advised us to revise the notes. (Nos aconsejó repasar ...)
Los verbos más comunes usados de esta manera son: advise, allow, encourage,
force, invite, order, persuade, remind, teach, tell, warn.
b) Después de ciertos adjetivos:
It is difficult to see your point. ( Es difícil ver ...)
It is possible to finish this part in November. (Es posible terminar ...)
Otros adjetivos: hard, easy, pleased, surprised, imposible, expensive, important.
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c) Para expresar propósito:
I came here to learn English. (... para aprender ...)
I need time to finish my work. (... para terminar ...)
d) Después de ciertos verbos seguidos por palabras interrogativas (What –
when – where – how – who).
The girl didn´t know what to do. (... qué hacer ...)
Can you tell me how to get this book? (... cómo conseguir ...)
Show me where to put it. (... dónde ponerlo.)
Actividades sobre infinitivos:
Traducir estas oraciones:
1. Cycling is very difficult to explain but it appears to develop
naturally after a certain amount of practice.
2. Learning to draw follows a similar pattern.
3. We need to practise artistic skills but we also need to develop our
minds.
4. ... most of us need to encourage our right brain to function better.
5. Stories, songs, dances, plays, paintings, statues, and other works of art
allow students to become acquainted with the people who created them.
6. Social studies have the potential to be the best part of the school day.
7. The traditional role of educational establishments at all levels, from
kindergarten up to university, has been to assist their students to
construct knowledge through guidance, tutoring and personal attention,
and not merely to impart information.
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EJE 5
Texto: Why Action Research?
Language Focus: El Gerundio
Text 6
ACTION RESEARCH
(From “Action Research for Language Teachers”, by Michael J. Wallace.
Cambridge University Press, 1988)
1 Why Action Research?
Aim of this book
As professional people, most teachers would accept that our expertise should
progressively develop as we continue in our chosen occupation.
My aim in this book is to demonstrate a particular strategy for accelerating
and enhancing that kind of development, with a special reference to language
teaching.
This strategy is basically a way of reflecting on your teaching. It is done
systematically collecting data on your everyday practice and analysing it in
order to come to some decisions about what your future practice should be.
This process is essentially what I mean by the term action research. In this
first chapter, I am going to try to locate action research within the context of
professional development.
Summary
It is assumed that most language teachers wish to develop themselves
professionally on a continuing basis. They have access to a wide variety of
methods of doing this. One method is by reflecting on interesting and/or
problematic areas in a structured way. In this book, we shall be looking at
various ways of structuring this process of reflection through the systematic
collection and analysis of data. This is what I have called “action research”.
Action research is different from other more conventional or traditional types
of research in that it is very focused on individual or small-group professional
practice and is not so concerned with making general statements. It is therefore
more “user-friendly” in that (for example) it may make or no use of statistical
techniques. The main function of action research is to facilitate the “reflective
cycle” and in this way provide an effective method for improving professional
action.
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A) Lectura Global:
1. Lea el texto “Why Action Reasearch?” prestando atención a cognados,
nombres, tipografía. Complete:
a) Tipo de texto – fuente – autor
b) Título – subtítulo(s)
c) Traduzca la expresión “action research”.
d) Según el texto, “action research” es:
* una estrategia particular referida especialmente a la enseñanza de la
lengua.
* un proceso sistemático de recolección y análisis de datos de la práctica
diaria para mejorarla.
* parte del contexto de la práctica profesional.
B) Estructura textual:
1. Traduzca estas frases nominales:
a. our chosen occupation
b. that kind of development
c. with a special reference to language teaching
d. a way
e. on your teaching
f. action research
g. within the context of professional development
h. on a continuing basis
i. on interesting and / or problematic areas in a structured way
j. more “user-friendly”
k. use of statistical techniques
l. professional action
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2. Señale el significado de las siguientes expresiones verbales:
a. would accept
b. should progressively develop
c. My aim in this book is to demonstrate
d. It is done systematically collecting data
e. in order to come to some decisions
f. what your future practice should be
g. I am going to try to locate action research
h. we shall be looking at various ways of structuring this process of reflection
i. This is what I have called “action research”
j. it is very focused
k. it may make or no use of statistical techniques
l. … is to facilitate… and in this way provide… for improving professional action.
3. Indique la referencia contextual:
1. My aim in this book
2. It is done systematically collecting data on your everyday practice and analyzing
it in order to...
3.... wish to develop themselves professionally...
4. They have access to a wide variety of methods...
5. ... it is very focused on individual or small group professional practice ...
6. it may make little or no use of statistical techniques.
C) Lectura Intensiva:
Lea nuevamente el texto y resuelva:
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a) Elija la opción correcta:
1. Action research
a) es diferente de otros tipos de investigación más convencionales porque se
enfoca en la práctica profesional individual o de pequeños grupos.
b) apunta a hacer afirmaciones generales.
c) necesita una gran cantidad de estadísticas.
c) Responda estas preguntas:
d)
1. Cuál es la principal función de Action Research?
2. Explique la figura 1.1: “The Reflective Cycle and Professional Development”
Professional
Practice
Reflection
Professional
Development
Reflective Cycle
D) Elaboración:
Dé su propia definición de “action research”.
LANGUAGE FOCUS
Traduzca estas oraciones del texto “Why Action Research”:
1. ... for accelerating and enhancing that kind of development ...
2. ... a way of reflecting on your teaching (or teacher-training) ...
3. It is done systematically collecting data on your everyday practice and
analysing it in order to come to some decisions ...
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Nota: Las palabras en negrita son formas verbales en GERUNDIO.
EL GERUNDIO
Forma:
El gerundio se forma agregando la terminación ---ing a la forma base del
verbo:
Go
Read
Teach
going
reading
teaching
Run
Put
Cut
running
putting
cutting
Write
Take
Save
writing
taking
saving
Uso:
Los gerundios se usan:
a) como sujetos de una oración:
Translating foreign languages is useful in my job. (Traducir ...)
Checking details is a good habit. (Chequear ...)
b) después de preposiciones:
The students are tired of reading out of date information. (... de leer ...)
Think carefully before giving an answer. (... antes de dar ...)
She is quick at understanding things. (... para entender ...)
c) después de ciertos verbos:
We like studying about education. (Nos gusta estudiar ...)
They enjoy meeting after class. (Disfrutan encontrarse,,,)
Can you imagine not seeing the moon for more then e few nights? (Puedes
imaginar no ver…?)
The teacher suggested reviewing verb tenses again. ( El/la docente sugirió
repasar…)
Son numerosos los verbos seguidos por gerundios. No se considera
necesario incluir la lista ya que el objeto de esta asignatura no es la
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producción de ejercitación en idioma inglés sino el reconocimiento de
formas gramaticales para la comprensión lectora.
d) después de ciertas expresiones idiomáticas:
It´s no use talking to these children. (Es inútil hablar ...)
It´s worth teaching young students. (Vale la pena enseñar ...)
There´s no point in insisting on this idea (No hay objeto en insistir ...)
It´s no good pretending that you know the answer. (No es bueno simular..)
I´m looking forward to meeting you in the holidays. (Espero ansiosamente
encontrarme ...)
e) con función de sustantivos:
She emigrated to get a decent living. (... una vida decente)
We saw two wonderful paintings in Spain last year. (... dos maravillosas
pinturas…)
Reading is an activity characterized by the translation of symbols, or letters, into
words and sentences that have meaning to the individual. (La lectura… que tienen
un significado…)
f) o como adjetivos:
In our new home, we had electricity and running water. (... agua corriente.)
A climbing plant covered the wall. (Una planta trepadora ...)
Make a plan before you do any piece of writing material. (…material escrito)
You and an accompanying adult will fly to Los Angeles, in sunny California,
the most exciting state en the country. ( …un adulto acompañante…..el estado
más atractivo…)
g) en estructuras como:
I saw many people standing at the corner. (... gente parada ...)
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There were huge whales swimming off the coast. (... ballenas nadando ...)
h) la forma “---ing” es parte de los Tiempos Continuos (Continuous
Tenses). (Ver apuntes sobre tiempos verbales).
We are studying some grammar.
They were working in the classroom.
She has been reading about modern literature.
They had been working for an hour when the teacher arrived.
The Director will be seeing you in a minute.
His daughters would be leaving in a short time.
Actividades de Integración I
Actividades sobre gerundios:
a) Lea el tercer párrafo y transcriba tantos ejemplos de gerundios
como sea posible.
b) Traduzca dichos ejemplos.
c) Trabaje con las siguientes oraciones y reconozca la función de las
palabras con “-ing”
Like all other living beings, humans have clearly changed their environment.
Scientists are working to understand the long-term consequences that human
actions have on ecosystems.
As individuals and as a species, we have far more experience with nonverbal
and oral communication than we do with reading and writing.
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As long as oral communication was the primary means of sending and receiving
information, people were careful to develop their speaking and listening skills.
Reading aloud, dinnertime discussions, and conversations about current
events, politics, and religion occupied people’s attention, many years ago, in
the same way television and the Internet do today.
Actividades de Integración II
Lea este texto. Preste atención al uso de infinitivos y gerundios:
COMPUTERS
It used to be a science-fiction fantasy that one day computers would rule the world. Some
people thought it was impossible to prevent these man-made devices from becoming more
powerful than their creators, so they wanted to stop more advanced computers being
developed. Scientists were warned not to hand over our destiny to machines. But computers
can only do what we ask them to do. We can get then to complete increasingly complicated
operations, but, contrary to the science fiction nightmare, computers can never make us do
anything.
Today we expect computers to help us live at the faster pace modern living demands. It is
worth mentioning a few examples. Computers allow business people to keep in touch with
developments all over the world. They enable doctors to diagnose illnesses more accurately.
They let thousands of aircraft fly safely through our crowded skies without bumping into
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other planes. In fact, it is difficult to imagine any areas of life where computers do not play
an important role.
(From “Streetwise Intermediate”, by Rob Nolasco. Oxford University Press, 1997)
A) Práctica gramatical:
1. Subraye ejemplos de infinitivos y gerundios en el texto.
2. transcríbalos y tradúzcalos.
B) Lectocomprensión:
1. Escriba dos listas comparando las ideas sobre computadoras en el pasado y su uso
actualmente.
2. Escriba un tercer párrafo expresando su propia opinión sobre el uso de las
computadoras hoy.
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Actividades de integración III
Se presentan dos modelos de examen final a manera de integración de
actividades y guía:
EXAMEN FINAL
Interviews and questionnaires
These two techniques are usually bracketed together since they both involve eliciting
something from informants: usually factual information about themselves and their
teaching situation, or attitudes/opinions on some issue. Some interviews are simply
questionnaires in oral form. For the action researcher, the interview, especially in its
less structured form, would seem to have more potential: at its most unstructured, the
interview is very like a professional conversation (“talking shop”), and therefore quite
complementary to normal professional behaviour. Generally, however, interviews and
questionnaires require a lot of thought and organisation, and involve intruding on other
people’s time. Interviews tend to be more qualitative and heuristic, whereas
questionnaires tend to be quantitative and more easily generate conclusive findings.
Both techniques involve the collaboration of the subjects to be interviewed or surveyed
by questionnaire, but the interviewing / surveying can be done by one researcher or by
many.
(Wallace, Michael J. : “Action Research for Language Teachers”, Cambridge
University Press, 1988)
A) Lectura Global:
1. Lea el texto y complete:
a) Tipo de texto – fuente – autor
b) Título – subtítulo(s)
c) Brevemente, ¿qué tema se plantea en el texto?
A. Estructura Textual
1. Traduzca estas frases nominales:
a. factual information about themselves and their teaching situation
b. or attitudes / opinions on some issue
c. action researcher
d. less structured form
e. at its most unstructured
2 . a) Señale el significado de las siguientes expresiones verbales:
a) are usually bracketed together
b) both involve eliciting something from informants
c) would seem to have more potential
d) involve intruding on other people´s time
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e) Interviews tend to be more qualitative
f) the interviewing / surveying can be done
b) Traduzca:
a) If you are interviewing somebody, you will be taking his time.
b) It can be done by one researcher or by many.
c) These are techniques which may be used at any time.
3. Indique la referencia contextual
a. … they both involve eliciting something …
b. … information about themselves and their teaching situation …
c. … in its less structured form
d. … at its most unstructured …
C. Lectura Intensiva:
1. Lea el texto nuevamente y resuelva:
¿Verdadero o Falso? Justifique:
a. Estas dos técnicas tienen muchos elementos en común.
b. En su forma menos estructurada, una entrevista es una conversación profesional.
c. Entrevistas y cuestionarios no implican mucha planificación.
d. Las entrevistas y cuestionarios no suponen la colaboración de las personas a ser
entrevistadas.
D) Elaboración:
Explique el contenido del texto.
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EXAMEN FINAL
Text: COMPUTERS AND DISTANCE EDUCATION IN EFL (Mercedes Rossetti)
Who can profit from distance education?
What is the profile of the distance education student? The typical student is an adult,
who knows exactly what he needs in matters of objectives and outcome, though is not
very sure of the steps necessary to achieve them. He / She will have a limited span in
which to achieve well-rounded objectives, and much of his / her career development /
job perspective, etc., will depend on it. Henceforth, motivation will be very high.
Though time alloted will be scant. Typically, the DE student will use his time on a bus,
train, or week-ends to study and prepare his assignments.
Traditionally DE courses have been delivered by state schools and universities. In the
last few years another field has emerged whose presence is increasingly felt in the world
arena. And that is the one of non-government organizations and non-profit institutions.
A) Lectura Global:
1. Lea el texto y complete:
a. Tipo de texto – fuente – autor.
b. Título – subtítulo(s)
c) Tema planteado en el texto.
B) Estructura Textual:
1. Traduzca las frases nominales:
a) the profile of the distance education student
b) non-government organizations and non-profit institutions
2. a. Señale el significado de las siguientes expresiones verbales:
a) the steps necessary to achieve them
b) in which to achieve well-rounded objectives
c) time allotted will be scant
d) another field has emerged
b) Traduzca:
a) Who can profit from distance education?
b) The typical student is an adult who knows exactly what he needs.
c) He will have a limited span of time if he is an adult.
d) He may study on the bus or train.
e) There is another emerging sector: non- government organizations.
3. Indique la referencia contextual:
a) . He / She will have a limited span of time …
b) … much of his / her career will depend …
c) … will use his time on a bus …
C. Lectura Intensiva:
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Lea el texto nuevamente y responda las preguntas:
a. ¿Cuál es el perfil del estudiante a distancia?
b. ¿Cuál es su principal problema?
c. ¿Qué instituciones están ofreciendo cursos de educación a distancia hoy?
C) Elaboración:
Explique el contenido del texto.
A modo de cierre … S U G E R E N C I A S P A R A L A
PRESENTACIÓN A EXAMEN FINAL
* En el examen final, el alumno deberá resolver actividades de lectocomprensión
sobre un texto correspondiente al área de las Ciencias Sociales / de la Educación y
una ejercitación complementaria sobre temas gramaticales desarrollados en este
curso:
* El alumno debe presentarse al examen final provisto de un diccionario bilingüe
inglés – castellano / castellano / inglés.
* Puede también consultar listas de verbos o glosarios.
* Ya que los textos presentarán vocabulario técnico del área de estudios mencionada,
la resolución de las actividades se agilizará en la medida en que incorpore
conocimientos de ese vocabulario, además del conocimiento de los temas
gramaticales.
* Recuerde que se trata de comprensión lectora, no traducción lineal: el objetivo es la
comprensión global del mensaje.
* Es más efectivo tratar de focalizar la atención en palabras transparentes, en la
inferencia de palabras desconocidas según el contexto: no buscar cada término en el
diccionario, puesto que ese mecanismo provoca pérdida de tiempo y al mismo tiempo
que genera confusión.
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