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
capacitacioneningles@gmail.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 WellBeing 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.
5
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
-----------------------------------------------------------------------------------------------------
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
6
Tcnica para una mejor

vocabulario nuevo en contexto
comprensin
de
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
7
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...
9
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 texto2. 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
depression
can
winds
dateline
considerado
depresin
saben
sopla
Linea de cambio
de fecha
examinado
Crisis
lata
vientos
Fecha y lugar de
origen
Visto
abatimiento
Pueden
Arrolla
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
Artculosdemostrativosposesivoscuantificadores
Adverbio+adjetivo
Sustantivo
verboide
NCLEO
sustantivo
POSMODIFICADOR
Frase proposicional
Clusula
verboide
11
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.
2.
3.
4.
International Space Station:______________________

geographical context: ______________________
low pressure system: ______________________
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.
12
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
contemporary Indian art over the last six decades.
fortunes
of
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)
15
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.
17
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
18
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.
19
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.
20
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.
21
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.
----------------------------------------------------------------------------------------
22
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-ashort-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
23
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
24
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 rundown 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.
25
"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-quittingyour-job-and-travelling-for-a-year
26
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.
27
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
28
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.
29
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
30
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
31
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-at95.html?pagewanted=all&_r=0
32
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.
33
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
http://www.convergemag.com/workforce/Basics-of-Education.html
2008
issue.
34
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.
35
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.
______________________________________________________________
36
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 textto-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 causeand-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)
37
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/re
ading_to_learn
38
Ingls I y II
Gua Gramatical
39
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.
ADICIN
In addition, it makes flexible use of time dimension.
40
2. First, save your finished work.

SECUENCIA
Then, close the file.
3. I forgot my paper,
CONSECUENCIA
so, I will have to hand it in tomorrow.
4. From 1824 to 1826, Dickens attended school.
CONTRASTE
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- ThenLast(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- EquallyAlso
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- ButConsecuencia
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- LaterCausa
For- Because- For that reason- Now that- Seeing that- Since- As- Because ofDue 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 asPropsito
That- In order that- So that- In order to- So as to- With the object of- In caseTo
41
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.
42
Pronombres
subjetivos
Pronombres
objetivos
Pronombres
posesivos
ME
YOU
HIM
HER
IT
US
YOU
THEM
MINE
YOURS
HIS
HERS
ITS
OURS
YOURS
THEIRS
I
YOU
HE
SHE
IT
WE
YOU
THEY
Adjetivos
posesivos
MY
YOUR
HIS
HER
ITS
OUR
YOUR
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
more + adjetivo de ms de 2 slabas+than
ej: cheaper 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
43
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.
44
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-eningles/
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
45
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.
46
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.
47
Verbos modales
must
to have to
100 % obligation
I must stop when the traffic

lights turn red.
to be very probable
logical
conclusion
He must be very tired after such

enormous work
(deduction)
can
could
may
might
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 !
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!
to be allowed to
permission
May I use your phone please?
it is possible, probable
possibility,
probability
It may rain tomorrow!
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.
necessary
necessity
Need I say more?
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.
advice
You should / ought to revise

your lessons
logical
conclusion
(deduction)
He should / ought to be very

tired after such enormous work
need
to suggest an action or
should/ought to show that it is
to
necessary
to be very probable
48
Prefijos
Prefijo
Significado
Ejemplo
a-, an-
without
amoral
ante-
before
antecedent
anti-
against
anticlimax
auto-
self
autopilot
circum-
around
circumvent
co-
with
copilot
com-, con-
with
companion, contact
contra-
against
contradict
de-
off, away from
devalue
dis-
not
disappear
en-
put into
enclose
ex-
out of, former
extract, ex-president
extra-
beyond, more than
extracurricular
hetero-
different
heterosexual
homo-
same
homonym
hyper-
over, more
hyperactive
il-, im-, in-, ir-
not, without
illegal, immoral, inconsiderate, irresponsible
in-
into
insert
inter-
between
intersect
intra-
between
intravenous
macro-
large
macroeconomics
micro-
small
microscope
mono-
one
monocle
non-
not, without
nonentity
omni-
all, every
omniscient
post-
after
postmortem
pre-, pro-
before, forward
precede, project
sub-
under
submarine
syn-
same time
synchronize
trans-
across
transmit
tri-
three
tricycle
un-
not
unfinished
uni-
one
unicorn
49
Sufijos
de Sustantivos
Suffix
significado
Ejemplo
-acy
state or quality
privacy
-al
act or process of
refusal
-ance, -ence
state or quality of
maintenance, eminence
-dom
place or state of being
freedom, kingdom
-er, -or
one who
trainer, protector
-ism
doctrine, belief
communism
-ist
one who
chemist
-ity, -ty
quality of
veracity
-ment
condition of
argument
-ness
state of being
heaviness
-ship
position held
fellowship
-sion, -tion
state of being
concession, transition
Verbos
-ate
become
eradicate
-en
become
enlighten
-ify, -fy
make or become
terrify
-ize, -ise
become
civilize
Adjetivos
-able, -ible
capable of being
edible, presentable
-al
pertaining to
regional
-esque
reminiscent of
picturesque
-ful
notable for
fanciful
-ic, -ical
pertaining to
musical, mythic
-ious, -ous
characterized by
nutritious, portentous
-ish
having the quality of
fiendish
-ive
having the nature of
creative
-less
without
endless
-y
characterized by
sleazy
50
http://operacionlangosta.wordpress.com/2008/01/12/tabla-con-todos-los-verbos-irregulares-en-ingles/
TABLA DE VERBOS IRREGULARES
Infinitive
Past tense
Verbo en
infinitivo
Past
participle
Pasado
Meaning
Participio
Significado
to be
was / were
been
ser, estar
to beat
beat
beaten
golpear, batir
to become
became
become
convertirse, llegar a ser
to begin
began
begun
empezar
to bet
bet
bet
apostar
to bite
bit
bitten
morder
to bleed
bled
bled
sangrar, desangrarse
to blow
blew
blown
soplar
to break
broke
broken
romper
to breed
bred
bred
criar, reproducirse
to bring
brought
brought
traer
to burn
burnt / burned burn / burned
quemar
to burst
burst
burst
reventar, explotar
to buy
bought
bought
comprar
to catch
caught
caught
agarrar
to choose
chose
chosen
elegir
to come
came
come
venir
to cost
cost
cost
costar
to cut
cut
cut
cortar
to dig
dug
dug
cavar
to do
did
done
hacer
to draw
drew
drawn
dibujar
to dream
dreamt
dreamt
soar
to drink
drank
drunk
beber
to drive
drove
driven
conducir
to eat
ate
eaten
comer
to fall
fell
fallen
caer
to feed
fed
fed
alimentar
to feel
felt
felt
sentir
to fight
fought
fought
luchar
to find
found
found
encontrar
to fly
flew
flown
volar
to forbid
forbade
forbidden
prohibir
51
to forget
forgot
forgotten
olvidar
to forgive
forgave
forgiven
perdonar
to freeze
froze
frozen
congelar
to get
got
got
(also US
gotten)
obtener
to give
gave
given
dar
to go
went
gone
ir
to grow
grew
grown
crecer
to hang
hung
hung
colgar
to have
had
had
tener, haber
to hear
heard
heard
oir
to hide
hid
hidden
esconder
to hit
hit
hit
pegar, golpear
to hold
held
held
sujetar, mantener
to hurt
hurt
hurt
herir
to keep
kept
kept
conservar, guardar
to know
knew
known
saber
to lay
laid
laid
poner, situar, colocar
to lead
led
led
dirigir, liderar
to learn
learnt /
learned
learnt / learned aprender
to leave
left
left
salir, dejar
to let
let
let
dejar
to lie
lay
lain
tumbarse, yacer
to light
lit
lit
encender
to lose
lost
lost
perder
to make
made
made
hacer
to mean
meant
meant
significar
to meet
met
met
encontrarse
to pay
paid
paid
pagar
to plead
pled / pleaded
pled / pleaded
suplicar, abogar
to put
put
put
poner
to read
read
read
leer
to ride
rode
ridden
montar
to ring
rang
rung
sonar
to rise
rose
risen
levantarse, ascender
to run
ran
run
correr
to say
said
said
decir
to see
saw
seen
ver
52
to sell
sold
sold
vender
to send
sent
sent
enviar
to set
set
set
establecer, poner
to shake
shook
shaken
temblar, sacudir
to shine
shone
shone
brillar, dar brillo
to shoot
shot
shot
disparar, tirar
to show
showed
shown
ensear
to shut
shut
shut
cerrar
to sing
sang
sung
cantar
to sit
sat
sat
sentarse
to sleep
slept
slept
dormir
to smell
smelt /
smelled
smelt / smelled oler, olfatear
to sow
sowed
sown
sembrar, plantar
to speak
spoke
spoken
hablar
to spell
spelt / spelled
spelt / spelled
deletrear
to spend
spent
spent
gastar
to stand
stood
stood
ponerse de pie
to steal
stole
stolen
robar
to stick
stuck
stuck
encolar, pegar
to swear
swore
sworn
jurar
to swim
swam
swum
nadar
to swing
swung
swung
columpiar
to take
took
taken
coger
to teach
taught
taught
ensear
to tear
tore
torn
desgarrar, derramar
lgrimas
to tell
told
told
decir
to think
thought
thought
pensar
to throw
threw
thrown
lanzar, echar
to understand
understood
understood
entender, comprender
to undo
undid
undone
deshacer
to wake
woke
woken
despertar
to wear
wore
worn
llevar puesto, calzar
to win
won
won
ganar
to wind
wound
wound
bobinar, airear, ventilar
to write
wrote
written
escribir
53
Referencias Bibliogrficas
Carlino, P. (Coord.) (2004). Textos en Contexto 6. Leer y escribir en la universidad.
Buenos
Aires, Asociacin Internacional de Lectura, Lectura y Vida.
Clark, Mark. The Short/circuit hypothesis or when language competence
interferes with reading performance. Interactive Approaches to Second
Language Reading. Patricia Carrell et al eds. Cambridge: CUP, 1988.
Grabe, William. Reassessing the term interactive. Interactive Approaches to
Second Language Reading. Patricia Carrell et al eds. Cambridge: CUP, 1988.
Grabe, William and Stroller, Fredricka.(2002) Teaching and Researching
Reading. Pearson Education. UK.
Kintsch, W. y T. A. van Dijk (1978) "Toward a model of text comprehension and
production", en Psychological Review 85, 363-394.
Klett, E. Propuesta de lectocomprensin en una segunda lengua en Corradi,
L., Franzoni, P., Gass,L. Y Valcechi, R. Diseo curricular de lenguas
extranjeras, niveles 1,2,4,y,4. Bs. As. Secretara de Educacin, Gob. De la ciudad
de Buenos Aires, 2001.
Magno, C y Scagnetti A: (1999). Lectocomprensin en Ingls Mdulo 1.
universidad Nacional de Gral Sarmiento.
Nutall, Christine. Teaching Reading Skills in a Foreign Language. Oxford:
Heinemann, 1982.
Van Dijk, T. Y Kintsch, W (1983) Strategies of Discourse Comprehension. New
York: Academic Press.
Gramticas
EASTWOOD, J., 1994. Oxford Guide to English Grammar. Oxford University Press.
QUIRK, R. and GREENBAUM, S ,1991. A University Grammar of English. Longman Group.
SINCLAIR, J., 1993. Collins Cobuild English Grammar. Harper Collins Publishers.
SWAN, M., 1995. Practical English Usage. Oxford University Press.
Diccionarios bilinges
CUYAS, A. DICCIONARIO ENGLISH-SPANISH, SPANISH-ENGLISH
COLLINS, W. DICCIONARIO ENGLISH SPANISH, SPANISH ENGLISH
OXFORD SPANISH DICTIONARY- ENGLISH SPANISH, SPANISH-ENGLISH
SIMON AND SCHUSTERS INTERNATIONAL DICTIONARY
On line: WordReference.com
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