Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
TABLA DE CONTENIDOS
Presentacin.
Sustantivos
Plurales Irregulares
11
Pronombres.
14
Modificadores
22
27
Comparacin Irregular.
30
32
Voz Pasiva..
57
64
69
REFERENCIAS...
71
PRESENTACIN
El presente manual, estructurado en tres (3) Unidades, pretende desarrollar la
competencia en los usuarios para la aplicacin de estrategias de comprensin
bsica e inferencial en la lectura de textos expositivos-argumentativos en el
idioma ingls. Cada una de las unidades cuenta con estrategias de PRELECTURA, LECTURA Y POST-LECTURA. La primera contiene ejercicios de PRELECTURA para la activacin del conocimiento previo del participante, a fin de
anticipar contenidos a travs del anlisis preliminar de ttulos, subttulos,
ilustraciones, fotografas, esquemas y dems claves del contexto. Una vez
deducido el tema del texto, se pasa a reconocer el vocabulario y los patrones
estructurales de la gramtica de la lengua presentes en el registro escrito.
Dicha actividad es de gran utilidad dado a que permite la capacitacin en la
identificacin de las diferentes manifestaciones morfosintcticas del sistema
lingstico contenido en frases, oraciones, enunciados, prrafos y textos. Este
proceso permite actualizar conocimientos previos y la preparacin para las
siguientes unidades del programa, las cuales tratan sobre la estructura interna
y desarrollo de los prrafos del texto, como en el caso de la Unidad 2,
LECTURA. En sta se hace nfasis en la interpretacin del mensaje y propsito
del texto por medio de la lectura extensiva e intensiva para identificar las
ideas principales y secundarias, presentes en los textos expositivos. Por su
parte, la Unidad 3, POST-LECTURA, trata sobre la transferencia de informacin
obtenida mediante el parafraseo y la traduccin. El manual ha sido redactado
con la mayor claridad y sencillez posible para facilitar su comprensin. El
diseo de cada unidad facilita la preparacin anticipada del material y la
autoevaluacin mediante EJERCICIOS DE PRCTICA, en los cuales los
participantes demostrarn los conocimientos adquiridos en la interpretacin
del contenido complementando la prctica realizada en los talleres
presenciales.
The cortex of the brain is divided into two hemispheres. The right
hemisphere mainly controls the left side of the body, whereas the left
hemisphere directs the bodys right side.
While both hemispheres can potentially perform many of the same
functions, each of the hemispheres tends to specialize. The left hemisphere
seems to control most analytic, logical thinking. It appears to process
information in sequential order, handling logical thought, language and
mathematics.The right hemisphere, on the other hand, is limited in language
ability, but it appears to process different kinds of information simultaneously.
It specializes in spatial orientation, artistic endeavors, crafts, body image and
recognition of faces. Thus, where the left hemisphere is more analytic and
sequential, the right is more holistic and relational.
3
1.- Lea detenidamente el ttulo del siguiente texto y escriba los vocablos
conocidos:
_____________________________________________________________________________
2.- Teniendo como referencia el conocimiento de dichos vocablos, trate de
inferir el significado del ttulo:
_______________________________________________________________________________
3.- Traduzca las oraciones del texto asignadas a su equipo.
4.- Observe los prrafos del texto 1 e identifique las palabras de la siguiente
lista:
HEMISPHERE
SIDE
LANGUAGE
LEFT
FACES
SEQUENTIAL
RIGHT
PROCESS
BODY
ANALYTIC
PARTES DE LA ORACIN
El conjunto de palabras que la integran conforman una organizacin
coherente y se estructuran en SUJETO Y PREDICADO.
PREDICADO
Birds
fly
She
smiled
The teacher
My two brothers
lived in Valencia
ELEMENTOS DE LA ORACIN
La estructura interna de la oracin est organizada por una serie de
elementos denominados estructuras gramaticales, los cuales desempean
una funcin gramatical especfica. El conocimiento de cada uno de ellos es
necesario para comprender el significado de la totalidad del texto.
Las estructuras gramaticales que estudiaremos en esta unidad (en el orden en
que aparecen en la oracin) son: los sustantivos, los pronombres
personales, los modificadores y los verbos.
MILK
AIR
WOOD
PAPER
SOUP
BREAD
RAIN
WINE
SALT
WATER
IRON
CORN
GLASS
SAND
RICE
GOLD
OXYGEN
PAINT
CHEESE
METAL
MONEY
PLASTIC
OIL
MEAT
ABSTRACCIONES
BEAUTY
COURAGE
HONESTY
EVIDENCE
COMFORT
JUSTICE
LIBERTY
ELECTRICITY
LUCK
IGNORANCE
INFORMATION FEAR
WORK
PATIENCE
ABILITY
KNOWLEDGE
DARKNESS
ADVICE
FUN
PEACE
GOODNESS
RECREATION KINDNESS
INTELLIGENCE EMOTION
VERBOS EN PRESENTE
singular
plural
boot
boots
cut
country
countries
study
3ra persona
cuts
studies
PLURALES IRREGULARES
Existe un reducido nmero de sustantivos que para formar el plural
no siguen las reglas descritas anteriormente (tienen su propio
9
/ eyeglasses (anteojos)
10
scissors (tijeras)
brother____________________
face_______________________________
shop_______________________
father_____________________________
key________________________
school____________________________
table______________________
night_____________________________
plate_______________________
city_______________________________
soup_______________________
water_____________________________
man________________________
university________________________
rice_________________________
gold______________________________
country____________________
foot______________________________
donkey_____________________
child_____________________________
bay_________________________
woman__________________________
salt_________________________
radio_____________________________
monkey____________________
11
DANIELS JACKET
12
13
14
EJEMPLOS :
15
EJEMPLOS :
16
Lucy herself wrote the poem. >>>> Lucy wrote the poem herself.
We said that Robert himself invented the machine.
I spoke to the manager herself.
17
EJEMPLOS :
18
I like this.
That is not the blouse she bought.
We found these near the house.
Those are very slow, I want fast ones.
( Cul ? , Cules ? )
hechos : WHAT?
( Qu ? )
lugar : WHERE?
( Dnde ? )
tiempo : WHEN?
( Cundo ? )
( Cuntos ? )
EJEMPLOS :
20
21
22
23
24
25
26
quite (bastante)
now (ahora)
just (precisament)
soon (pronto)
well (bien)
/ close (cercano)
hard (duro / difcil) / high (alto) / long (largo) / light (ligero / luminoso)
large (amplio)
/ wrong (incorrecto)
/ loud (ruidoso)
EJEMPLOS :
BRIGHT STAR----------- SHONE BRIGHT
FAST CAR----------------RUNS FAST
WRONG ANSWER-------ANSWERED WRONG
HARD JOB---------------WORKS HARD
27
ADJ / ADV
COMPARATIVO
SUPERLATIVO
hard
harder than
the hardest
soon
sooner than
the soonest
ugly
uglier than
the ugliest
pretty
prettier than
the prettiest
rich
richer than
the richest
EJEMPLOS :
-Mike works harder than Tom.
-These gardens are the prettiest in all this neighborhood.
-Car horns sound louder than bikes.
-Mrida has one of the largest cable cars of the world.
28
COMPARATIVO
SUPERLATIVO
active
more active
easily
more easily
efficient
more efficient
interesting
more interesting
EJEMPLOS :
-We ate the most delicious cake in that restaurant.
-The trips to Margarita island are more frequent than to Los Roques.
ADJ / ADV
COMPARATIVO
SUPERLATIVO
selfish
original
cheap
important
EJEMPLOS :
- The piece of music was written in the least original style.
- The blue book is less expensive than the red one.
29
COMPARACIN IRREGULAR
Un grupo reducido de adjetivos y adverbios forman los grados
comparativos y superlativos siguiendo un patrn diferente al anterior.
ADJ / ADV
bad (malo/mal), badly
evil (maligno)
ill (enfermo)
good (buen-o/a-os/as)
well (bien)
many / much ( mucho)
little (pocono
contable)
few (poco contable)
far ( lejos )
COMPARATIVO
worse than
SUPERLATIVO
the worst
better than
the best
more tan
less tan
the most
the least
fewer tan
less tan
further than
farther tan
the fewest
the least
the furthest
the farthest
EJEMPLOS :
-The roast beef smells better than the turkey.
-The boys are the most in class.
-Robert is the worst pupil in class.
-Los Teques is further than La Guaira from Caracas.
30
31
4.1.
give
sing
go
gives
32
sings
goes
going
gave
sang
went
sung
gone
PARTICIPIO PASADO
worked
4.2.
singing
giving
given
33
34
35
36
37
1.
2.
4.
INTERROGATIVAS EN PASADO
38
39
40
41
42
43
PAST PROGRESSIVE
6.- The pupil ________________________________his English book. ( BRING )
FUTURE PROGRESSIVE
7.- The students _______________________________ the exercises. ( WRITE )
PRESENT PERFECT
8.- Helen ___________________________________her daughter a gift. ( GIVE )
PAST PERFECT
9.-Your red dress ____________________________ a lot of money. ( COST )
FUTURE PERFECT
10.- My sister _____________________________________ the meat. ( FIND )
PRESENT PERFECT PROGRESSIVE
11.- My father __________________________________ that car. ( BUY )
PAST PERFECT PROGRESSIVE
12.- The children _______________________________the windows. ( OPEN )
FUTURE PERFECT PROGRESSIVE
13.- My aunt _________________________________to the supermarket. (GO)
PRESENT SIMPLE
14.- The teacher________________________________ his car. ( WASH )
PAST SIMPLE
44
45
46
47
VERBOS REGULARES
Forman el tiempo pasado al agregar -D o -ED al verbo usado
en el presente. Las formas verbales del PASADO y del PARTICIPIO
PASADO son similares.
PRESENTE
LIKE (gustar)
FOLLOW (seguir)
LEARN (aprender)
WANT (desear)
PAINT (pintar)
THANK (agradecer)
DECIDE (decidir)
ADD (agregar)
INVITE (invitar)
LIE (mentir)
BELIEVE (creer)
TASTE (saborear)
WORK (trabajar)
USE (usar)
DESCRIBE (describir)
WASH(lavar)
GRAB(sostener)
EXPRESS(expresar)
STAY(permanecer)
COOK(cocinar)
LOVE(amar)
CHECK(chequear)
REFUSE(rehusar)
TALK(charlar)
ACCEPT(aceptar)
ANSWER(responder)
REPEAT(repetir)
RELATE(relacionar)
DEFEND(defender)
PASADO
LIKED
FOLLOWED
LEARNED
WANTED
PAINTED
THANKED
DECIDED
ADDED
INVITED
LIED
BELIEVED
TASTED
WORKED
USED
DESCRIBED
WASHED
GRABBED
EXPRESSED
STAYED
COOKED
LOVED
CHECKED
REFUSED
TALKED
ACCEPTED
ANSWERED
REPEATED
RELATED
DEFENDED
PRESENTE
ASK(preguntar)
NAME(nombrar)
LIVE(vivir)
LISTEN(escuchar)
PREFER(preferir)
CALL(llamar)
NEED(necesitar)
WAIT(esperar)
START(comenzar)
PLAY(jugar)
TOUCH(palpar)
COMB(peinar)
OPEN(abrir)
DEVIDE(dividir)
ALLOW(permitir)
ARRIVE(arrivar)
REPORT(reportar)
TURN(voltear)
TRAIN(entrenar)
ENJOY(divertirse)
HATE(odiar)
MIND(considerar)
OFFER(ofrecer)
ADVICE(advertir)
PROMISS(prometer)
SUGGEST(sugerir)
CLAIM(reclamar)
MENTION(mencionar)
DECLARE(declarar)
48
PASADO
ASKED
NAMED
LIVED
LISTENED
PREFERED
CALLED
NEEDED
WAITED
STARTED
PLAYED
TOUCHED
COMBED
OPENED
DEVIDED
ALLOWED
ARRIVED
REPORTED
TURNED
TRAINED
ENJOYED
HATED
MINDED
OFFERED
ADVICED
PROMISSED
SUGGESTED
CLAIMED
MENTIONED
DECLARED
PRESS(presionar)
RAIN (llover)
PRESSED
RAINED
VERBOS IRREGULARES
Presentan cambios en su conjugacin, por lo que se ubican en tres (3) grupos,
cada uno con transformaciones comunes.
GRUPO N 1 : verbos con la misma forma en el pasado y participio pasado
PRESENTE
PASADO
PARTICIPIO PASADO
BUILD (construir)
BUILT
BUILT
LEND (prestar)
LENT
LENT
SPEND(gastar-pasar temporada)
SPENT
SPENT
MEAN(significar-querer decir)
MEANT
MEANT
WIN (ganar)
WON
WON
STRIKE (golpear)
STRUCK
STRUCK
SIT (sentarse)
SAT
SAT
MEET(conocer-encontrarse con)
MET
MET
READ (leer) [rid]
READ [red]
READ [red]
LEAD (guiar)
LED
LED
HOLD (sostener)
HELD
HELD
GET (obtener)
GOT
GOT
FIGHT (pelear,luchar)
FOUGHT
FOUGHT
BUY (comprar)
BOUGHT
BOUGHT
BRING (traer)
BROUGHT
BROUGHT
THINK (pensar)
THOUGHT
THOUGHT
TEACH (ensear)
TAUGHT
TAUGHT
SEEK (buscar)
SOUGHT
SOUGHT
FIND (encontrar)
FOUND
FOUND
STAND (estar de pie)
STOOD
STOOD
FEEL (sentir)
FELT
FELT
DEAL (negociar)
DELT
DELT
KEEP(guardar, mantener)
KEPT
KEPT
SELL (vender)
SOLD
SOLD
TELL (decir)
TOLD
TOLD
LOSE (perder)
LOST
LOST
49
LEAVE (abandonar)
HAVE/HAS (tener)
MAKE (hacer, construir)
HEAR (oir)
LAY (extender, poner)
LEFT
HAD
MADE
HEARD
LAID
LEFT
HAD
MADE
HEARD
LAID
PASADO
KNEW
THREW
DREW
GREW
TOOK
GAVE
SAW
ATE
FELL
SPOKE
BROKE
CHOSE
FORGOT
STOLE
WORE
TORE
BEGAN
DRANK
SANG
RANG
RAN
SWAM
FLEW
DROVE
WROTE
RODE
ROSE
WAS-WERE
50
PARTICIPIO PASADO
KNOWN
THROWN
DRAWN
GROWN
TAKEN
GIVEN
SEEN
EATEN
FALLEN
SPOKEN
BROKEN
CHOSEN
FORGOTTEN
STOLEN
WORN
TORN
BEGUN
DRUNK
SUNG
RUNG
RUN
SWUM
FLOWN
DRIVEN
WRITTEN
RIDDEN
RISEN
BEEN
GO (ir)
DO (hacer)
COME (venir)
BECOME (convertirse)
LIE (descansar, reclinarse)
WENT
DID
CAME
BECAME
LAY
GONE
DONE
COME
BECOME
LAIN
PASADO
COST
CUT
HIT
HURT
LET
PUT
SET
51
PARTICIPIO PASADO
COST
CUT
HIT
HURT
LET
PUT
SET
52
53
54
55
56
NOTA: Todos los infinitivos usados despus de los verbos LET, HELP, SEE, WATCH,
MAKE, HEAR, FEEL, DARE, NEED, PLEASE, omiten la preposicin TO.
EJEMPLO: -Well make her tell the truth
GERUNDIO: consiste en todos aquellos verbos terminados en -ing, que
actan como sustantivos, tanto en el sujeto como en el predicado de la oracin.
EJEMPLOS:
-Walking is a healthful activity
-She really enjoys dancing
NOTA: Los gerundios pueden ser reemplazados por INFINITIVOS y cumplen la
misma funcin.
EJEMPLO: -She really enjoys to dance.
57
Sustantivo
del objeto
de la
oracin
Participio
pasado
(verbo
principal de
la oracin )
by
Sustantivo
del sujeto
de la
oracin
EJEMPLOS:
Voz activa
Voz pasiva
58
PRESENTE PROGRESIVO :
Iam
you, we, they ......are
BEING
he, she, it.is
EJEMPLOS:
Voz activa
Voz pasiva
PRESENTE PERFECTO :
EJEMPLOS:
Voz activa
Voz pasiva
59
EJEMPLOS:
Voz activa
Voz pasiva
PASADO SIMPLE :
I, he, she, it.was
you, we, they..were
EJEMPLOS:
Voz activa
Voz pasiva
60
PASADO PROGRESIVO :
I, he, she, itwas
BEING
you, we, they.were
EJEMPLOS :
Voz activa
Voz pasiva
PASADO PERFECTO :
I, we, you, they, he, she,ithad BEEN
EJEMPLOS :
Voz activa
Voz pasiva
61
EJEMPLOS :
Voz activa
Voz pasiva
FUTURO SIMPLE :
I, we, you, they, he, she, it.will BE
EJEMPLOS :
Voz activa
Voz pasiva
FUTURO PROGRESIVO :
I, we, you, they, he, she, it.will be BEING
EJEMPLOS :
Voz activa
Voz pasiva
62
FUTURO PERFECTO :
I, we, you, they, he, she, it.will have BEEN
EJEMPLOS :
Voz activa
Voz pasiva
EJEMPLOS :
Voz activa
Voz pasiva
63
NOTA:
EJEMPLOS :
Robert brings the mail.
The mail is brought by Robert. / The mail is brought by him.
He brings the mail.
The mail is brought by him.
IDEA
PRINCIPAL
Idea
Secundaria
Caracterstic
Fechas-
Idea
Secundaria
Ejemplo
Efecto
Caus
Lugares
Definicione
66
Del mismo modo, detectamos que junto a la idea principal hay otra idea relevante
que la ampla y que por lo tanto es la IDEA SECUNDARIA, la cual es ______________
_____________________________________________________________________
_____________________________________________________________________
A la vez, esta primera idea secundaria proporciona u dato o informacin adicional
que se relaciona con ____________________________________________________
_____________________________________________________________________
En el segundo prrafo aparecen dos ideas secundarias ms: la segunda idea se
refiere a______________________________________________________________
_____________________________________________________________________
y contiene cuatro datos importantes ( informacin adicional )
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
La tercera idea secundaria del mismo prrafo contiene dos datos o definiciones
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
Con qu se relaciona la cuarta idea secundaria que aparece en el tercer prrafo?
Tiene sta datos o informacin adicional? Seale la idea secundaria con sus datos
adicionales
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Seale la quinta idea secundaria que aparece en el tercer prrafo
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Explique detalladamente la sexta idea secundaria expresada en el cuarto prrafo.
Seleccione la informacin ms relevante con sus datos adicionales respectivos
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
67
1. IDEA PRINCIPAL
A. Idea Secundaria
B. Idea Secundaria
C. Idea Secundaria
b.1
b.2
b.4
b. 3
c. 1
D. Idea Secundaria
d.1
d.3
d.2
68
c.2
TEXTO 2
Web-savvy PYMEs
In order to encourage the development of Venezuelas
commercial sector, cantv.net is distributing a free computer
program to small and medium industries (PYMEs in Spanish) to
better acquaint them with the Internets potential for business.
To develop the project, Cantv.net signed an agreement with the
European Commissions AL-PYMEs Program, which is jointly
supported by the United Nations Development Program (UNDP).
AL-PYMEs puts the Internet within reach of small and
medium companies in Latin America, helping them maximize
their competitiveness, management, technological innovations
and personnel training. DEVNET, a non-governmental
organization, and Red Tips, the giant network of companies
based in developing countries, oversee the programs execution
in Latin America.
As Venezuelas AL-PYMEs representative, Cantv.net has
received the first 200 CD-ROMs containing the program, the
patent to make copies, and the complete introductory Internet
course. In addition, the company has received software to create
a Web catalog of Venezuelas small and medium companies for
the AL-PYMEs and Red Tips Websites.
The CD-ROM course explains the Internet for business use,
e-mail, electronic commerce, business to business (B2B), and
Internet information sources of interest to companies. This
program offers numerous benefits for businessmen and women,
including information on reducing Internet installation and
maintenance costs, and sector-specific advance business alerts
upon registration with the AL-PYMEs and Red Tips Websites.
After signing up, users receive free daily updates of news
affecting their field of business, international prices on products,
worldwide offers, lists of the most soughtafter products in the
international market, and more. Cantv.net distributes the course
by visiting groups of companies, chambers of commerce, and
diverse business communities. However, company owners or
representatives can directly contact Cantv.nets Community
Development Management office, located in the Centro
Commercial Lido, where a specialized consultant from the
European Commission will assist them.
69
10
15
20
25
30
35
70
71
REFERENCIAS
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HKBU Papers in Applied Language Studies Vol. 13, Hong Kong Baptist
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http://lc.hkbu.edu.hk/book/pdf/v13_07.pdf].
Delgado, M. (1994). Anlisis del Discurso. Estrategias para la Evaluacin del
Lenguaje Escrito. Caracas: Imprenta Universitaria. UCV.
Freedman, L. (2012). Teaching Strategies for Reading Comprehension: How to
help both multilingual and native speaker students cope with complex
high-level texts. University of Toronto [Online reference:
www.writing.utoronto.ca/faqs/english-as-second-language.]
Leech, G. and Svartvik, J. (1981). A Communicative Grammar of English. UK:
Longman.
Newson, M; Hords, M; Pap, D; el all. (2006). Basic English Syntax with
Exercises. Budapest: Blcssz Konzorcium HEFOP Iroda [Online
reference: http://mek.oszk.hu/05400/05476/05476.pdf]
Nutall, Ch. (2009). Teaching Reading Skills in a Foreign Language. MacMillan
Books for Teachers
Padrosa, S. (2010). Complex Word-Formation and the Morphology-Syntax
Interface. Universidad Autnoma de Barcelona. Espaa. [Online
reference:
http://filcat.uab.cat/clt/publicacions/tesis/pdf/Complex%20word%20for
mation_Padrosa.pdf].
Seaton, A. and Mew, Y. (2007). Basic English Grammar for English Grammar
Learners. Book 1. USA: Saddleback Educational Publishing. [Online
reference: Basic-English-Grammar-1.pdf]
Vzquez, M. (2011). Academic Writing for Higher Education. Valencia,
Venezuela: Impresos Rpidos C.A.
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