Actividades Inglés Lecto Comprensión

MATERIAL DE CLASE PARA INGLES I
(Cuadernos de textos y actividades para la lecto-comprensión de textos en Inglés aplicados a las

Cs. Sociales para alumnos principiantes)
AUTORES:
Prof. Responsable de cátedra: Prof. Adj. Dra. María Inés de Juano (selección textos y explotación –
coordinación)
Integrantes de Cátedra: Prof. JTP. Mgter. Valquiria Fazzi (selección textos y explotación)
Prof. Auxiliar de Cátedra Laura Mitelberg, Postitulo de Formación
Universitaria en Inglés (selección textos y explotación)
Colaboradoras: Prof. Ma. Fernanda Frola . Adscripta.

Prof. Alejandra Persig. Adscripta
Año 2018
INDEX
1. Introduction………………………………………………………………….. 1
2. The Old Corner of Edinburgh…………………………………………….. 2
3. University Campus …………………………………………………………. 5
4. Children of the Street ………………………………………………………. 12
5. Studying in Australia ……………………………………………………….. 14
6. Study at Kent ………………………………………………………………... 16
7. Essential Skills for Life ……………………………………………………... 18
8. Great Contemporaries ……………………………………………………… 20
9. Emperor Qin Shih Huang-di ………………………………………………. 23
10. Pablo Neruda……………………………………………………………….. 25
11. Confucius…………………………………………………………………….. 27
12. Christopher Columbus …………………………………………………….. 29
13. The Legend of Beowulf …………………………………………………… 31
14. Japanese Prints ……………………………………………………………. 34
15. Snapshot of a Famous Place: Stonehenge …………………………….. 36
16. Every Gesture Tells a Story ………………………………………………. 38
17. Fulbright Scholarship Form………………………………………………… 40
18. Superstitions ………………………………………………………………... 46
19. Tutankhamun…………………………………………………………………48
20. Fly by Day…………………………………………………………………… 50
21. The Mind and the Brain …………………………………………………… 52
22. Before They Were Presidents ……………………………………………. 54
23. Revising Vocabulary ……………………………………………………… 58
24. Tin Tin …………………………………………………………………………60
25. Man’s Search for Meaning ………………………………………………… 62
26. The Shock of the Truth……………………………………………………….65
27. Functions of Images ………………………………………………………… 68
28. Pablo Picasso…………………………………………………………………70
29. Impressionism…………………………………………………………………73
30. Fable……………………………………………………………………………76
31. What is Culture?………………………………………………………………78
32. Anna Frank …………………………………………………………………… 81
33. J. K. Rowling …………………………………………………………………..84
34. Bill Gates ……………………………………………………………………….87
35. Pompeii………………………………………………………………………….90
Pre- reading
Guess the meaning of the underlined words:
A. SISTER- IN-LAW: ……………………………………………………………………

B. MAISONETTE: ………………………………………………………………………
C. SUBURB: ……………………………………………………………………………….
D. BRUNCH: ………………………………………………………………………………
E. GO OUT: ……………………………………………………………………………….
F. DISSERTATION: …………………………………………………………………….
Hi! My name´s Mary-joe. I´m American. I´m 25 and I´m single, with no
children. I live with my brother and sister-in –law ( and my little black
Yorkshire) in a large maisonette in Pellham, which is a suburb of NYC.
I work as a receptionistfor the Sheraton ´s Hotel & Towers at NYC. Every morning, I go to work by
train. At 11.30 am, I stop to have brunch(I don´t eat lunch).Iget homeabout 6.30am. In the evening I
usually go out with my friends-to see a movie, go to a disco or nightclub if it is Friday -or if it is not,
go to the library to find information about my dissertation. I´m a postgraduate student at New York
University.Sometimes I go to shows or music plays with my friends. I have recently seen “Evita”. In
New York, there´s something to do every evening!
Reading
Complete the chart with information from the text:
Full name
Nationality
Age
Family
job
Evening activities
1
The smallest country in the world is the Vatican City, which became an
independent state within the boundaries of Rome in 1929.
The city state has a daily newspaper, a railway station and its own bank. It has
an area of 0.17 square miles and a population of 1000. There are no customs
formalities for people who go into the Vatican City: every year millions of tourists
visit Peter’s and the exhibition galleries. The most important things to see are
the Michelangelo frescoes in the Sistine Chapel and paintings by Raphael, Fr

Angelico and Caravaggio.
1- The best title for the passage is:
a) The Vatican City: its facilities

b) Exhibition Galleries in an Independent State
c) On the Vatican City
2
2- Complete the following table:
_____________________________________: VATICAN CITY
SIZE:______________________________________________
FACILITIES:
a)__________________________________________________
b)__________________________________________________
c) a private bank
_____________________________: 0, 17 square miles

POPULATION: ____________________________________
PLACES TO VISIT: ____________________________________________________
____________________________________________________________________
THINGS TO SEE: ____________________________________________________
3- Determine if the following statements are TRUE or FALSE:
a. The Vatican City is an independent state

b. The Vatican City is a country
c. Tourists visit the Vatican City because it has a daily newspaper and a bank
d. Michelangelo frescoes are in St. Peter’s Cathedral
e. The Vatican City is very popular among tourists
4- Contextual references: What do these words refer to?
Which (line 1) : _________________________________

The city state (line 3): ____________________________
Who (line 5): ___________________________________
Things to see (line 6): ____________________________
3
UniversityCampus
Look at the following plan
Figure A
Read the following:
The gymnasium is located on the right of the sports

area
There is a circular building on the left of the parking lot.

(14).
4
Parking lot (13 ) is beside building (6) and viceversa.
Building (6) is between building (9) and parking lot (13)
Building (4) is above building (8) and consequently

building (8) is below building (4).
Read the following:
1. Figure A is the plan of a university.

2. The university is located in a Latin American
country.
3. The university was constructed in 1974.
4. There are different buildings with different shapes.
5. Number 1 in the plan is the administrative offices.
6. These administrative offices are surrounded by several rectangular buildings.
7. On the left of the rectangular buildings, there is a hexagonal building.
8. The building is the gymnasium.
9. Beside the gymnasium there is a sports area.
10. On both sides of the main entrance there are parking lots, with space for 500 cars each.
11. Between the parking lots there are two buildings.
12. The square building is the school of communication sciences, the circular building is the cafeteria.
13. Behind the parking lot on the right, there are four triangular fields.
14. In the first three, agricultural products are cultivated by agronomy students.
15. In the last one, domestic animals are raised by veterinary students.
Read the following and notice the underlined words
Figure A is the plan of a university. (2) It is located in a Latin American country.
IT in sentence (2) replaces a university from sentence (1)
5
(1) Figure A is the plan of a university. (2) It is located in a Latin American country. (3) Its campus was
constructed in 1974. (4) There are different buildings with different geometrical shapes. (5) Number 1 is the
administrative offices. (6) These are surrounded by rectangular buildings, there is a hexagonal one. (7) On the
left of the rectangular buildings, there is a sports area. (8) This is the gymnasium. (9) Beside it there is a sports
area. (10) On both sides of the main entrance there are parking lots with space for 500 cars each (11).
Between these lots there are two buildings. (12) The square one is the school of communication sciences; the
circular building is the cafeteria. (13) Behind the parking lots on the right, there are four triangular fields. (14) In
the first three, agricultural products are cultivated by agronomy students. (15) In the last one, domestic animals
are raised by veterinary students.
Exercise I
Identify the building or space by writing the appropriate number in the parentheses. Example:
In the plan the school of architecture (4) is just above the cafeteria (8)
1- The social sciences building ( ) is located between the communication sciences building ( ) and
the biological sciences building ( ).
2- The library ( ) is just on the left of these buildings ( )
3- The area of breeding domestic animals ( ) is located on the extreme right of the university
campus.
4- The biological sciences building ( ) is located between the gymnasium ( ) and the
administrative offices ( ).
5- The parking lot ( ) is below the sports area ( ).
6- The laboratories occupy the only rectangular building ( ) parallel to the library.
7- The areas for cultivating agricultural products ( ) are just above the parking lot on the right.
8- The sports area ( ) is beside the gymnasium ( ) and above the parking lot.
Beside building (3) is a hexagonal building.
This building is the gymnasium.
This can be written as one sentence:
Beside building (3) is a hexagonal building, which is the gymnasium
Exercise II
Are these sentences TRUE (T) or FALSE (F)? Correct the false ones.
1. Below the sports area there is a rectangular site which was constructed to accommodate 500 cars.
2. On the right side of the campus there are some areas which have agricultural products and domestic
animals
6
3. A circular building which is the school of communication sciences can be found below a rectangular
one.
4. The agricultural fields are on both sides of the campus.
5. Two parking lots, which are rectangular, are on one side of the campus.
Exercise III
Circle the best option:
1.
a) A triangle has three sides and 3 angles.

b) A triangle has 3 points not in a straight line.
c) A triangle has 3 equal sides and 3 equal angles.
2.
a) A square has 4 equal sides.

b) A square has 4 sides and 4 equal angles.
c) A square has 4 equal sides and 4 equal angles.
3.
a) A line is vertical or horizontal.

b) A line is on the right.
c) A line is a series of connected points.
4.
a) A rectangle has 2 equal angles and 2 equal sides.

b) A rectangle has 4 equal angles with 2 short sides and 2 long sides.
c) A rectangle has 2 short sides, 2 long sides and 2 angles.
7
Exercise IV
Choose the best answer:
1. Where is the school of communication sciences?
a) It is just below building (5).
b) It is below parking lot (13)
c) It is beside the empty space (16)
2. Where is the sports area?
a) It is beside the cafeteria.
b) It is above a parking lot.
c) It is beside the cafeteria and above parking lot
3. Where are the agricultural fields?
a) They are on the right above a parking lot.
b) They are on the right below the parking lot 14
c) They are on the right of the campus.
4. Where is the parking lot?
a) It is below the sports area.
b) It is below the agricultural fields.
c) They are two, located on both sides of the campus.
5. What is beside the sports area?
a) A rectangular building, the cafeteria.
b) A hexagonal building, the cafeteria.
c) A hexagonal building, the gymnasium.

8
Exercise V
Read the following descriptions on three university plans. Identify them and write down the letters of
the plans in the parenthesis.
These are the plans of three universities. The administrative offices are located in pentagonal buildings which
are on the top left of each campus.
There is a sports area in the centre of the campus of the university. The cafeterias are hexagonal buildings at
the bottom on the right. At the bottom on the left there are square buildings which are gymnasiums. Above the
sports areas are several rectangular buildings. In the plan of this particular university there are two rectangular
buildings which are vertical and one which is horizontal ( ). One of the other universities has two rectangular
buildings: a horizontal one and a vertical one ( ). The other university has two horizontal buildings and a
vertical one ( ).
Exercise VI
Read the following:
This is the diagram of a college of technology. In the centre of the diagram there is a circle which contains the
administrative office. Beside the circle, on the left and on the right are two long rectangles: the engineering
school and the computer centre. Below these two buildings are two big squares which are laboratories. The
small square between these two buildings is the auditorium. Above the administrative offices there is a large
triangle. This contains the cafeteria. The small triangle on the right of the cafeteria is the gymnasium and the
one on the left is the business school.
9
Look at figure A and read the following:
(1) This is the plan of a new university. (2) This university was constructed in 1974. (3) But there are other very
old universities. (4) Examples of these are the University of Lima, the University of Mexico and the University of
Santo Domingo. (5) Some people argue that this last University is the oldest in America. (6) Nevertheless,
these three universities were the first founded in this continent.
Exercise VII
Refer to the previous text. What do these words replace?
1) This (sentence 1) replaces ______________________
2) This university (sentence 2) replaces ______________________
3) These (sentence 4) replaces ______________________
4) This last university (sentence 5) replaces ______________________
5) These three universities (sentence 6) replaces ______________________
6) This continent (sentence 6) replaces ______________________
10
Pre- reading
¿Cuál de estas imágenes relaciona con Edimburgo? ¿Por qué? Intercambie ideas con sus compañeros.
The Old Corner of Edinburgh
1 The city of Edinburgh has many facets: classical architecture, valleys, Georgian crescents, graceful bridges,
green parks and a medieval fortress. It represents the dual face of an old city, the Old Town, and a new neo-
classic urban development, the New Town.
Castle Rock is in the heart of the Old Town. Today, it is a historic monument and also a working military
5 establishment.Inside the castle you can admire Saint Margaret’s chapel, an old, small Norman chapel. It is
approximately 1000 years old and it is still in use.
The castle is the symbol of the Scottish monarchy. In the Crown Room you can see the ancient honours of
Scotland – the crown, sceptre and sword of state. Nearby, is The Great Hall.It has an ornate wooden ceiling and
an interesting collection of weapons and armour.
10 In August, the Castle Esplanade is the venue of the world-famous Edinburgh Military Tattoo. There, the Scottish
regiments host a lively programme of military music, marching and historical enactment.
Leaving the Castle Esplanade, there is the Royal Mile. These historical streets are the symbol of Edinburgh’s
medieval times.
At the other end of the Royal Mile is the Palace of Holyroodhouse. It represents the union of Scotland and
15 England to make Great Britain.
(Carlassare, Jorgelina with Harris, Michael & Mower, David &Sikorzynska, Anna; Art and communication on
stage Elementary; Longman 2001)
11
1)Complete the chart with information from the text:
NAME of the country where Edinburgh is located:

…………………………………….
Characteristics of the city:
. ------------------------------------------
.------------------------------------------
. -----------------------------------------
. -----------------------------------------
. -----------------------------------------
. -----------------------------------------
.classical architecture
Dual face of Edinburgh: a) Old Town
b) ……………..
Names of some rooms in the castle: a) ………….

b)…………..
c) .…………
Place where Scottish regiments host a programme of

military performance: ………………………..
A symbol of Edinburgh´s medieval times:
………………………………..
2) What do these words in the text refer to?

It (line 2) __________________________________________________
It (line 4)__________________________________________________
The castle (line 5)__________________________________________
It (line 6)__________________________________________________
It (line 8)_________________________________________________
There (line 10)_____________________________________________
These (line 12)_____________________________________________
It (line 14)_________________________________________________
12
3) Decide whether the following statements are true (T) or false (F). Justify the false ones.
1) ____Edinburgh is divided into the Old and the New Town.
2) ____Castle Rock is located in the New Town.
3) ____Saint Margaret’s chapel is no longer used.
4) ____Castle Rock symbolizes Scottish monarchy.
5) ____Edinburgh Military Tattoo is held at the Royal Mile.
4) Answer the following questions:

a) What is Castle Rock known for today?
b) What is Saint Margaret´s chapel like?
c) Which elements are the ancient honours of Scotland?
d) Where can you see a collection of weapons and armour?
e) What does the palace of Holyroodhouse represent?
5) Choose the best translation:
working military
establishment (line a) establecimiento b) establecimiento de c) trabajo militar de
5/6) militar en trabajo militar establecimiento
funcionamiento
a new neo-classical a) un nuevo desarrollo b) un nuevo desarrollo c)un nuevo desarrollo
urban development urbano neoclásico neoclásico urbano clásico y urbano
(lines 3)
an ornate wooden a)un cielo de madera b)un cielorraso de c) un techo de madera
ceiling con flores madera ornado muy florido
(line 11)
The symbol of a) el símbolo en b) el símbolo de los c)el símbolo de
Edinburgh´s medieval Edinburgh de los tiempos medievales de Edinburgh está en los
times(line 12) tiempos medievales Edinburgh tiempos medievales
13
Pre- reading
Las fotos corresponden a niños pobres. ¿Cuál cree que es la diferencia entre los dos grupos (Street children/
Street-working children)? ¿Puede unir las imágenes con la correcta clasificación? ¿Puede agregar otras?
Street children
Street-working children
Reading
Leamos y verifiquemos la información:
Rob Thompson reports
1 Eduardo Drío, aged 16, does voluntary work with street children in his home city of Manila, the
capital of the Philippines.
“Over 100 million children in the world live on the streets because they have no home. I do voluntary work
with “Street Rescue”, an organization which helps street children to leave the streets and have a normal
5 life.
You mustn´t confuse “street children” and “street- working children”. Street - working children make money
by selling sweets, chewing gum, flowers and things like that. Then they go home. They`re lucky! They
don´t have to sleep on the streets at night.
Street children haven´t got a home. They have to work and live on the streets all the time. They have to
10 beg, steal or sell things to make money and they have to sleep in shop doorways and in bus shelters. The
city is a dangerous place, especially at night, and these children mustn´t relax for a moment.
Here in Manila, there is an area of the city where there are lots of street children. First we talk to them and
give them food and medicine. Slowly, they begin to trust us and we persuade them to come to our hostel
to eat and sleep. Most of the children hate answering questions about their family or where they come
15 from. They prefer talking about their life on the street. That´s ok with us. They don´t have to tell us things if
they don´ t want to but if they want to talk, we listen.
Finally there is an education programme to give kids a chance to find work. We want them to improve their
lives. They mustn´t stop trying.”
14
1) Read the passage and match each concept with the appropriate description.
Street Children a) don´t have to sleep in the Street

Street-working children b) is an organization
“Street Rescue” c) haven´t got a home
d) helps children to leave the streets
e) sell things in the street
f) beg, steal or sell things
g) gives food and medicine to children
h) don´t have to tell about their family
2) Fill in the chart with more information from the text.
Street Children Street working Both “Street Rescue”

children
_________in doorways _______ ____ home. Work ____ _____ Gives children _____,
and shelters. _____. ______ ______ _______.
Haven´t got a Sell ______ ______ ______ ________ ______have a

___________. In the streets. to answer questions. normal life.
3) Are these sentences TRUE (T) or FALSE (F)? Correct the false ones.
a) ___ Street children are lucky because they have got a home.
b) ___ Street children must pay attention at night because the city is dangerous.
c) ___ There aren´t many street children in Manila.
d) ___ Eduardo is a street child and sells sweets in the streets.
e) ___ Street working children go home after work.
4) Find words with the same meaning and translate them into Spanish.
doing something because you want (line 1):

ask for money or food (line 10):
place to protect yourself from rain, danger, etc.(line 10):
confidence in something or somebody (line 13)
children (line 17):
15
Pre- reading
Discussion
1. ¿Le gustaría estudiar en el exterior? ¿Por qué? ¿En qué universidad?

2. Describa qué ventajas tendría estudiar en otro país. Compare ideas con sus compañeros.
Reading
Lea y verifique si Kent es el lugar que elegiría para estudiar.
Susan, who`s a student from France, would like to study abroad. So she´s looking for a
prestigious university where to study. She´s visiting different websites and looking for
information! She`s comparing programmes, subjects, accommodation and so on. This is
one of the universities websites she´s reading about:
Study at Kent
1 Kent is a favourite destination amongst international
students for its globally recognized degrees,
cosmopolitan environment and exciting work
opportunities both during and after your studies.
5 Kent degrees are based on World Leading

Research (Research Excellence Framework) and are
taught by leading academics in their fields. The
university offers flexibility and choice throughout its programmes.
There are helpful pathway opportunities for international students, including English language
10 and Foundation courses, to help you meet the requirements of your chosen degree.
Kent has partnerships with many international institutions, which create study abroad and
work placement opportunities as part of its programmes. Kent graduates enjoy excellent
career prospects around the world, and graduate starting salaries are within the top 20% in
the UK.
15 The university provides dedicated support for its international students, with a choice of
accommodation on campus.
Students who choose to study at Kent have the chance to study in some fantastic locations in
the UK and the rest of Europe. Kent also offers generous scholarships and funding for
international students. Read our further information on why students choose Kent.
http://www.kent.ac.uk/internationalstudent/study-in-kent/index.html
16
1. Complete the chart with information about KENT UNIVERSITY:
 Location:
 Advantages for International students:
 Job Opportunities:
2. CONTEXTUAL REFERENCE. What do these words in the text refer to?:
its (line 2)=

their (line 7)=
you (line 10)=
which (line 11)=
our (line 19)=
3. What do these discourse markers indicate?
AFTER (line 4) indicates contrast sequence conclusion
AND (line 10) indicates addition contrast result
ALSO (line 18) indicates condition example addition
4. Find words with the following meanings and translate them into Spanish:
a. Belonging to all the world; not limited to one part of the world (paragraph no 1)=
b. coming in advance of others; first (paragraph no 2)=
c. an academic title given when you complete your studies (paragraph no 3)=
d. the act of giving assistance (paragraph no 5)=
e. a gift of money to help a student with his or her studies (last paragraph)=
17
Studying in Australia
Pre- reading
 ¿Le gustaría estudiar en Australia? ¿Por qué?
 ¿Qué ventajas y desventajas cree que tendría estudiar inglés allí?
Reading
Lea y verifique si hay coincidencias con sus respuestas
1 With rising fees at European universities, Australia

is now becoming a definite option for people who
want to save money and have new experiences
while studying. Universities are based on the
5 British model in terms of structure and teaching
and links with Britain are still strong. However, they are not just imitations of the older
universities; they now have a noticeable and academic and organisational flavour of their own.
Educational standards are high and in many ways Australia is ahead of Britain in the
development of world class higher education. What about living in Australia? People from all
10 over the world are warmly welcomed and accepted as equals. People work hard but know how
to relax and have a good time. As for the cost of living, Australia is cheaper than Britain for food,
rent and basic clothing but other things are not such good value, for instance, imported clothing
and cars. Australia is definitely worth considering for a good time and a world class degree.
1) Are these sentences TRUE (T) or FALSE (F)? Correct the false statements:
a) ___ European universities are cheaper than Australian ones.
b) ___ British and Australian universities are similar in terms of structure and teaching.
c) ___ Academically and organisationally, Australian universities are unique.
d) ___ Britain is better than Australia in developing world class higher education.
e) ___ Australians do not like foreigners.
f) ___ Australians can balance work and spare time.
g) ___ Food, rent and basic clothing are more expensive in Britain.
h) ___ It is very convenient to buy imported clothing and cars in Australia.
18
2) Complete the chart:
Advantages of studying in Australia:
 Educational standards:________________________________________
 World class higher education: __________________________________
 Local residents: _____________________________________________
 Cost of living: _______________________________________________
3) Contextual reference. What do these words refer to?
they (line 6): __________________________________

the older universities (line 7):____________________
their (line 7): __________________________________
4) What do these discourse markers indicate?
However (line 6) introduces: contrast addition exemplification

for instance (line 12) introduces: exemplification addition conclusion
Australia is now becoming a definite option:

1) Australia es la opción definitiva
2) Definimos a Australia como una opción
3) Australia se perfila como una opción concreta
other things are not such good value:

1) otras cosas no valen tanto
2) otras cosas no son tan convenientes económicamente
3) otras cosas no están bien valoradas
Australia is definitely worth considering:

1) Vale la pena considerar a Australia
2) Australia está definitivamente bien considerada
3) Australia es un lugar de alto costo
19
Essential skills for life
Pre- reading
a. Cuando termine de estudiar, ¿Qué habilidades cree que debería desarrollar para enfrentar el mundo no
académico? Por ejemplo, ¿Sabe depositar dinero en una cuenta en forma virtual?
b. ¿Haría un curso para aprender estas habilidades?
Reading
Leamos y veamos qué ofrece este curso:
1 From next year, every student in the final year of our school will study for a compulsory
Diploma of Practical Achievement. This will be in addition to the normal examinations. Up to
now, the course has been optional, but from now on every student must take it.
The aim is to equip students with “life skills”, which the Diploma divides into eight
5 categories. These cover a range of things relevant to life beyond school, from sending an e-mail
to giving presentations to an audience. Under the heading “survival”, for example, students can
learn car maintenance, first aid and cooking. We have discovered that many students cannot do
simple things such as mend a puncture or boil an egg. At the other extreme, the Diploma
includes such things as how to design a webpage and how to cope if someone has a heart
10 attack. It has been called a “Diploma in Common Sense” On the course, the students will not be
taught in the traditional way, but rather will be guided and encouraged to do things for
themselves. This is above all a practical “hands-on” course. To a greater or lesser extent, good
schools have always tried to develop these skills. Unfortunately students have not always shown
much interest because such skills are not directly related to passing exams for higher education.
15 We hope this will change now that we have a proper course that will lead to a recognised
diploma.
(Stanton, Alan & Stepehens, Mary; Fast track to FCE Coursebook, Pearson Longman 2001)
this (line 2): ___________ These (line 5): __________

it (line 3): ______________ It (line 10): _______________
which (line 4): _________ This (line 12) _____________
20
a) ____The Diploma of Practical Achievement will be obligatory for final year’s

students.
b) ____The abilities students learn in the course apply only to school.
c) ____This course is only theoretical.
3) List the skills that you can develop in the course:
a) __________________________________________________________
b) __________________________________________________________
c) __________________________ : d) ____________________________
e)___________________________ : f) _____________________________
g)___________________________ : h) ____________________________
i) ___________________________________________________________
a. From next year (line 1)

i. El año que viene
ii. A partir del año que viene
iii. Hasta el año que viene
b. Up to now (line 2)
i. A partir de ahora
ii. Ahora
iii. Hasta ahora
c. from now on (line 3)

i. A partir de ahora
ii. Ahora
iii. Hasta ahora
21
Pre- reading
¿Quiénes son estos tres personajes famosos? ¿Qué sabe sobre ellos? Escriba algunas palabras claves sobre
cada uno:
____________ ______________ _______________
Reading
Una los nombres de los personajes famosos con los párrafos:
1  __________________ was born near Florence in 1452. Hewas a painter, but he was also a great
scientist and a mathematician. He painted some famous pictures, like the “Mona Lisa”. He worked
in Milan for Lodovico Sforza. He did not paint many pictures there. He designed war machines.
Afterwards he went to France. He died there in 1519.
5  _______________ lived in England in the sixteenth century. He left home when he was a young
man and went to London. He became an actor and wrote plays. They were very popular and he
earned a lot of money. He bought a big house in Stratford-upon-Avon and lived with his wife and
daughters. He died on the 23rd April, 1616.
 _______________was Spanish. He was a soldier when he was young. He fought at the battle of
10 Lepanto. Later he was a prisoner in Algiers. He returned to Spain and wrote plays, but they were
not very successful. When he was fifty, he started his greatnovel “Don Quixote”. He was an old
man when he became famous. Hedied on the 23rd April, 1616 – the same day as Shakespeare.
22
1) Choose the best title:
a) Great contemporaries.
b) Three famous artists in history.
c) Important writers in history.
2) Complete the following chart with information from the text.
NAME of the artist or writer COUNTRYwhere ACTIVITIESduring

he was from his life time
..........................................
..................................... .................................... ...........................................
..........................................
..................................... ENGLAND *Writer of plays
………………………….
....................................... ……………………………
SPAIN …………………………….
……………………………..
3)Contextual reference. What do these words refer to?
He(line 1):________________________________________
there(line 4): ________________________________________
he(line 5):________________________________________
they(line 6):________________________________________
he(line 10):________________________________________
23
4)Are these sentences TRUE (T) or FALSE(F)?
a) ___ Leonardo Da Vinci was not only a painter but also a great scientist and a mathematician.
b) ___ Leonardo painted many pictures while he was in Milan.
c) ___ Shakespeare left his home when he was young.
d) ___ During his life, Shakespeare made a lot of money.
e) ___ Cervantes `s plays were very successful from the beginning of his career as a writer.
f) ___ Cervantes and Shakespeare died on different days.
5) Correct the following sentences only if necessary:
 Leonardo Da Vinci only painted one famous picture: “The Mona Lisa”
 Shakespeare lived in Stratford – upon- Avon.
 Cervantes became famous ever since he was young.
 He wrote “Don Quixote” when he was middle-aged.
BUT(line 1) introduces addition contrast exemplification
AFTERWARDS (line 4) introduces time sequence an explanation consequence
LATER (line 10) introduces consequence addition time sequence
AND (line 10) introduces explanation transition an addition
24
Japanese Prints
Pre- reading
¿Fue alguna vez a una exhibición de arte? ¿Cuándo? ¿Dónde? ¿Qué tipo de arte había?
Reading
Lea este folleto. ¿Le interesaría ir a esta exhibición? ¿Por qué si/ no?
Japanese Prints
This exhibition starts on 1 July at the Newman gallery in Dinham

and ends on 15 September. At 6.00 pm on Friday 3 July there is a
talk onJapanese painting by A. Enwright. In August come and
enjoy talks on Japanese culture.
Opening times: Mon- Sat from 10.00 am to 6.00 pm.

Admission: free
1. The breaking wave off Kanagawa – Hokusai 2. Rain shower on the Ohashi bridge
Hiroshige
1. The Ukiyo-e (or every day) was a school of printing in Japan during
the eighteenth and nineteenth centuries. The printings show landscapes
or scenes from everyday Japanese life. These printings influenced
Western artists like Degas and Van Gogh.
2. Hokusai (1760- 1849) was a well-known artist of the Ukiyo-e

school. He produced Thirty-six Views of Mount Fuji between
1826 and 1833. One print from this series, The Breaking Wave
Off Kanagawa, shows a huge wave above a fishing boat. The wave
is moving across the picture, showing the power of a storm at sea.
Under the wave, the men in the boat look tiny. Behind the waves, in the
background of the picture, we can see Mount Fuji. Hokusai brilliantly uses dark colours and strong, clear
lines in this print.
3. Hiroshige (1797-1858) was another artist of the Ukiyo-e school. Rain shower on the Ohashi Bridge is a
good example of his work. In the picture there are people going across a bridge, in heavy rain. Near the
bridge there is a fisherman in a boat and in the background, there are trees along the river. The fishing boat
is between the bridge and the trees. In this print, Hiroshige uses dark green and grey colours to show a
rainy day in nineteenth century Tokyo.
25
1) Complete the chart with information from the text:
Dates of exhibition:
Place of exhibition:
School of printing:
Names of artists:
Subjects of prints:
Name of the lecturer:
2) Are these sentences TRUE (T), FALSE (F) or NS (NOT STATED)?
a) ___ Visitors have to pay to see the exhibition.

b) ___ Visitors can’t see the exhibition on Sundays.
c) ___ Both prints show a rainy landscape.
d) ___ In August A Enwright is giving a talk on Japanese culture.
e) ___ The Breaking Wave Off Kanagawa shows some trees along the river.
3) Find words with the same or similar meanings and translate them into Spanish:
natural scenery or an imitation of it (paragraph 1):

occasion of violent weather conditions (paragraph 2):.
structure of wood, stone, etc carrying a road across a river, canal etc. (paragraph 3):
allowed to be seen (paragraph 3):
26
Pre- reading
Escriba 5 preguntas que le gustaría saber sobre el primer Emperador Chino:
Reading
Veamos si las respuestas a sus preguntas están respondidas en el texto:
1 China has a long history. Its civilizations date back more than three thousand years.
Through the centuries of its earliest history, the region was divided into separate kingdoms,
with armies that fought each other. As time passed, one especially ambitious king took
opportunities to gain greater power. This king moved beyond controlling his own small 1
5 western kingdom, and conquered other kingdoms to the northeast, southeast, and east. The
king, who became known as Qin Shih Huang-di, declared himself ruler of the entire region in
221 B.C. The original kingdom was called Qin, or Ch’in, and its name is the source of the
name China.
Qin Shih Huang-di was the first emperor of China. His dynasty lasted only fifteen years.
10 Yet he was, and is, an important figure because of his role as the founder of China. In
addition to creating a centralized government, Qin Shih Huang-di organized the rebuilding of 2
a defense system that would grow into the famous Great Wall of China. He also had a tomb
built for himself, and was buried with a life-sized army of thousands of soldiers and horses
made of pottery. The tomb, uncovered for the first time in the 1970s, is one of the greatest
15 archaeological finds of all time.
27
1) Match the facts and details to the paragraphs:
Facts and Details
Qin Shih Huang-di Great Wall, tomb 1970’s
three thousand years, Places such as western founding of China, centralizing

221 B.C. kingdom, northeast, government
southeast, and east,
Its (line 1): ________________________________________
himself (line 6): ________________________________________
His (line 9):________________________________________
one of the greatest archaeological finds of all time. (lines 14/15):……………………………
3) Fill in the web with information about Qin Shih Huang-di´s life:
Qin Shih Huang-di
Emperor
realms (line 2):
chances (line 4):
person who governs a country (line 6):
first (line 7):
with great popularity (line 12):
28
PABLO NERUDA
Pre- reading
a. ¿Cuánto sabe sobre la vida de Pablo Neruda?
___Neruda was born in Uruguay.

___ Neruda lived in the 19th Century.
___ He wrote novels and poems too.
___ He was only a writer.
___ He died in Chile
___ He was killed.
Reading
b. Lea y verifique si sus respuestas son correctas:
1 The poet, Pablo Neruda, was born Ricardo Eliecer Neftalí Reyes Basoalto in the
Chilean town of Parral in 1904. He is one of the most renowned Latin American
poets of the 20th Century. He was born in Chile in 1904. His father worked on
the railways, His mother, who died when he was only one month old, was a
5 teacher.
As a teenager, Neruda began to write poetry, and when he was nineteen, he
wrote a book of poems called Crepusculario “Twilight.” His early poems were truly romantic. His second
book of poems, “Twenty Poems of Love and a song of Desperation,” was very successful. It contains the
kind of poems that a boy writes when he falls in love for the first time. Neruda sold over a million copies of
10 the book all over the world.
Neruda´s later poems were often political, and more serious. His most famous poem is “Canto
General” (1950). This is a long poem about the history of the Latin American continent. It tells of the fight
for freedom and has illustrations by the two famous Mexican painters, Diego Rivera and David Alfaro
Siqueiros.
15 Neruda was also a diplomat and politician. He represented Chile in Asia, Latin America, France and
Spain. He was a senator in Chile from 1945 to 1948 and in 1970 he ran for president. He won the Nobel
Prize for Literature in 1971, only two years before he died in Santiago, Chile. Though his death was
officially attributed to prostate cancer, there have been allegations that the poet was poisoned, as he died
right after the rise of dictator Augusto Pinochet to power.
20 In the 1990s, an Italian film, II Postino (The Postman) described Neruda´s visit to a beautiful Italian
island and created a new interest in his poetry.
29
1. Read the text and complete the factfile:
Full name
Date and place of birth
First book
First success
Most famous poem
Diplomatic career
Political career
Most famous prize
Date and place of death
Reasons for death
His (line 3):________________________________________
who(line 4):_______________________________________
It(line 8): __________________________________________
This(line 12):_______________________________________
he(line 16): ________________________________________
admired(line 2):
absolutely(line 7):
more than (line 9):
accusations(line 18):
ascension(line 19):
30
Confucius
Pre- reading
Complete con información que sabe sobre CONFUCIO:
 Century he lived?
 Nationality?
 Job?
 Personality?
 Activities?
 Main characteristics?
 Famous for?
Reading
Lea y verifique si sus respuestas son correctas:
1 Master Kong Qiu, as his name translates from Chinese, lived from 551 to 479 BC, and remains the most
important single philosopher in Eastern history. He espoused significant principles of ethics and politics, in
a time when the Greeks were espousing the same things. We think of democracy as a Greek invention, a
Western idea, but Confucius wrote that the best government is one that rules through ‘rites’ and the
5 people’s natural morality, rather than by using bribery and coercion. This may sound obvious to us today,
but he wrote it in the early 500s to late 400s BC. It is the same principle of democracy that the Greeks
argued for and developed: the people’s morality is in charge; therefore, ruled by the people.
Confucius defended the idea of an Emperor, but also advocated limitations to the emperor’s power. The
emperor must be honest and his subjects must respect him, but he must also deserve that respect. If he
10 makes a mistake, his subjects must offer suggestions to correct him, and he must consider them. Any
ruler who acted contrary to these principles was a tyrant, and thus a thief more than a ruler. Confucius
also devised his own, independent version of the Golden Rule, which had existed at least a century in
Greece before him. His phrasing was almost identical, but then furthered the idea: “What one does not
wish for oneself, one ought not to do to anyone else; what one recognizes as desirable for oneself, one
15 ought to be willing to grant to others.” The first statement is in the negative, and constitutes a passive
desire not to harm others. The second statement is much more important, constituting an active desire to
help others. (The only other philosopher of antiquity to advocate the Golden Rule in the positive form is
Jesus of Nazareth.)
31
He (line 2):________________________________________
We (line 3):________________________________________
His (line 10 ):______________________________________
promoted (an idea, an aim, etc ) (line 2):
ceremonial religious acts ( line 4 ) :
supported ( line 8 ):
a person who is under the dominion of another ( line 9 ) :
give (line 15):
wish (line 16):
THEREFORE (line 7) introduces addition contrast consequence

ALSO (line 8) introduces time sequence an explanation addition
THUS (line 11) introduces explanation conclusion an addition
BUT (line 13) introduces consequence addition contrast
4) Answer the questions in Spanish
1- Which was the concept of democracy according to Confucius?

2- How must an Emperor be according to Confucius?
3- Explain the concept of “The Golden Rule “.
4- Where did “The Golden Rule “originate?
32
CHRISTOPHER COLUMBUS SETS SAIL
Pre- reading
Las siguientes palabras y fechas tienen que ver con Cristóbal Colon. ¿Podría armar oraciones con ellas?
1451 Italy Indies expensive Santa Maria Pinta/ Niña

round Queen Isabella 1492
Reading
Ahora leamos y verifiquemos la información.
1 Christopher Columbus, born in 1451, grew up in the great

center of Genoa, Italy. Then he moved to another port city- Lisbon,
Portugal – the center of an Atlantic Ocean trade that extended all the
way from Northern Europe down the coast of Africa. Columbus sailed
5 on ships that made these voyages, and when he looked westward
across the ocean, he imagined the Indies.
China and other lands of Asia were known as the Indies. Wealthy Europeans paid high
prices for the spices, jewels, silks and other treasures of the Indies. The only way that European
merchants could get these items was by taking dangerous and lengthy overland routes eastward.
10 Columbus had read the geography books of the time. It was well known that the world was
round, so Columbus was sure that a ship sailing west from Europe would reach the same lands
that overland travelers reached by heading east.
A voyage of exploration was enormously expensive. Columbus tried to persuade the
rulers of Europe to sponsor him. The king of Portugal said no. The king chose instead to sponsor
15 explorers such as Bartolomeu Dias, who in 1488 found a sea route to the east by sailing around
the southern tip of Africa.
Queen Isabella of Spain seemed interested in Columbus`s plan. But it took years for the
financial arrangements to be made. Finally, Columbus had a large ship, the Santa Maria, and two
smaller vessels, the Niña and the Pinta. On August 3, 1492, the ships set sail from the coast of
20 Spain on a voyage west. Columbus did not know that the world was much bigger than
geographers estimated, and that the Indies were not across the western coast. Columbus did not
know that his voyage would change the lives of everyone in the world.
33
1) Fill in the chart with information from the text:
Places Genoa,….
People Columbus,…
Geographical Ocean, ..
words
Ideas and The world was round,….
beliefs
Objects Jewels, …
2) Rearrange the sentences in the correct sequential order according to the text:
a) Columbus tried to persuade European rulers to help him

b) Columbus didn´t know that the Indies were not across the western ocean.
c) Columbus was born in 1451.
d) Isabella of Spain gave Columbus three ships.
e) He sailed on ships from northern Europe down the coast of Africa.
f) On August 1492 the ships sailed from the coast of Spain on a voyage west.
commerce (line 3):

very rich (line 7):
something that costs a lot of money (line 13):
help economically (line 14):
small ships (line 19):
THEN (line 2) introduces addition sequence consequence.
SO (line 11) introduces addition consequence contrast
BUT (line 17): introduces addition purpose contrast
AND (line 21): introduces addition consequence purpose
34
The Legend of Beowulf
Pre- reading
Mire la historieta ¿Recuerda la leyenda de Beowulf? ¿Quién era Beowulf? ¿y Grendel?
Reading
Lea y verifique si sus respuestas son correctas:
1 Once upon a time, there was a horrible monster called Grendel. He was half-man and half-
monster. He lived in Denmark. One day he went to the king´s castle. The king and his men
tried to kill the monster but their swords were not useful. A knight called Beowulf heard about
the problem and went to Denmark to help the king.
5 That night, Beowulf and his men took off their armour and put away their swords and went
to sleep. The monster came into the castle and killed a knight. Beowulf woke up and fought
the monster – he pulled off an arm!. Grendel went back to his home in a lake and died.
Grendel´s mother was very angry so the next night she went to the castle and killed a knight.
In the morning, Beowulf went to the lake. He killed Grendel´s mother with a special sword.
10 When he came back, the king was very happy and he gave Beowulf presents and money.
Beowulf returned to his country and became king. He was king for fifty years. But one day, a
dragon came to his country, and it attacked people. It lived in a cave with a treasure. The
dragon was very big and breathed fire. The knights were afraid and they did not want to fight
the dragon. King Beowulf was an old man but he put on his armour again and walked into the
15 dragon´s cave with his men. When they arrived, the dragon came out of the cave. They were
afraid and they all escaped. Only one knight stayed with Beowulf.
Beowulf killed the dragon with his knife, but he did not get the treasure. In the end, he
also died. his last words were: “Look after my country”.
1) What field does this text belong to?
_____________________
35
He ( line 1): ______________________________________
their (line 3): _____________________________________
his ( line 5): ______________________________________
he ( line 7): ______________________________________
his ( line 7): ______________________________________
she ( line 8): ______________________________________
he ( line 10): ______________________________________
it ( line 12): ______________________________________
they ( line 13): ____________________________________
his last words ( line 18): ____________________________
3) Are these sentences TRUE (T) or FALSE (F)?
a) ___ Beowulf was Danish.

b) ___ The king and his men killed Grendel.
c) ___ Beowulf was the name of the monster
d) ___ Beowulf was king in his country for a short period of time.
e) ___ Beowulf loved his country.
f) ___ Both Grendel and Grendel´s mother killed a knight.
g) ___ Grendel lived in a castle.
h) ___ The dragon lived in a cave.
i) ___ Beowulf killed the dragon with a sword.
AND (line 2) introduces addition contrast consequence.
SO (line 8) introduces addition consequence contrast
BUT (line 14) introduces contrast logical order result.
ALSO (line 17) introduces addition example contrast
36
4) Complete the chart with the description of Beowulf’s enemies:
Name of the category Description Where he lived Other

enemy characteristics
GRENDEL ---------------- and

half man
Very big
-----------------
5) Look for three key words from the text:
---------------- ---------------------- ----------------------
37
Snapshot of a famous pl ace
Pre- Reading
¿Escucho hablar de las Ruinas de Stonehenge? ¿Qué sabe sobre ellas?
A
1. Why was it built? Stonehenge is Britain´s most famous 1
monuments. It is a group of enormous stones
situated on Salisbury Plain in the south of
England. It was built between 2000 BC and 1400
BC and many of the original stones are still 5
2. How was it built? standing today.
B
There are two main circles of stones. One of
them inside the other. In the centre, the stones
3. Where is it situated?
are in a horseshoe shape around a central block.
The whole monument is surrounded by a ditch. 10
C
4. What does it look Some of the stones weigh 50 tonnes. They were
like? brought to the area from a distance of 30
kilometers. The stones were then shaped before
they were erected.
D
No one is sure why Stonehenge was built. Some 15
people say it was used as a temple to worship
the sun and that the block in the centre was an
altar. But archeologists now think that it was an
astronomical observatory to study the
movements of the sun, moon and stars.
1) Read the text and match the paragraphs with the questions.
38
It (line 2): _____________________________________
them (line 8): ___________________________________
they (line 11): __________________________________
it (line 16): _____________________________________
3) Use the words from the box to complete the summary about Stonehenge:
origin ditch stones south 3000 circles
Stonehenge is a monument in the _____________ of England. It is more than _____________ years old and
there are still some of the first _____________ standing there. Stonehenge consists of two principal
________________ of stones and they are surrounded by a ________________. Nobody exactly knows the
_______________ of Stonehenge.
4) Circle the correct information:
a. The stones are heavy/ light.

b. The monument is in the south / east of England.
c. Archaeologists think it was a tourist / scientific centre to observe / film the stars.
d. Some scientists / people think it was a religious / tourist place to worship the sun / God
popular (line 1):

very big (line 2):.
first (line 5):
principal (line 7):
historical place (line 10):
religious place or building (line 16):
people who study historical places (line 18):
place from where you can see the stars (line 19):
39
Pre- reading
Trate de definir lo que es una IMAGEN(en Arte) con 5 PALABRASCLAVES.
Reading
Lea y verifique si esas palabras aparecen en el texto:
FUNCTIONS OF THE IMAGES

WHAT IS AN IMAGE? “It is a likeness imitation of a person or thing sculptured, drawn or painted”
IT CAN ALSO BE: “A mental picture of something seen in the mind”
Images are used as a means of communication and they have reflected the different
concepts in history. They can be classified according to three important functions:
Symbolic function: in ancient times and the Middle Ages one of the functions of art
was to represent religious symbols. Images expressed the sacred: fertility idols, gods, Christian
iconography. In modern societies some images still work as symbols. The white dove, for
example, is a symbol of peace.
Informative function: Images can carry information. Since World War II photographs
are used to transmit facts and news about the world. Other examples are maps, paintings of
historical events, etc.
Aesthetic function: An image may offer pleasure to the eye, transmitting an idea of
beauty or taste, or communicating the inner state of the artist.
Pablo Picasso painted

Guernica between May
and June 1937, for an
international exhibition in
Paris. The painting was
inspired by the dramatic
bombing of Guernica city
during the Spanish Civil
War and it denounces the
people´s suffering.
40
Function Age or time Past symbols
 Symbolic _______________  __________

(represented _______________  __________
religious symbols)  __________
IMAGES  __________
 ____________ WW II  __________
(carried  __________
information)
 Aesthetic Images offered pleasure

(transmitted an to the eye
___________
___________
of an artist)
2) Another function of the language can be the exemplificative one. Can you find examples in the text?
 Eg. The sacred

 ___________
 ___________
 ___________
 ___________
3) Look at Picasso`s picture, read the information and answer the questions:
a. When did Picasso paint “Guernica”?

b. Where did he exhibit it?
c. What does the picture represent?
4)Contextual reference.Read about Picasso`s picture, What do these words refer to?
The painting (line 5):_____________________________________
It (line 9):________________________
41
Every gesture tells a story
Pre- reading
¿Cree que los gestos y lenguaje corporal son importantes a la hora de interactuar con alguien?¿Cuál
considera usted positivos en una interacción comunicativa?
Reading
Leaning in one 1 WHEN WE THINK about language and communication we usually think
side. This of speaking. But our gestures and movements, in other words ,our body
expresses language, says much more about us than our words.
understanding Body language tells us what others are really thinking or feeling, too.
and 5 Psychologist, Susan Quilliam says that words make up only seven per
support. cent of the communicating we do, while 93 per cent comes from silent
signals. Children understand it naturally, but as we grow up the
emphasis shifts towards words and we lose the knack of picking up these
silent signals. Adults become very good at saying things they don’t
10 necessarily mean. Body language works together with verbal language,
but sometimes the two can be contradictory. For example, people may
Leaning back and say they agree with you, at the same time tilting their chair back and
tilting the leaning away from you. By physically distancing themselves from you,
chair back. This they are actually expressing disagreement.
shows
15 ‘Some people are extremely good body language liars,’ says Susan
disinterest and
Quilliam. For example, politicians learn to use certain gestures to create
distance from
the right impression. But maybe they are not as successful as they hope.
the speaker.
Before believing what you see in a person’s face you should move further
back to see their whole body. The further you get from their face the
20 more truthful people become. Feet are a really good indicator. Tapping
them show restlessness and desire to escape.
Some facial gestures, however, we do instinctively. For instance, the
pupils in our eyes dilate when we are attracted to someone. So much
body language happens unconsciously. If we want to use and understand
25 gestures successfully we need to be aware of them and their different
meanings. Watching out for body language in ourselves and others helps
us communicate better. If you learn to decipher and use body language
well, you will become as fluent with it as you are with verbal language
Cupping hands. Used when

speaking precisely.
Extending the forefinger. Used when

speaking threateningly.
42
We (line 1):_____________________________________
they (line 9):___________________________________
the two (line 11):__________________________________
they (line 17):_____________________________________
them (line 21):_____________________________________
2) Read the passage and complete the following:
a) Communicating is a combination of words, _______________ and _____________.
b) The combination of these elements is called ___________________.
c) Gestures and movements are also called _____________ signals.
d) The process of communication includes 93 % of _________ _________ and 7% of _____________.
To form (line 5):

To become adult (line 7):
To change position or direction (line 8):
Opposite of win (line 8):
People who don´t tell the truth (line 15):
Full (line 19):
Making quick rhythmical movements (line 20):
In continuous excitement and movement (line 21):
1- ___Words and body language are equally important in communication.
2- ___ Children can´t understand body language or gestures.
3- ___ Adults may say they agree with you while their body shows the opposite.
4- ___ Politicians only make use of words to sound convincing.
5- ___ If you are attracted to someone, you are conscious of your body language reaction.
6- ___ Understanding body language and gestures can help control them more consciously and
communicate more fluently.
43
Fulbright – Ministry of Education Grants
Name of Applicant: Country: Argentina
Foreign Language Teaching Assistant Exchange Program
Attach a photograph taken within the last six months. Make sure your full name is written on the back in case the photograph is
accidentally detached
Name of applicant (Enter Full Name; underline family name)
EXACTLY AS APPEARS IN PASSPORT
First: Middle: Last:
Gender: Male Female
Present Address (Street address and number; city, state/province)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Present telephone number
Permanent Address (Street address and number; city, state/province)
_____________________________________________________________________________________
_____________________________________________________________________________________
Permanent telephone number:
Place of birth (city or town and country):
Date of birth (month/day/year):
Country of your present citizenship:
Marital status (single, married, widowed or divorced):
Age of children, if any:
How did you learn about this Program?
44
Are you willing to perform actual classroom teaching duties? Yes No
OR
Do you prefer to have primarily an assistant role (e.g. language lab supervision, tutoring, animating conversation groups, etc.?)
Yes No
Both options are acceptable to you: Yes
OBJECTIVES: Write a clear and detailed description of your objectives. Give

reasons for wanting to participate in the program. Explain how the FLTA Program
fits with your previous education/training and your future objectives. Describe your
future plans.
THIS STATEMENT IS AN IMPORTANT PART OF YOUR APPLICATION.
FUTURE PLANS: DESCRIBE THE CAREER YOU PLAN TO PURSUE AFTER COMPLETION OF A
YEAR IN THE U.S. e.g. teaching, government, business, industry, or any plans of continued research
in your home country. Also, indicate if you will be returning to former employment, or if you have been
promised a position in your home country after completing the U.S. experience. If yes, please describe.
NON-ACADEMIC INTERESTS: Please list any non-academic interests (e.g. sports,

music, art, etc) Include information about your experience in these areas.
Language Proficiency (If you have taken any standard test of English language proficiency, please provide copy of the
test results. At most U.S. institutions, TOEFL results are preferred.
Test Taken_______________ Date Taken________ Results (Please attach copy)_________
45
EDUCATION: LIST EDUCATIONAL INSTITUTIONS ATTENDED
Name of Major Field Dates Actual Name of Degree Date Received or

of Study (Month and year) or Diploma (Do not Expected
Institution/Location
From To
translate)
University or
Professional
Secondary
LIST SCHOLARSHIPS OR FELLOWSHIPS HELD AT PRESENT OR IN THE PAST:

(Give source or sponsor, amount, where held, and duration and year)
INDICATE ACADEMIC HONORS OR PRIZES WHICH YOU HAVE RECEIVED:

Knowledge of languages including English: Rate yourself Excellent, Good, Fair or Poor. Include all languages in which you have
some competence. Indicate mother tongue.
Name of Language Reading Writing Speaking
46
OCCUPATIONAL EXPERIENCE: LIST POSITIONS HELD (begin with most recent employment, if any)
Name and address Type of Work Dates Reason for leaving

of Employer (Position Held)
LIST PROFESSIONAL SOCIETIES, FRATERNITIES OR OTHER ORGANIZATIONS IN WHICH YOU NOW HOLD MEMBERSHIP OR IN WHICH YOU
HAVE BEEN ACTIVE IN THE PAST (Indicate if you have held elective office)
IF YOU HAVE TRAVELED OR LIVED IN ANY COUNTRY OTHER THAN YOUR OWN INDICATE PLACES, DATES AND REASONS.
________________________________________________________________________
Provide the name, address and telephone number of individuals to be notified in case of emergency
In Home Country In the United States List Below any close relatives or
friends in the United States
(name, address, and relationship)
Please describe any physical impairment you may have (This information is gathered for statistical purposes and to ensure
appropriate placement. The program does not discriminate on the basis of race, color, religion, sex, national origin, and/or
physical impairment)
APPLICATION FOR FOREIGN LANGUAGE TEACHING ASSISTANTSHIP
CURRICULUM VITAE
The curriculum vitae should be a narrative statement concerning your personal history and future plans; it
should not be a mere listing of facts. It should include information about your background education, practical
experience, special interests, career plans, and your purpose in applying for this teaching assistantship in the
United States. Describe any significant influences on your personal and educational development. Comment on
the number of years of practical experience already completed in your field and describe briefly the most
advanced courses already pursued.
47
CONFIDENTIAL LETTER OF REFERENCE
This letter of reference must be written by a teacher under whom the applicant has studied or by someone
who has supervised the applicant in work, athletics or other relevant activity. This letter must be in
English. If not in English, then an accurate translation must be attached.
Name of Applicant __________________________Country _______________________________
Name of Referee ___________________________________________________________________
1. How long have you known the applicant?
2. In what capacity have you known the applicant?
Teacher or Professor Employer or Job Supervisor
School Counselor Other (please specify)
3. Please provide a candid evaluation of the applicant’s past performance and ability to pursue and
successfully complete a teaching assistantship in the United States. Your statement will be given
considerable importance by the American universities/colleges reviewing this application, and should,
therefore, be as complete and detailed as possible.
CONFIDENTIAL LETTER OF REFERENCE FOR___________________________(continued)
4. In the rating chart below please evaluate the applicant in comparison with other students whom you have known
during your professional career.
Excellent Very Good Average Below Average
Creative
Motivation
Self-confidence
Independence, initiative
Intellectual ability
Academic achievement
Disciplined work habits
48
Adaptability to New
Situations
Leadership Qualities
Potential for growth
5. Please indicate where the applicant would rank among students/employees currently or recently in
your department/organization.
________________________________________________________________________________
Name and Title (print)
________________________________________________________________________________
School, Company or Organization
________________________________________________________________________________
Signature ________________________________________ Date ___________________________
Please return directly to the Selection Committee in the applicant’s home country. Under no circumstances should
the completed form be returned to the applicant.
49
Superstitions
Pre- reading
¿Qué supersticiones relaciona con estos dibujos? ¿Conoce otras?
Reading
1 Many scholars believe that our superstitions were once part of ancient religions. Common examples
of superstitions are throwing salt over the left shoulder after accidentally spilling some, bowing to the
new moon while turning over the money in our pocket or purse,avoiding walking under a ladder, and
saying “Bless you” when someone sneezes.
5 Some superstitions come from the belief that similar actions produce similar results. Many people
believe that a newborn baby must be carried upstairs before being carried downstairs. This is to make
sure the childrises in the world and has a successful life. In Japan, a sick person should be given a
potted plant instead of cut flowers. A live plant represents hope for the patient´s recovery, But cut
flowers soon die.
10 Many superstitions are related to important events in our lives, such as birth, entering adulthood,
marriage, pregnancy, and death. They ensure that we pass safely from one stage of our life to the
next. For example, a person born on a Sunday will always have luck. A bride and groom will be
unlucky if they see each other on their wedding day before the ceremony.
A pregnant woman must eat the right food, or she will give her child an unwanted birthmark. After a
15 person dies, the doors and windows of the room should be opened so the spirit can leave.
We can only guess about the origin of most superstitions. For instance, some people think that
wearing the colour green is unlucky. This could be because green was supposed to be the colour worn
by the little people, or fairies, and for a person to wear it would make the fairies jealous and so likely to
do the wearer harm. The number 7 may be unlucky because it is the sum of 3 and 4, which are
20 numbers many ancient peoples associated with male and female. Many people believe that the more
modern superstition that lighting cigarettes for three people from one match will bring bad luck comes
from the First World War. At night, a match that stayed lit long enough to light three cigarettes gave a
target for the enemy.
Whatever their origin, superstitions will probably be with us all the time people fear other and are
25 uncertain about the future.
50
1) Answer the questions:
a) Why must new babies be carried upstairs?
b) When do babies get unwanted birthmarks?
c) When do fairies harm people?
d) What do the numbers 3 and 4 represent?
e) Why was lighting three people´s cigarettes from one match dangerous in the past?
our (line 1) : ________
they (line 11): ________
their (line 13): ________
she (line 14): _______
it (line 18): _______
which (line 19): _______
1) ancient (line 1) a ancianas b antiguas c históricas
2) rises (line 7) a se cría b se desarrolla c asciende
3) live (line 8) a candente b en vivo c viva
4) stage (line 11) a etapa b escena c escenario
5) likely (line 18) a apropiadamente b prometedora c probablemente
6) peoples (20) a pueblos b gente c personas
7) long enough (22) a suficientemente grande b suficiente tiempo c largamente
8) whatever (line 29) a lo que b cualquiera c alguno
51
Tutankhamun’s tomb
Pre- reading
Relacione las siguientes palabras con Tutankamón?
Ancient Egypt gold mummy King Carter tomb
Reading
Leamos ahora y verifiquemos la información:
1 The tomb that Howard Carter stood in front of that November day did
indeed turn out to be that of Tutankhamun. Carter, even though he
had dreamed of this moment, for half his life, was still amazed by
what he found when he broke the seal and entered Tutankhamun’s
5 tomb. Rooms full of treasure –the king’s throne, golden furniture,
musical instruments made of silver, and gold-plated chariots– lay
before him. But perhaps the greatest find was the mummified body of
the king himself. Tutankhamun’s body was encased inside a series of
coffins, two of which were gold-plated. The innermost coffin was
10 crafted of solid gold inside, a golden mask shielded the king’s face
and his body was wrapped in layers of linen cloth. Carter’s search for
an undisturbed tomb was over. A lifetime of pursuing his fervent
interest in ancient Egypt had been fulfilled. In one sense Carter’s work was over; but in another sense,
it had just begun. The treasure discovered inside Tutankhamun’s tomb would be measured not only by
15 the amount of gold it held, but also by what it could reveal about ancient Egypt.
1) Fill in the blanks with vocabulary from the box:
found mummified throne discovery believe
furniture Egyptian in important
When Carter entered Tutankhamun`s tomb he couldn´t________________ what there was _______ it. He not
only _____________ the King´s __________, __________ and instruments, but also the _________ body of
the King. The _____________ of the treasure was ___________ because it revealed about ____________
history.
52
2) Complete the pyramid with information from the text:
materials
metals
objects
3) Correct the information if necessary:
a) Carter became interested in Egyptian history when he found Tutankhamun`s tomb.
b) There was more than one room in Tutankhamun´s tomb.
c) Tutankhamun´s body was encased in only one coffin.
d) Many important objects were wrapped in layers of linen cloth.
e) There was a great treasure before the mummified body.
result (line 2)=
very surprised (line 3)=
kept (line 8)=
chest for a dead body to be buried in (line 9)=
protected (line 10)=
ended (line 13)=
quantity (line 15)=
contained (line 15)=
53
Ancestors of the Human Race
1- Pre- Reading: Circule de los siguientes tópicos los que espera encontrar en el texto:
1. Nomenclature
2. Dates (e.g. 100,000 B.C.)
3. Similarities to modern humans
4. Differences from modern humans
Ahora lea el texto y compruebe la información que eligió en 1.
Neanderthal Cro-Magnon
110,000- 35, 000 BC 35,000- 10, 000 BC
Figure 1
(1) Two of the first European ancestors of the human race are the Neanderthal and the Cro-Magnon
man. (2) They are both very old, but the first one is even older than the second.
(3) Although their skulls are very similar, there are some characteristics which distinguish them. (4) The
Cro-Magnon’s head is larger than the Neanderthal’s (5) His face is wider and his chin is more
prominent.
(6) Although the Neanderthal and the Cro-Magnon man are very old, we have some other ancestors
which are even older, for example, the Australopithecus and the Paranthropus (Robustus).
(7) These two have some different characteristics too. (8) The Paranthropus is less similar to modern
man. (9) He is taller and his body is bigger. 10 ) He´s less similar to Anthropoids.
th
Adapted from Encyclopedia Britanica/Macropedia, Vol. 5 and 12.15 edition, 1974.
54
2- Contextual reference. What do these words refer to?
1. The first one (sentence 2):_____________________________

2. The second (sentence 2): _____________________________
3. His (sentence 5):____________________________________
4. These two (sentence 7):_______________________________
3- Refer to the text and complete the following statements

1. Neanderthal and Cro-Magnon from sentence (1) are substituted in sentence (2) by
__________________ and in sentence (3) by _____________ and _______________.
2. Paranthropus from sentence (8) is substituted in sentence (9) by __________________ and

__________________________.
4- You can understand many of the concepts in the text because some words are similar to
Spanish. For example: ancestors, humans, etc.
Find more examples in the text:
1…………………………….. 2………………………………. 3………………………………..
4…………………………….. 5………………………………. 6………………………………...
5- Write in the parentheses the number of thesentences from the text which contain the
following information:
a) Their skulls are very similar, but there are some characteristics which make them different. ()
b) The Neanderthal man is old, and the Cro-Magnon man is old, too. ( )
c) The Paranthropus and the Australopithecus also have different characteristics ( )
d) The head of the Cro- Magnon man is larger than the one of the Neanderthal ( )
e) The Paranthropus has fewer similarities to modern man ( )
f) The face of Cro-Magnon is wider ( )
55
Look at the drawings
Figure 2
Australopithecus Paranthropus
6- Complete the following. Use the words ONE - HE – THESE
The figure 2 shows two of the first ancestors of modern man. ___________ are
Australopithecus and Paranthropus. The one on the right is taller than the
_______ on the left. _____________is also more similar to modern man
because his body is bigger
56
Fly by day, fly by night
Pre- Reading
¿Qué diferencias y similitudes tienen las mariposas y las polillas? Piense sobre:
Color / body size/ life / food / activities / migration
1 Many people think that the biggest difference between butterflies and moths is their appearance. The most
important difference is how they live. The butterfly is usually active during the day. The moth is usually active
during the night. Butterflies and moths get the energy to stay active from flower nectar. They may also feed
on tree sap or very ripe fruit. Butterflies and moths use their sense of sight and their sense of smell to find
5 food. Because butterflies are active during the day when it is light, they mostly use their sense of sight to find
food. Moths,however, have to depend mostly on their sense of smell to locate food.
Most butterflies and moths have two sets of wings. The wings are covered by tiny scales that can only be
seen with a microscope. Butterflies usually have bright, colorful markings on their wings. These bold designs
make butterflies, such as the Monarch butterfly and the Painted Lady butterfly, look like living works of arts.
10 On the other hand, moths that flit around porch lights at night are pale and drab in comparison. When resting
on the bark of the tree, they may not even be noticed. Yet not all moths are dull-looking. Some are quite
colorful and even splendid. The Luna moth is light-green in color. Its wings are marked with red, white, yellow,
and maroon. The Luna moth can be as wide as four and a half inches when its wings are spread. The Luna
moth is not the largest moth in the world, though. The Atlas Moth has a wing span of one foot! The largest
15 butterfly, the Queen Alexandra birdwing, is only a little larger.
Some differences between a butterfly and the moth are not easy to see. For instance, butterflies and
moths both have a pair of antennae that protrude, or stick out of the top of their bodies. The tips of the
butterfly’s antennae are rounded and knobby. The tips of a moth‘s antennae are feathery. Another difference
between butterflies and moths is the way they hold their wings when they rest. A butterfly at rest holds its
20 wings up and clapped together above its body. A moth at rest holds its wings across its body.
Many butterflies and moths migrate. That means that they travel to different places at different times of the
year. The Monarch butterfly is the most famous migrating butterfly. Monarchs do something that no other kind
of butterfly or moth does. The same Monarch butterflies that fly south in the fall, fly north in the spring. Other
species of moths and butterflies migrate one way. No others make the return trip.
25 Butterflies and moths share many features. Yet they are different in ways that make each a very special
creature.
1. Read the passage and find different types of butterflies and moths and complete the chart:
Type Characteristics In common
Butterflies  ……………………..  ……………………..

 ……………………..  ……………………..
 ……………………..  ……………………..
 …………………….  …………………….
Moths
 …………………….  ……………………
57
they (line 3): _____________________________________

their (line 6): _____________________________________
they (line 11): ____________________________________
some (line 11): ___________________________________
its (line 13): ______________________________________
3) What do these discourse markers introduce?
HOWEVER(line 6) introduces addition contrast consequence
SUCH US (line 9)introduces example consequence contrast
THOUGH (line 14) introduces addition consequence contrast
FOR INSTANCE (line 16) introduces addition example contrast
YET (line 25) introduces contrast consequence addition
give food to (line 4):

power of seeing (line 4):
very small (line 7):
to fly very quickly (line 10):
colourless (line 10):
opposite of difficult(line 16):
to have things in common (line 25):
58
The Mind and the Brain
Pre- reading
¿Puede relacionar las ¿Conoce alguna teoría

palabras del dibujo? relacionada al gráfico?
¿Tienen algo en ¿Está de acuerdo con

común? estas ideas?
Reading
Leamos el texto:
1 Many hundreds of years ago, there was a man called Daruma, who was the founder of Zen Buddhism.
One day he sat in front of a blank wall and meditated. A disciple approached him and said, “I have searched for a
long time and still my mind has no peace. Please give my mind peace.” Daruma replied, “Give me your mind and I
will give it peace.” Daruma’s answer illustrates a problem that humanity has been trying to solve for more than
5 2500 years: What and where is the mind? Our own minds are very real to us, and yet the mind does not seem to
have a physical existence. That is, it cannot be located in space. What is the relationship between the mind and
the body?
Dualists (believers in two) believe that both the body and the mind exist. According to the dualists, the
body is made of matter and exists in time and space, and the mind is not made of matter and exists outside of
10 time and space. To the dualists, the body is like a machine that runs according to the laws of physics and
chemistry, but the mind is not controlled by these laws. (One philosopher called the mind “the ghost in the
machine”.)
Some philosophers called materialists say that only matter exists and that the mind is an illusion. Other
philosophers called mentalists say that only mind exists and that matter is an illusion. One humorist summed up
15 both these arguments by saying, “No matter, never mind.”
Many philosophers and scientists have tried to decide where the mind is located in the human body. Two
Greek philosophers, Empedocles and Aristotle, said that it was in the heart. Another Greek, Hippocrates, said that
it was in the brain. A doctor, Galen, thought the mind was located in the fluid inside the brain.
At the beginning of the nineteenth century, a subject called Phrenology was popular. According to
20 Phrenology, different functions of the mind were located in different parts of the brain. Phrenologists also believed
that the bumps on a person’s head revealed things about the brain (and mind) of that person.
60
Many modern scientists believe that the mind and the brain are connected, or that possibly the mind is the
result of what the brain does. Modern scientists who study the nervous system (neurologists) believe also that a
thin layer on top of the cerebrum (called the cerebral cortex) is responsible for thinking and consciousness.
him (line 2): _____________________________________
it (line 4): _____________________________________
us (line 5): _____________________________________
it (line 6): _____________________________________
these laws (line 11): _____________________________________
2) Read the text and complete the information about the different theories:
Materialists Mentalists Dualists
* ______________________
* only mind exists * Both body and mind exists
* Body is made of ___________

* ______________________ And it ___________ in ___________
* _________________ and space.
* ___________exists outside of
_________ and _________.
AND (line 5) introduces addition contrast consequence.
THAT IS (line 6) introduces addition explanation contrast
BUT (line 11) introduces cause explanation contrast
OR (line 22) introduces alternative explanation contrast
4) Use the words in the box to complete the passage:

heart – years
believed- location For many ______________ philosophers and _____________ have investigated about the
_____________ of the mind in the _____________ body. Empedocles and Aristotle
Phrenology – parts
_________________ it was in the ___________, but Hippocrates said it was in the
scientists – human _______________. ______________became popular at the beginning of the 19thC. It stated
brain – functions that different ____________ of te mind were located in different ______________ of the brain.
61
BEFORE THEY WERE PRESIDENT
Pre- reading
a. Para convertirse en presidente, ¿se necesita tener un título universitario en Argentina? ¿En otros países?
Una las ocupaciones anteriores con los presidentes.
Maduro actor
Mitre teacher
Evita bus driver
Reagan factory operator
Lula da Silva actor
b. ¿Conoce ocupaciones anteriores que tuvieron otros presidentes?
Reading
1 What do a rancher, a real-estate salesman, a miner, a peanut farmer, an actor, a

tailor and a football player have in common? Give up? Each of these workers one
day became president of the United States.
Before he became president in 1901, Theodore Roosevelt had spent two
5 years as a rancher in the Dakota territory. So during his presidency, he worked
hard to protect our forests and natural resources. As a result, many people called him the conservation
president.
Ullysses Grant was our eighteenth president. He had once worked as a real-estate salesman.
Unfortunately, he had not been a very good salesman.
10 Herbert Hoover, who was president from 1929 to 1933, had once worked as a gold miner in
California and Australia.
Jimmy Carter, president from 1977 to 1981, had been a peanut farmer. He loved the land. After he
left his office, he wanted to help needy people in America. Today, he and his wife help build houses for
people who cannot afford houses.
15 Several presidents had been once in the news and entertainment business before they were
president. Warren Harding, our twenty-ninth president, had owned and edited a newspaper in Ohio.
Lyndon Johnson had owned a radio station in Texas. Ronald Reagan, our fortieth president, had been a
sportscaster and a movie star.
Some presidents had been in the fashion industry. Before he became president in 1865, Andrew
20 Johnson had been a tailor,. Harry Truman, president from 1945 to 1953, had owned a men clothing´s
store in Kansas city.
Two presidents had also been football players. Our thirty fourth president, Dwight Eisenhower, had
been a star football player at West Point Military Academy. And Gerald Ford, president from 1974 to 1977,
had played football for the University of Michigan. Ford had also coached football and boxing at Yale
University.
62
1) Think about what you´ve read and answer the questions:
1. The article is mostly about
a. what presidents do after they are no longer presidents

b. the jobs some presidents had before becoming president.
c. why some men become president.
d. How hard presidents work.
2. Why was Theodore Roosevelt called the conservation president?
a. He was a rancher in the Dakota territory.

b. He loved the land.
c. He worked to protect our forests.
d. He was once a farmer.
3. Which of these is an opinion?
a. Ullyses Grant was our 28th president.

b. Ullyses Grant was not a very good salesman.
c. Herbert Hoover was president from 1929 to 1933.
d. Herbert Hoover once worked as a gold miner in California.
4. Which president worked for the needy after leaving office?
a. Jimmy Carter.
b. Warren Harding.
c. Lyndon Johnson.
d. Harry Truman.
5. In the article, which word gives a clue to the meaning of the word fashion?
a. future
b. president
c. business
d. clothing
6. In what way were Dwight Eisenhower and Gerald Ford alike?
a. They both were generals.

b. They both coached boxing.
c. They both played football.
d. They both went to Yale University.
63
7. From the article, you can tell
a. Ullyses Grant was always successful.

b. Jimmy Carter knows a lot about growing peanuts.
c. Ronald Reagan did not enjoy acting.
d. Andrew Johnson made all his own clothes.
8. Which of these men was president last?
a. Warren Harding.
b. Dwight Eisenhower.
c. Ullyses Grant
d. Ronald Reagan.
9. From the article, you can predict that future presidents will all
a. Have different backgrounds.

b. Be interested in sports.
c. Have worked the land.
d. Have owned their own businesses.
10. The author wrote the article mainly to
a. persuade readers that anyone can be president.

b. tell an entertaining story about Theodore Roosevelt.
c. explain what some men did before becoming president.
d. Describe what it feels like to be elected president.
he ( line 5): _____________________________________
our (line 6): _____________________________________
who (line 10): _____________________________________
his (line 13): _____________________________________
they (line 15): ___________________________________
he (line 19): _____________________________________
64
3) Complete the missing information about the presidents and their occupations before they were
presidents:
PRESIDENT PREVIOUS OCCUPATION
 Roosevelt  __________
 _________  Gold miner
 _________  Peanut farmer
 Grant  __________
 _________  Owned a radio
 Reagan  __________
 _________  __________
 _________ and ________  Footballers
 _________  Owned a men´s store
 Harding  __________
Person who works the land in a rural area (line 1):
Area covered with trees (line 6):
Person selling goods (line 8):
Very poor (line 13):
Pay for something (line 14):
65
Pre- Reading
¿Qué técnicas utiliza para recordar vocabulario? ¿Utiliza estos métodos?
 ……..
 …….
 …….
Reading
Leamos ahora sobre técnicas de revisión de vocabulario:
REVISING VOCABULARY
1 Probably the commonest fault among students is failure to realize that learning is essentially an active process.
Too many students sit for hours passively reading and re-reading notes and textbooks, without ever attempting
actively to recall what they have read. The fallacy of this method has been amply shown by experiments.
The same principles apply to more advanced forms of learning: for effective memory, some form of active
5 expression is essential. The student, therefore, should read through the material he wants to master with close
attention and should then reproduce the main points aloud or produce a written summary. An hour's
concentrated work of this kind is more effective than three hours' passive reading.
(From A Modern Introduction to Psychology. Rex and Margaret Knight).
When you revise a unit, first read it through. Then look at anything you wrote in your
10 vocabulary notebook connected with the unit. Then, and most importantly, try to do something different with the
new words and expressions in that unit in order to help fix them in your memory.
Here are some suggestions:
• Highlight (or underline) any words and expressions that you had forgotten or were not sure about.
• Look at the unit and choose ten words and expressions that you particularly want or need to learn. Write them
15 down.
• Look up any words that you selected in an English-English dictionary. Do these words have any other uses or
associations that might help you learn them? Looking up the verb, wish, for example, might lead you to
wishbone or wishful thinking. Write anything that appeals to you in an appropriate phrase or sentence.
• Perhaps the dictionary can also help you find some other words based on the same root. Looking up the
20 noun, employment, will lead you to the verb, employ, to the nouns, employer and employee, and, perhaps, to
the adjectives employable, unemployed and self- employed.
• Write down the words and expressions you wish to learn in phonetic script. Use a dictionary to help you.
• Write down the words and phrases from a unit in your notebook in a different way – put them into a network or
a table, perhaps.
25 • The next day, ask yourself again: How much can I remember?
• Test yourself. Cover part of a word or phrase. Can you remember the complete word or phrase?
• When you have done all the steps above that you feel will be useful to you, close your book and notebook
and remind yourself of what you have been studying. How much can you remember?
66
1) TEXT A. Find words with the same or similar meanings and translate them into Spanish:
Opposite of success (line 1):

Quietly (line 2):
False or mistaken belief (line 3):
That brings about the intended result (line 4):
Principal (line 6):
2) TEXT A. Cross out the incorrect information:
 Some students don´t READ/ REALISE that learning is an ACTIVE/ PASSIVE process
 VERY FEW / TOO MANY learners spend hours reading and re reading but they don´t try to READ /
REMEMBER what they have read.
 For effective memory the students should read the material with CONCENTRATION/ PRODUCTION
and try to CONCENTRATE / REPRODUCE the main IDEAS / PRINCIPLES.
 Finally they should LISTEN/ REPRODUCE the principal points aloud, and WRITE / READ a summary.
2) In TEXT B there are some verbs suggesting some ways of revising. Fill in the blanks:
a. _____________ any word or expression. choose

b. _____________ the unit and ___________ ten cover
words look at
c. _____________any words in a dictionary. put
d. ____________ the words in your notebook. look up
e. ____________ the words in a table. write down
f. ____________ yourself. test
g. ____________ part of a word or phrase. highlight
67
Pre- reading
¿Cuál de estos personajes es TINTIN? ¿Por qué lo conoce? ¿Qué sabe sobre él?
Reading
The Tintin books
1 The Tintin books have been published in 32 different languages and have sold a total of more than
100 million copies worldwide. They have been around for more than half a century. Many of the
children who started to collect and read them fifty years ago have continued to read them ever since.
The hero Tintin has crossed continents, cultures and the Cosmos looking for adventure.
5 His creator was an illustrator from Belgium called Georges Rémi who later became known as the
famous Hergé. He was born in 1907 and spent an incredibly boring childhood in Etterbeek, a dull
suburb of Brussels. Luckily he loved drawing.
Hergé based the character of Tintin on his childhood dreams and games. Tintin went to the moon,
ridden sharks, visited Tibet, captured gangsters, had adventures with cowboys and Indians, traveled in
10 Egypt, fought in China, hunt and found treasure, and many more things.
However, from 1948 onwards Hergé started to feel imprisoned by Tintin. When he tried to draw, his
hands would get a skin disease. He had terrible nightmares and his marriage broke up. He had fallen
out of love with Tintin.
But his achievements were enormous. Hergé was responsible for creating a particularly European
15 tradition of comic illustration, and wrote about history in many of his books. Since Herge´s death (1983)
readers of all ages, races and religions have bought and loved his books. He has given immense
enjoyment to millions of people.
68
1) Read the text more carefully and then answer the questions:
1. The text is about
a) Tintin
b) Hergé
c) Tintin and Hergé
2. Tintin gave more pleasure to
a) Hergé than to his readers.

b) His readers than Hergé
3. Hergé had
a) a happy childhood.
b) An exciting childhood.
c) A dull childhood.
4. Hergé was
a) French.
b) Belgian.
c) British
person who makes drawing for books, etc. (line 5):

popular (line 5):
tedious/ boring (line 6):
person in a story, novel, etc. (line 8):
early period of time in people´s life. (line 8):
Illness / disorder of body. (line 12):
came to an end / finished. (line 12):
the acts of doing something successfully and with effort (line 14):
pleasure / satisfaction (line 17):
3) Are these sentences TRUE (T), FALSE (F) or not stated (NS)? Correct the false ones.
1- ___ Tintin books have two authors: Remi and Hergé.
2- ___ Remi didn´t live in the center of Brussels.
3- ___ Hergé traveled to Egypt.
4- ___ Tintin represented the author´s dreams and games.
5- ___ Hergé created a particular American tradition of comic illustration.
6- ___ Hergé also included historical facts in many books.
7- ___ Hergé´s books are only for children.
8- ___ People have always enjoyed Tintin´s adventures.
69
Pre- reading
“Man’s Search for Meaning” es un libro. ¿De qué género cree que trata?
 De Filosofía
 De Historia
 De Religion
 De Geografía
 De Arte
¿Qué palabras en el título lo hizo pensar en ese género?
Reading
Man’s Search for Meaning

1 Dr. Victor Frankl’s book, “Man’s Search for Meaning” (New York: Washington Square press, 1966)
is both an autobiographical account of his years as a prisoner in Nazi concentration camps and a
presentation of his ideas about the meaning of life. The three years of deprivation and suffering he spent
at Auschwitz and other Nazi camps lead to the development of his theory of Logotherapy, which very
5 briefly, states that the primary force in man is “a striving to find a meaning in one’s life”(154). Without a
meaning in life, Frankl feels, man experiences an emptiness and loneliness that lead to apathy and
despair. This need for meaning was demonstrated to Frankl time and again with both himself and other
prisoners who were faced with the horrors of camp existence. Frankl was able to sustain himself partly
through the love he felt for his wife. In a moment of spiritual insight, he realized that his love was stronger
10 and more meaningful than death, and would be a real sustaining force within him even if he knew his wife
was dead. Frankl's comrades that endured also had reasons to live that gave him strength. One had a
child waiting for him; another was a scientist who was working on a series of books that needed to be
finished. Finally, both Frankl and his friends found meaning through their decision to accept and bear their
fate with courage. He says that the words of Dostoyevsky came frequently to mind: "There is one thing
15 that I dread: not to be worthy of my suffering."
When Frankl's prison experience was over and he returned to his profession of psychiatry, he found
that his theory of meaning held true not only regarding the prisoners but with all men. He has since had
great success in working with patients by helping them to locate in their own lives meanings of love, work,
and suffering.
“Man’s Search for Meaning” in Langan, John, English Skills, New York:
Mc Graw-Hill Company, 1977.
70
a state of loss (line 3):
state of being alone (line 6):
people in jail (line 8):
suffered (line 11):
person dedicated to science (line 12):
destiny (line 14):
1- ___ Dr. Frankl was in prison in New York.

2- ___ He spent a very difficult time when he was a prisoner.
3- ___ The theory of logotherapy deals with the search in man´s life for loneliness.
4- ___ His spiritual force helped him to go on living.
5- ___ When he went out of prison he didn´t work as a psychiatrist.
his ( line 3): ____________________________________
which (line 4): __________________________________
who (line 8): ____________________________________
him (line 11): ___________________________________
one (line 11): ___________________________________
their (line 13): __________________________________
them (line 18): _________________________________
71
4) Use the words in the box to complete the blanks. (there are TWO extra words):
mind
The book “Man´s Search for Meaning” is an
suffering
autobiographical ______________ of the ____________ concentration
prisoner
experience as a _______________ in the
account
_________________ camps and ideas about the theory
meaning
__________________ of life. His ______________ in
develop
prison helped him ______________ his author´s
primary
_______________ of logotherapy.
5) Find some KEY WORDS in the text:
___________ ___________ __________
___________ ___________ __________
72
Pre-reading:
Observa la nube de palabras. Busca en el diccionario si no conoces su significado.
¿Qué relación tiene con las imágenes?
¿Cuál es la relación de las palabras, imágenes y el título?
¿Sobre qué tratará el texto?
Read the text and do the activities below:
THE SHOCK OF THE TRUTH

A Throughout history, people have been unwilling to accept new theories, despite
evidence. This wasc ertainly the case when Copernicus published his theory –
that the earth was not the centre of the universe.
B Until the early 16th century, western thinkers believed the theory was stated by
Ptolemy, an Egyptian who was living in Alexandria in about 150 A.D. His theory 5
73
proposed that the universe was a closed space bounded by a spherical envelope
and beyond it there was nothing. The earth, according to Ptolemy, was a fixed and
immobile mass, located at the centre of the universe. The sun and the stars
revolved around it.
C The theory was very interesting to humans. Someone making casual 10

observations as they looked into the sky may come to a similar conclusion. It
also fed the human ego. Humans could believe that they were at the centre of
God’s universe, and the sun and stars were created for their benefit.
D Ptolemy’s theory was, of course, incorrect, but at that time nobody refuted it.
European astronomers didn’t propose new ideas. They attempted to patch up and 15
redefine Ptolemy’s erroneous model. In fact, students were taught using a book
called “The Sphere” which had been written two hundred yearspreviously.
E In 1530, MikolajKopernik, Copernicus, made an assertion which shook the world:

the earth turned on its axis once per day, and travelled around the sun once per
year. Even when he made his discovery, he didn’t want to make it public, knowing 20
how much his shocking revelations would disturb the church. However, George
Rheticus, a German mathematics professor who had become Copernicus’s
students, convinced Copernicus to publish his ideas.
F Copernicus’s ideas went against all the political and religious beliefs of the time.
People believed that humans were made in God’s image and were superior to all 25
creatures. The natural world had been created for humans to exploit. Copernicus’s
theories contradicted the ideas of all the powerful churchmen of the time.
Nevertheless, Copernicus never has to suffer at the hands of those who disagreed
with his theories. He died just after the work was published in 1543.
G However, scientists followed in Copernicus’s footsteps. Two Italian scientists of the 30

time, Galileoand Bruno, agreed with the Copernican theory. Bruno said that space
was endless and contained many other suns, each with its own planets. Because of
this idea, Bruno was sentenced to death by burning in 1600. Galileo, famous for his
construction of the telescope, was forced to deny his belief in Copernican theories.
He escaped capital punishment, but he was imprisoned for the rest of his life. 35
H Later in time, Copernicus’s work became more accepted. Subsequent scientists and
mathematicians such as Brahe, Kepler and Newton took Copernicus’s work as a
starting point and used it to find more information about the laws of celestial
mechanics.
1) The text has eight paragraphs A- H. Which paragraph contains the following
information?
1. the public’s reaction to the new theory _____

2. an ancient belief about the position of the earth _____
3. how academics built on Copernican ideas after the ideas were accepted _____
4. an idea which was attractive to humans _____
5. out-dated teaching and erroneous research _____
74
6. scientists suffering for their beliefs. _____
2) Contextual Reference.What do these words refer to?
it (line7): _____________________
their (line 13)_________________
they (line 15):__________________
he (line 20):____________________
he (line 35):____________________
it (line 38): _____________________
IN FACT (line 16) addition contrast clarify

NEVERTHELESS (line 28) contrast consequence example
HOWEVER (line 30) example contrast addition
AND (line 31) addition clarify cause
BECAUSE (32) purpose cause clarify
SUCH AS (37) example purpose cause
not inclined to do something; reluctant (line 1):
tied(line 6):
to prove to be false (line 14):
to restore by putting together what is broken(line 15):
to interrupt the order of things (line 21):
to say the opposite (line 27):
to put in prison; confine (line 35):
the time and place at which something begins/starts (line 38):
75
Pre- Reading
Con estas palabras, ¿puede hablar de Pablo Picasso?
Spain
Paris
Cubism
Guernica
1881
1973
Olga
Jacqueline
Reading
1 Pablo Diego José Francisco de Paula Juan Nepomuceno María de los Remedios Cipriano de la
Santísima Trinidad Ruiz y Picasso, known as Pablo Picasso was born on 25 October 1881 in Spain. He
was a painter, sculptor, printmaker, ceramicist, stage designer and perhaps the most recognized figure in
twentieth-century art. He is best known for starting the Cubist style which challenged conventional forms
5 of representation. Among his most famous works is the painting of the German bombing of the Spanish
city of Guernica during the Spanish Civil War. In 1937, The Spanish Republican Government
commissioned Picasso to create a large mural for the Spanish display at the International Exposition at
the World's Fair in Paris. It was shown there for more than six months.
Picasso was born into a middle-class family. He took after his father, who was also a painter and a
10 professor of art. From the age of seven, Picasso had formal art lessons from his father. Picasso threw
everything into art and so his school grades suddenly went down. Aged sixteen, the family sent Picasso
to study at Madrid’s Royal Academy of Art. However, he disliked formal instruction and quit attending
classes. After that, Picasso moved to Paris. At first, it was truly difficult for him to earn his living. In 1911,
he was questioned by the police because it was said that he had stolen the Mona Lisa.
15 In the summer of 1918, Picasso married ballerina Olga Khokhlov who was a Ukrainian-Russian
dancer. They had a son, Paulo. Olga introduced him to the rich people of Paris in the 1920s. Soon, he
became a celebrity and a very respected artist. A few years after divorcing Olga, he married a beautiful
young model called Jacqueline Roque in 1961. It was Picasso´s second and last marriage.
Picasso also acted in movies and always played himself in his film appearances. He became
20 famous for his anti-war views. His painting Guernica showed the horror of war. He publicly opposed
America’s involvement in the Korean War. Pablo Picasso died in 1973 in Mougins, France, while he and
his wife Jacqueline entertained friends for dinner. His final words were "Drink to me, drink to my health,
you know I can't drink anymore." After his death, the French state kept many of his paintings. Today,
much of his work hangs in a collection at the Musée Picasso in Paris.
76
1) Choose the best title for the text
 Picasso´s best pictures

 Picasso´s life
 A day in the life of Picasso
2) Complete this chart with information from the text:
Real name
Artistic name
Nationality
Marital status
Job/s
Place/s of residence
Name of his most outstanding work
Legal problems
he ( line 2): _____________________________________
which (line 4): ___________________________________
his (line 5): _____________________________________
there (line 8): ___________________________________
who (line 9): ____________________________________
that (line 13): ____________________________________
They (line 16): ___________________________________
it (line 18): ___________________________________
AND introduces contrast addition conclusion

SO introduces contrast consequence explanation
HOWEVER introduces addition consequence contrast
BECAUSE introduces consequence reason contrast
77
ALSO introduces addition consequence comparison
1- ___Picasso joined Cubism and imitated its techniques.

2- ___ He only represented wars in his paintings.
3- ___ He painted a mural that was exhibited in Paris.
4- ___ Picasso was influenced by his father who was an artist too.
5- ___ Picasso wanted to live in Paris so he left his studies in Madrid.
6- ___ He was accused of stealing a painting.
7- ___ In films, he preferred having autobiographical roles.
5) Answer the questions:
Why was Picasso so popular?
____________________________________________________________
Was he wealthy?
____________________________________________________________
How did he become popular in France?
____________________________________________________________
How did he die?
____________________________________________________________
What happened to his works after he died?
____________________________________________________________
78
Pre- Reading
Marque con una cruz las palabras que relaciona con el movimiento artístico del IMPRESIONISMO:
19 th century
Romanticism
Nature
Germany
France
th
20 century
Emotions
Realism
Reading
Lea y verifique la información:
Impressionism
1 There are many varieties of impressionism. This art movement gained importance during the second half
of the 19th century, especially in the development of French painting. The most remarkable artists of this
movement were Degas, Sisley, Manet, Monet, Renoir, Cézanne and Camille Pisarro. They usually met in
the cafes of Montmartre in Paris. Thisis the artists´ neighbourhood. Even now you can go there at any
5 time and buy copies of paintings, or see artists drawing or painting in the streets. Someone will surely
offer to paint your portrait.
Impressionism was a reaction against Romanticism. The Romantics wanted to communicate emotions.
Nature was secondary for them. But Impressionists were completely different. Their main interest was
nature and life. They tried to be impersonal and objective. Impressionist works resemble very informal
10 photographs.
They did not use grey o black to paint shadows. They used a colour complementary to the colour of the
object. They worked in bright sunlight (during the day). Traditional artists primed their canvases with
brown paint. Impressionists primed their canvases with white. They used pure colours for luminosity. All
this resulted in big contrasts and brilliance. These were the two principal characteristics of the
15 Impressionist landscape.
Edgar Degas (1834 – 1917) was an Impressionist but he preferred to work in his studio. He was an
observer of women. He portrayed women in a natural and spontaneous way (as natural and spontaneous
as in a photograph).
Van Gogh, an Expressionist, came to Paris in 1886. His contact with Impressionism revolutionized his
20 style. In 1888, he painted more than 200 canvases in 15 months!. He tried to combine the reproduction of
visual appearances with a profound expression of his own human nature.
The French composer Claude Debussy led the Impressionist movement in music. Musical Impressionism
emphasized tonal colour and mood. Debussy ´s piano music required new performing techniques. These
new techniquesincluded abundant use of the pedals. Other impressionist composers were: Frederick
25 Delius and Ralph Vaughan. Williams in England, Ottorino Respighi in Italy and Manuel de Falla in Spain.
79
1) What field does this text belong to?
_____________________
this artmovement (line 1): _____________________________________
they (line 3): ______________________________
this (line 4): _______________________________
them (line 8): ______________________________
these (line 14): _____________________________
he (line 16): ________________________________
These new techniques (line 24): _____________________________________
3) Complete with information from the text:
 Movement:……………………………………………..
 Time:………………………………………..
 Representatives:……………………………………………………………………
 ……………………………………………………………………………………………
 Place where it started to develop:……………………………
 Reaction against:………………………………………
 Main interest: ………………………………………….
 Characteristics of impressionists ´ Works of arts:
a)……………………………………
b)…………………………………..
 Technique for luminosity:……………………………………………..
80
4)Are these sentences TRUE (T) or FALSE (F)? Correct the false ones.
1.-____ Cézanne painted women as natural and spontaneous as in a photograph.
2 .- ____ Van Gogh was an impressionist painter.
3.- ____ Van Gogh was a prolific painter.
4.- ____ Debussy introduced the impressionist movement in painting.
5.- ____ Impressionist composers lived only in France.
5) Match the sentences with concepts from the text:
1 The representative artists of a) were only concerned with nature

impressionism
2 Romantics b) in the way they communicated emotions
3 Impressionists differed from the c) came from France

romantics
4 impressionists did not prime their d) in the same manner traditional artists
canvases did.
OR (line 5)introduces addition alternative contrast
BUT(line 8) introduces addition contrast consequence
AND (line 14) introduces result contrast addition
7)Look for three key words from the text:
---------------- ---------------------- ----------------------
81
Pre- lectura
1. ¿Qué es una fábula? ¿Qué fabulas conoce? ¿Qué tienen las fábulas en común? ¿Conoce alguna Fábula
de Esopo?
2.¿Cuál de estos adjetivos usted relaciona con estos animales? Una con flecha:
hardworking
Ant (hormiga) active
sensitive
Grasshopper (saltamontes) passive
energetic
intelligent
skillful
lazy
Lectura
Ahora, leemos y verificamos las personalidades de los animales según el texto.
Aesop's Fables
The Ant and the Grasshopper
In a field one summer's day a Grasshopper was hopping about, chirping and singing to its heart's 1
content. An Ant passed by, bearing along with great toil an ear of corn he was taking to the nest.
"Why not come and chat with me," said the Grasshopper, "instead of toiling and moiling in that
way?"
"I am helping to lay up food for the winter," said the Ant, "and recommend 5
you to do the same."
"Why bother about winter?" said the Grasshopper; "We have got plenty of food at present."
But the Ant went on its way and continued its toil.
When the winter came the Grasshopper had no food and found itself dying of hunger - while it
saw the ants that were distributing every day corn and grain from the stores they had collected in 10
the summer. Then the Grasshopper knew: It is best to prepare for days of need.
82
Characters
Place
Season/s
Moral
2) Choose the best translation for these words:

field (line 1) campo sembrado terreno
to its heart’s content (line 2) porque lo ponía según lo que le dictaba a su antojo
(colloquial) contento el corazón
with great toil con gran esfuerzo con esfuerzo muy con todo su esfuerzo
(line 2) grande
plenty of food (line 7) mucha comida comida de más suficiente comida
dying of hunger (line 9) muriendo de con hambre hasta la con hambruna

hambre muerte
its (line 1): _____________________________________

he (line 2): _____________________________________
me (line 3): _____________________________________
I (line 5): _____________________________________
the same (line 6): _____________________________________
its (line 8): _____________________________________
it (line 9): _____________________________________
they (line 10): ____________________________________
INSTEAD OF (line 3) indicates: addition alternative consequence
BUT (line 9) indicates: reason addition contrast
THEN (line 11) indicates: sequence cause contrast
83
WHAT IS CULTURE?
Pre-reading: Mire los dibujos. ¿Cómo los relaciona con la palabra “culture”?
Luego, lea el texto: ¿Qué es la cultura?
A The word culture has many different meanings. For instance, we sometimes say
that people who know about art, music, and literature are cultured. Yet, the
word culture has a different meaning for anthropologists. For them, the word
culture means all the ways in which a group of people act, dress, think, and feel.
People have to learn the cultural ways of their community: they are not 5
something that the people in the group are born with.
B As humans, we learn some of the ways of our culture by being taught by our
teachers or parents. We learn more of the ways of our culture growing up in it.
We see how other people in our culture do things, and we do them the same
way. We even learn how to think and feel in this way. 10
C All human beings have certain basic needs, such as eating, drinking, keeping
warm and dry, and so on. However, the way in which they take care of these
84
needs depends on the culture in which they grow up. All cultures have ways of
drinking, eating, dressing, finding shelter, marrying, and dealing with death.
D Our own culture seems very natural to us. We feel in our hearts that the way
that we do things is the only right way to do them. Other people's cultures often
make us laugh or feel disgusted or shocked.
E Generally speaking, ideas of what is beautiful differ from one culture to another.
A tribe of Peruvian Indians shaped their children's skulls to tall, narrow, domes.
The Chinese used to bind women's feet because they regarded small feet 20
beautiful.
F When people die, different cultures dispose their bodies in different ways.
Sometimes bodies are burned. In other cases, bodies are buried in the ground.
In many cultures in the past, people were buried with food, weapons, jewellery,
25
and other things that may be useful in the next life. Ancient Egyptians buried
people with little human figures made from clay.
G These are just a few of the many different customs that are found in different
cultures. Most of the times, the different ways that are the customs of different
cultures are neither right nor wrong. It is simply that different people do the
same things in different ways.
1) The text has seven paragraphs A- G. Which paragraph contains the following information?
1. There isn’t any right or wrong custom _____

2. the different meanings of the word “culture” _____
3. funeral rituals in different cultures _____
4. how do humans learn about culture _____
5. the conception of beauty in different cultures _____
6. the way people fulfil their needs is related to their own culture _____
2) Contextual Reference. What do these words refer to?
their (line5): _____________________
85
them (line 9): ____________________
they (line 13):____________________
their (line 19):____________________
they ( line 20): ____________________
these (line 27):____________________
FOR INSTANCE (line 1) addition example clarify
YET (line 2) contrast consequence example
SUCH AS (line 11) example purpose cause
HOWEVER (line 12) clarify contrast addition
AND (line 25) addition clarify cause
1. to do the necessary things for someone who needs help or protection (line 12):
2. to change from being a baby or young child to being an older child or adult (line 13)
3. feeling physically ill because something is unpleasant to see, smell, or taste (line 17)
4. with a particular form or figure (line 19)
5. tie something ; put two things together (line 20)
6. destroyed by fire (line 23)
7. put something or someone in the ground (line 24)
86
Anne Frank
Pre-reading¿Qué conoce acerca de Anna Frank? ¿Por qué considera que ha sido una persona tan
importante en la historia de la humanidad? ¿Puede contar alguna película o libro sobre su vida?
1 Anne Frank is arguably the author of the single most interesting

documentation of the events of World War II. Shemanages to depict a
picture of life in hiding during the time in which unspeakable cruelties
and atrocities were inflicted upon the Jewish victims of the Holocaust.
5 She achieves this by means of herbest friend and moral support during
trying times, her confidant, her most treasured birthday gift – her diary,
addressed as “Kitty”. The diary of Anne provides a marvelously fascinating insight of the events of the world
war II from the perspective of a teenage Jewish girl. Anne Frank was born on 12 June 1929 in Frankfurt,
Germany to Otto Frank and Edith Frank-Holländer. She also had an elder sister – Margot Frank.
10 On her 13th Birthday, 12 June 1942, Anne Frank received what was to become the medium through which
she would find a source of comfort and company a month later when she would be forced into hiding.
Originally, it was planned that the Franks would go into hiding on 16th July 1942;however, Margot was
informed that shewould have to go into hiding immediately to avoid being sent to a concentration camp.
Almost immediately upon receiving the diary, Anne began to write regularly. Before being forced into hiding,
15 Anne wrote mainly about ordinary events such as her friends, games and even her grades. However, it was
after hiding that she really began to confide in “Kitty”. Anne referred to places she went into hiding as the
“Secret Annex”. Seven days later, her family was joined by the van Pels – a family that consisted of Auguste
van Pels, Hermann van Pels, and theirson Peter van Pels. The last edition to the household was the dentist
Friedrich “Fritz” Pfeffer on November 16th 1942.
20 She kept writing in her diary until August 1, 1944. Anne was quick to develop an opinion of every member of
the Secret Annex. She developed a disliking towards Pfeffer, finding him to be too invasive and intolerable.
Similarly, she found Auguste van Pels to be a little too conservative and old-fashioned for her liking, as
Anne considered herselfto be open-minded. She instantly took a liking to Peter van Pels, and theyshared a
brief affair. Moreover, she was particularly fond of her father and often stated her preference for him in
25 relation to her mother.
She also enjoyed scrutinizing her relationship with the members of the Secret Annex. She observed
changes in herself that came along with puberty and complained about the confined and stuffy environment
she was limited to. She wrote about her qualms, her beliefs, her dreams, and how she wanted to become a
journalist. She expressed sorrow over her strained relationship with her mother, expressed grief over being
30 misinterpreted by those around her and was constantly trying to correct her flaws. With the passage of time,
Anne’s writing style became mature along with the topics she delved into. Anne continued to realize a
marked difference between herself and everyone else she knew in the Secret Annex, much to her distress.
On September 3, 1944, all the members of the Secret Annex were shipped from Westerbork for Auschwitz,
where everyonewas separated. Anne and Margot were transported to Bergen-Belsen at the end of October
35 1944. In late February, Anne died from typhus. Bergen-Belsen was liberated on April 12, 1945, just about a
month after her death.
88
Full name
Birthdate
Nationality
Religion
Family
2)Contextual referenceWhat do these words refer to?
She (line 2) :_________ herself ( line 23): __________

Which (line 3):_________ they (line 23): __________
Her(line 5) :___________ him (line 24 ) :_______
their ( line 18): _______ those (line 30) :_______
3)Choose the best translation:
…..through which she A través del cual A través del cual A través del cual
would find (line 10) encontraría encontraba encontró
She would have to go Ella se iba a esconder Ella tendría que Ella se escondería
into hiding ...(line 13) esconderse
Before being forced Antes era forzada Antes de ser forzada… Antes de forzarse
(line 14)
4) Find words with the same meaning and translate them into Spanish.
Represent(line2): _________
Get; obtain(line 5): _________
Common (line 15 ) : _______
Short(line24) : ____________
Atmosphere(line 27) : _____________
Pain(line 29) : ___________________
Tense(line 29) :________________
Failure(line 30) : _____________
89
5) Correct the following information only if necessary:
a) Anne Frank bought the diary on her own.
b) She was an only child.
c) She wasn´t sent to a concentration camp.
d) She liked her father more than her mother.
LATER(line 11) introduces consequence transition addition
HOWEVER(line 12) introduces contrast addition order
SUCH AS(line 15) introduces addition exemplification result
MOREOVER(line 24)introduces addition reason contrast
90
Pre- reading
¿Ha leído los libros de Harry Potter? ¿Cuál es la temática? ¿Conoce a su autora? ¿Qué sabes sobre ella?
Reading
POTTER´S “MOTHER”
1 JOANNE 'JO'KATHLEEN ROWLINGwasborn 31 July 1965 in Bristol,
England. She wrote seven Harry Potter books and she has already released
Harry Potter 8 whichwas officially presented in November 2016. She only
uses the name J. K. Rowling for her books: the "K" stands for "Kathleen"
5 which was her grandmother`s first name.
As for her childhood, she grew up in Tutshill, Gloucestershire, and attended Wyedean
Comprehensive School. She earned a degree in French and Classics at the University of Exeter when
she turned 23. She took up various jobs in London. One of her favouriteones was working for Amnesty
International; the charity, which campaigns against human rights abuses throughout the world.
10 Amnesty International, is one of the many charities, which J.K .Rowling has generously supported
since she was very young. In 1992, she married Jorge Aranten. A few years after they had had their
first child, Jessica, in 1993, they got divorced. Then, Rowling moved to Edinburgh where shestruggled
to support Jessica and herself on a welfare check of £70/week. Later that year, she became an
international literary sensation when she wrote the first three installments of her Harry Potter children's
15 book “Harry Potter and the Philosopher's Stone”. In 1999, this Harry Potter series took over the top
three slots of The New York Times best-seller list. The word "Philosopher" was changed to "Sorcerer"
(for its publication in America), for the equivalent of about $ 4,000. In 2001 she married Dr. Neil Murray
and she had a second son, David, in 2003 and a third one, Mackenzie, in 2005. The following Harry
Potter series hit bookstores between 2000 and 2007. The last book, “Harry Potter and the Deathly
20 Hallows, “ was released on 21 July, 2007.
So far in her life, Rowling has won many awards for the Harry Potter books and has made over
$1 billion in profits. It is said that she has already become one of the wealthiest woman in the United
Kingdom, even counting the Queen. However, her books have not been limited to the seven major
Harry Potter novels. She has also written many books about the magic in Harry's world, like “Quiddich
25 Through the Ages” and “Fantastic Beasts.” She has also published two books targeted to adults. One
of them is called “The Casual Vacancy” and the other “Cuckoo´s Calling” (April 2013).
In 2009, Rowling decided to create her own web site named “Pottermore” (www.pottermore.com)
whose aim is to focus on the unknown parts of the Harry Potter series and on re-telling the story in an
interactive way. This site features Rowling's thoughts, several pages of unpublished text, and a sales
30 resource for e-book and audiobook versions of the seven Harry Potter novels.
Rowling is also working on a new Harry Potter-related book. On her website, she has recently
announced that she will write "an encyclopedia of Harry's world" and the royalties from this volume will
be donated to charity.
www.biography.com
91
1) Where can you see this type of text?
 In a magazine
 In an encyclopedia
 In a history book
Full name
Short name
Job
Nationality
Family
where(line 12) = _________
which (line 3) = _________ that year (line 13)= _________
her(line 4) = ___________ one(line 18) = _____________
ones(line 8 ) = _________ them (line 26) = ____________
they(line 12) = ________ this site (line 29) = _________
3) Find the words in the text with the following meanings:
began(line 8) = prizes(line 21) =
qualification(line 7) =
helped (with money) (line 11) =
4) Discourse Markers . What do these connectors indicate?
THEN (line 12) introduces sequence consequence condition
HOWEVER(line 23)introduces reason consequence contrast
ALSO (line 32)introduces contrast addition reason
92
a) Rowling hasn´t started to write Harry Potter 8 yet.
b) Rowling helps Amnesty International now.
c) When Rowling moved to Edinburgh, it was easy for her to support her daughter.
d) The Queen of England has as much money as Rowling.
e) Rowling has only written books for children.
f) “Pottermore” was created 5 years ago.
g) Rowling has already created an Encyclopedia about Harry Potter.
As for her childhood Mientras que en su En cuanto a su niñez Ya sea por su niñez
(line 6) niñez
A few years after they Unos pocos años luego Unos pocos años Unos pocos años
had had their first de tener su primer hijo después de tener su después de haber tenido
child... primer hijo a su primer hijo
(line 11)
…was released on 21 …fue lanzado el 21 de … es lanzado el 21 de … va a ser lanzado el 21

July(line 20) Julio… Julio.. de Julio…
So far in her life (line Durante toda su vida Hasta ahora en su vida Toda su vida
21)
..whose aim is to focus …cuyo objetivo es un …cuyo objetivo es la …cuyo objetivo es

on…(line 28) enfoque… focalización de … focalizarse en
93
Pre-reading
Complete estos datos sobre lo que conoce sobre BILL GATES y agregue más información si conoce sobre él.
Bill Gates es famoso por ________________________. Nació en __________________________. Con su

esposa, forman parte de ____________________.
William Henry Gates was born in Seattle on October 28, 1955. He´s popularly 1
known as “Bill Gates.” He´s a business magnate, a programmer, and a
philanthropist. He is one of the world's richest people and perhaps the most
successful businessman ever. He co-founded the software giant Microsoft and
turned it into the world’s largest software company. He is the best-known 5
entrepreneur of the PC revolution. He has also written two best-selling books and
started his own charity with his wife.
Gates was fascinated with electronics from a young age. He began to show an interest in computer
programming at the age of 13 at the Lakeside School where he graduated in 1973.
10
In 1975 Gates read about a small technology company so he contacted them to see if they were
interested in a computer programme he had written. This led to the creation of Microsoft. Gates had a
deal with IBM that put Microsoft's Windows on IBM computers.
Gates was the General Manager in Microsoft from 1975 until 2006. There he was an active
software developer at the beginning. He had a vision that computers could change everyone’s life. He 15
helped make this vision come true and developed many products that are now part of modern life. His
management style has been studied and copied around the world.
Gates resigned as Microsoft CEO in June 2008 because he needed a change. He now spends his
time with his wife, Melinda French, focusing on their charitable foundation. They provide funds for
global problems. In 2011‘Time’ magazine voted Gates as one of the biggest influences of the 20th 20
Century. Therefore, he became more popular than before.
94
Full name
Short name
Age
Nationality
Job/s
Marital Status
2) CONTEXTUAL REFERENCE. What do these words refer to in the text?
It (line 5) =
His (line 7) =
Them (line 11) =
There (line 14) =
They (line 19) =
3) Are these sentences TRUE (T) or FALSE (F) ? Correct the false statements:
1. ____He was the only one who founded Microsoft.
2. ____When he was at high school, his interest in technology started.
3. ____An important company called Gates when he was 20.
4. ____He´s working in Microsoft now.
5. ____Gates and his wife have never worked together.
95
una de las una persona

one of the world's richest personas más más rica que uno de los ricos más
people (line 3) ricas del mundo otras del grandes del mundo
mundo
más vendido vendiendo mejor mejor venta
best-selling (line 6)
debe cambiar podía cambiar puede cambiar
could change (line 15)
management style gerente con gerenciar con estilo gerencial
(line 17) estilo estilo
focusing (line 18) focalizandose focalizar focalizarse
In line 3 AND introduces contrast addition result

In line 6 ALSO introduces contrast cause addition
In line 11 SO introduces reason result cause
In line 18 BECAUSE introduces result time reference reason
In line 21 THEREFORE introduces result consequence reason
6) Find words with the following meanings and translate them into Spanish:
Very rich and powerful person (paragraph 1) =

Very big (paragraph 1) =
Helping people in need (paragraph 1) =
Very much attracted (paragraph 2) =
Contract (paragraph 3) =
Institution that help people in need (last paragraph) =
7) Answer these questions:

1. How long was Gates in Microsoft?
2. Who chose Gates as one of the biggest influences of the 20th Century?
96
Pre- Reading
¿Puede decir si estos datos son verdaderos o falsos?
Pompeya era una ciudad italiana que ahora no existe más.

Pompeya fue destruida en una guerra.
El famoso volcán Vesubio está localizado en el centro de Pompeya.
Actualmente Pompeya es Patrimonio de la Humanidad (UNESCO)
Reading
Pompeii is an ancient Roman city that was unexpectedly buried in ash and rocks by a 1
volcano in 79 A.D. The small city, located in Italy, sat in the shadow of Mount Vesuvius, a
very dangerous and deadly volcano.
In the year 79 A.D., the town of Pompeii was over 600 years old. It
had been founded by the Oscans, who were a people that lived in Italy 5
at that time. Pompeii was located at the mouth of the Sarno River near
the Bay of Naples in southern Italy. The town was an important
shipping port for goods that were sent to Rome. Vesuvius was a
constant threat to the people in Pompeii and surrounding towns. The towns surrounding the
volcano were plagued by small earthquakes and gas spitting from the volcano. In 62 A.D. an 10
earthquake caused so much damage to Pompeii that much of the city had to be rebuilt. For weeks
before the big eruption, there had been minor warnings that the volcano was going to erupt, such
as all the town’s wells drying up. However, the majority of people did not understand these
warnings and ignored them. Strangely enough, the date of the eruption, August 24th, was on the
festival day of Vulcan, the Roman God of fire. 15
The eruption of Vesuvius in 79 A.D. was the first volcanic eruption to ever be recorded in
detail. It was witnessed by Pliny the Younger who wrote of what he saw that day, in letters to the
historian Tacitus. Pliny was staying in a small village about 18 miles away from the volcano when it
erupted. He described the earthquake and the tsunami that happened before the eruption. He also
explained what it looked like when the volcano erupted, how the air changed, and how it affected 20
the people. Pliny described the eruption as a large dark cloud that was shaped like a pine tree.
The cloud rose up from the top of the mountain and after some time, started moving down the sides
of the mountain. The cloud covered everything in its path, including the water in the bay. Pliny
described how he felt the earth shaking and how the sea was sucked away from the shore and
then forced back by big waves which we now call a tsunami. He told how the ash fell so thick that 25
sun was blocked out and the daylight turned to darkness. The eruption lasted about 19 hours.
From Pliny’s description it is estimated that the cloud of ash and rock that blew out of Vesuvius was
20 miles tall at times and covered everything for miles around. The “cloud” that Pliny witnessed is
called now a pyroclastic flow. It is a cloud of super-heated gas, ash and rock that is forced out of
97
the top of the volcano. People that study volcanoes now use the term “plinian” to refer to the type of 30
eruption that Pliny recorded.
Pompeii, and everyone left in the city, was completely buried under tons of ash and rocks.
It buried everything, except the rooftops of some of the buildings. It is estimated that about 3,360
people died that day. After the disaster, the doomed city was abandoned and its name and location 34
was forgotten for hundreds of years.
Source: http://www.instructorweb.com
1. Choose the best title for the text:
a. Pompeii: Frozen in Time

b. The Vesuvius and other volcanoes
c. Volcanic eruptions
2. Contextual reference. What do these words refer to?
It (line 4) = …………….. Its (line 23)= ........................

who (line 5)= ........................ It (line 29)= ........................
them (line 14)= ...................... It (line 33)= ........................
He (line 19) = ........................ that day (line 34)= ..............................
3. What do these discourse markers indicate?
SUCH AS (line 12) introduces comment contrast example

HOWEVER (line 13) indicates addition contrast purpose
ALSO (line 19) indicates addition cause consequence
LIKE (line 21) introduces addition example consequence
THEN (line 25) introduces reason alternative sequence
4. Are these sentences TRUE (T) or FALSE (F)? Correct the false ones.
a) ____Rome became an important passage for commodities that arrived by sea and had to be
sent toward Pompeii.
b) ____The people in Pompeii never suspected that the Vesuvius would erupt.
c) ____When the volcano erupted, a few people had abandoned the city.
d) ____The Vesuvius as well as many other previous volcanic eruptions were recorded in
detail.
e) ____Pliny only kept a record of what happened immediately after the Vesuvius erupted.
f)____ Now, people refer to as “plinian” when an eruption similar to the Vesuvius occurs.
98
5 . Choose the best translation:
Pompeii is an ancient Roman city that was unexpectedly buried in ash (line 1)
a) Pompeya es una ciudad romana antigua que fue enterrada inesperadamente en cenizas
b) Pompeya era una ciudad romana antigua que fue enterrada inesperadamente en cenizas
c) Pompeya ha sido una ciudad de la antigua Roma que fue enterrada inesperadamente en cenizas
Vesuvius was a constant threat to the people in Pompeii (line 8)

a) El Vesubio amenazaba constantemente al pueblo de Pompeya
b) El Vesubio era una amenaza constante para el pueblo en Pompeya
c) El Vesubio estaba en constante amenaza para el pueblo de Pompeya.
the ash fell so thick that (line 25)

a) la ceniza había caído tan espesa que
b) la ceniza caía tan espesa que
c) la ceniza que era espesa caía tanto que
It is estimated that the cloud (line 27)

a) se estima que la nube
b) es estimada que la nube
c) la nube que se estima
Pompeii, and everyone left in the city (line 32)

a) Pompeya y aquellos que abandonaron la ciudad
b) Pompeya, y cada uno que dejó la ciudad
c) Pompeya, y cada uno que quedó en la ciudad.
Its name and location was forgotten for hundred years (line 34)
a) Su nombre y localidad fueron olvidados por miles de años

b) Su nombre y ubicación fue olvidado por cientos de años
c) Su nombre y ubicación fueron olvidados por miles de años.
6. Answer the questions in Spanish:
1) Why did the inhabitants in Pompeii ignore the warnings?
2) What was strange about the date of the eruption?
3) Were there other records (of volcanic eruptions) before the Vesuvius?
4) How did Pliny describe the cloud?
99
Pre-reading
Esta lectura es sobre la biblioteca de la Universidad de Harvard. Veamos si puede responder estas preguntas
antes del leer el texto:
¿Cuándo fue fundada esta bilioteca? ¿Cuantos libros tiene? ¿ Cuanta capacidad tiene? ¿Como se puede
acceder al catalogo?
Reading
Ahora leamos y verifiquemos la información:
HARVARD UNIVERSITY: Library History
1 The Harry Elkins Widener Memorial Library is Harvard University's flagship

library. Built with a gift from Eleanor Elkins Widener, it is a memorial to her son,
Harry, Class of 1907, an enthusiastic young bibliophile who perished aboard the
Titanic. It had been Harry's plan to donate his personal collection to the University
5 once it provided a suitable alternative to the outdated and inadequate library then
located in Gore Hall. Mrs. Widener fulfilled her son's dream by building a facility of
monumental proportions, with over 50 miles of shelves and the capacity to hold over three million
volumes.
The library opened in 1915, but Harvard's collections continued to grow at an astounding rate and by
10 the late 1930s, Widener's shelves were filled to capacity. Space was at a premium for staff and patrons
as well as books, which led the library administration to begin a lengthy decentralization process. Over
time Harvard built several new libraries to house the increasingly specialized collections. By redistributing
books to new libraries, space opened up in Widener, but it was gradually given over to the growing staff
hired to attend to the collections.
15 In addition to the physical challenges associated with housing and maintaining an ever growing
collection, the 20th century also saw technological advancements that affected Widener from electrical
wiring to a computerized card catalog to sophisticated research workstations.
Widener Library ushered in the new millennium in the midst of its greatest change since opening in
1915. From 1999 to 2004, the building underwent an extensive renovation to ensure the long-term
20 preservation and security of collections and to increase user space. Renovations included an upgrade of
the heating, ventilation, air conditioning, humidity control, electrical, lighting, fire suppression, and security
systems. Moreover, two new reading rooms and staff workspace were created in the building's two
interior light courts, and space previously designated for staff was reallocated for patron use.
For more in-depth information about Widener's history, see: The online exhibition History of the
Harry Elkins Widener Memorial collection
Name of the library:

Location:
Date of creation:
Capacity
it (line 2)=
her (line 2)=
who (line 3)=
his (line 4)=
which (line 11)=
it (line 13)=
100
BUT (line 9) indicates addition contrast reason
AS WELL AS (line 11) indicates reason contrast addition
ALSO (line 16) indicates addition reason consequence
MOREOVER (line 22) indicates result reason addition
1. ___ Eleanor Elkins Widener donated books in memory of her son.
2. ___ Harry Elkins Widener never graduated from Harvard.
3. ___ In the 1930s, the library was filled completely and there wasn´t enough capacity.
4. ___ New libraries had to be opened to give shelter to the continuous increase of books.
5. ___ In the 20th century, the library was still void of technology.
6. ___ There haven´t been any refurnishing since 1999.
5) Find words with the following meanings and translate them into Spanish:
disappeared (paragraph 1) =
antiquated / not fashionable (paragraph 1) =
satisfied (paragraph 1) =
be capable of containing (paragraph 1) =
surprising (paragraph 2) =
customers (paragraph 2)=
accommodation (paragraph 3)=
powerful microcomputer (paragraph 3)=
preceded (paragraph 4)=
improvement (paragraph 4)=
6) Answer the questions in Spanish:
a. What had been Harry Elkins Widener´s plan before his death?
b. How was the staff affected by the changes made in the library between 1997 and 2004?
c. What can you do if you are interested in learning more about Widener´s history?
101
IT ‘S PANTOMIME TIME
It’s a cold, winter night but, in the theatre people are warm and
happy. The children sit with their parents and wait for the fun to
begin. At last the lights go out and the curtain goes up. Suddenly
Joey the Clown jumps onto the stage.
“Here we are again”, he cries. “Hello. Children”
“Hello, “a small girl answers.
“I can’t hear you” says Joey. “Louder please. Hello children.”
“Hello, “al the boys and girls answer.
“Again”, says Joey.”Really loudly this time. Hello, children”
“Hello.” All the children shout.
“How are you tomorrow?”asks Joey
All the people in the audience laugh: ‘It’s today,”they shout.
Then a fat old woman comes onto the stage. “
“Good evening, children,” she says in a man’s voice.
“Have you been good today?”
“Yes, we have, “the children shout.
Who is Joey? Who is this woman with a man’s voice? What’s happening in the theatre? It’s pantomime
time. In the weeks after Christmas British theatres are full of families. They have all come to see the
pantomime. Pantomime is part of a real British Christmas.
WHAT IS A PANTOMIME?
A pantomime tells a story, an old story, a children’s story – Cinderella, Dick

Whittington and his cat, or Aladdin and his Lamp. A pantomime is full of music
and dance, but it is not an opera or a ballet. There are often clowns or animals
in a pantomime, but it is not an opera or a ballet. There are often clowns or
animals in a pantomime, but it is not a circus. A pantomime is … a pantomime.
A good pantomime is very funny, but there is often a lesson in it too. Good
people have to fight bad people, but they always win in the end. So children
learn about Right and Wrong and True Love. And they have a good time in the
theatre. They can laugh, shout and sing. It’s all part of a real pantomime.
102
WHERE DOES PANTOMIME COME FROM?
Pantomime has its roots in the ancient world of Greece and Rome. In Rome there was a big winter festival,
the Saturnalia. The ancient Romans ate and drank a lot, and
danced in the streets. Women wore men’s clothes and men
wore women’s clothes. Slaves gave orders to their masters,
and masters served their slaves. The servants have a lot of
power.”
The word “pantomime” comes from Greece and Rome

too. “Pantomimus” was the Latin name for a special kind of
actor. The “pantomimus” never spoke but used his body, face
and hands to tell a story. This use of mime has always been
part of the pantomime
WHEN WAS THE FIRST ENGLISH PANTOMIME?
The Commedia del’Artecame to Englandat the end of the

seventeenth century and London actors copies its ideas. One
famous actor, John Rich, had his own theatre in London, and in
1721 he produced a play about Harlequin. His funny story about
Harlequin and Columbine had music and magic tricks. It was
the first English pantomime.
Pantomime is always changing. In the nineteenth century there

was a famous clown, Joseph Grimaldi. He played a lot of clever
tricks, he sang songs with the audience, and he told good
jokes. People came to see Joey the Clown in the pantomime.
He was the real hero, not Harlequin.
WHAT’S IN A MODERN PANTOMIME?
A modern pantomime is full of these ideas from the past: music, mime, dance, tricks and jokes. The
audience laughs and sings, and shouts at the actors on the stage. People know the story and wait for their
favourite characters to appear.Aladdin is a good example of a
pantomime. The story comes from The Arabian Nights and is hundreds
of years old. First there is the hero, or Principal Boy, Aladdin. The
Principal Boy must be a young woman, or perhaps a Pop Star. Then
there is Aladdin’s mother, Widow Twankey. Her husband is dead, so
she has to wash clothes for money. Widow Twankey is the Pantomime
Dame, and an ugly man must play this funny part. She has another son,
Wishee Washee, and a horse. This horse can talk and dance. It isn’t a
real horse, but two men. One actor is the front legs, the other the back.
There is a beautiful princess, too, the Principal Girl, and she has two slave-girls. Pretty young women play
all these parts.
One day Aladdin meets a strange old man, Abanazar. Abanazar says to Aladdin, “I am your father’s
brother”. But he is really a wicked magician,the Villain of the pantomime. He gives Aladdin a ring a takes
him to an old, dry well. “Go down the well and through the door at the bottom”, he tells Aladdin. “You will
find a lamp in a cave under the ground. Bring it back to me”. Aladdin finds the lamp but doesn’t give it to
Abanazar. He jumps out of the well and runs home. Widow Twankey tries to rub the dirt off the lamp and –
magic – the Genie of the Lamp appears. The Genie helps Aladdin and his family. Aladdin is going to marry
the Princess and live in a palace. Then, one day, Abanazar comes back…..
103
A) Mark the sentences below TRUE or FALSE.Correct the false ones.
1. People go to the pantomime in summer
2. Pantomimes are for all the family
3. They tell an old children’s story.
4. A pantomime is never funny so the audience has a bad time in the theatre.
5. They can shout, laugh and sing.
6. The wrong people always win in the end.
B) Read for details. Complete the table.
C 4 B.C.
Ancient ……………….
“Pantomimus”- mime
Saturnalia – dance
Men ↔women
Masters ↔ servants
C16 and
C17 ………………and France.
Commedia dell’Arte
Story of ………………………….
………., magic stick, quick changes and ……………………….
End C 17
England.
1721 London, John Rich.
Ist English pantomime.
music, ………………, tricks
C19
Joey the…………………
Tricks, jokes and …………….
C20
Pop …………..= Principal Boy
clown - Harlequin - Italy - magic- mime - tricks - pantomime - songs – star- world
C) Match the following items according to the text.
1) Aladdin and his lamp a) as well as clown or animals.

2) A pantomime has music and dance b) in Greece and Rome
3) There is always c) is an example of pantomime
4) The Pantomime originated d) a lesson in the pantomime
5) Saturnalia e) have a lot of power
6) In a modern pantomime, servants f) was a big winter festival in Rome.
f) Pantomimuswas g) a special kind of actor.
104
D)Fill in the blanks with information from the text.
1-The pantomimusnever …………..but used his body …………………………………………………
to tell a story.
2-It was In the Commedia dell’Arte of the XVI th and XVII centuries that …………………..has it roots.
3- Stories ……………………………………………through words and mimes.
E) Answer the questions (When was the first English Pantomime?)
1) When did the Commedia dell’Arte come to England?
2) Who was John Rich?
3) What did he do in 1721 and where?
4) Who was a famous clown in the 19th century?
5)What did he do on the stage?
6) How was he called?
7) Was Harlequin the real hero?
8) Explain why the Pantomime is related to the Commedia dell’Arte.
F) Find at least four key words
…………………………… …………………………………… ……………………………….. …………………
105
THE WASHING SONG FROM Aladdin
Wishee Washee, will you wash my washing nice and bright?
Wishee Washee, will you wash my wash, and wash it white?
Wishee Washee, will you wash my washing right away?
Or Wishee Washee, will you wish to wash my wash another day?
It’s the end of the show,
Time for us all to go,
Hope we’ll see you all next time,
‘Cos, (*) it’s the end of this year’s pantomime.
Goodbye and cheers,
Many happy new years,
And that’s the end of the show!
(*)= because
NOTES
Slave: servants and slaves both work for another person but slaves do not get any money.
106
BIBLIOGRAFÍA:
De Rueda, M. A y D´Angelo, D., Visual Arts & Communication (Level I) Richmond Publishing.
Ediciones Santillana. Argentina, 2000.
De Rueda, M.A. y Pittella, Flavia., Visual Arts & Communication (Level 2) Richmond Publishing.
Ediciones Santillana. Argentina 2000.
Abbs, Freebain & Barrer. Snapshot. Snapshot of a famous Place. London. Longman
(1998): 118
Unknown author. Extensions in Reading Advanced Curriculum .Fly by Day Fly by Night.
North Billerica MA (2002): 50-51
Copage, Luque- Mortimer & Stephens. Get on Track to FCE. Communication. Every Gesture
Tells a Story. England (2004): 50,51
Ian Josephs. The Regency School of English. The town, school, courses and exams.
England. (2001)
Unknown authorExtensions in Reading Advanced Curriculum Associates. Climate Change:

Hotter? Colder? Wiser?. North Billerica MA (2002): 40-41
Linley, Abbs, Freebain & Barrer. In Focus 3. Children of the Streets. England. (2001): 34
Unknown author.Extensions in Reading Advanced Curriculum Associates
The First Emperor. North Billerica MA (2002): 14-15
Unknown autor. Making Reading Connections. Egyptian Tombs. North Billerica MA 01862.
(2003): 30
Harris, Mower & Sikorzynska. Opportunities Pre- Intermediate. A Matter of Taste. London,
Longman (2003): 98
Langan John English skills,. Man´s Search for Meaning.New York: Mc Graw- Hill Company.
(1977)
Mc Carthy & O´Dell. English Vocabulary in Use. Revising Vocabulary. Cambridge CUP
(1995): 12
Unknown author. Extensions in Reading Advanced Curriculum Associates.
Before they were Presidents. North Billerica MA (2002): 124
Acevedo & Coger. High Flyer Intermediate. The Tintin Books. England, Longman. (1998): 9
107
Unknown author. Extensions in Reading Advanced .Curriculum Associates.
Chistopher Columbus Sets sail. . North Billerica MA (2002): 14
Unknown author.Comprehensive Assessment of Reading Strategies. Book 5 Curriculum

Associates MA. Emma Lazarus and the statue of Liberty
Unknown author. More Reasons for Reading.The Mind and the Brain.
Unknown author. Tutankhamun´s Tomb.
Material de referencia y consulta:
 Alexander, L.G. Longman English Grammar. Longman Group UK, 1988.

 Holten, C. & Marasco J, et al. Looking Ahead. Mastering Academic Writing. Heinle &
Heinle Publishers, Washington, 1998.
 Parkinson de Saz, Sara M. "A University English Grammar for Spanish Speakers"
Madrid: Empeño, 1983.
 Swan, Michael, “Practical English Usage”. Oxford: Oxford University Press, 1980.
DICCIONARIOS:
 Appleton ´s New Cuyas Dictionary (Ingles- Español / Español – Inglés, 1966.

 Collins Diccionario Inglés. Inglés – Español / Spanish – English Editorial Grijalbo, 5º
edición, Barcelona, 1999.
 Larousse Gran Diccionario Español – Inglés / Inglés Español. Larousse S.A. México,
1993.
 Longman Dictionary of Contemporary English. New Edition Longman, 1989.
 MARIA MOLINER Diccionario de Uso del Español – edición en CD Rom. Madrid:

Gredos, 1996.
 Oxford Spanish Dictionary (Oxford CD-Rom) , OUP, 1997.
 Simon & Schuster´s International Dictionary English – Spanish / Spanish – English,
Prentice Hall .N.Y., 1997.
 www.wordreference.english.
108
Practice
for the
exam
Chinese New Year is celebrated all over the world. In China, it’s a time
when families take holidays and get together. THEY meet at each other’s
homes for visits and meals, and OFTEN HAVE A SPECIAL FEAST on New
Year’s Eve.
5 Before the New Year, it is a tradition to clean the houses to bring good
luck in the coming year. Often, at midnight on New Year’s Eve, people
open all the doors and windows to let the old year leave. THEY also leave
the lights on in the house to frighten off ghosts and spirits.
10 People dress in bright red clothes to celebrate a happy year. They

decorate their houses and write poems on red paper. The colour red is for
fire, which according to 10 legend, drives away bad luck.
At Chinese New Year people give money to children in red envelopes. The
red colour is for good luck, and the amount of money can be anything
15 from a few coins to a large amount. Lucky money envelopes are also
called Red Packets or Red Envelopes.
Some people believe that that happens on the first day of the Chinese
New Year reflects the rest of the year to come. They often play games at
the start of the New Year to obtain good luck and prosperity if they win.
20 Chinese New Year ends with the Lantern Festival. IT’s on the fifteenth day
of the Chinese New Year holiday. They put beautiful paper lanterns
everywhere – in the streets, in temples, at the homes, and in public
spaces. Some of the lanterns are painted with birds, animals, flowers or
zodiac signs.
25 An important part of the lantern festival is the dragon dance. The dragon
is typically made of paper and bamboo. Young men dance as THEY walk
the colourful dragon through the streets. The Chinese think dragons as
helpful, 25friendly creatures. THEY are linked to good luck, long life and
wisdom. 110
I) Contextual reference . What do these words refer to?
1 In line 2, THEY refers to …………………………………………………………………………….
3 In line 18, IT refers to …………………………………………………………………………….
II)Determine if the following statements are True or False . Justify the false ones.
1. Chinese New Year is only celebrated in China. (…)

2. The Chinese festival is a family event, everybody meets the family and eats
together. (…)
3. On New Year’s Eve the lights are on in the house to welcome ghosts and
spirits.(…)
4. The preferred dress colour to celebrate a happy year is red in China.(…)
5. Red packets or red envelopes are used to give money to children. (…)
6. The Chinese play games at the beginning of the year. (….)
7. The lantern festival marks the beginning of Chinese New Year. (…)
8. A common tradition is to put hundreds of paper dragons in their houses and
streets. (…)
9. The lanterns are not decorated. (…)
10. Dragons are very popular in Chinese culture.(…)
III) Find in the text 4 new statements which show how the new year is celebrated in
China.
1 ………………………………………………………………………………
2 …………………………………………………………………………….
3 ……………………………………………………………………
4……………………………………………………………………
IV) Discourse markers.
In line 3 AND introduces an idea of - addition – consequence – contrast.
In line6 ALSO introduces an idea of - exemplification - sequence – addition.
111
In line 16 OFTEN introduces an idea of -frequency – explanation – contrast.
V) Write two (2) key words in the text.
……………………………………. …………………………………………
VI) The most appropriate title for the text is :
a) THE LANTERN FESTIVAL.

b) CHINESE NEW YEAR
c) NEW YEAR’S EVE
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Delisio Antonio Berni
From child prodigy to socially-committed artist.
Delisio Antonio Berni was one of Argentina´s most revolutionary artists.

Born in Rosario, Santa Fe, in 1905, Berni started working as an apprentice in a
stained-glass workshop when he was very young. There he began to paint and
draw.
In 1920, Berni exhibited his works for the first time. The local 5
newspapers wrote articles on this “child prodigy”. Three years later, he
exhibited his works in the famous Witcomb art gallery in Buenos Aires.
When he was 21, he went to France on a scholarship. In Paris, Berni

studied with some of the most famous European artists of the time and was in
touch with other Argentinian artists, such as Forner, Spilimbergo, Butler and 10
Basaldua. He learnt about different avant-garde art movements like Fauvism
and Cubism. But he became a strong adherent to Surrealism. He met its
founder, André Breton, Salvador Dalí, the painter, and Luis Buñuel, the film
director.
Berni returned to Argentina in 1930. Two years later, he exhibited his 15

Surrealist paintings and collages in Buenos Aires.
In the 30s, poverty, unemployment and political unrest made Berni

gradually move away from Surrealism and embrace Realism. His paintings
became more critical, realistic and socially-committed. The painting
Manifestación (1934) is a good example. It shows a group of workers holding a 20
poster with the slogan “Bread and Work”.
In the 60s, Berni created his best-known characters: Juanito Laguna,

a boy from a shanty town, and Ramona Montiel, a poor woman driven to
prostitution. He won the Biennial of Venice in 1962 with a series of engravings
about Juanito Laguna. During these years, he took part in many short lived 25
exhibitions with some young pop-artists from the Instituto Di Tella.
Pop, hippies and student rebellions came to an end in the seventies, and
his paintings changed again. They were more brightly coloured and showed
grotesque people.
Unfortunately Berni died on 13th October 1981 when he was just 30

beginning to enjoy his well-deserved fame. He was, without doubt, one of the
most committed artists of our country.
113
1) CONTEXTUAL REFERENCE:
In line 3, “he” refers to ………………………………………………………..
In line 3 “there” refers to…………………………………………………………..
In line 6 “this child prodigy” refers to …………………………………………..
In line 7 “his works” refer to …………………………………………
In line 12 “its founder” refers to……………………………………………
In line 20, “it” refers to ………………………………………………………..
In line 21 “his best known characters” refer to………………
In line 25 “these years” refer to ……………………………………………………….
In line 28 “they” refers to ……………………………………………………………..
In lines 31 “one” refers to……………………………………………………………..
114
2) COMPLETE THE CHART WITH INFORMATION FROM THE TEXT
NAME:
OCCUPATION:
NATIONALITY:
PLACE AND DATE OF BIRTH:
EXHIBITION OF PAINTING IN 1923

at :
NAME OF THE COUNTRY WHERE

HE STUDIED IN EUROPE:
Names Occupation
OTHER SURREALIST ARTISTS IN a) -------------------: ---------------------
PARIS :
b) -------------------: --------------------
-
c) --------------------: --------------------
-
CHARACTERISTICS OF HIS
PAINTINGS IN THE 70s :
 -------------------------
 -------------------------
NAMES OF THE ART MOVEMENTS  -------------------------
WHICH INFLUENCED HIS WORKS:  -------------------------
 -------------------------
 -------------------------
115
3) WRITE TRUE OR FALSE
1) Berni exhibited his works for the first time in the famous Witcomb Art
Gallery in Buenos Aires (….).
2) While in Europe, he was equally influenced by three art movements (…).
3) Social and political conditions in Argentina led Berni to show more

socially committed topics in his paintings (….).
4) Painting was the only kind of art Berni worked with (….).
5) He won the Biennal of Venice in 1962 with his surrealist paintings and
collages (….).
4) FIND KEY WORDS IN THE TEXT
------------- ---------------- -----------------
6) DISCOURSE MARKERS
1) In line 10 SUCH AS introduces an idea of contrast - exemplification -

consequence
2) In line 12 BUT introduces an idea of contrast - consequence -.

sequence
116
7)Tick the best translation for each phrase
a socially socialmente comprometía al un artista

committed artist comprometió al artista en la socialmente
(line 2) artista sociedad comprometido
his best – known sus caracteres sus personajes sus personajes

characters (line mejor sabidos característicos más conocidos
18) conocidos
his well- su fama que su buena fama su bien merecida

deserved fame mereció merecida fama
(line 25)
some young pop algunos artistas algunos jóvenes algunos jóvenes

artists (line 21) jóvenes y populares y que eran artistas
famosos también artistas populares.
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Social Networks
Do the names MySpace, Facebook, Orkut, etc. sound familiar?
They probably do because they are some of the most popular
sites on the internet today. These sites are all called 'social
networking' sites because they help people meet and discuss
things online. Each of these social networking sites has its own
strengths: MySpace is especially popular among teenagers,
Facebook is popular with college age people, Orkut is especially loved in Brazil, and
CyWorld is the site to visit in South Korea. The common thread between all of these
social networks is that they provide a place for people to interact, rather than a
place to go to read or listen to 'content'.
Web 2.0
Social networks are considered to be web 2.0. What does this mean? To understand
this, it's important to understand what the original web did (often called web 1.0).
Back in the nineties, the internet - or web - was a place to go to read articles, listen
to music, get information, etc. Most people didn't contribute to the sites. They just
'browsed' the sites and took advantage of the information or resources provided. Of
course, some people created their own sites. However, creating a site was difficult.
You needed to know basic HTML coding (the original language the internet uses to
'code' pages). It certainly wasn't something most people wanted to do as it could
take hours to get a basic page just right. Things began to get easier when blogs
(from web log) were introduced. With blogs, many more people began writing
'posts', as well as commenting on other people's blogs.
MySpace Surprises Everybody

In 2003 a site named MySpace took the internet by storm. It was trying to mimic
the most popular features of Friendster, the first social networking site. It quickly
became popular among young users and the rest was history. Soon everyone was
trying to develop a social networking site. The sites didn't provide 'content' to
people, they helped people create, communicate and share what they loved
including music, images and videos. The key to the success of these sites is that
they provide a platform for users to create the content. This is very different from
the beginning of the internet which focused on providing 'content' for people to
enjoy.
Key to Success
Depending on users to create content is the key to the success of web 2.0
companies. Besides the social networking sites discussed here, other huge success
stories include: Wikipedia, Digg.com and the latest success - Twitter. All of these
companies depend on the desire of users to communicate with each other, this way
creating the 'content' that others want to consume.
118
I) Say if the sentences are T (T) or F (F).
1- Orkut is especially popular in South Korea. _______
2- People used the original web to read or listen to content. _______
3 -Back in the nineties nobody knew how to interact on the web. _______
4 -People used MySpace only to share personal information. _______
5- We can consume the content that users create in the web 2.0. ________
6- In web 1.0 it was difficult to create a site because a person was supposed to master
HTM coding. ________
7- The term BLOG comes from web log. _______
8- The first social networking site was called My Space. ________
9- At the beginning, Internet focused on providing information to enjoy. _______
II) Contextual references. (What do these words refer to ?
In LINE 3 These sites refer to ............................................................
In LINES 5-6 its own strengths refer to .................................................
In LINE 9 they refer to .....................................................................
In LINE 14 they refer to .....................................................................
In LINE 28 This refers to ....................................................................
III) Complete with information from the text
Names Comments
1 My Space Used mainly by
...................
SOCIAL NETWORKS 2 Facebook Used mainly by
...................
3 ORKUT Used in ................
4 Cyworld Used in ................
5 Friendster Used by .....................
IV) Mention at least two other social networks found in the text:
1
2
3
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V) Determine the difference between Web 2.0 and Web 1.0 in terms of AIMS:
Web 2.0 Web 1.0
VI) Answer these question in Spanish briefly.
1) Why are social networks considered to be Web 2.0?
2) How did blogs contribute to get things easier?
3) Which was the key to the success of these sites?
4) Why do web 2.0 companies depend so much on users?
VII) What do these discourse markers indicate?.
Line 4 BECAUSE indicates: addition – reason – exemplification.
Line 9 RATHER indicates: consequence – contrast – explanation.
Line 16 HOWEVER indicates: addition – contrast – explanation.
Line 21 AS WELL AS indicates: comparison – logical sequence – exemplification.
Line 32 BESIDES indicates: logical sequence – addition – reason.
VIII) Find 5 key words
________ ________ ________ ________ ________
120
List of Connectors
firstly, secondly ...
LOGICAL SEQUENCE to begin / start with ..., to conclude with
in the first place, in the second place
next , then , finally, last(ly)
last but not least ...
to summarise
also, too, then

ADDITION (adición) furthermore ...
moreover ...
in addition to that ...
above all ......
what is more ...
additionally
equally, likewise, similarly, in the same

COMPARISON (comparación) / a different way
compared to / with, in comparison with
as ... as , both ... and ...
you can´t compare it with ...
CONCLUSION (conclusión) all in all... / in conclusion ...

to sum up ...
I draw the conclusion / arrive at the
conclusion that ...
I conclude ...
consequently ..
EXEMPLIFICATION for example (e.g.), for instance

that is (i.e.)
that is to say
... such as ...
namely ...
consequently
RESULT (resultado) hence
therefore
thus
as a result
because of that ...-
that´s why ...
to put it another way

RESTATEMENT (reformulación) in other words
That`s to say : ie
ALTERNATIVE (de alternativa) on the one hand... , on the other hand

or
CONTRAST (contraste ) on the contrary

in contrast to that
but , yet, however
nevertheless ...
whereas ..., while ...
neither .... nor ...
although,
CONCESSION (concesión) in spite of that, despite that
admittedly
if , unless
DOSSIER DE GRAMATICA
PARA INGLES I
El verbo “to be”
Presente Pasado Presente Pasado Presente Pasado Futuro

simple simple continuo continuo perfecto perfecto
I am was am being was being have been had been will be
you are were are being were being have been had been will be
he/she/it is was is being was being has been had been will be
we are were are being were being have been had been will be
you are were are being were being have been had been will be
they are were are being were being have been had been will be
El verbo “to be” es un verbo copulativo irregular que se utiliza para presentar características del sujeto al cual
acompaña. Utilizándolo como verbo principal tiene tres equivalentes posibles en el español, los verbos “ser”, “estar” y
“tener” (en lo que a edades respecta) Cabe recordar que la conjugación de este verbo en español también es
irregular.
I am a teacher Yo soy docente
She is in classroom 3B Ella está en el aula 3B
They are 50 years old Ellos tienen 50 años
El verbo “to be” también puede funcionar como auxiliar dentro de la conjugación de las formas de continuo (verbo “to
be” conjugado en el tiempo, número y persona correspondiente + participio presente (verbo +ing) y en la voz pasiva
(verbo “to be” conjugado en el tiempo, número y persona correspondiente + participio pasado)
Para negar el verbo “to be” se utiliza not después del verbo:
I am not Italian.
Esta estructura puede contraerse en discursos informales o en la oralidad pero no en discursos formales y / o
académicos que son los que competen a la asignatura.
Para formular preguntas el verbo “to be” se ubica antes del sujeto:
Are you German?
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 Estructura impersonal THERE + BE
Esta estructura se utiliza como equivalente del verbo “haber” en español (que se utiliza para la construcción de
oraciones impersonales)
SINGULAR PLURAL
afirmación There is a piano There are glasses in the cupboard
negación There is not a piano There are not glasses
pregunta Is there a piano? Are there glasses?
afirmación There was a piano There were glasses in the cupboard
negación There was not a piano There were not glasses
pregunta Was there a piano? Were there glasses?
La palabra “there” en esta estructura cumple un papel funcional: el de operar como sujeto de la oración ya que el
inglés es una lengua que no permite la omisión del mismo.
 Pronombres personales
Al igual que el español, los pronombres personales subjetivos en inglés reemplazan a los sustantivos que ocupan el
lugar del sujeto. Estos son:
I 1ª persona del singular
you 2ª persona del singular
he 3ª persona del singular (masculino)
she 3ª persona del singular (femenino)
it 3ª persona del singular (cosa)
we 1ª persona del plural
you 2ª persona del plural
they 3ª persona del plural
 Pronombres objetivos
Al igual que el español, los pronombres objetivos en inglés reemplazan a los sustantivos que ocupan el lugar del
objeto (directo o indirecto) . Estos son:
me 1ª persona del singular
you 2ª persona del singular
him 3ª persona del singular (masculino)
her 3ª persona del singular (femenino)
it 3ª persona del singular (cosa)
us 1ª persona del plural
you 2ª persona del plural
them 3ª persona del plural
 Pronombres y adjetivos demostrativos

Los pronombres y adjetivos demostrativos tienen la misma forma (la diferencia radica en que, mientras los
pronombres reemplazan al sustantivo, los adjetivos lo acompañan) Estos son:
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this Para sustantivos singulares cerca del hablante
these Para sustantivos plurales cerca del hablante
that Para sustantivos singulares lejos del hablante
those Para sustantivos plurales lejos del hablante
 El caso genitivo
Se utiliza para indicar una relación de posesión. En el caso de los sustantivos, cuando el poseedor es una persona o
un animal, se agrega -´s: Naomi Campbell´s mother. Esto también ocurre cuando los poseedores se establecen con
un plural irregular, como: men, womem, children, people: That´s my children´s school. Sin embargo, cuando los
poseedores se establecen con plurales regulares, sólo se agrega el apóstrofe: They´re my parents´ friends. Cuando
el poseedor es una cosa, se utiliza una estructura con of: the end of the film.
La forma genitiva también se aplica a adjetivos y pronombres:
Adjetivos posesivos Pronombres posesivos

It’s my car It’s mine
It’s your car It’s yours
It’s his car It’s his
It’s her car It’s hers
It’s our car It’s ours
It’s their car It’s theirs
 Pronombres indefinidos
Un pronombre indefinido es un pronombre que refiere a uno o más seres, cosas o lugares no especificados. Nótese
que muchos de los pronombres listados abajo pueden tener otras funciones discursivas, dependiendo del contexto.
Por ejemplo, en many disagree with his views la palabra "many" funciona como pronombre indefinido mientras que en
many people disagree with his views funciona como cuantificador (un tipo de determinante) que califica al sustantivo
"people". En los casos que se prestan a confusión, se dan como ejemplo oraciones en las cuales la palabra funciona
como pronombre indefinido.
singular
another – Thanks, I'll have another. neither – In the end, neither was selected.
anybody – Anybody can see the truth. no one
anyone -Anyone can see this nobody
anything-Anything can happen if you just believe nothing
each – From each according to his ability, to each one– One might see it that way.
according to his need. other – One was singing while the other played the
either – Either will do. piano.
enough – Enough is enough. plenty – Thanks, that's plenty.
everybody somebody – Somebody has to take care of it.
everyone someone – Someone should fix that.
everything something – Something makes me want to dance.
less – Less is known about this period of history. you (en uso informal, con sentido de "one") – You can
little – Little is known about this period of history. understand why.
much – Much was discussed at the meeting.
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plural
both – Both are guilty. several – Several were chosen.
few – Few were chosen. they (en uso informal, con sentido de "people in
fewer – Fewer are going to church these days. general") – They say that smoking is bad for you.
many – Many were chosen.
others – Others can worry about that.
Singular o plural
all – All is lost. some – Some of the cake has been eaten. Some of the
any – Any will do. biscuits have been eaten.
more – More is better. such – Such is life.
most – Most would agree.
none – None of those people is my father. None of
those people are related to me.
 Pronombres reflexivos
Pronombre Personal Pronombre Reflexivo

I myself
you yourself
he himself
she herself
it itself
we ourselves
you yourselves
they themselves
Los pronombres reflexivos se usan cuando el sujeto y el objeto son iguales: I hurt myself; como objeto de una
preposición cuando el sujeto y el objeto son iguales: I bought a present for myself; y para enfatizar el sujeto: I'll do it
myself (Nadie me ayudará)
 Pronombres relativos
Un pronombre relativo es un pronombre que marca una cláusula relativa dentro de una oración. Se lo llama
pronombre relativo porque se relaciona con la palabra a la cual modifica y no es específico. Los pronombres relativos
en inglés son who, whom, which, whose y that.
Un pronombre relativo une dos oraciones simples para formar una compleja:
(1) This is a house. Jack built this house.
(2) This is the house that Jack built.
La oración (2) consiste de dos cláusulas, una principal (This is the house) y una relativa (that Jack built). That es un
pronombre relativo que, en la cláusula relativa, reemplaza a una frase nominal presente en la cláusula principal (su
antecedente), funcionando como argumento del verbo de la cláusula relativa. En el ejemplo el argumento es the
house, objeto directo de built..
Se pueden reemplazar otros argumentos usando pronombres relativos:
Sujeto: Hunter is the boy who kissed Monique.
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Objeto indirecto: Hunter is the boy to whom Monique gave a gift.
Poseedor: Jack is the boy whose friend built my house.
En inglés, a veces se usan diferentes pronombres si el antecedente es un ser humano o no (who vs. that)
(3) This is the bank that accepted my identification.
(4) She is the bank teller who helped us open an account.
 Pronombres interrogativos
Usamos pronombres interrogativos para hacer preguntas. El pronombre interrogativo representa lo que no sabemos
(acerca de lo cual estamos preguntando) Hay cuatro pronombres interrogativos principales: who, whom, what,
which. También el pronombre posesivo whose puede funcionar como pronombre interrogativo (un pronombre
interrogativo posesivo)
sujeto objeto
persona who whom
cosa what
Persona / cosa which
persona whose (posesivo)
Veamos estos ejemplos de preguntas. En las respuestas, la frase nominal que es reemplazada por el pronombre
interrogativo está marcada en negrita.
pregunta respuesta
Who told you? John told me. sujeto
Whom did you tell? I told Mary. objeto
What's happened? An accident's happened. sujeto
What do you want? I want coffee. objeto
Which came first? The Porsche 911 came first. sujeto
Which will the doctor see first? The doctor will see the patient in blue first. objeto
There's one car missing. Whose hasn't arrived? John's (car) hasn't arrived. sujeto
We've found everyone's keys. Whose did you find? I found John's (keys). objeto
 Artículos
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El idioma inglés cuenta con tres tipos de artículos que, a diferencia del español, no declinan en género y número:
1) Artículo definido: the
2) Artículo indefinido: a (antes de sustantivo que comienza en consonante) / an (antes de sustantivo que
comienza en vocal)
3) Artículo cero
Usamos el artículo definido the:
 Para algo único: The Earth is round.
 Para algo o alguien cuando es claro a quién o a qué nos estamos refiriendo: The postman has
arrived.
 Para algo o alguien que ya hemos mencionado: I bought a shirt and a coat. The shirt was quite
cheap but the coat cost a lot.
 Con adjetivos superlativos: It´s the best country in the world.
 Antes de nombres de diarios: the Mirror; hoteles y restaurantes: the Hilton, the Hard Rock Café;
teatros: the National Theatre; cines: the Odeon; galerías: the Tate Gallery; areas: the Southwest of
Spain; ríos: the Thames; mares y océanos: the Aegean, the Atlantic; cadenas montañosas: the
Pyrenees; grupos de isles: the Seychelles; desiertos: the Sahara.
 Antes de tipos de entretenimiento: We went to the theatre; instrumentos musicales: He plays the
piano.
 Antes de algunos países: the USA, the UK; nacionalidades que terminan en –sh, -ch o –ese: the
English, the Japanese.
 Con partes del cuerpo luego de preposiciones: The ball hit him on the arm (=his arm)
Usamos los artículos indefinidos a / an:
 Para sustantivos singulares contables mencionados por primera vez o cuando no nos referimos a uno en
particular: I want to buy a car.
 Para profesiones u otros grupos de pertenencia: I´m an engineer / She´s a vegetarian
 Antes de ciertos números: a hundred people / a thousand kilometres / a million dollars
 Con expresiones de frecuencia: once a week
Usamos el artículo cero:
 Para sustantivos contables en plural cuando estamos hablando en general: Teenagers are sometimes
moody.
 Para sustantivos incontables cuando estamos hablando en general: Health is more important than money.
 Antes de continentes: Africa; países: Argentina; ciudades: Athens; pueblos: Bournemouth; la mayoría de las
calles y rutas: Bond Street, Fifth Avenue; montañas: Mount Everest; lagos: Lake Ontario
 Antes de enfermedades: I´ve got flu (EXCEPTO I´ve got a headache)
 Para referirse a ciertas instituciones como hospitales y prisiones: He had an accident so he was taken to
hospital. EXCEPTO: Usar el artículo definido para referirse al edificio en si mismo: She went to the hospital
to visit her son.
 Con las siguientes expresiones:
To / at / from school / university / college / work
In / to class
To / in / from church
To / in / into / out of bed / hospital / prison (como prisionero)
Go home
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For / at / to / breakfast / lunch / dinner
By car / bus / plane / boat / ferry / taxi / bicycle
On foot.
 Sustantivos
Existe una división entre sustantivos contables e incontables. Los primeros pueden ser singulares o plurales (one
student / two students); mientras que los segundos no tienen forma de plural y no pueden ser acompañados por el
artículo indefinido: I need an some advice.
Algunos sustantivos pueden ser tanto contables como incontables:
 Cosas que reconocemos como unidades o sustancias: I´ve bought a chicken for lunch / Would you like
chicken or fish?
 Bebidas: I love coffee / I´ll have two coffees, please (= two cups of coffe)
 Sustantivos como time, room, space, place con un cambio de significado: We had a great time last time / I
haven´t got time to stop
 Formación del plural de los sustantivos:
Singular Plural Ortografía

A book Books Agregar -s
A watch Watches Agregar –es luego de – ch, -
A box Boxes sh, -s, -x
A dress Dresses
A dish Dishes
A country Countries Consonante + y > -ies
 Adjetivos
A diferencia del español, los adjetivos en inglés no declinan en género ni en número. Así, mientras en español
hablamos de “la casa roja”, “las casas rojas”, “el auto rojo” y “los autos rojos”; en inglés hablamos de “the red
house”, “the red houses”, “the red car” y “the red cars”
La segunda diferencia que se puede notar con respecto al español, es la ubicación del adjetivo en relación al
sustantivo: Mientras que en español el lugar habitual es después del sustantivo (aunque también se admite ubicarlo
antes); el lugar que ocupa el adjetivo en inglés es antes del sustantivo. Normalmente no se ubican más de tres
adjetivos antes del sustantivo y el orden que siguen es: opinión – cualidad / tamaño / forma / edad - color – origen –
material y propósito. Así podemos hablar de a fantastic, short / new / expensive, red, Spanish, leather, sports jacket.
 Sustantivo + sustantivo
En inglés se puede utilizar dos sustantivos juntos, funcionando el primero como adjetivo que califica al segundo,
núcleo del sintagma nominal. Así “a family car” se entiende que es un auto familiar, ya que “car” es el último
sustantivo, y núcleo del sintagma nominal; y “family” funciona como adjetivo, calificando al último.
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 Comparación de adjetivos y adverbios
 Adverbios:
Se utilizan para calificar verbos y se ubican después de los mismos: I drive slowly
Adjective Adverb
slow slowly + -ly
healthy healthily Consonante + y en el final, pierde la y y agrega - ily
good well Irregular
fast fast
hard hard
 Adjetivos comparativos:
Se utilizan junto a than para comparar dos personas o cosas: White cars are safer than yellow cars.
Adjective Comparative
old older Adjetivos de un sílaba agregan -er
big bigger Adjetivos que constan o finalizan en consonante – vocal –
consonante acentuada, duplican la última consonante y
agregan -er
healthy healthier Adjetivos de una o dos sílabas que terminan en consonante + y,
pierden la –y y agregan -ier
famous more famous Adjetivos de dos o más sílabas se les agrega more delante
good better Irregular
bad worse
far further
 Adjetivos superlativos:
Se utilizan luego de the para indicar cuál es (el más grande, etc.) en un grupo: It´s the hottest country in the world.
Adjetivo Superlativo
cold The coldest Adjetivos de un sílaba agregan -est
hot The hottest Adjetivos que constan o finalizan en consonante –
vocal – consonante acentuada, duplican la última
consonante y agregan -est
pretty The prettiest Adjetivos de una o dos sílabas que terminan en
consonante + y, pierden la –y y agregan -iest
dangerous The most dangerous Adjetivos de dos o más sílabas se les agrega the
most delante
good The best Irregular
bad The worst
far The furthest
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 Comparación de adverbios:
Se utiliza para comparar dos acciones y sigue las mismas reglas de formación que las formas comparativas y
superlativas de los adjetivos. No obstante, la mayoría de los adverbios tiene más de una sílaba por lo tanto existe
mayor probabilidad de usar more y the most para comparar adverbios. También, al igual que los adjetivos, hay
adverbios cuya forma comparativa y superlativa es irregular. Estos son:
Adverb Comparative Superlative

well better best
badly worse worst
little less least
much more most
 (not) as…as / less than

 Usamos as + adjetivo / adverbio + as para decir que dos cosas son similares o iguales de algún modo. La
forma negativa es not as...as: The traffic in the country is not as bad as in the city.
 Usamos less…than como opuesto de more…than: Life in my village is less exciting than in a city.
 Modificando comparaciones:
Para modificar comparaciones podemos usar a bit, a little, even, rather, slightly, far, (very) much y a lot: London is
much older than New York.
 Repitiendo comparaciones:
 Usamos the (more)….the (more) para mostrar que dos comparaciones cambian al mismo tiempo: The older
the children get, the more independent they become.
 Usamos un adjetivo comparativo + and + adjetivo comparativo para decir que algo está cambiando todo el
tiempo: It´s getting colder and colder.
 Presente simple
afirmación negación pregunta Respuesta corta afirmativa /
negativa
I work I do not work Do I work? Yes, I do - No, I do not
You work You do not work Do you work? Yes, you do - No, you do not
He / she / it works He / she / it does not Does he / she / it work? Yes, he / she / it does – No, he /
work she / it does not
We work We do not work Do we work? Yes, we do – No, we do not
You work You do not work Do you work? Yes, you do – No, you do not
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They work They do not work Do they work? Yes, they do – No they do not
Usamos el presente simple:

 Para acciones regulares y rutinas, generalmente con una expresión de tiempo (ver abajo): We go abroad
every year
 Para situaciones permanentes: Steven Spielberg makes great films.
 Para verdades generales: The sun rises every morning
 En cláusulas temporales con significado de futuro luego de palabras como when, if, after, as soon as, until,
etc.: I´ll phone you after the film finishes.
 Para horarios fijos: The film doesn’t start until 8 p.m.
 En críticas de cine o resúmenes de tramas: The hero escapes when his car crashes into the sea.
Expresiones de tiempo que usualmente se usan con el presente simple

 Usualmente antes del verbo principal o después de verbos auxiliares o modales: never, rarely, hardly
ever, seldom, occasionally, sometimes, frequently, often, usually, always
 Usualmente al final de la oración: every day / week / month / year, etc. , in the morning / afternoon, etc.,
on Mondays / Tuesdays, etc., once a day / week / month, etc.
 Preposiciones
 Preposiciones de tiempo (in, on, at)
o Se utiliza in para partes del día, meses, estaciones y años: in the morning, in the afternoon, in
the evening, in December, in the summer, in 1998
o Se utiliza on para días y fechas: on Monday (morning), on the 12th of July, on my birthday
o Se utiliza at para momentos del día, festivales, night, the weekend: at three o´clock, at
midday / midnight, lunchtime, night, the weekend, Christmas / Easter / New Year
 Preposiciones de lugar:
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 To have (got)
Esta expresión se utiliza para indicar posesión. Mientras que have got es más común en inglés británico, have es
más común en los Estados Unidos y en inglés internacional.
afirmación negación pregunta Respuesta afirmativa y

negativa
I have (got) a car I have not (got) a car Have I got a car? / Do I Yes, I have – No, I have
have a car? not / Yes, I do – No, I do
not
You have (got) a car You have not (got) a car Have you got a car? / Yes, you have – No, you
Do you have a car? have not / Yes, you do –
No, you do not
He / she / it has (got) a He / she / it has not Has he / she / it got a Yes, he / she / it has –
car (got) a car car? / Does he / she / it No, he / she / it has not
have a car? / Yes, he / she / it does
– No, he / she / it does
not
A
We have (got) a car We have not (got) a car Have we got a car? / Do Yes, we have – No, we
we have a car? have not / Yes, we do –
No, we do not
You have (got) a car You have not (got) a car Have you got a car? / Yes, you have – No, you
Do you have a car? have not / Yes, you do –
No, you do not
They have (got) a car They have not (got) a Have they got a car? / Yes, they have – No,
car Do they have a car? they have not / Yes,
they do – No, they do
not
 Números cardinales hasta el 100:

0 – zero 16 – sixteen
1 – one 17 – seventeen
2 – two 18 – eighteen
3 – three 19 – nineteen
4 – four 20 - twenty
5 – five 21 - twenty – one
6 – six 30 - thirty
7 – seven 40 - forty
8 – eight 50 - fifty
9 – nine 60 – sixty
10 – ten 70 – seventy
11 – eleven 80 – eighty
12 – twelve 90 – ninety
13 – thirteen 100 – a / one hundred
14 – fourteen
15 – fifteen
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 Números ordinales hasta el 20th
1st – first 11th – eleventh
2nd – second 12th – twelfth
3rd – third 13th – thirteenth
4th – fourth 14th – fourteenth
5th – fifth 15th – fifteenth
6th – sixth 16th – sixteenth
7th – seventh 17th – seventeenth
8th – eighth 18th – eighteenth
9th – ninth 19th – nineteenth
10th – tenth 20th – twentieth
 Pasado simple de todos los verbos

Los verbos de pasado simple se clasifican en regulares e irregulares y ambos comparten la cualidad de ser iguales
para todas las personas. Los verbos regulares agregan –ed al final y estas son las reglas ortográficas:
Infinitivo Pasado
watch watched Agrega -ed
live lived Los verbos que terminan en e sólo agregan -d
stop stopped Los verbos que terminan o constan de consonante – vocal – consonante
acentuada duplican la última consonante
study studied Los verbos que terminan en consonante + y, pierden la –y y agregan -ied
ORACIÓN AFIRMATIVA: I worked yesterday.

ORACIÓN NEGATIVA: I did not work yesterday.
PREGUNTA: Did I work yesterday?
RESUESTA CORTA AFIRMATIVA / NEGATIVA: Yes, I did / No, I did not
Usamos el pasado simple para:
 Eventos que claramente han terminado o que ocurrieron en un tiempo definido en el pasado: The first man
landed on the Moon in 1969
 Secuencia de eventos pasados completos: The explorers woke up, had breakfast and started out across the
snow.
 Eventos finalizados que duraron un período de tiempo: I lived in Japan for three years as a child.
 Forma –ing
Se utiliza:
 A veces, como sustantivo: Dancing is my favourite hobby.
 Luego de todas las preposiciones, incluyendo las partículas de los “phrasal verbs”: I learned to play the guitar
by practising / I’ve given up smoking.
 Luego de ciertas expresiones / frases preposicionales: I´m fed up with doing exams.
 Como segunda parte de un adjetivo compuesto: He´s very good – looking.
 Verbos + -ing:
Usamos la forma –ing luego de ciertos verbos o frases: I avoid going to crowded places / It´s worth trying
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Algunos de estos verbos o frases son: admit, adore, appreciate, can’t help, consider, delay, deny, detest, dislike,
enjoy, fancy, feel like, finish, imagine, involve, sep (=continue), loathe, mention, mind, miss, postpone, practise,
resent, risk, suggest
 Verbo + objeto + -ing:

Usamos el objeto + -ing luego de hear, see, feel and watch para indicar que la acción luego del verbo continúa o está
incompleta: I saw the boy drowning, but luckily he was rescued just in time.
 Adjetivos que terminan en –ing:
Usamos adjetivos que terminan en –ing para hablar del efecto que algo o alguien tiene sobre nosotros o nuestros
sentimientos: The talk was rather boring.
 Participio presente:
Tal vez la forma más usual de encontrar la forma en –ing es como participio presente del verbo principal de las
formas continuas. Estas se forman con el verbo to be conjugado en el tiempo y forma correspondiente y el verbo
principal en participio presente:
o PRESENTE CONTINUO:
Se usa el presente continuo para:
o Acciones que ocurren ahora: Look! They’re shooting a film!
o Situaciones temporales: The actors are having a short break.
o Acciones que ocurren aproximadamente durante el tiempo en que se habla: I´m working as a film
extra at the moment.
o Planes y arreglos para el futuro: I´m meeting my friends outside the theatre tonight.
o Hábitos molestos o sorprendentes, con always: I´m always losing things!
Expresiones de tiempo que normalmente se usan con el presente continuo

o Usualmente luego del auxiliar: always, still, currently
o Usualmente al final de la oración: at present, at the moment, now
o FUTURO CONTINUO:
Se usa el futuro continuo para:
o Acciones en progreso en un tiempo futuro: I’ll be lying on a beach this time tomorrow.
o Hablar de situaciones futures planeadas: Will you be going to the meeting tomorrow? (=polite)
o PASADO CONTINUO:
Usamos el pasado continuo para:
o Acciones en progreso en el pasado: I was working last night.
o Acciones o situaciones temporarias en el pasado: In May last year, we were studying for our final exam.
o Acciones en progreso simultáneas en el pasado: I was reading while my friends were playing cards.
o Establecer una escena en una historia: This story began one day last winter. It was snowing and my brother
and I were sitting in the kitchen, wondering what to do.
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 Verbos modales
Los verbos modales son una categoría de verbos auxiliares. Los modales expresan el modo de un verbo: la
capacidad, la posibilidad, la necesidad u otra condición del verbo principal. Estos verbos se usan con verbos
principales para formar afirmaciones o preguntas. Los modales no tienen conjugaciones ni tiempo y no se pueden
usar sin verbo principal. En inglés, el verbo principal siempre queda en forma infinitiva
 Habilidad:
Usamos:
 Can / be able to para habilidad presente o futura: Can you drive?
 Could / be able to para habilidad pasada: I could swim when I was six (= habilidad general) / I was able to
swim to safety (Habilidad en una situación particular)
 Permiso:
Usamos:
 Can, be allowed to y may (formal) para pedir y dar permiso: You can go to the disco tonight / May I be
excused class this afternoon, please?
 Could para pedir permiso cuando no estamos seguros cuál será la respuesta: Could I ask you a favour?
 Can’t / not allowed to y may not (formal) para falta de permiso: I can’t / I’m not allowed to go out tonight /
You may not park here
 Consejo, obligación, necesidad:

Usamos:
 Should y ought to para consejos: You should / ought to wear a helmet when you ride your bike.
 Must para obligaciones fuertes o necesidad impuesta por el hablante: You must pass your test before you
drive this car / I must revise for the exams.
 Mustn´t para obligaciones fuertes cuando el hablante es una persona de autoridad: You mustn´t eat or
drink in class.
 Have to / have got to (ingles británico) o need to para obligaciones fuertes impuestas por otra persona que
no es el hablante: Do we have to fill in this form? / You need to have a passport to travel abroad
 Had to para obligación pasada: We had to stay in after school as a punishment.
 Falta de obligación / necesidad:

Usamos:
 Don’t have to, don’t need to y needn’t para falta de obligación en el presente o en el futuro: We don’t have to
/ don’t need to / needn’t pay for the trip. It’s free!
 Didn´t need to para acciones que no eran necesarias. No decimos si estas acciones fueron realizadas o no: I
didn´t need to phone my friend after all.
 Needn´t have + participio pasado para acciones que fueron hechas pero que no eran necesarias: You
needn´t have come to meet me: I cold have got the bus.
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 Posibilidad:
Usamos:
 Could / may / might para decir que algo es posiblemente cierto ahora: They aren’t at home – they could /
may / might be on holiday.
 Could / may / might para decir que existe la posibilidad de que algo ocurra en el futuro: Take an umbrella – it
could / may / might rain later.
 May not y might not (pero no could not) para decir que algo posiblemente no sea cierto ahora o en el futuro:
He may not / might not want to come with us.
 Could / may / might + have + participio pasado para decir que un evento pasado posiblemente ocurrió: I´m
not sure where she is. She could / may / might have gone out.
 Could / might (pero no may) + have + participio pasado para decir que un evento pasado fue possible pero no
ocurrió: Why did you dirve so fast? You could / might have had an accident.
 Suposición / deducción:
Usamos:
 Must para expresar certeza acerca del presente en oraciones afirmativas: You must be tired after that long
journey.
 Can´t (no musn´t) para expresar certeza acerca del presente en oraciones negativas: He can´t be
swimming. The pool is closed:
 Must have + participio pasado para expresar certeza acerca del pasado en oraciones afirmativas: She´s late.
She must have missed her train.
 Can´t have / couldný have + participio pasado para expresar certeza acerca del pasado en oraciones
negativas: He can´t have won the match. He looks depressed.
 Crítica:
Usamos:
 Should / ought (not) to para criticar acciones presentes: We should take care of our planet.
 Should (not) have / Ought (not) to have + participio pasado para criticar acciones pasadas: You should have
done your homework.
 Could have + participio pasado para describir oportunidades perdidas: I could have studied harder for my
exams, but I didn’t.
 Voz pasiva:
Usamos la voz pasiva:
 Cuando estamos más interesados en la acción (qué ocurre) que en el agente (quién la realiza)
 Cuando ignoramos quién es el agente, creemos que no es importante mencionarlo, queremos evitar decir
quién es responsable de algo o para evitar sujetos vagos, tales como they, someone, etc.
 Para hacer que la información sea más formal.
La voz pasiva se forma con el verbo to be conjugado en el tiempo y la forma que corresponda y el verbo principal en
participio pasado (el participio pasado: al igual que el pasado simple, se divide en verbos regulares e irregulares. Los
verbos regulares, como en el pasado simple, llevan –ed al final; los verbos irregulares se encuentran en la 3ª
columna de la lista de verbos irregulares)
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Los únicos verbos que admiten la voz pasiva son los verbos transitivos y ditransitivos (esto es que admiten uno o dos
objetos)
Verbos transitivos:
VOZ ACTIVA: They teach teenagers how to cope with stress nowadays.
VOZ PASIVA: Teenagers are taught how to cope with stress nowadays.
En esta construcción, el objeto directo de la oración en voz activa pasa a ser sujeto de la oración en voz pasiva.
Como el verbo en la oración de voz activa está en presente simple, el verbo to be en la oración en voz pasiva está
conjugado en presente simple.
Verbos ditransitivos:
VOZ ACTIVA: They have given us tips on how to relax.
VOZ PASIVA: We have been given tips on how to relax
INCORRECTO: Tips have been given to us on how to relax.
Cuando el verbo es ditransitivo es el objeto indirecto de la oración en voz activa el que pasa a ser sujeto de la
oración en voz pasiva.
Mención del agente:

Sólo mencionamos el agente si es importante saber quién o qué es responsable de la acción y siempre se menciona
antecedido por by: “Hamlet” was griten by Shakespeare.
 Tiempos perfectos
 Presente perfecto simple:
El presente perfecto simple se forma con los auxiliares have / has + participio pasado. Usamos el presente perfecto
simple:
 Para acciones que han continuado desde un tiempo en el pasado hasta ahora: He´s been a teacher for five
years.
 Para acciones que comenzaron en el pasado pero en un período de tiempo que aún no ha terminado: I´ve
written three letters today.
 Para acciones o situaciones pasadas que tienen conexión con el presente: Oh no! I’ve lost my purse (=I have
to look for it now)
 Para acciones que ocurrieron en el pasado pero en un tiempo desconocido o no establecido: I´ve been to
Hollywood.
 Con la palabra just para acciones que ocurrieron muy recientemente: I´ve just finished a fantastic book.
 Con expresiones de tiempo como How long, for y since: How long have you known him?
 Con expresiones de tiempo que signifiquen “desde cualquier momento hasta ahora” , por ejemplo: ever,
never, already, yet, before, recently, lately, so far: Have you finished your homework yet?
 Luego de frases tales como It´s the first time / last time... : It’s the first time I’ve eaten Indian food.
 Luego de superlativos: That’s the best film I’ve ever seen.
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 Presente perfecto vs. Pasado simple:
 Usamos el presente perfecto para una acción que empezó en el pasado y continua en el presente. Usamos el
pasado simple para una acción que empezó y terminó en el pasado. Comparemos:
1) I’ve been an actor for five years (todavía soy actor)
2) I was an actor for five years (ya no soy actor)
 Usamos el presente perfecto cuando el resultado de la acción pasada continua en el presente. Usamos el
pasado simple cuando la acción pasada no tiene resultado en el presente. Comparemos:
1) I´ve broken my leg (todavía se está curando)
2) I broke my leg but it’s fine now (evento pasado)
 Usamos el presente perfecto para referirnos a un tiempo indefinido, especialmente con expresiones de
tiempo tales como already, recently, ever. Usamos el pasado perfecto para referirnos a un tiempo definido,
especialmente con expresiones temporales tales como yesterday, last web, (six months) ago. Comparemos:
1) I’ve started a new job recently
2) I started a new job two months ago.
 Usamos el presente perfecto para un período de tiempo no terminado y el pasado simple para un período de
tiempo terminado. Comparemos:
1) Have you seen John this afternoon? (sigue transcurriendo esa tarde)
2) Did you see John this afternoon? (ahora es de noche)
 Pasado perfecto simple:

El pasado perfecto simple se forma con el auxiliar had + participio pasado. Usamos el pasado perfecto simple:
 Para una acción pasada que ocurrió antes de otra acción o tiempo pasado: The explorers sheltered under a
rock until the storm had passed.
 Con frases como no sooner.... than, y hardly.... when: No sooner had the rain stopped than it began to
snow.
 Con expresiones tales como It was the first / second time.... o It was (the biggest) / (most exciting): John went
to the USA last year. It was the first time he had been there.
 Futuro perfecto simple:

El futuro perfecto simple se forma con el auxiliar will have + participio pasado. Usamos el futuro perfecto simple para
acciones completas antes de un punto en el futuro: We will have finished this book by the summer.
 Tiempos de futuro
 Futuro simple: will + infinitivo:
Usamos el futuro simple:
 Para predicciones acerca del futuro, cuando no hay evidencia presente, usualmente con verbos como
believe, think, expect, etc: What do you think life will be like in the future?
 Para decisiones y ofertas hechas en el momento de habla: Don´t worry about the washing – up. I´ll do it!
 Para promesas, amenazas, ofertas y pedidos: I won’t forget, I promise / I’ll never speak to you again! /
We’ll help you with your homework / Will you lend me your car?
 Going to:
Usamos be + going to + infinitivo para:
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 Predecir eventos con evidencia presente: Look at those clouds! It’s going to rain.
 Para planes e intenciones: I’m going to buy a new computer next month.
 Presente continuo:
Usamos el presente continuo para acuerdos futuros: My brother is starting university in September. He’s just
received all the details.
 Cláusulas condicionales
 Condicional 0:
Usamos If, etc. + presente + presente / modal / imperativo para verdades generales e instrucciones: If you heat
snow, it melts / Tigers don’t kill humans unless they are sick or injured / Shout if you want me to help you!
 Condicional 1:
Usamos If , etc. + presente simple / continuo / perfecto + will / modal para eventos que es posible que ocurran en el
presente o en el futuro: If I pass my exams, I’ll be very pleased / Unless I study, I won’t pass / If you’re still waiting
at the bus stop when I come out, I’ll give you a lift / I’ll be able to go to university if I’ve gained good enough grades /
I may work abroad if my parents agree
 Condicional 2:
Usamos If, etc. + pasado simple + would / modal para situaciones irreales o hipotéticas en el presente o en el futuro
y para dar consejos: What would you do if you won the lottery? / We could go abroad for a holiday next year if we
saved every month / If I were you, I would tell your parents what’s happened.
 Condicional 3:
Usamos If, etc + pasado perfecto + would / could / might presente perfecto para imaginar situaciones en el pasado
contrarias a lo que realmente ocurrió: I wouldn´t have got sunburnt if I hadn´t stayed in the sun too long / Just think.
If I hadn’t gone to the disco last night, I might not have met you
 Condicionales mezclados:
Es posible encontrar oraciones que mezclen condicionales, especialmente cuando un evento pasado tiene un efecto
en el presente. Comparemos:
1) If I hadn’t received the invitation, I wouldn’t have gone to the wedding (fui a la boda)
2) If I hadn’t received the invitation, I wouldn’t be at the wedding (estoy en la boda ahora)
 Conectores en cláusulas condicionales:

 Algunos conectores comunes para cláusulas condicionales son: if, when, unless, as / so long as, provided /
providing (that), until, on condition that, even if. Cuando la cláusula que empieza con alguno de estos
conectores encabeza la oración, usamos coma: As long as you don´t panic, you´ll do well in the exam.
 Cuando la cláusula principal en cabeza la oración no usamos coma: You´ll be better provided you take the
doctor´s advice.
 Podemos usar unless para reemplazar if... not: You’ll miss the bus unless you rush ( = if you don’t rush)
 Podemos usar in case con el significado de “evitar un problema futuro” In case generalmente se ubica luego
de la cláusula principal: Bring an umbrella in case it rains.
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 Podemos usar even if para enfatizar o sugerir una contradicción: Even if we go now, we won´t arrive in time.
 A veces podemos reemplazar if en una oración condicional con supposing o imagine: Supposing you won
the lottery next web, what would you do with the money? / Imagine the buses had been on strike yesterday.
How would you have got to school?
 Podemos reemplazar if con were y con had para hacer más formales las oraciones: Were I qualified, I would
apply for the job ( = If I were...) / Had I known how much the course cost, I would never have applied. ( = If
I had kwown…)
 Estilo indirecto
Usamos el estilo indirecto cuando reportamos lo que alguien dice, escribe o piensa: Cuando empezamos con un
verbo en pasado, tales como said, admitted, claimed, etc. normalmente cambiamos las conjugaciones un paso hacia
atrás en el tiempo y tal vez necesitemos cambiar pronombres e indicadores de tiempo y lugar
PRESENTE SIMPLE PASADO SIMPLE

“He’s tired”, she said. She said (that) he was tired.
PRESENTE CONTINUO PASADO CONTINUO

“I’m leaving soon”, he reminded her. He reminded her (that) he was leaving soon.
PASADO SIMPLE PASADO PERFECTO

“I broke the glass”, she admitted She admitted (that) she had broken the glass.
PASADO CONTINUO PASADO PERFECTO CONTINUO

“I was trying to help”, he explained He explained (that) he had been trying to help
PRESENTE PERFECTO PASADO PERFECTO

“We have won the match”, they announced They announced (that) they had won the match.
PRESENTE PERFECTO CONTINUO PASADO PERFECTO CONTINUO

“I’ve been working hard”, he claimed He claimed (that) he had been working hard.
WILL WOULD
“I will always love you”, he promised He promised (that) he would always love her
CAN COULD
“We can solve the problem”, they insisted They insisted (that) they could solve the problem
MAY MIGHT
“I may be late”, he warned us He warned us (that) he might be late
MUST HAD TO
“We must leave”, she said She said that they had to leave
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 Formas verbales que no cambian:
No es necesario cambiar el tiempo del verbo cuando:
 Lo que se reporta sigue siendo cierto: “The currency in Argentina is the peso”, the teacher told us
The teacher told us that the currency in Argentina is the peso
 Cuando la oración que estamos reportando contiene los modales would, could, might, ought to, should o must
usados para la deducción: “I could come tomorrow”, he said He said that he could come the next
day
 Otros cambios en el estilo indirecto:

Estilo directo Estilo indirecto
Here There
Now Then
This / that The
Today That day
Tomorrow The next day / the following day
Yesterday The day before / the previous day
Last (week) (the week) before / the previous (week)
Next (month) The following (month) / the (month) after
This (morning) That (morning)
Ago Before
 Preguntas, pedidos y órdenes indirectas:

o PREGUNTAS INDIRECTAS:
Cuando formamos preguntas indirectas:

o Usamos el mismo orden de palabras que en las oraciones. No hay signo de pregunta al menos que la frase
introductoria sea una pregunta: “Are you going to the disco?” My friend asked me if I was going to the
disco
o Usamos las palabras interrogativas en las preguntas que lo requieran: “When does the film start?” He
wanted to know when the film started.
o Usamos if / whether en preguntas cuya respuesta es si o no: “Have you done your homework or not?”
The teacher asked whether we had done our homework or not.
o Debemos usar whether (no if) si estamos pidiendo a alguien que elija algo: “Do you want tea or coffee?”
She asked me whether I wanted tea or coffee
o Podemos usar frases introductorias de cortesía como I wonder if you could tell me...: “What’s the time?”
I wonder if you could tell me what the time is?
o PEDIDOS Y ÓRDENES:
Cuando reportamos pedidos y órdenes:
o Usualmente usamos verbos tales como ask, tell + objeto + infinitivo: “Will be you quiet, please?” The
teacher asked / told me to be quiet
138
o Usamos not antes del infinitivo para reportar pedidos y órdenes negativas: “Please don´t interrupt the
meeting!” The manager asked / told me not to interrupt the meeting
 El modo imperativo
El modo imperativo es un modo gramatical que expresa ordenes, pedidos, prohibiciones, permisos o cualquier otro
tipo de exhortación.
El modo imperativo en inglés se forma simplemente usando el infinitivo (sin to) del verbo. El sujeto de la oración sólo
puede ser you (la segunda persona)
 Verbos con partícula

Un verbo con partícula es una combinación de un verbo y una preposición, un verbo y un adverbio o un verbo con un
adverbio y una preposición, que forman una unidad semántica y cuyo significado generalmente difiere del significado
original del verbo o la partícula. A la preposición o el adverbio usados se los llama “partícula”, ya que no alteran su
forma a través de la inflexión.
 Patrones de los verbos con partícula

Un verbo con partícula contiene ya sea una preposición o un adverbio (o ambos) y también puede combinarse con
uno o más sustantivos o pronombres.
Cuando un verbo cuya partícula es un adverbio tiene como objeto un sustantivo, éste puede aparecer a ambos lados
del adverbio. No obstante, las frases nominales muy largas tienden a aparecer después del verbo:
o Switch off the light.

o Switch the light off.
o Switch off the lights in the hallway next to the bedroom in which the president is sleeping.
Sin embargo, con algunos verbos transitivos cuya partícula es un adverbio, el sustantivo que funciona como objeto
debe ubicarse después del adverbio, ya que hay verbos con partícula que son “inseparables”:
o The gas gave off fumes. (no *The gas gave fumes off.)
Aún así, otros verbos transitivos con partícula requieren que el objeto preceda
al adverbio, incluso si el objeto es una frase nominal larga:
o They let the man through. (no *They let through the man.)
o They let only the men wearing formal dress through.
Con todos los verbos transitivos con partícula, si el objeto es un pronombre, debe preceder siempre al adverbio.
o Switch it off. (no *Switch off it.)

o The smell put them off. (no *put off them)
o They let him through. (no *they let through him)
139
 Verbos preposicionales
Los verbos preposicionales son verbos cuya partícula es una preposición, que siempre es seguida por su objeto
nominal. Difieren de los verbos con partículas transitivos inseparables porque el objeto va después de la preposición,
aún si es un pronombre:
o On Fridays, we look after our grandchildren.

o We look after them. (not *look them after)
La existencia de verbos preposicionales con dos preposiciones es posible
o We talked to the minister about the crisis.
 Verbos con preposición y adverbio

Un verbo con partícula puede contener una preposición y un adverbio a la vez. Esta estructura también puede darse
con verbos transitivos (Onlookers put the accident down to the driver’s loss of concentration) o intransitivos (The
driver got off to a flying start)
 Verbos con partícula con adverbios que los modifican:

Cuando un adverbio se usa con verbos con partícula intransitivos el adverbio puede aparecer en cualquier lugar
dentro de la estructura verbo / partícula / adverbio:
o “He unhappily looked round.”

o “He looked unhappily round.”
o “He looked round unhappily.”
Con un verbo con partícula transitivo, el adverbio va antes del verbo o después del objeto o partícula (el que esté en
último lugar)
o “He cheerfully picked the book up.”

o “He picked up the book cheerfully.” (no *picked cheerfully up the book)
o “He picked the book up cheerfully.”
Los verbos preposicionales difieren de los verbos con partícula transitivos porque permiten que el adverbio aparezca
entre el verbo y la preposición
o “He cheerfully looked after the children.

o “He looked after the children cheerfully.
o “He looked cheerfully after the children.
140
LISTA DE VERBOS IRREGULARES
Infinitive Simple Past Past Participle Spanish
arise arose arisen surgir
be was / were been ser
beat beat beaten golpear
become became become convertirse
begin began begun comenzar
bet bet/betted bet/betted apostar
bite bit bitten morder
bleed bled bled sangrar
blow blew blown soplar
break broke broken romper
bring brought brought traer
build built built construir
buy bought bought comprar
catch caught caught atrapar
choose chose chosen elegir
come came come venir
cost cost cost costar
creep crept crept arrastrarse
cut cut cut cortar
deal dealt dealt dar, repartir
do did done hacer
draw drew drawn dibujar
dream dreamt/dreamed dreamt/dreamed soñar
drink drank drunk beber
drive drove driven conducir
eat ate eaten comer
fall fell fallen caer
feed fed fed alimentar
feel felt felt sentir
fight fought fought pelear
find found found encontrar
flee fled fled huir
fly flew flown volar
forget forgot forgotten olvidar
forgive forgave forgiven perdonar
forsake forsook forsaken abandonar
freeze froze frozen congelar
get got got tener, obtener
give gave given dar
go went gone ir
grind ground ground moler
grow grew grown crecer
hang hung hung colgar
have had had tener
hear heard heard oír
hide hid hidden esconderse
141
hit hit hit golpear
hold held held tener, mantener
hurt hurt hurt herir, doler
keep kept kept guardar
kneel knelt knelt arrodillarse
know knew known saber
lead led led encabezar
learn learnt/learned learnt/learned aprender
leave left left dejar
lend lent lent prestar
let let let dejar
lie lay lain yacer
lose lost lost perder
make made made hacer
mean meant meant significar
meet met met conocer, encontrar
pay paid paid pagar
put put put poner
quit quit/quitted quit/quitted abandonar
read read read leer
ride rode ridden montar, ir
ring rang rung llamar por teléfono
rise rose risen elevar
run ran run correr
say said said decir
see saw seen ver
sell sold sold vender
send sent sent enviar
set set set fijar
sew sewed sewn/sewed coser
shake shook shaken sacudir
shine shone shone brillar
shoot shot shot disparar
show showed shown/showed mostrar
shrink shrank/shrunk shrunk encoger
shut shut shut cerrar
sing sang sung cantar
sink sank sunk hundir
sit sat sat sentarse
sleep slept slept dormir
slide slid slid deslizar
sow sowed sown/sowed sembrar
speak spoke spoken hablar
spell spelt/spelled spelt/spelled deletrear
spend spent spent gastar
spill spilt/spilled spilt/spilled derramar
split split split partir
spoil spoilt/spoiled spoilt/spoiled estropear
142
spread spread spread extenderse
stand stood stood estar de pie
steal stole stolen robar
sting stung stung picar
stink stank/stunk stunk apestar
strike struck struck golpear
swear swore sworn jurar
sweep swept swept barrer
swim swam swum nadar
take took taken tomar
teach taught taught enseñar
tear tore torn romper
tell told told decir
think thought thought pensar
throw threw thrown lanzar
tread trode trodden/trod pisar
understand understood understood entender
wake woke woken despertarse
wear wore worn llevar puesto
weave wove woven tejer
weep wept wept llorar
win won won ganar
wring wrung wrung retorcer
write wrote written escribir
143

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MATERIAL DE CLASE PARA INGLES I

(Cuadernos de textos y actividades para la lecto-comprensión de textos en Inglés aplicados a las

Colaboradoras: Prof. Ma. Fernanda Frola . Adscripta.

Guess the meaning of the underlined words:

A. SISTER- IN-LAW: ……………………………………………………………………

Complete the chart with information from the text:

the Michelangelo frescoes in the Sistine Chapel and paintings by Raphael, Fr

1- The best title for the passage is:

a) The Vatican City: its facilities

_____________________________: 0, 17 square miles

THINGS TO SEE: ____________________________________________________

3- Determine if the following statements are TRUE or FALSE:

a. The Vatican City is an independent state

4- Contextual references: What do these words refer to?

Which (line 1) : _________________________________

Read the following:

The gymnasium is located on the right of the sports

There is a circular building on the left of the parking lot.

Building (6) is between building (9) and parking lot (13)

Building (4) is above building (8) and consequently

Read the following:

1. Figure A is the plan of a university.

Read the following and notice the underlined words

Figure A is the plan of a university. (2) It is located in a Latin American country.

IT in sentence (2) replaces a university from sentence (1)

Beside building (3) is a hexagonal building.

This building is the gymnasium.

This can be written as one sentence:

Beside building (3) is a hexagonal building, which is the gymnasium

4. The agricultural fields are on both sides of the campus.

Circle the best option:

a) A triangle has three sides and 3 angles.

a) A square has 4 equal sides.

a) A line is vertical or horizontal.

a) A rectangle has 2 equal angles and 2 equal sides.

Choose the best answer:

1. Where is the school of communication sciences?

a) It is just below building (5).

b) It is below parking lot (13)

c) It is beside the empty space (16)

2. Where is the sports area?

a) It is beside the cafeteria.

b) It is above a parking lot.

c) It is beside the cafeteria and above parking lot

3. Where are the agricultural fields?

a) They are on the right above a parking lot.

b) They are on the right below the parking lot 14

c) They are on the right of the campus.

4. Where is the parking lot?

a) It is below the sports area.

b) It is below the agricultural fields.

c) They are two, located on both sides of the campus.

5. What is beside the sports area?

a) A rectangular building, the cafeteria.

b) A hexagonal building, the cafeteria.

c) A hexagonal building, the gymnasium.

Read the following:

Refer to the previous text. What do these words replace?

1) This (sentence 1) replaces ______________________

2) This university (sentence 2) replaces ______________________

3) These (sentence 4) replaces ______________________

4) This last university (sentence 5) replaces ______________________

5) These three universities (sentence 6) replaces ______________________

Haven´t got a Sell have a

this (line 2): _ These (line 5):

_____