Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
esenciales para la
comprensión de textos en
inglés II
I
Índice
Presentación V
Unidad 1
Afijos 4
Verbos modales 7
Conectores 8
Referencia anafórica 18
Unidad 2
Organizadores gráficos 31
Grados de comparación 35
II
Unidad 3
Voz pasiva 48
Clausulas relativas 52
Unidad 4
Cohesión y coherencia 73
Presente perfecto 80
Paráfrasis 82
Unidad 5
III
Unidad 6
Unidad 7
Apéndices
Bibliografía 193
IV
Presentación
El propósito del segundo curso es que los estudiantes desarrollen las estrategias de
lectura, lingüísticas, discursivas, de vocabulario, así como las estrategias de
aprendizaje y las habilidades académicas que les permitan leer textos académicos
auténticos en inglés, de cinco a siete párrafos en inglés, de manera independiente así
como a utilizar el diccionario de manera estratégica, de ser necesario.
La habilidad para leer y comprender textos escritos ocupa un lugar destacado en los
estudios universitarios en la medida en que no sólo capacita para aprender acerca de
la lengua sino también de adquirir conocimientos a través de ella, dando al estudiante
la posibilidad de reconocer valores de su propia cultura siendo consciente de los
vínculos de ésta con otras culturas, así como a aprender permanentemente y acceder
a información actualizada independientemente de su área de conocimiento.
V
Introducción para el estudiante
Los ejercicios que dan forma a este libro están pensados para que hagas consciente el
uso de las estrategias y habilidades que ya posees y empleas en español para que te
sea una herramienta útil a la hora de leer textos en inglés.
A lo largo del texto te encontrarás con íconos que destacan información útil que
tendrás que considerar a la hora de trabajar con este libro. Los íconos indican:
VI
Introducción para el docente
Los textos que componen este libro son auténticos, no están simplificados y fueron
seleccionados considerando que pueden ser de interés para los estudiantes. Las
unidades, ejercicios y secuencia están ordenadas considerando su dificultad, así que
son de carácter acumulativo, de tal manera que tanto las estrategias como los
conocimientos nuevos se integran a los ya vistos.
Se recomienda que el docente sea un apoyo para la formación de los estudiantes como
lectores independientes reconociendo que el libro no es quien desarrolla la clase, ni
tiene el mérito de los resultados. El docente determinará la manera de trabajo con sus
estudiantes para hacer de este libro una herramienta que les ayude a cumplir con los
objetivos del curso.
Espero que este libro sea de utilidad y ayude a facilitar la labor del docente.
VII
Lectura de Textos en Inglés II
afijos
verbos modales
conectores
pasado simple
referencia anafórica
Unidad 1
1
Lección 1
1.- Observa la ilustración del texto de la siguiente página ¿De qué crees que va a
tratar?
____________________________________________________________________.
2.- La palabra (con sus derivados) que más se repite a lo largo del texto es:
____________________________________________________________________.
3.- Relacionando las preguntas 1 y 2, ¿Qué crees que signifique esa palabra repetida?
____________________________________________________________________.
III.- Realiza una lectura selectiva (scanning) y anota a qué hacen referencia las
siguientes cantidades en el texto de la siguiente página.
36
70
40000
50000
11400
2
Recuerda que la lectura selectiva o scanning se utiliza para explorar
rápidamente el texto y encontrar información específica como fechas, nombres,
números, etc... y no se requiere leer cuidadosamente.
10
15
20
25
30
35
40
45
3
1.- Las abejas son importantes ___________________________________________
____________________________________________________________________.
2.- ¿Cómo se llama el problema que ha ocasionado que los apicultores pierdan a una
gran cantidad de sus abejas?
____________________________________________________________________.
El sufijo –ing:
V.- Escribe el equivalente en español de las siguientes ideas tomadas del texto que
contienen el presente continuo.
____________________________________________________________________.
____________________________________________________________________.
____________________________________________________________________.
____________________________________________________________________.
4
VI.- Selecciona y subraya la opción que consideres correcta para interpretar al español
el sufijo –ing de acuerdo al contexto de los siguientes ejemplos tomados del texto
“Bee Mistery” de la página 3.
1.- A lot of what we eat is directly or indirectly pollinated by the bees, including
apples and almonds.
2.- …one day they’ll have to stop making fruit and nut flavors…
4.- The experts know the bees’ immune systems are having trouble fighting disease.
Lección 2
5
A Bionic “Cure”?
In research as intense as the search for a diabetes cure, scientists are developing a so-called
artificial pancreas. Even though not a true cure for diabetes, it could dramatically simplify the day-
to-day lives of people with the disease.
5 This device, which already exists in various experimental versions, combines a continuous
glucose monitor, an insulin pump, and a computer algorithm that calculates appropriate doses of
insulin from blood glucose measurements. By taking over the jobs of monitoring glucose and dosing
insulin, the artificial pancreas not only promises to make living with diabetes less of a burden but
may also perfect blood glucose control. The result would be to reduce the risk of diabetes
10 complications and remove the constant threat of hypoglycemia (low blood glucose).
The artificial pancreas has been called a functional “cure”, but even if it can be made to
correctly dose insulin 24/7* for a person with diabetes, it still wouldn’t cure the disease. The
underlying illness would be still present in people using the technology. But having an artificial
pancreas may someday feel very much like a cure to people now forced to manage their diabetes
15 continuously.
In its earliest incarnations, which may become available in the next few years, the artificial
pancreas will most likely be clunky and not very cure-like. Users would still need to wear the device,
calibrate it frequently, and deal with its maintenance. In the future, researchers may develop a care-
free implantable device that could really allow people to forget they have chronic disease. By then,
20 though, scientists might be on the verge of a true cure that would render the machine obsolete.
II.- Completa el siguiente ejerció con información del texto de la página anterior.
____________________________________________________________________.
____________________________________________________________________.
____________________________________________________________________.
6
Recuerda que los verbos modales son una categoría de verbos auxiliares que
indican el modo de un verbo: capacidad, habilidad, posibilidad, obligación, deber,
suposición, probabilidad, etc…
*Una explicación de este tema la encuentras en el apéndice 1 al final del libro.
III.- Los siguientes ejemplos fueron tomados del texto “A Bionic ”Cure”?” 1) anota
el equivalente en español del modal + verbo que acompañan y 2) anota que indica
cada modal de acuerdo al contexto.
1.- …it could dramatically simplify the day-to-day lives of people with the disease.
(P.I L.2-3)
2.- …the artificial pancreas not only promises to make living with diabetes less of a
burden but may also perfect blood glucose control. (P.II L.7-8)
3.- The result would be to reduce the risk of diabetes complications… (P.II L.8)
4.- The underlying illness would be still present in people using the technology (P.III
L.11-12)
6.- But having an artificial pancreas may someday feel very much like a cure to
people (P.III L.12-13)
7.- In its earliest incarnations, which may become available in the next few years
(P.IV L.15)
9-10.- In the future, researchers may develop a care-free implantable device that
could really allow people to forget they have chronic disease. (P.IV L.17-18)
11-12.- By then, though, scientists might be on the verge of a true cure that would
render the machine obsolete. (P.IV L.18-19)
7
Recuerda que los conectores son palabras que indican la relación entre las ideas
de un texto y pueden ser: temporales, de adición, de contraste, de condición, de
causa o de consecuencia.
*Una explicación de este tema la encuentras en el apéndice 1 al final del libro.
IV.- Los siguientes conectores son utilizados en el texto anterior. Menciona a qué tipo
de conector se refiere y escribe su equivalente en español, después escribe las ideas
que se relacionan por medio de ese conector.
a) __________________________________________________________
______________________________________________________.
b) __________________________________________________________
_______________________________________________________.
a) __________________________________________________________
______________________________________________________.
b) __________________________________________________________
_______________________________________________________.
a) __________________________________________________________
______________________________________________________.
b) __________________________________________________________
_______________________________________________________.
a) __________________________________________________________
______________________________________________________.
b) __________________________________________________________
_______________________________________________________.
8
Lección 3
1.- Observa las ilustraciones de la mitad derecha del texto ¿De qué crees que va a
tratar? _______________________________________________________________.
____________________________________________________________________.
30
35
40
5
45
10
50
15
20 55
25 60
65
70
9
II.- Completa la línea de tiempo con la letra de la información del texto de la página
anterior.
1.- El punto donde se concentra todo lo que existe en el universo es conocido por los
científicos como _________________________.
3.- Hace 3500 millones de años el océano era de color ________________ y esa
tonalidad provenía de _____________________.
4.- El gas que hubiera hecho imposible la vida humana se llama _________________.
____________________________________________________________________.
10
Recuerda que un verbo con la terminación –ed puede indicar: 1) el pasado
simple de un verbo regular o 2) el pasado participio de ese verbo:
IV.- Numera párrafos y líneas del texto de la página 9. Localiza en el texto las
siguientes palabras y considerando el contexto elige la opción que consideres correcta.
11
Recuerda que las acciones y predicciones en futuro se expresan con el verbo
modal Will + verbo en forma simple. En ocasiones se utiliza su contracción ’ll.
La forma negativa es will not o su forma corta won’t.
*Una explicación de este tema la encuentras en el apéndice 1 al final del libro.
V.- Escribe el equivalente en español de las siguientes ideas tomadas del texto que
contienen ideas en futuro.
____________________________________________________________________.
____________________________________________________________________.
____________________________________________________________________.
____________________________________________________________________.
Lección 4
2 1 3 2 1
Body’s cells Mexico’s presidential election
1 2 1 2 3
Las células del cuerpo La elección presidencial de México
Mandela’s childhood
Mandela’s father
12
II.- ¿Qué sabes de Nelson Mandela? ________________________________________
____________________________________________________________________.
Nelson Mandela (born Rolihlahla) entered the world on July 18, 1918 in the
small village of Mvezo to a chief named Gadla Henry Mphakanyiswa. Colonial
authorities deprived Mandela's father of his chief status and moved his family to
Qunu. Mphakanyiswa played a principal role in Dalindyebo's ascension to the Thembu throne.
10 From the time of Nelson Mandela birth he was exposed to a family of pride. He was the first in
his family to attend a school and it was while there that the young Rolihlahla was given the name
Nelson.
Nelson Mandela's father died (of tuberculosis) when the boy was nine years old. He was then put
under the guardianship of the regent Jongintaba. As was usual for Thembu royalty he attended a
15 Wesleyan School and College. The bright young Nelson Mandela completed his Junior
Certificate in only 2 years rather than 3 before moving onto the College in Fort Beaufort. While
he was at college he took an interest in running and boxing.
While attending Fort Hare University (studying for a Bachelor of Arts degree) Nelson Mandella
met two men who were to become close friends and influences in his life. One was Oliver Tambo
20 and the other was Kaiser 'K.D' Matanzima. Matanzima was in line for the Transkei throne.
Mandela did not complete his Bachelor of Arts degree at the time. After a year he became
involved with the Student Representative Council and their boycott against university policies.
This is perhaps the first outward representation on record of Nelson Mandela's political activism.
He was ordered to leave the college.
25 Not long after this Mandela refused an arranged marriage proposal and 'ran away' to
Johannesburg. He found work there as a guard at a mine, but was dismissed when it was found he
was a royal runaway. He then worked as a clerk and completed his degree, with the University of
South Africa, through correspondence. From there he moved on to study law at the University of
Witwatersrand. While studying there Mandela was to meet three influential people in his life who
30 also became anti-apartheid activists. They were Harry Schwarz, Joe Slovo and Ruth First.
The young Nelson Mandela was an intelligent boy born into royalty. He understood the meaning
of equality and had the opportunity to become well educated. He took up those opportunities and
used his knowledge, intelligence and beliefs to fight for equality and justice for not only South
Africans but people everywhere.
13
III.- Lee el texto de la página anterior y menciona si las siguientes aseveraciones son
(V) verdaderas o (F) falsas. Corrige en español las oraciones falsas.
1.- Nelson Mandela fue el primer miembro de su familia que asistió la escuela. ( )
____________________________________________________________________.
____________________________________________________________________.
____________________________________________________________________.
____________________________________________________________________.
____________________________________________________________________.
c) Nelson Mandela aprovechó las oportunidades que tuvo para pelear por la igualdad y
justicia. ( )
f) Mandela fue despedido de su empleo como guardia cuando se enteraron que era
parte de una familia real. ( )
14
V.- Los siguientes conectores son utilizados en el texto anterior. Menciona a qué tipo
de conector se refiere y escribe su equivalente en español, después escribe las ideas
que se relacionan por medio de ese conector.
a) __________________________________________________________
______________________________________________________.
b) __________________________________________________________
_______________________________________________________.
a) __________________________________________________________
______________________________________________________.
b) __________________________________________________________
_______________________________________________________.
2.- give
3.- take
4.- meet
7.- find
8.- become
9.- understand
10.- have
15
Lección 5
I.- Realiza una lectura rápida (skimming) del texto –Observa la imagen, lee el título,
pie de imagen y la primera oración de cada párrafo. Completa el ejercicio de la
siguiente página.
November 3, 2006
IV “There are signs on the block that seem to
show religious objects used by the Olmec,”
says Dr. Stephen Houston, an
anthropologist with Brown University in
Rhode Island. “There is a pointy sign that
looks very similar to something they used
for blood-letting, and another that looks like
a throne,” he explains.
16
1.- ¿Qué objetos se aprecian en la imagen del texto?
____________________________________________________________________
4.- Hay evidencia de que algunos objetos en la escritura tienen una connotación:
II.- Completa el siguiente ejercicio con información del texto de la página anterior.
1.- En el primer párrafo del texto hay ejemplos de objetos que son utilizados por los
antropólogos para estudiar a la gente del pasado. Menciona 2:
____________________________________________________________________.
2.- ¿Hace cuanto tiempo vivió la cultura a la que pertenece el objeto descubierto?
____________________________________________________________________.
____________________________________________________________________.
5.- ¿Qué ayudaría a descifrar el código en el que está escrito el mensaje de la piedra?
____________________________________________________________________.
17
Recuerda que la referencia anafórica se presenta cuando un término alude o
sustituye a otro que ya se mencionó con anterioridad. Se busca así evitar la
repetición de un mismo elemento.
18
Glosario “Bee Mistery”
Sustantivos
Adjetivos
Enough - suficiente
Verbos
Otros
Verge – a punto de
Adjetivos
Most likely – lo más probable Clunky – burdo, tosco Care-free – de pocos cuidados
Cure-like - curativo
19
Verbos
Otros
Adjetivos
Verbos
Otros
Actually – realmente
20
Glosario “Nelson Mandela’s Childhood”
Sustantivos
Knowledge - conocimiento
Adjetivos
Verbos
Otros
21
Glosario “Discovered: Oldest Writing in the New World”
Sustantivos
Adjetivos
Verbos
Otros
22
Lectura de Textos en Inglés II
reconocerá la estructura del párrafo, así como las características del tema,
idea principal, ideas secundarias y de apoyo.
Unidad 2
23
Lección 1
I.- Realiza una lectura rápida (skimming) y completa el ejerció de la siguiente página.
Molecules that are foreign to your body are called antigens. Antigens can be separate
molecules, or they can be attached to the surface of pathogens. When your immune
system recognizes antigens in your body, it releases special kinds of white blood cells that
5 fight infection. White blood cells that fight infections are called lymphocytes.
The first lymphocytes to respond to an antigen are the T cells. There are two kinds of T
cells, killer T cells* and helper T cells*. Killer T cells release enzymes that help destroy
foreign matter. Helper T cells cause the body to produce another kind of lymphocyte,
called a B cell.
10 B cells form antibodies to specific antigens. An antibody is a protein your body makes to
fight a specific antigen. The antibody can attach to the antigen and make the antigen
harmless. The antibody can also make it easier for a killer T cell to destroy the antigen.
Other lymphocytes, called memory B cells, also have antibodies against specific
pathogens. Memory B cells stay in the blood ready to destroy that same pathogen if it
15 invades your body again (The response of your immune system to a pathogen is
summarized in the figure above).
Antibodies help your body build defenses in two ways —actively and passively. In active
immunity, your body makes its own antibodies in response to an antigen. In passive
immunity, the antibodies have been produced in another animal and put into your body.
20 Vaccines are antigens produced in another organism and then placed in your body to build
immunity against a disease. Passive immunity does not last as long as active immunity
does.
*Células T citotóxicas y células T auxiliares
24
1.- Los antígenos son ___________________________________________________.
____________________________________________________________________.
____________________________________________________________________.
____________________________________________________________________.
____________________________________________________________________
II.- Realiza una lectura de búsqueda (search reading) y relaciona las columnas.
25
Definición, clasificación y descripción
Ants vary in length from about 1/16 inch (1.6 mm) to nearly 2 inches (5
cm). Ants, like other insects, have six legs. Their bodies are divided into
three distinct segments: head, thorax, and abdomen.
26
III.- Lee las siguientes ideas extraídas del texto “What are Antigens?” y menciona si
se trata de una definición, clasificación o descripción.
1.- Molecules that are foreign to your body are called antigens. _______________.
2.- When your immune system recognizes antigens in your body, it releases special kinds
of white blood cells that fight infection. _______________.
3.- White blood cells that fight infections are called lymphocytes. _______________.
4.- There are two kinds of T cells, killer T cells and helper T cells. _______________.
5.- Killer T cells release enzymes that help destroy foreign matter. _______________.
6.- Helper T cells cause the body to produce another kind of lymphocyte, called a B cell.
_______________.
8.- The antibody can attach to the antigen and make the antigen harmless.
_______________.
9.- Other lymphocytes, called memory B cells, also have antibodies against specific
pathogens. _______________.
10.- Memory B cells stay in the blood ready to destroy that same pathogen if it invades
your body again. _______________.
11.- Antibodies help your body build defenses in two ways —actively and passively.
_______________.
12.- In active immunity, your body makes its own antibodies in response to an antigen.
_______________.
13.- In passive immunity, the antibodies have been produced in another animal and put
into your body. _______________.
14.- Vaccines are antigens produced in another organism and then placed in your body to
build immunity against a disease. _______________.
27
Lección 2
La estructura del párrafo
Los textos escritos están estructurados en párrafos. Un párrafo consiste en una serie
de oraciones relacionadas entre sí, que giran alrededor del mismo tema. Cada párrafo
desarrolla una idea principal apoyada por oraciones que la amplían o detallan.
Las ideas secundarias expresan detalles o aspectos derivados del tema principal. A
menudo, estas ideas sirven para ampliar, demostrar o ejemplificar una idea principal.
Earthquakes are caused when the plates of the Earth's crust move. Earthquakes
happen along "fault lines" in the earth’s crust. When the plates in the Earth suddenly
shift, the Earth will begin to shift, shake or tremble.
Tema
Los terremotos
Idea principal
Los terremotos ocurren cuando las placas
tectónicas de la tierra se mueven.
28
También existen ideas de apoyo. Estas ideas nos dan más información de lo
expresado en las ideas secundarias y usualmente están después de ellas.
There are several key elements that make a great leader in business. First,
you must have good leadership skills. Good leaders are good listeners and have
excellent communication skills. They know how to read people and inspire them. An
important feature in good leaders is that they are dedicated to learning their business.
The best business leaders constantly look for new ways of doing things to gain new
customers while continuing to maintain their present ones. Also, good leaders in
business have specific goals. They know what they want to accomplish and how they
are going to do it within a specific time frame.
Tema
Buenos líderes
Idea principal
Existen muchos elementos clave que hacen
a un excelente líder en los negocios.
Ideas de apoyo
29
I.- Elimina la oración que NO amplia, ejemplifica o demuestra la idea principal.
1)
Idea principal: Learning a foreign language has many advantages. (El aprender una
lengua extranjera tiene muchas ventajas)
b) Being able to read in another language enables you to learn more about other
people’s cultures.
2)
Idea Principal: Airplanes get their power from engines. (Los aviones obtienen su
potencia de los motores)
d) These engines expel great amounts of air that thrust them forward and up.
3)
Idea principal: Most people struck by lightning do not die. (La mayoría de las
personas que son alcanzadas por un rayo no mueren)
a) Lightning always takes the shortest route to Earth, so avoid being near tall
things.
b) If lightning does not pass through a person’s heart, brain, or spinal cord that
person usually survives.
c) Survivors often have burn marks on their skin and clothes, especially where the
lightning has entered and left their bodies.
d) Being struck by lightning can be lethal, but some people can be very lucky: they
survive.
30
II.- A continuación se presentan cuatro párrafos con distintos temas. Localiza el tema
y la idea principal.
____________________________________________________________________.
2) The physical complaints of neurotics – people who are overly anxious, pessimistic,
hostile, or tense —were once largely ignored by physicians. Many doctors believed
that the frequent complaint of neurotic were exaggerations. However, new research
shows that neurotics are, in fact, more likely to have physical problems. Specifically,
researchers found neurotics stand a greater chance of having five particular ailments:
arthritis, asthma, ulcers, headaches, and heart disease. In addition, there is evidence
that people who are pessimistic in their teens and twenties are more likely to become
ill or die in their forties.
Tema: ______________________________________________.
____________________________________________________________________.
3) Some countries require warnings on cigarette packs much stronger than the
warnings in other counties. New warnings adopted by Australia now show pictures of
cancerous lungs and bloody brains with text that cautions, "Smoking doubles your risk
of stroke.” England for years has had packages that feature large, blunt messages, such
as "Smoking kills". The messages span at least a third of the box in large lettering. In
Canada, a pack of smokes comes with stark labels of decayed teeth.
Tema: ______________________________________________.
____________________________________________________________________.
31
4) A study at one prison shows that owning a pet can change a hardened prison
inmate into a more caring person. Another study discovered that senior citizens, both
those living alone and those in nursing homes, became more interested in life when
they were given pets to care for. Even emotionally disturbed children have been
observed to smile and react with interest if there is a cuddly kitten or puppy to hold.
Animals, then, can be a means of therapy for many kinds of individuals.
Tema: ______________________________________________.
____________________________________________________________________.
III.- En los siguientes párrafos localiza el tema, sombrea la idea principal y escríbela
en español, subraya las ideas secundarias.
1) There are many factors that contribute to student success in college. The first factor for
success is having a goal in mind before establishing a course of study. The goal may be as
general as wanting to better educate oneself for the future. A more specific goal would be to
earn a teaching credential. A second factor related to student success is self-motivation and
commitment. A student who wants to succeed and works toward that desire will find success
easily as a college student. A third factor linked to student success is using college services.
Most beginning college students fail to realize how important it can be to see a counselor or
consult with a librarian or financial aid officer.
Tema: ______________________________________________.
____________________________________________________________________.
2) There are three reasons why Canada is one of the best countries in the world. First, Canada
has an excellent health care system. All Canadians have access to medical services at a
reasonable price. Second, Canada has a high standard of education. Students are taught by
well-trained teachers and are encouraged to continue studying at university. Finally, Canada's
cities are clean and efficiently managed. Canadian cities have many parks and lots of space for
people to live. As a result, Canada is a desirable place to live.
Tema: ______________________________________________.
____________________________________________________________________.
32
3) Studies reveal that people’s first names can have an influence on them. Some names reflect
on people in a positive way. For example, one survey showed that American men consider the
name Susan to be very sexy. And participants in a British study thought Tony to be the name
of someone very friendly. However, other names can have a negative impact. In one study, for
instance, teachers gave lower grades to essays supposedly written by boys named Hubert and
Elmer than to the very same essay when they credited to boys with more popular names.
Another study found girls with unpopular names did worse on IQ and achievement tests than
girls with more appealing names.
Tema: ______________________________________________.
____________________________________________________________________.
4) Before you throw away that aluminum can or plastic bottle, think again. Recycling has
many advantages that affect all of us. For one, it creates new industries, and it can also lead to
the evolution of new products from old ones. Used tires, for instance, often become the
material used as ground cover to prevent erosion. Another advantage in recycling is that it
reduces the amount of trash transported to landfills, many of which have surpassed their
original expected capacity and currently need to be capped.
Tema: ______________________________________________.
____________________________________________________________________.
Organizadores Gráficos
Los organizadores gráficos son una forma de representación visual que ayudan
a comprender mejor un texto ya que nos dan un panorama general del tema
mediante la presentación jerarquizada de las ideas o conceptos centrales. Es una
síntesis lógica y grafica que enfatiza relaciones y dependencias entre ideas y
conceptos clave de dicho texto. Facilitan la visión de la estructura textual.
Como ya te habrás dado cuenta en los dos cursos de esta asignatura, existen
varios tipos de organizadores gráficos con formas físicas diferentes y cada uno de
ellos resulta apropiado para representar un tipo particular de información.
33
IV.- Completa el esquema del párrafo 1 del ejercicio anterior.
Tema
Idea principal
Ideas de apoyo
V.- Selecciona uno de los párrafos del ejercicio III y en tu cuaderno realiza un
esquema donde identifiques todos los elementos del párrafo.
34
Lección 3
II.- Realiza una lectura rápida (skimming) del texto de la página siguiente y contesta
las siguientes preguntas.
____________________________________________________________________.
35
The String Family
The string family consists of four instruments,
the Violin, the Viola, the Cello, and the Bass.
The strings are the largest family of
instruments in the orchestra. Sound is made by
each instrument in the family by plucking with
the fingers or rubbing the horse hair bow
across a string. Each instrument also comes in
a variety of sizes, to fit the size of each
individual person. Despite these similarities,
there are a few fundamental differences between each member of the family:
Violin
The violin is by far the most common orchestral instrument. It is also the
smallest out of all the strings and has the highest pitch. This is usually the
first choice of musicians who want to learn a string instrument.
Viola
The viola is slightly larger than the violin and has a deeper pitch in
comparison. It is also in the "middle register" of the string family. Although
not as popular as the violin, it is still a vital part of the orchestra.
Cello
The cello is still bigger than the violin and viola. It has a beautiful, mellow
sound. The cello must rest on the floor because it is too big to be held like
the violin or viola.
Bass
The bass is the biggest instrument in the string section. It also plays the
widest assortment of music from classical to Broadway to jazz. Although it
appears the same size as the cello in the picture, it is actually about 1 ½ to
2 times taller.
Recuerda que los adjetivos son las palabras que utilizamos para describir lo que
nos rodea, ya sean personas, animales, objetos, situaciones, etc.
36
Grados de comparación
37
III.- En el texto “The Family String” aparecen los siguientes ejemplos que utilizan
comparaciones. Escribe el equivalente en español.
1.- The strings are the largest family of instruments in the orchestra.
____________________________________________________________________.
____________________________________________________________________.
3.- Although not as popular as the violin, the viola is still a vital part of the orchestra.
____________________________________________________________________.
4.- The cello is still bigger than the violin and viola.
____________________________________________________________________.
IV.- Realiza una lectura de búsqueda (search reading) y contesta el siguiente ejercicio.
____________________________________________________________________.
3.- ¿Cuáles son las características del violín en cuanto a tamaño y sonido?
____________________________________________________________________.
5.- ¿Cómo se describe al sonido del cello y dónde se coloca para ser tocado?
____________________________________________________________________.
____________________________________________________________________.
38
Ejercicio integrador
I.- A continuación se presentan pares de adjetivos antónimos. Escribe sobre las líneas
su equivalente en español.
Inglés Español
1.- area’s latitude and elevation
III.- Realiza una lectura rápida (skimming) del texto de la página 40 y completa lo
siguiente:
I The temperature of a region depends partly on the amount of sunlight it gets. The amount
of sunlight depends on the area’s latitude and elevation.
III A region’s elevation, or distance above sea level, affects its temperature. Earth’s
atmosphere traps the Sun’s heat. At higher elevations, the atmosphere is thinner than at
lower elevations. Air becomes warmer when sunlight heats the air molecules. Because
there are fewer air molecules at higher elevations, the air temperature at higher elevations
tends to be cooler.
IV Trees at higher elevations are usually shorter. The timberline is the elevation above
which trees do not grow. Only low-growing plants exist above the timberline. The tops of
some mountains are so cold that no plants grow there.
Climate
V In Fairbanks, Alaska, winter temperatures may be as low as -52°C. More than one meter
of snow might fall in one month. In Key West, Florida, winter temperatures rarely go below
5°C. Snow never falls. These two cities have different climates. The climate of an area is
its average weather conditions over time. Climate includes temperature, rainfall or other
precipitation, and wind.
IV Temperature and precipitation are the two most important parts of climate for most
living things. They affect the kinds of organisms that live in an area. For example, an area
that has an average temperature of 25°C and gets less than 25 cm of rain per year
probably has cactus plants growing there. An area with the same average temperature
and more than 300 cm of rain every year is probably a tropical rain forest.
40
1.- La cantidad de luz solar depende de __________________ y _________________
del área.
____________________________________________________________________.
____________________________________________________________________.
_____________________________________________________________________
____________________________________________________________________.
____________________________________________________________________.
6.- En las regiones más altas los árboles son ____________________ y por encima
del límite de la región arbórea sólo crecen __________________________________.
____________________________________________________________________.
____________________________________________________________________.
9.- ¿Qué factores incluye el clima y cuáles son los más importantes para los seres
vivos?
_____________________________________________________________________
____________________________________________________________________.
1.- Places farther from the equator generally have colder temperatures than places
at latitudes nearer to the equator.
41
2.- At higher elevations, the atmosphere is thinner than at lower elevations.
3.- Air becomes warmer when sunlight heats the air molecules.
El aire se vuelve ____________________ cuando la luz del sol calienta las moléculas
del aire.
4.- Because there are fewer air molecules at higher elevations, the air temperature
at higher elevations tends to be cooler.
6.- In Fairbanks, Alaska, winter temperatures may be as low as -52°C. More than
one meter of snow might fall in one month.
7.- Temperature and precipitation are the two most important parts of climate for
most living things.
8.- For example, an area that has an average temperature of 25°C and gets less than
25 cm of rain per year probably has cactus plants growing there.
Por ejemplo, en un área que tiene una temperatura promedio de 25°C y tiene
_________________ 25 cm de lluvia por año probablemente hay cactus creciendo allí.
42
Glosario “What are antigens?”
Sustantivos
Adjetivos
Own - propio
Verbos
Otros
43
Adjetivos
Verbos
Otros
Verbos
Otros
44
Glosario “Lección 2 ejercicio III”
Sustantivos
Adjetivos
Verbos
Otros
Adjetivos
45
Verbos
Otros
Adjetivos
Short - bajo
Verbos
Otros
Partly - parcialmente Above – por encima, arriba Below – debajo de, abajo
46
Adjetivos
Short - bajo
Verbos
Otros
Partly - parcialmente Above – por encima, arriba Below – debajo de, abajo
47
48
Lectura de Textos en Inglés II
Unidad 3
49
Lección 1
__________________________________________________________________.
5.- ¿Cómo están decorados los mantos que cubren los cuerpos de los que se habla en
el texto?
__________________________________________________________________.
6.- ¿En qué condiciones se encontró uno de los sepulcros más antiguos?
__________________________________________________________________.
50
WORLD NEWS May 24, 2010
BY JONATHAN ROSENBLOOM
III Egypt's archaeology chief, Zahi Hawass, said many of the mummies are wrapped in linen that
shows drawings of ancient Egyptian gods. The linen is decorated with texts from the Book of the
Dead as well. The book contains instructions and information that ancient Egyptians thought would
help dead people deal with obstacles that they would come across in the afterlife.
51
III.- Busca en el texto (pie de foto incluidos) de la página anterior la combinación “to
be” + verbo-ed, subráyalas, anótalas y escribe su equivalente en español.
Inglés Español
Voz pasiva
The Sydney Opera House was designed by Joern Utzon. (fue diseñada)
The first Olympic Games were held in 776 B.C. (se celebraron)
Localiza en la página 51 un caso de voz pasiva con verbo irregular en los párrafos I y
VI, anótalo en el espacio correspondiente y escribe su equivalente en español.
Inglés Español
52
IV.- Numera los párrafos y líneas del texto de la página 51. Realiza una lectura de
búsqueda (search reading) y completa el siguiente ejercicio.
__________________________________________________________________.
3.- Se dice que una de las tumbas es distinta, ¿Qué se encontró en ella?
__________________________________________________________________.
__________________________________________________________________.
__________________________________________________________________
__________________________________________________________________.
__________________________________________________________________.
__________________________________________________________________
__________________________________________________________________.
53
Lección 2
¿Qué explorador…?
b) llegó a Bahamas.
c) murió en Filipinas.
54
Some Famous Explorers
These explorers, and many others, risked their lives on trips to explore faraway
and often unknown places. Some sought fame. Some sought fortune. Some
sought challenge. All of them increased people’s knowledge of the world.
55
Clausulas relativas
Las clausulas relativas son oraciones que identifican o añaden información acerca
de las personas, cosas, lugares, tiempo, etc… —llamados antecedentes— que son
mencionadas en la oración principal. Se puede considerar que la oración relativa como
un “adjetivo del antecedente”:
Oración principal
Jacques Cousteau died in 1997.
+
Información adicional
Clausula Relativa
Jacques Cousteau, who studied the sea and all forms of life in water, died in 1997.
who Jacques Cousteau, who studied the sea and all forms of life in water, died in 1997.
(quien, que)
which Scientists use a system called taxonomy, which helps to classify all living things into
(cual, que) ordered groups.
that The Godfather is the movie that won the Oscar for best picture in 1972.
(que)
whom Acknowledging the contributions of coworkers without whom it would not be possible to
(a quien, que) achieve something is a good practice.
whose Shakespeare, whose life is still a mystery, wrote many realistic plays.
(cuyo, cuya)
when The Renaissance is a period when artists abandoned the strict ways of Medieval art.
(cuando)
Where Social classes were important in Tudor England, where there were four main classes.
(donde)
why There are many reasons why people take up informal jobs.
(por lo cual,
porque)
No one knows for sure why dolphins leap out of the water.
(why se refiere a la razón por la que los delfines saltan fuera del agua).
56
III.- En el texto de la página 55 aparecen las siguientes clausulas relativas. Localiza el
antecedente y escribe su equivalente en español.
____________________________________________________________________.
2.- Magellan was a Portuguese navigator and explorer who set sail from Spain in
1519…
____________________________________________________________________.
3.- At a time when women were discouraged from traveling into remote regions…
____________________________________________________________________.
4.- …he was the first person to reach the South Pole, which he reached by dog sled on
December 14, 1911.
____________________________________________________________________.
IV.- En el texto “Some Famous Explorers” aparecen los siguientes casos del uso de
voz pasiva. Escribe su equivalente en español.
3.- At a time when women were discouraged from traveling into remote regions…
57
Lección 3
I.- Realiza una lectura rápida (skimming) y completa la tabla escribiendo el número
del párrafo donde se menciona la idea. Hay una idea que no pertenece a ningún
párrafo.
la definición de cultura
What is Culture?
Without culture, and the relative freedom it implies, society, even when
perfect, is but a jungle. This is why any authentic creation is a gift to the
future ~ Albert Camus
I Everyone talks about their culture with very high regard. However, do you know what
exactly culture is? Let us discover the meaning of culture and its significance in the life of
an individual and society.
II Culture is an integral part of every society and it is a learned pattern of behavior and
ways in which a person lives his or her life. Culture is essential for the existence of a
society, because it binds people together. In the explicit sense of the term, culture
constitutes the music, food, arts and literature of a society. However, these are only the
products of culture followed by the society and cannot be defined as culture.
III Culture is something that a person learns from his family and surroundings, and is not
ingrained in him from birth. It does not have any biological connection because even if a
person is brought up in a culture different from that in which he was born, he imbibes the
culture of the society where he grows up. It is also not a hidden fact that some people feel
the need to follow the beliefs and traditions of their own culture, even though they might
be not subscribing to certain ideologies within.
58
IV Culture is a complex tool which every individual has to learn to survive in a society. It is
the means through which people interact with others in the society. It acts in a
subconscious way and whatever we see and perceive, seems to be normal and natural.
Sometimes, other societies and people seem to be a little odd because they have a
different culture from ours. We must remember that every society has a distinct culture
that forms the backbone of the society. Culture does not remain stagnant; on the other
hand it is evolving constantly and is influenced by the other cultures and societies as well.
V Every society has a different culture, where people share a specific language, traditions,
behavior, perceptions and beliefs. Culture gives them an identity which makes them
unique and different from people of other cultures. When people of different cultures
migrate and settle in another society, the culture of that society becomes the dominant
culture and those of the immigrants form the subculture of the community. Usually,
people who settle in other nations imbibe the new culture while at the same time strive to
preserve their own.
VI Although every society has a specific culture, there are certain elements of culture that
are universal. They are known as cultural universals, in which there are certain behavioral
traits and patterns that are shared by all cultures around the world. For instance,
classifying relations based on blood and marriage, differentiating between good and bad,
having some form of art, use of jewelry, classifying people according to gender and age,
etc., are common in all cultures of the world.
VII Some people believe that humans are the only living beings who have a culture. But,
there is a group of people who believe in the existence of culture even in animals. It is said
that animals have certain social rules which they teach their young ones as a medium for
survival.
VIII Culture is necessary to establish an order and discipline in the society. It is not only a
means of communication between people, but also creates a feeling of belonging and
togetherness among people in the society.
By Deepa Kartha
Last Updated: 9/26/2011
59
II.- Completa el ejercicio con información del texto “What is Culture?”
_____________________________________________________________________
____________________________________________________________________.
2.- ¿Dónde se aprende la cultura y qué sucede cuando una persona es criada en una
cultura distinta a la que nació?
_____________________________________________________________________
____________________________________________________________________.
3.- ¿Por qué se dice que la cultura le permite al individuo sobrevivir en la sociedad?
_____________________________________________________________________
____________________________________________________________________.
5.- ¿Qué sucede con la cultura de una persona que se muda a vivir a una sociedad con
una cultura distinta a la suya?
_____________________________________________________________________
____________________________________________________________________.
6.- Menciona tres rasgos que son universales a todas las culturas:
____________________________________________________________________.
9.- En la última oración del párrafo II : “However, these are only the products of
culture followed by the society…” (Sin embargo, estos son sólo los productos de la
cultura y son seguidos por la sociedad…). ¿A qué productos de la cultura se refiere?
_____________________________________________________________________
60
This, that, these, those
Singular Plural
that: ese, esa, eso, aquél, aquella those: esos, esas, aquellos, aquellas
The table on the left shows the top ten oil producers in 2010. The table on the
right lists the world’s top energy users of that same year.
That modifica a same year y that same year (ese mismo año) se refiere a 2010.
In the explicit sense of the term, culture constitutes the music, food, arts and
literature of a society. However, these are only the products of culture
followed by the society…
The immune system protects your body from diseases by fighting against
certain outside substances, or antigens. This happens in different ways, for
example…
61
III.- A continuación se presentan los otros tres casos en los que aparecen ejemplos
con adjetivos y pronombres demostrativos. Lee la oración y menciona a qué hacen
referencia las palabras en negritas.
1.- It (culture) does not have any biological connection because even if a person is
brought up in a culture different from that in which he was born, he imbibes the
culture of the society where he grows up.
That se refiere a:
a) la conexión biológica b) la cultura en la que la persona nace
c) la cultura en la que la persona crece
2.- When people of different cultures migrate and settle in another society, the culture
of that society becomes the dominant culture and those of the immigrants form the
subculture of the community.
Those se refiere a:
a) la sociedad a la que se llega b) la cultura y subcultura de la comunidad
c) las culturas de origen de los inmigrantes
IV.- Lee las siguientes oraciones y menciona a qué hacen referencia las palabras en
negritas.
1.- My hometown is in the North of Mexico. That place is very hot in the summer.
2.- Elizabeth passed the entrance examination. This made her happy.
3.- Diseases that affect the central nervous system include Alzheimer's disease,
Parkinson's disease, and Huntington's disease. These are diseases that usually affect
people over the age of 50.
4.- April sales were 5% below those of April last year, when volume reached a record
for any month.
62
V.- Considerando el contexto, escribe el equivalente en español de los siguientes casos
de voz pasiva que aparecen en el texto “What is Culture?”.
Inglés Español
cannot be defined (P.II L.8)
VI.- Menciona a qué hacen referencia las palabras en negritas de las siguientes
oraciones tomadas del texto de las páginas 58 y 59.
1.- Everyone talks about their culture with very high regard. However, do you know
what exactly culture is? Let us discover the meaning of culture and its significance in
the life of an individual and society.
2.- Culture is an integral part of every society and it is a learned pattern of behavior
and ways in which a person lives his or her life.
3.- …even if a person is brought up in a culture different from that in which he was
born, he imbibes the culture of the society where he grows up.
4.- Sometimes, other societies and people seem to be a little odd because they have a
different culture from ours.
5.- But, there is a group of people who believe in the existence of culture even in
animals. It is said that animals have certain social rules which they teach their young
ones as a medium for survival.
Párrafo(s): _____________________
Párrafo(s): _____________________
Descripción de la diabetes
Párrafo(s): _____________________
Clasificación
Párrafo(s): _____________________
Control
Párrafo(s): _____________________
Causas-Consecuencias
Párrafo(s): _____________________
Recomendaciones
Párrafo(s): _____________________
64
Diabetes Overview
I Diabetes is a defect in the body’s ability to convert glucose (sugar) to energy. Diabetes occurs when the
pancreas, a gland behind the stomach, does not produce enough of the hormone insulin. Insulin is
necessary to carry sugar from the bloodstream into the cells. Once inside the cells, sugar is converted into
energy for immediate use or stored for the future. That energy fuels all our bodily functions and rids the
body of waste products. This process is known as metabolism.
II What normally happens in the process of metabolism is that during and just after a meal, the body
digests food into its “basic building blocks.” In this way, the body breaks down carbohydrates (starches)
into sugar. Glucose is the primary form of sugar the body needs for energy.
III After the meal, glucose is absorbed into the blood. The rise in blood glucose tells the pancreas to make
insulin, which goes out into the bloodstream. About 10 minutes after a meal, insulin is at its highest level.
IV Insulin helps the glucose enter the body's cells. The glucose either is used right away for energy or
stored in the liver and muscles for future use. About two to four hours after eating a meal, the body returns
to low levels of blood glucose and starts using stored glucose for energy.
V When a person has diabetes the pancreas is unable to produce enough insulin or the body is resistant
to the action of insulin. Without enough insulin to move sugar from the bloodstream into the cells, the
blood glucose level rises too high.
VI As blood glucose rises, extra glucose passes into the urine and out of the body before the body gets
the energy it needs every day. The body reacts to a prolonged sugar imbalance and, eventually, the
person may develop major health problems. This is why it is important to get tested for diabetes and begin
treatment as soon as possible.
VII There are two types of diabetes: type 1 and type 2. Type 1 diabetes is the more severe form as far as
glucose is concerned. People with type 1 diabetes must take insulin every day because their bodies make
very little or no insulin. Symptoms of type 1 diabetes can come on suddenly. This form of the disease is
commonly seen in children and used to be called insulin-dependent diabetes or juvenile diabetes,
although it may occur at any age.
VIII Type 2 diabetes is the most common form of the disease, affecting 90 to 95 percent of people with
diabetes. In type 2 diabetes, the body is resistant to the action of insulin, meaning it cannot use insulin
properly, so it cannot carry sugar into the cells. Although the body makes some insulin, it is not enough to
overcome this resistance. Being overweight adds to insulin resistance. Therefore, as more children and
adults become overweight, many more are developing type 2 diabetes.
IX People with type 2 diabetes often can control the condition with a healthy lifestyle, which includes
exercise and diet that lead to a return to normal body weight. Many may need medications, however.
These medications can either improve insulin secretion by the pancreas or decrease insulin resistance.
Some individuals may also need to take insulin. In type 2 diabetes, the ability of the pancreas to make
insulin slowly gets worse over time.
X This is why lifestyle changes may be sufficient shortly after diabetes develops, but eventually
medications and even insulin may be needed to keep blood sugar under control. If the disease is in the
early stage, an individual may not experience any diabetes symptoms. If you suspect you may have
diabetes, you should see a doctor. Symptoms of diabetes include fatigue, weight loss, blurred vision,
excessive thirst, and excessive urination.
65
XI You are more likely to develop diabetes if you are overweight, have a family history of diabetes, or have
a history of diabetes during pregnancy. If any of these apply to you, you should get tested for diabetes.
Other groups more likely to have the disease are people over 45 years of age and non-Caucasians. Signs
of diabetes should not be ignored.
XII A doctor will do various tests to measure a person's blood glucose level and his or her ability to
tolerate glucose. Getting blood glucose levels under control is necessary to prevent the complications of
diabetes. Both types of diabetes can cause dangerous complications if not controlled. Uncontrolled
diabetes can cause blindness, heart disease, and kidney failure. Decreased blood flow to the limbs may
eventually lead to amputation. And people with diabetes may experience life-threatening reactions to
extremely low or high blood sugar levels.
XIII Because of the possible serious consequences of uncontrolled diabetes, people with the disease
must manage their treatment carefully. Endocrinologists and internal medicine physicians who specialize
in diabetes are trained to help patients manage this condition. People with diabetes may also need to see
ophthalmologists, podiatrists, dietitians, and diabetes educators to round out their care. Only with proper
attention can people with diabetes live the healthiest life possible.
____________________________________________________________________.
____________________________________________________________________.
____________________________________________________________________.
6.- En la oración “The glucose either is used right away for energy or stored in the liver
and muscles for future use” (P.IV L.11-12) las palabras “either…or” (o…o en
español), marcan que se va establecer una alternativa. ¿Cuáles son las dos
alternativas para el uso de la glucosa?
a) ____________________________________________________________.
b) ____________________________________________________________.
66
7.- Las dos causas por las que una persona desarrolla diabetes son:
a) el páncreas ___________________________________________________.
b) el cuerpo _____________________________________________________.
____________________________________________________________________.
____________________________________________________________________.
____________________________________________________________________.
____________________________________________________________________.
____________________________________________________________________.
____________________________________________________________________.
_____________________________________________________________________
____________________________________________________________________.
67
IV.- Completa el siguiente esquema acerca de la diabetes:
DIABETES
Síntomas
Clasificación
Características
Control
68
V.- Enlista las causas y consecuencias de la diabetes:
Causas Consecuencias
_____________________________ ___________________________
_____________________________ ___________________________
_____________________________ ___________________________
_____________________________ ___________________________
_____________________________
Inglés Español
69
VII.- Menciona a qué hacen referencia las palabras en negritas de las siguientes
oraciones tomadas del texto “Diabetes Overview”.
1.- The rise in blood glucose tells the pancreas to make insulin, which goes out into
the bloodstream.
2.- People with type 2 diabetes often can control the condition with a healthy lifestyle,
which includes exercise and diet that lead to a return to normal body weight.
3.- Endocrinologists and internal medicine physicians who specialize in diabetes are
trained to help patients manage this condition.
IV.- Los siguientes conectores son utilizados en el texto anterior. Menciona a qué tipo
de conector se refiere y escribe su equivalente en español, después escribe las ideas
que se relacionan por medio de ese conector.
a) __________________________________________________________
______________________________________________________.
b) __________________________________________________________
_______________________________________________________.
a) __________________________________________________________
______________________________________________________.
b) __________________________________________________________
_______________________________________________________.
c) __________________________________________________________
______________________________________________________.
d) __________________________________________________________
_______________________________________________________.
70
4.- However (P.IX L.32) Tipo: _________________ Español: ___________________
a) __________________________________________________________
_____________________________________________________.
b) __________________________________________________________
______________________________________________________.
71
Glosario “Tombs Discovered in Egypt”
Sustantivos
Adjetivos
Actual - real
Verbos
Otros
Through – a través
West - oeste
Adjetivos
Unknown - desconocido
Verbos
Land - llegar
72
Otros
Togetherness – unidad,
compañerismo
Adjetivos
Verbos
Otros
On the other hand – por otra As well – también, además Between - entre
parte
73
Glosario “Diabetes Overview”
Sustantivos
Adjetivos
Verbos
Blur - borrar
Otros
74
Lectura de Textos en Inglés II
conocerá y hará uso del futuro idiomático (be going to) para identificar
acciones en un tiempo determinado, así como entender la diferencia con el
futuro simple.
Unidad 4
75
Lección 1
Recuerda que un párrafo consiste en una serie de oraciones relacionadas entre sí,
que giran alrededor del mismo tema. Cada párrafo desarrolla de manera lógica y
organizada una idea principal apoyada por oraciones que la amplían o detallan.
I.- Lee las oraciones que se presentan a continuación y ordénalas para formar un
párrafo lógico y organizado. Hay una oración que no pertenece al párrafo. La oración 1
ya fue numerada para ayudarte.
Agriculture in Israel
a) In these rural areas 70 percent of the available agricultural land suffers
from dryness and lack of irrigation. ( )
b) As a result, the crops are usually marginal with hardly enough production
to feed the farmer's family. ( )
c) Although, there were cell phones in the 80’s they looked like bricks. ( )
d) The first fact to consider is that over 60 percent of the population lives in
rural communities. ( )
g) To understand the nature of this problem one has to look at some of the
facts. ( )
76
Cohesión y coherencia
Para que un texto sea considerado como tal se busca que las distintas ideas que lo
integran tengan sentido y relación entre sí, pues de lo contrario se ve dificultada la
comprensión. Para lograr esto existen dos factores a destacar: la cohesión y la
coherencia.
Secuencia: first (primero), next (luego), then (luego), finally (finalmente), etc.
Contraste: but (pero), conversly (a la inversa), on the other hand (por otro lado), etc
Explicar una idea: like (como), that is (es decir), thus (así), etc.
Enfatizar: above all (sobre todo), indeed (efectivamente), in fact (de hecho), etc.
Agregar: again (otra vez), as well as (así como), moreover (además), etc.
Causa-efecto: as a result (como resultado), hence (por lo tanto), so (así que), etc.
Espacio: above (arriba de), below (debajo de), here (aquí), through ( a través de), etc.
Para conseguir la coherencia textual existen una serie de mecanismos: 1) todos los
enunciados giran en torno a un tema, 2) las ideas aparecen ordenadas y
jerarquizadas (idea principal e ideas secundarias), 3) uso apropiado de las palabras y
la gramática.
**Una lista completa de marcadores discursivos se encuentra en el apéndice 4 al final del libro.
77
II.- A continuación se presenta un texto incompleto. Lee las oraciones faltantes y
escríbelas en el espacio apropiado. Hay una oración extra que no pertenece al párrafo.
Subraya los marcadores discursivos.
The Caribbean island of Puerto Rico has a complex history. Before the 1400s,
the island’s inhabitants were the native Arawak Indians.
A _______________________________________________________________
___________________________________. Fifteen years later, Ponce de Leon
conquered the island for Spain.
The Spanish made the Arawaks slaves and forced them to work in the
sugarcane fields. Eventually, these native people were completely wiped out.
B _______________________________________________________________
_______________________________________. In 1898, after the Spanish-
American War, the island was given to the United States.
C _________________________________________________________
________________________________.
Later, in 1917, Puerto Ricans were granted U.S. citizenship, and in 1952 the
country became a U.S. commonwealth. ____________________________
D ______________________________________________________________.
For now, the island remains a commonwealth, and its citizens share most of
the rights and obligations of U.S. citizenship.
1) Since then, Puerto Ricans have debated this status, with some arguing for
statehood and others for independence.
3) In 1493, Christopher Columbus and his crew were the first Europeans to reach
the island.
4) There are basically three political parties in Puerto Rico with three different
positions on Puerto Rico territory status.
5) The next year, the United States made Puerto Rico a colony under an American
governor.
78
III.- Lee los siguientes párrafos y elimina la oración que no es coherente con el tema
del párrafo. Subraya los marcadores discursivos y escribe que de tipo de marcadores
son.
a)
b)
1) It is important to plan your trips carefully. 2) For example, when you go on a trip,
you need to think about how much money to allot for things like transportation,
food, and hotels. 3) In particular, hotels and transportation on trips can be expensive
if you don’t book them with plenty of time in advance. 4) Other times we’re hoping
to broaden our experience and our minds, or maybe to teach, or serve or change the
world in some way. 5) Another thing to plan for is how much time you want to
spend sightseeing and doing different sorts of activities. 6) Even though you may
want to do everything, you have to remember that there are only so many hours in
the day! 7) In sum, planning your trip carefully will allow you to have a more
relaxed trip.
c)
79
IV.- Selecciona las palabras que hagan de la siguiente noticia un texto cohesionado y
coherente.
80
Lección 2
II.- Realiza una lectura rápida (skimming) con el texto “Life-saving Inventions” de
las páginas 82-83 y completa el siguiente ejercicio.
____________________________________________________________________.
____________________________________________________________________.
____________________________________________________________________.
6.- ¿Para qué visitaron Gadgil, sus estudiantes y sus compañeros de trabajo a las
refugiadas de la guerra?
____________________________________________________________________.
81
8.- Completa lo siguiente:
III.- Realiza una lectura selectiva (scanning) y anota a qué hacen referencia las
siguientes cantidades en el texto de la siguiente página.
100,000
100 millones
21
1993
80
55
300
SCIENCE
Life-saving Inventions
Lemelson-MIT names the winner of its $100,000 Award for Global Innovation
I Ashok Gadgil has spent the past three decades helping people in
need—and he has no plans to stop. On May 2, Gadgil became the
recipient of the $100,000 Lemelson-MIT Award for Global
Innovation. Each year, the honor is given to an inventor who has
improved the lives of people in developing countries. Gadgil’s
inventions have helped more than 100 million people around the
world.
COURTESY POTENTIAL ENERGY
The Berkeley-Darfur Stove, pictured here, has II Gadgil is a professor and physicist at the University of California,
helped an estimated 125,000 women in the Darfur
area.
Berkeley. When he’s not teaching, he works to find solutions to
global problems such as energy efficiency and water safety. “I
chose to focus on problems where my knowledge of science could
help,” Gadgil told TIME.
Man on a Mission
III Gadgil’s global quest to help people began in the 1980s. It all started when he came up with a program to
make energy-efficient light bulbs more affordable for people in developing countries.
82
IV Then in the 1990s, Gadgil designed his first life-saving invention, UV
Waterworks. The device uses ultraviolet light to kill deadly disease-carrying germs
from drinking water. It costs just one cent to clean five liters of water (or about 21
cups). Gadgil was inspired to find an inexpensive solution to the clean water crisis
after more than 10,000 people in his home country of India died from an outbreak of
Bengal cholera, in 1993. The infection is spread through contaminated food and
drinking water.
V So far, the invention has provided safe drinking water to more than five million
people in India, Liberia, Nigeria, the Philippines and Ghana. “I have heard from a lot
people who have benefitted,” Gadgil said. “Mostly because it’s their children who
COURTESY LEMELSON-MIT
face the most serious risks from contamination of water.”
PROGRAM
Ashok Gadgil invented a
Energy-saving Stove clean, fuel-efficient stove that
saves homes more than $300
VI The long and violent war in Darfur, Sudan, has caused many people to leave the a year.
country. A person who flees to a foreign country to escape danger is called a
refugee. More than 80% of the Darfur refugees are females.
VII Families in refugee camps are given food aid. But they still have to cook the meals. In order to do so,
refugee women leave the safety of the camps three to five times a week to gather firewood. They walk up to
seven hours a day to find enough wood to fuel their stoves. This can be dangerous because of street violence
in the area. To avoid danger, some women spend much of their money—which they make by selling the food
they need to feed their families—buying firewood from vendors.
VIII Cooking over an open flame can be hazardous to one’s health and to the environment, too, because of the
amount of smoke it causes. “You feel terrible because it is not the women’s fault,” Gadgil said. “It is up to us
who know science to help them if we can.”
IX Gadgil visited the area many times with his students and his co-workers to work with the refugee women on
designing a clean, fuel-efficient stove. The Berkeley-Darfur Stove he created saves 55% of fuel. That means
the women wouldn’t have to leave the camps to find firewood as often. The invention also helps to save homes
more than $300 a year. An estimated 125,000 women and their families have been helped. Gadgil is currently
developing a version of the stove for Ethiopia.
X As a professor, Gadgil encourages his students to stay positive about finding solutions to hard problems. “Be
optimistic when you try a hard problem,” he says. “It’s when you solve a large problem that you can have a big
impact on the world.”
IV.- Busca en el texto las siguientes oraciones y completa con las palabras faltantes.
1.- Ashok Gadgil _________________ the past three decades helping people in need
(P. I)
2.- Each year, the honor is given to an inventor who ____________________ the lives
of people in developing countries. (P. I)
3.- Gadgil’s inventions __________________ more than 100 million people around the
world. (P. I)
4.- So far, the invention __________________ safe drinking water to more than five
million people… (P. V)
5.- “I __________________ from a lot people who ___________________,”… (P. V)
6.- The long and violent war in Darfur, Sudan, _________________ many people to
leave the country. (P. VI)
have
+ pasado participio
has
Es frecuente encontrar el presente perfecto con las palabras “already” (ya), “yet”
(aún), “ever” (alguna vez) y “never” (nunca). En el caso interrogativo el auxiliar
have/has se antepone al sujeto. Ejemplos:
Some companies have already implemented waste management. (ya han implementado)
Scientists have not found a cure for AIDS yet. (no han encontrado)
Mexico has never won the FIFA World Cup. (nunca ha ganado)
Inglés Español
has spent
has improved
have helped
has provided
have heard
have benefitted
has caused
En el penúltimo párrafo del texto hay un ejemplo de presente perfecto en voz pasiva.
Localízalo, escríbelo en el recuadro de abajo y escribe su equivalente en español.
Inglés Español
____________________________________________________________________.
4.- ¿Cómo funciona el purificador de agua (UV Waterworks) que inventó Gadgil en los
90’s?
____________________________________________________________________.
6.- Los refugiados son ayudados con comida, pero aun así las mujeres tienen que
_________________________ para poder cocinarla. Para evitar el peligro que
representa salir, ellas tienen que __________________________________________
n___________________________________________________________________.
85
7.- ¿Qué inventó Gadgil para aliviar la situación en Sudán y a cuantas mujeres y sus
familias ha beneficiado?
____________________________________________________________________.
VII.- Con tus propias palabras reconstruye la noticia del premio a Gadgil como si se
la contaras a tu familia durante una plática. Incluye los puntos más sobresalientes.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
__________________________________________________________________.
Paráfrasis*
La paráfrasis consiste en explicar con tus propias palabras las ideas del autor con el
propósito de ilustrarlo, hacerlo más claro y por ende facilitar la comprensión de un
texto. Parafrasear no sólo es reemplazar unas cuantas palabras por sus sinónimos,
sino más bien, reflexionar en lo leído y construir tu versión de lo que acabas de leer.
La paráfrasis es un recurso didáctico, y una estrategia que ayuda a apropiarse del
conocimiento.
*Si tienes duda de la diferencia de la paráfrasis con el resumen y la síntesis, consulta el apéndice 4 al final
de este manual.
86
Lección 3
87
III As critics ridicule this theory, many believe that
Mr. David Camping is going to be wrong again. This
religious broadcaster has already predicted the end
of the world three times in the past. Scientists and
other experts feel that this religious preacher's
numerical calculations are mostly wrong. Whenever
these predictions have proved wrong these fanatics
have come with a theory to justify Camping’s
prophecies. These prophecies are calculated on the
basis of numerology which, of course, is not an exact science which proves that fallacies
are bound to surface. Still with all these messiahs having a poor record some vulnerable
people easily believe them and spend their lifetime savings in generating false awareness.
989: Appearance of the Halley's Comet made people panic about it colliding with Earth.
1666: The year contained the dreadful number 666 (the number of evil and destruction).
1843: A farmer by profession, Miller studied the bible for many years and derived a date
when the world would end. He and his followers spread the message that the God was
going to devastate the world between March 21st 1843 and March 21st 1844.
1982: Second (possible) coming of Jesus. This time newspapers helped spread the word
faster.
1984: Jehovah's witnesses predicted the world to end in 1874, 1878, 1881, 1910, 1914,
1918, 1925, 1975 and 1984.
1997: Marshall Applewhite and Bonnie Nettles believed that they were directly related to
Jesus Christ. They believe that God was going to destruct the world and the only way to
live was to kill oneself.
2000: Even though 2000 was welcomed by all of us as a start of a new millennium it also
added to our woes. Many people were afraid that computers were going to fail bringing
blackouts and widespread destruction. More so, if you divide 2000 by 3, you get
666.666666.....
88
2012: A forecast believes that the world runs according to the Mayan calendar and the days
allotted to us are actually coming to an end. Therefore some believers feel that the end is
going to come with aliens rampaging our Earth.
Published: 7/28/2011
II.- Lee el texto “End of the World Predictions that Proved Wrong” y contesta el
siguiente ejercicio.
1.- Lee el título y observa las imágenes, ¿De qué crees que va a tratar el texto?
_____________________________________________________________________
____________________________________________________________________.
2.- ¿Cuáles son las razones por las que los llamados “profetas” predicen el día del
juicio final?
____________________________________________________________________.
3.- De acuerdo a David Camping, ¿en qué fecha iniciaría el fin del mundo, en qué lugar
y qué sucedería?
____________________________________________________________________.
89
6.- ¿Qué se profetizó para las siguientes fechas? Completa la tabla.
Año Profecía
989
1843
1982
1997
2000
2012
_____________________________________________________________________
2.- the judgment day will start from May 21, 2012
_____________________________________________________________________
3.- New Zealand will be the first one to face the wrath with series of earthquakes.
_____________________________________________________________________
4.- these predictions will never make sense but they will be successful in creating
fear
_____________________________________________________________________
_____________________________________________________________________
Las palabras en negritas indican que las ideas anteriores están en:
90
Futuro idiomático (be going to)
En inglés existe más de una forma de expresar ideas en futuro. Una de ellas es:
am
is + going to + verbo en infinitivo
are
The company is going to sell a lot of smartphones this year. (va a vender)
All the candidates say they are going to win the next election. (van a ganar)
La misma forma, con verbo “to be” en pasado, se utiliza para expresar una idea en el
pasado que se pensó podría suceder en el futuro:
was
+ going to + verbo en infinitivo
were
Yesterday the weather forecast said it was going to be a sunny day. (iba a ser)
Some students didn’t study so they knew they were going to fail the exam. (iban a reprobar)
Inglés Español
is…going to be (P.I L.1)
91
V.- En el texto “End of the World Predictions that Proved Wrong” localiza e
identifica a qué hacen referencia los siguientes términos.
3.- this religious preacher's numerical calculations (P.III L.20-21) hace referencia
a: _______________________
Ejercicios de consolidación
Ejercicio 1
I.- Lee el siguiente párrafo y elimina la oración que no es coherente con el tema del
párrafo. Subraya los marcadores discursivos y escribe que de tipo de marcadores son.
Speaking Vs Writing
1) Speaking and writing are different in many ways. 2) Speech depends on sounds;
writing, conversely, uses written symbols. 3) Speech was developed about 500,000 years
ago, but written language is a recent development, invented only about six thousand years
ago. 4) Speech is usually informal, while the word choice of writing, by contrast, is often
relatively formal. 5) In addition, healthy workers were less likely to take early retirement.
6) Although pronunciation and accent often tell where the speaker is from, they are
ignored in writing because a standard diction and spelling system prevails in the written
language of most countries. 7) Speech relies on gesture, loudness, and the rise and fall of
the voice, but writing lacks these features. 8) Careful speakers and writers are aware of
the differences.
92
Ejercicio 2
II.- Realiza una lectura rápida (skimming) del texto de las siguientes páginas –lee el
título, subtítulos y la primera oración de cada párrafo. Menciona en qué párrafo se
habla de las siguientes ideas. Hay una idea que no se desarrolla en el texto.
Idea Párrafo
La procedencia de los estudiantes de los cursos en línea.
III.- Realiza una lectura selectiva (scanning) y anota a qué hacen referencia las
siguientes cantidades en el texto de las siguientes páginas.
60 millones
500,000
50,000
600,000
190
93
Top US universities put their reputations online
By Sean Coughlan BBC News education correspondent
20 June 2012
This autumn more than a million students are going to take part in an experiment
that could re-invent the landscape of higher education.
I Harvard and the Massachusetts Institute of Technology (MIT) have formed a $60m
alliance to launch edX, a platform to deliver courses online - with the modest ambition of
"revolutionizing education around the world". edX will provide online interactive courses
which can be studied by anyone, anywhere, with no admission requirements and, at least
at present, without charge.
II The first online course from MIT earlier this year had more students than the entire
number of living students who have graduated from the university. In fact, it isn't far from
the total of all the students who have ever been there since the 19th Century.
'Tipping point'
III The internet provides an unparalleled capacity to expand the reach, but it also raises
far-reaching and thorny questions for the traditional model of a university. "We have
crossed the tipping point," says Professor Agarwal. The courses being launched in the
autumn, he anticipates, will have at least 500,000 students and probably many more. As
an example of how courses might be delivered, the MIT prototype taught an electronics
course using an interactive virtual laboratory, e-textbooks, online discussions and video
lectures. Assessment of the course was entirely automated. "This could be the end of the
two-hour lecture," says Professor Agarwal. "You can't hit the pause button on a lecturer,
you can't fast forward."
Degrees of degree
IV Accrediting such courses is a tricky area: the online courses are promised to be as
rigorous as anything else from MIT or Harvard, but successful students will get a
"certificate of mastery" and not a degree or any formal university credit. If students on
campus are paying $50,000 per year, it's going to be difficult to give away qualifications to
online learners without charge.
High fees
V Daphne Koller, co-founder of Coursera, says the expansion of online courses will raise
difficult questions about what mainstream universities offer for such high fees. Because if
the content of university courses becomes freely available, what is it that students are
paying for? Is it the interactions with staff? Or is it the time with other students? Is it
something to put on a CV? "This is causing universities to rethink their value to students”
says Professor Koller, who is from Stanford University's computer science department.
The most prestigious universities are always going to have enough demand for places but
94
the emergence of high-quality online courses could be tougher for middle-ranking
institutions. Why would you pay high fees to sit through a mediocre lecture, when you
could go online and watch world experts at another university, even if it's in another
country?
Google economics
VI Professor Koller says Coursera will keep its content free by following the Silicon Valley
approach of companies such as Google. With large numbers of motivated, employable
students —so far about 600,000 and rising— there are going to be plenty of opportunities
and partnerships for revenue streams. The online projects are also aimed at meeting the
huge international demand for higher education.
VII In its initial stages, Coursera has acquired students in 190 countries. Outside the US,
the biggest numbers are in the UK, Brazil, Russia and India. "This is a real democratizing
influence, making a profound change. It will tap into unused talent," says Professor Koller.
"Technology has gotten to the point where it's feasible. We shouldn't stratify society by
who can afford access to education."
VIII William Dutton, professor of internet studies at the Oxford Internet Institute,
University of Oxford, says universities have been experimenting with teaching online for a
decade, but "it's not there yet". "It's much harder than teaching a class face-to-face," he
says. It's good that institutions such as MIT and Harvard are putting their shoulder to the
wheel, he says, but so far no one has really worked out how to harness the internet for a
university degree course.
Moral purpose
IX Professor Dutton also warns that the funding model of edX is not going to be affordable
by many other universities. But the idea of open learning has its own "moral purpose",
says Anka Mulder, head of Delft University in the Netherlands.
X Dr. Mulder is president of the OpenCourseWare group which advocates free online
course materials. The demand for higher education is growing, both in the developed and
developing countries and Dr. Mulder says it can't be achieved by building universities. She
also argues that skepticism about whether courses can be delivered online is being
overtaken by changing social habits. Talking and sharing online is no longer such a leap of
the imagination. "For the younger generation, the gap between online and real life is
blurred," she says. Dr. Mulder says that in five years most universities will be incorporating
online learning in some form. "Open learning is a movement that isn't going to go away,"
she says.
1.- ¿Cuál es la misión de los cursos en línea que ofrecerán Harvard y MIT?
____________________________________________________________________.
_____________________________________________________________________
____________________________________________________________________.
3.- El número de estudiantes inscritos al primer curso en línea ofrecido por MIT
equivale a ___________________________________________________________.
_____________________________________________________________________
____________________________________________________________________.
5.- Los estudiantes que completen satisfactoriamente los cursos en línea reciben
__________________________ mientras que los estudiantes que asisten a las clases
tradicionales reciben ___________________________. La razón para hacer diferencia
entre las dos modalidades es _____________________________________________.
6.- De acuerdo a una experta ¿Qué pasará con la demanda en las universidades de
prestigio y con las universidades de nivel intermedio con el lanzamiento de estos
cursos en línea?
_____________________________________________________________________
____________________________________________________________________.
____________________________________________________________________.
9.- ¿Cómo se están combatiendo los prejuicios hacia los cursos en línea?
____________________________________________________________________.
96
V.- Escribe en español el equivalente de las siguientes frases de acuerdo al contexto
donde aparecen.
Inglés Español
are going to take (introducción)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
__________________________________________________________________.
97
Glosario “Agriculture in Israel”
Sustantivos
Adjetivos
Verbos
Otros
Verbos
Otros
98
Glosario “Lección 1 Ejercicio III”
Sustantivos
Adjetivos
Current - actual
Verbos
Otros
Adjetivos
99
Verbos
Fuel - combustible
Adjetivos
Verbos
100
Otros
Adjetivos
Successful - exitoso
Verbos
Notice – notar, darse cuenta Let – permitir, dejar Get rid of – deshacerse de
Otros
101
Glosario “Speaking Vs Writing”
Sustantivos
Adjetivos
Verbos
Otros
102
Adjetivos
Verbos
Otros
103
104
Lectura de Textos en Inglés II
Unidad 5
101
Lección 1
Como lector hay ocasiones en las que tendrás que hacer uso del contexto o situación
para inferir o acercarte al significado de una palabra desconocida. Para ello es
importante saber que el mismo texto nos da pistas que pueden encontrarse en
cualquier parte del párrafo pero lo más común es que aparezcan 1) en la oración
donde se encuentra la palabra desconocida, 2) en la oración anterior o 3) en la
oración posterior.
1) Ejemplificación
El autor da ejemplos que pueden darte pistas para poder inferir una palabra
desconocida:
The river was full of noxious materials such as cleaning agents from
factories and pesticides from the nearby farms.
Palabras que señalan ejemplificación*: for example, for instance, such as, including,
consist of, to illustrate, as..as, like, así como el uso de dos puntos (:) y guiones largos
(—).
2) Similitud (sinónimos)
El autor utiliza sinónimos para aclarar el significado de una palabra:
The journalist had the audacity to criticize the president to his face. Oddly
enough, her boldness seemed to amuse rather than irritate him.
Palabras que señalan similitud*: like, as, also, as well, or, similar to, that is y in the
same way.
3) Contraste (antónimos)
El autor utiliza una palabra de significado opuesto o antónimo que aclara el significado
de la palabra desconocida:
Palabras que señalan contraste*: on the other hand, in contrast, however, but, yet,
instead, even though, although, y unlike.
102
4) Reformulación
El autor explica, define o clarifica en palabras más simples un término que puede ser
complicado para el lector:
Palabras que señalan reformulación*: that is, in other words y which is.
5) Conocimiento general
No todas las pistas contextuales son tan obvias y algunas veces tienes que basar tu
inferencia en el conocimiento que tienes del mundo y tu experiencia, así como tu
habilidad para entender conexiones lógicas y semánticas entre las palabras del texto:
Además del uso del contexto no debes olvidar hacer uso de imágenes, raíces,
afijos (prefijos y sufijos), función de la palabra (sustantivo, verbo, adjetivo o
adverbio), así como aprender nuevas palabras. Todo esto, aunado a la capacidad de
inferir palabras desconocidas facilitará la comprensión de los textos que lees.
*Estas palabras no siempre aparecen, pero son frecuentes en los casos expuestos.
103
I.- En los ejemplos siguientes hay una palabra en negritas. Utiliza el contexto para
deducir el significado de dicha palabra o acercarte a él. Subraya las palabras o frases
que te dan pistas y circula las palabras que te señalizan el tipo de pista contextual.
1.- A greenhouse is a building in which plants are grown. It is a space wherein various
conditions like heat, light and moisture can be controlled to a greater degree than is
possible in any outdoor setting. _______________
3.- How is it that so many doctors who advocate diet and exercise are overweight and
lazy? _______________
4.- The sweater had many hues, such as green, navy blue, and magenta.
_______________
5.- Howard Hughes spent the last few years of his life secluded in well-guarded hotel
suites, shut off from personal contact with even his closest associates. _______________
6.- Brad tried to quell his fears by singing a happy song and breathing deeply while
counting to ten. _______________
7.- To join our club, members must take an oath, or make a solemn statement, promising
to keep our activities a secret. _______________
8.- While exploring the ancient pyramids in Egypt, the scientist discovered the mummy of
a king buried in a coffin with elaborate designs. _______________
9.- Thomas went to the apex of the mountain, and because it was so high, he had to take
a tank of oxygen with him. _______________
10.- Fables, short stories with a moral, have been used to guide people in making good
choices. _______________
11.- The people of the town were warned not to eat the tainted fish. The local newspaper
published a bulletin in which readers were clearly told that eating fish that had a disease
could be very dangerous. This was especially true for fish caught in Lake Jean.
_______________
12.- Sharon thought her husband would like her new haircut, but he loathed it.
_______________
14.- The three children were rather rambunctious while they played in the pool. Their
parents, on the other hand, sat peacefully beside the pool. _______________
104
What Causes Myopia?
I You probably know that we see because light bounces off objects and into our eyes. In a normal
eye, the light rays go through the lens and focus on the retina, the sensory membrane or sheet that
lines the eye, to create images. In myopic eyes, the light focuses in front of the retina instead of
directly on it. So nearsighted people can usually see really well up close, but they squint to try to
see things far away.
II Often, nearsightedness is suspected if a kid has trouble seeing the chalkboard or whiteboard in
school. Then a vision test is set up to diagnose perception. In other words, a doctor checks how
well the person can read various sized letters at various distances.
III Early diagnosis is important because nearsightedness can be ameliorated with corrective visual
devices, like glasses and contact lenses. These devices can’t “cure” myopia, but they help a
nearsighted person see distant objects more clearly. The lens of the glasses or contacts refocuses
the light before it reaches the eye so it hits the retina where it should.
IV Doctors can also do surgery to help some people who have myopia. Adults with myopia, whose
glasses or contact prescription hasn’t changed for at least a year, may be able to have a laser
procedure that can clear up their problem.
V Nearsightedness affects men and women equally. People with a family history of myopia are
more likely to develop it. And there’s no way to prevent it. At one time people actually believed that
reading too much or watching too much TV caused nearsightedness. Those activities can make
your eyes tired, but they can’t cause myopia.
a) ________________ b) ________________
105
2.- En el párrafo I aparece una definición, Resáltala. El término que se está definiendo
es _________________________
3.- En el párrafo I subraya las dos descripciones que aparecen. ¿Qué términos se están
describiendo?
________________________________ y __________________________________.
____________________________________________________________________.
6.- La pista contextual in other words aparece en le párrafo II línea 7, ¿qué frase se
está reformulando?
____________________________________________________________________.
8.- En el párrafo III Línea 10 aparece una pista contextual: like glasses and contact
lenses ¿Qué tipo de pista contextual es? ____________________________________
106
Lección 2
I.- Completa en español lo que se te pide con el texto de las páginas 110 -111.
a) _____________________________________________________________
c) _____________________________________________________________
____ fotografías ____ gráficas ____ tablas ____ pie de imagen ____ recuadro
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
107
6.- ¿Qué sabes acerca del tema?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
a) _____________________________________________________________
c) _____________________________________________________________
d) _____________________________________________________________
e) _____________________________________________________________
a) _____________________________________________________________
_______________________________________________________________
b) _____________________________________________________________
_______________________________________________________________
c) _____________________________________________________________
_______________________________________________________________
d) _____________________________________________________________
_______________________________________________________________
e) _____________________________________________________________
_______________________________________________________________
108
9.- Localiza en la lectura las definiciones, clasificaciones o descripciones a las que
hacen referencia las palabras en negritas o en itálicas que localizaste.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
10.- ¿Cómo relacionas la información que acabas de leer con tu vida o experiencias
personales? ¿Conoces a alguien que viva o experimente lo que acabas de leer? ¿Para
qué te sirve la información de la lectura? Comenta:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
By the age of 3, most children have acquired a firm sense of their gender identity, of being either male or
female. But what determines gender identity? The answer is not yet clear. Some research points to biological
influences. Investigators suspect that prenatal hormones sculpt the developing brain in ways that influence the
10 later development of gender identity (Reiner & Gearhart, 2004). But research suggests that gender identity is
not fully stamped in at birth. In this research, children who were born with ambiguous genitalia because of
congenital birth defects developed a gender identity that was consistent with the gender to which they were
assigned and raised accordingly, even when the assigned gender conflicted with their chromosomal (XY or
XX) sex (Slijper, Drop, & Molenaar, 1998). All in all, most scientists believe that gender identity arises from a
15 complex interaction of nature (biology) and nurture (rearing influences) (Berenbaum & Bailey, 2003).
Whatever the determinants of gender identity may be, it is almost always consistent with one's chromosomal
sex. But for a few individuals gender identity and chromosomal sex are mismatched (Heath, 2006). These
individuals have the gender identity of one gender but the chromosomal sex and sexual organs of the other.
20 People with transsexualism feel trapped in the body of the opposite gender by a mistake of nature. A
transsexual man is anatomically a man but has the gender identity of a woman. A transsexual woman is
anatomically a woman but possesses a male gender identity. Transsexual (sometimes called transgender)
people typically report feeling that they have belonged to the other gender for as long as they can remember
(Zucker, 2005a, 2005b). Myths around transsexualism abound. Table 1 exposes some of the more common
25 myths.
Transsexual people may be repulsed by the sight of their own genitals. To correct what they see as nature's
mistake, many undergo gender reassignment surgery to surgically alter their genitals (Bockting & Fung, 2006).
Gender reassignment surgery transforms the genitalia to a workable likeness of those of the opposite gender.
But since surgeons cannot transplant internal reproductive organs that produce germ cells –the testicles in the
30 man and the ovaries in the woman – reproduction is impossible. Thus, surgery does not change a man into a
woman or a woman into a man, if what it means to be a man or a woman depends on having the internal
reproductive organs of their respective sex. Nonetheless, gender reassignment surgery generally permits the
individual to perform sexual intercourse. Hormonal replacement therapy is used to foster growth of the beard
and body hair in female-to-male cases and of the breasts in male-to-female cases.
110
35 The causes of transsexualism remain unclear (van Goozen et al., 2002). Scientists suspect that a combination
of sex hormones and other factors, such as genetic influences, act on the architecture of the developing brain
during prenatal development (Dennis, 2004; Heath, 2006). The result may be a mismatch of mind and body in
which the brain becomes sexually differentiated in one direction during prenatal development even as the
genitals become sculpted in the other.
50 Yet gender roles have changed and are changing still. Most women today work
outside the home, and many are pursuing careers in traditionally male domains
like law, medicine, and engineering. Some command naval vessels or pilot
military helicopters. Household and childcare responsibilities still fall more
heavily on women, even on those who work in full-time jobs outside the home.
55 But what accounts for the acquisition of gender roles? In other words, why do
boys and girls act like, well, boys and girls? Is it simply a matter of cultural
learning –the imparting to children of how men and women are expected to act
and the roles they are expected to play? Or might there be biological origins for these behaviors? Here we
consider several major theories that seek to account for the acquisition of gender-typed behaviors: Social-
60 cognitive theory emphasizes the roles of observational learning and reinforcement in the development of
gender-role behaviors. Children are natural observers –taking in what they observe in other people's behavior
and what they see on television and in the movies. And parents are important modeling influences. If children
see Dad and Mom and sister and brother dressing differently and performing different roles in the family, they
begin to learn what is expected of males and females and to conduct themselves accordingly. Gender-
65 schema theory emphasizes the importance of cognitive factors in the development of gender-role behavior. It
holds that children form mental representations, or schemas, of masculinity and femininity (Bem, 1993; Fagot,
1 995). A schema is a way of organizing knowledge about the world, a kind of lens through which one sees the
world. In the context of evolutionary theory, the existence of stereotypical gender roles –men as
breadwinners and women as homemakers– merely reflects the natural order of things. Evolutionary
70 psychologists argue that modern gender roles are merely modern adaptations of the traditional roles of men as
hunters and warriors and women as gatherers of edible fruits and vegetables and nurturers of children.
111
Método SQ4R
112
Recall/Respond Después de leer escribe las respuestas a las preguntas que
(recuerda o responde) realizaste, haz comentarios al margen o toma notas y
*Toma notas apuntes en tu cuaderno tratando de utilizar tus propias
*Parafrasea
palabras (parafrasear) así como un método de toma de
*Compara
notas que te favorezca: mapa mental, 6R (aquí utilizado),
esquemas, etc. También puedes comentar la lectura con un
compañero y comparar lo que cada uno comprendió.
Es importante hacer notar que para cada pregunta formulada es necesario repetir de la
etapa 3 a la 5:
113
Lección 3
Hechos y opiniones
A lo largo de tus estudios y tu vida te encontrarás una gran variedad de textos, desde
artículos basados en hechos concretos hasta novelas de ficción completamente
basadas en la imaginación del autor. Uno de los aspectos más importantes para llegar
a ser un lector eficiente es saber distinguir entre un hecho y una opinión.
Los hechos son eventos, datos y sucesos comprobables que se exponen de una
manera objetiva sin juicios de valor o creencias. Un hecho puede probarse como
verdadero o falso. Puedes buscar en un libro de referencia, preguntar a un experto o
usar tu propio conocimiento y experiencia. Ejemplos:
Las opiniones son creencias, valores, sentimiento o juicios que presentan el punto de
vista subjetivo de quien los expresa que no puede probarse como verdadera o falsa,
aunque se puede estar de acuerdo o desacuerdo con ella. A menudo las opiniones
contienen palabras de valor o creencia (think, believe, always, never, beautiful, great,
perfect, better, could, should, might…). Ejemplos:
Aunque la diferencia parece clara tienes que ser consciente que la mayor parte de los
textos escritos son una mezcla de hechos y opiniones, parte de la idea puede ser
comprobable y otra parte expresa una opinión. Ejemplos:
The Mexican Supreme Court has sensibly decided same-sex couples have the
right to adopt children.
The song “Love Will Tear Us Apart” was written by the one and only Ian
Curtis.
Las opiniones pueden estar basadas en hechos, pero siguen siendo lo que se
piensa. Las opiniones se consideran válidas o inválidas, informadas o
desinformadas, sólidas o poco sólidas. Las opiniones informadas y la credibilidad se
basan en proporcionar evidencias y aunque las evidencias sean sólidas eso no las
convierte en hechos pero las hace factibles a ser consideradas como válidas. La opinión
de expertos o la experiencia directa se consideran fuentes de opiniones informadas.
114
I.- Lee las oraciones que se presentan a continuación y decide si se trata de un hecho
(H), una opinión (O) o una mezcla de ambos (M). Encierra en un círculo las palabras
que te indican que se trata de una opinión y subraya los hechos.
1.- All this uproar about animal rights is nonsense. Animals don’t have rights. _____
2.- In 1909, Ernest Rutherford showed that atoms were mostly space. _____
3.- When it was under Spanish control, the city of Los Angeles was called El Pueblo de
Nuestra Señora la Reina de los Angeles del Río de Porciúncula, which means “The Town
of Our Lady the Queen of the Angels by the Little Portion River.” _____
4.- At the end of World War I, victorious Britain and France greedily divided up the
Turkish Empire. _____
5.- Teenagers today are obsessed with money and success. They don’t care about
making the world a better place. _____
8.- Sigmund Freud’s Interpretation of Dreams was published in 1900, and its
revolutionary impact is still being felt today. _____
9.- Dionysus was the Greek god of wine and fertile crops. _____
10.- One of the most important inventions of the twentieth century was the cell phone.
_____
11.- In 1944, Russian troops entered eastern Czechoslovakia, and the nightmare of life
under Communist rule began. _____
12.- Nuclear weapons are the major plague of this century. _____
13.- Iraq has the world’s second largest reserves of crude oil. _____
14.- People who graduate from college are smarter than people who drop out of high
school._____
15.- The number of people in prisons has outgrown current facilities in recent years,
causing overcrowding and increased spending to build new prisons. _____
16.- The Mona Lisa hangs in the Louvre in Paris, France. It is considered the most
beautiful painting in the world. _____
18.- Michael Jordan has a career average of 30.4 points per game. _____
115
II.- En cada párrafo subraya las oraciones que son hechos. Circula las palabras de
opinión en las oraciones que no subrayaste. Al final menciona si el párrafo aporta
información relevante (R), basada mayoritariamente en hechos, o es irrelevante (I),
basada mayoritariamente en opiniones.
a) On May 6, 1937, the Hindenburg, a luxurious German airship with cabins for fifty, exploded into
flames as it tried to land in New Jersey, killing thirty-six people and ending zeppelin passenger
service forever. Theories about the cause of this mysterious explosion include lightning and static
electricity, but the most intriguing explanation involves sabotage and betrayal. ________
b) Air is a mixture of gases that circle Earth, kept in place by gravity. Air makes up Earth’s
atmosphere. The air we breathe is 78 percent nitrogen gas, 21 percent oxygen, 0.9 percent argon,
and 0.03 percent carbon dioxide, along with water vapor—floating molecules of water. Also present
are traces of other gases and tiny bits of dust, pollen grains from plants, and other solid particles.
As our atmosphere extends higher and higher above Earth, toward outer space, air becomes
c) Although cell phones are a time-saving convenience for busy people, they are too distracting for
use by drivers of moving vehicles, whose lack of full attention poses a serious threat to other drivers
and to pedestrians. The simple act of dialing or answering a phone, for example, may take a driver’s
eyes away from traffic signals or other cars. Moreover, involvement in a complex or emotional
conversation could slow down a driver’s response time just when fast action is needed to avoid an
accident. ________
d) In caves in the Mexican Highlands, archaeologists have found the wild plants that were gradually
domesticated; among the more important are pumpkins, beans and maize. Domestication of these
plants occurred between 7000 and 2300 B.C. Among these achievements, none was more
significant than the domestication of maize, the mainstay of the great cultures of Ancient Cultures.
________
116
e) The blood vessels that carry blood away from the heart are called arteries. Arteries have thick,
elastic walls made of connective tissue and smooth muscle tissue. Each ventricle of the heart is
connected to an artery. The right ventricle of the heart is connected to the pulmonary artery. The left
ventricle of the heart is connected to the aorta. Every time your heart contracts, blood moves from
f) Your life should be full of both major and minor goals. Most of us set minor goals all the time.
Passing a test can be seen as a minor goal. So can completing a homework assignment or even
finishing a chapter before dinnertime. Having minor goals can be a great help. Each time we reach
a minor goal, we get a small sense of victory that helps spur us on toward something even bigger.
________
g) Denim is one of America’s most widely used fabrics. It was first introduced during Columbus’s
voyage, when the sails of the Santa Maria were made of the strong cloth. During our pioneer days,
denim was used for tents, covered wagons, and the now-famous blue jeans. Cowboys found denim
an ideal fabric for protection against sagebrush, cactus, and saddle sores. World War II also gave
denim a boost in popularity when sailors were issued jeans as part of their dress code. Today,
denim continues to be in demand as more and more casual clothes are cut from the economical
fabric. Because of its low cost and durability, manufacturers feel that denim will continue as one of
117
Ejercicio de consolidación
I.- Lee el texto “Saving the Manatees” de la página 120 y completa la siguiente
actividad en español.
a) _____________________________________________________________
b) _____________________________________________________________
c) _____________________________________________________________
d) _____________________________________________________________
____ fotografías ____ gráficas ____ tablas ____ pie de imagen ____ recuadro
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
a) _____________________________________________________________
b) _____________________________________________________________
c) _____________________________________________________________
d) _____________________________________________________________
118
7b.- Agrega dos preguntas o dudas sobre el tema planteado en el texto:
e) _____________________________________________________________
f) _____________________________________________________________
a) _____________________________________________________________
_______________________________________________________________
b) _____________________________________________________________
_______________________________________________________________
c) _____________________________________________________________
_______________________________________________________________
d) _____________________________________________________________
_______________________________________________________________
e) _____________________________________________________________
f) _____________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
10.-¿Has leído o conoces algún caso similar al que acabas de leer? ¿Para qué te sirve
la información de la lectura?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
119
Saving the Manatees
Population status
II (1)Laws
designed to protect manatees seem to have reduced the number of deaths.
(2)Manatees swim from the ocean into warmer rivers during the winter months; therefore,
many of them are injured or killed in collisions with boats. (3)Limiting boaters’ speeds and
prohibiting them from entering areas where manatees tend to congregate have lowered
the mortality rate. (4)In 1972, the first aerial population survey indicated that there might be
only 600 to 800 manatees; several censuses in the 1990s indicated that their numbers
were somewhere between 1500 and 2500. (5)In January 2001, a survey conducted by the
Florida Fish and Wildlife Conservation Commission (FWCC) counted 3300 manatees, far
more than expected. (6)In 2004, the FWCC counted 2505 manatees, in 2007, 2817 and in
2011, 4834 were counted.*
Endangered or threatened
III (1)These statistics have served as ammunition for those who advocate removing the
manatee from the endangered species list and reevaluating manatee protections. (2)Thus
in 2006, the State Wildlife Commission voted to downgrade manatees from endangered to
threatened. (3)Many Floridians oppose the current restrictions because of the personal and
economic effects they have had on the state’s human residents. (4)Not only do the laws
restrict boaters and those who fish, but they also prevent property owners and developers
from using their lands as they see fit. (5)Thus, all these groups have argued against
manatee protection measures, seeing them as a hindrance to personal freedom.
*The FWCC does not claim that the surveys provide an accurate picture of the manatee population or its chances of
survival.
120
II.- Contesta el siguiente ejercicio.
7.- En la oración 4 del párrafo III la palabra compuesta see fit podría ser:
121
Glosario “Lección 1 ejercicio I”
Sustantivos
Adjetivos
Verbos
Otros
Adjetivos
Verbos
122
Otros
Instead of – en lugar de
Adjetivos
Gentle - amable
Verbos
123
Otros
Adjetivos
Current - actual
Verbos
Hang - colgar
124
Glosario “Lección 3 ejercicio II”
Sustantivos
Sagebrush - artemisa Saddle sore – dolor causado por Boost – impulse, aumento
la silla de montar
Sailor - marinero
Adjetivos
Full - lleno
Verbos
Otros
125
Glosario “Saving the Manatees”
Sustantivos
Adjetivos
Verbos
Otros
Against – en contra
126
Lectura de Textos en Inglés II
Unidad 6
127
Lección 1
Inferencia en la lectura
Inferir, o leer entre líneas, es un proceso lógico racional que nos ayuda a entender
algo de un texto que no está literalmente escrito, sino que se deduce de la
información explícita basándonos en nuestros conocimientos previos sobre el tema y
del mundo, así como de la estructura de la información textual. En otras palabras,
inferir consiste en usar la información del texto para comprender una idea que no está
escrita, pero que se puede sobrentender. Ejemplos:
“Aquí no llueve nunca; el lugar es tan seco que casi no permite la vida de
plantas ni animales”.
Inferencia: la persona que narra lo anterior vive en un área desértica
Dave had trouble removing the last spark plug from the car’s engine. He wanted
to check all of the plugs before he began working on the faulty carburetor.
Inferencia: Dave es mecánico
Finally, the girl agrees to go on the roller coaster, but she doesn’t look happy.
She gets in line with her friends.
Inferencia: la chica no quiere subirse a la montaña rusa.
A soaked Randy slipped inside the door and put his dripping umbrella in the
corner. As he crossed the room to our table, his shoes made a squishy,
squeaking sound. "What a day!" he moaned as he plopped into a chair and
grabbed a menu.
Inferencia: está lloviendo Inferencia: Randy llega a un restaurante
No hay que confundir inferir con predecir. Predecir es anticipar lo que sucederá o
aparecerá descrito en un texto después de haber leído algunas ideas o párrafos y
se comprueba o descarta conforme avanza la lectura.
128
I.- Lee los textos en español y completa el ejercicio.
1)
2)
El Dr. Vera le pidió que abriera la boca y con mano segura puso a funcionar el
ruidoso instrumento.
____________________________________________________________________.
3)
Mientras Paula recibía su diploma, sus padres aplaudían con lágrimas en los ojos.
4)
Guillermo no paraba de estudiar a pesar del cansancio y la hora del día. Tendría
un examen por la mañana y para él era muy importante sacar una buena
calificación para poder obtener una beca para estudiar medicina. Los números no
eran para él un tema muy complejo, pero el examen incluía lo visto durante todo el
año escolar.
____________________________________________________________________.
5)
Jaime deseaba no haber escuchado las noticias en la radio. Aunque era un día
soleado fue al closet, tomó una sombrilla y se puso botas. Se sentía incómodo por
la manera en la que la gente lo miraba mientras caminaba de su casa a la estación
del metro.
Ancient Animals
I Dinosaurs are everywhere. You see them in movies, books, museums, and TV documentaries.
They show up as stuffed toys or on T-shirts. These prehistoric beasts may be extinct—no
longer living—but they're definitely not forgotten!
II It's been a long time since dinosaurs roamed and ruled Earth. Scientists say the last ones
died about 65 million years ago. We know the dinosaurs are gone, but no one knows exactly
why. After all, no one was here to witness what happened! Most scientists believe dinosaurs
died out after a gigantic meteorite hit Earth's surface and drastically changed the planet's
climate. Birds and mammals that were protected by feathers and fur, were better able to
adapt to the weather changes than cold-blooded dinosaurs.
III Other scientists say dinosaurs aren't extinct, they just look different! These experts believe
the prehistoric beasts changed and developed into birds! Still other scientists say that Earth's
warmer weather caused more male than female dinosaurs to develop. So, they say, dinosaurs
died out because there were no more females to increase the population!
IV How do scientists know what dinosaurs looked like? There were no cameras millions of
years ago, so dinosaurs are the only ones who know . . . and they're not talking! Scientists get
clues from dinosaur fossils, and infer the rest.
V Bones, footprints, and other remains are evidence of how big dinosaurs were and how they
moved. To figure out how they looked with their skin on, scientists look at animals that live
today. Because dinosaurs were lizard-like, scientists can infer that dinosaurs looked a lot like
modern-day lizards. And since modern lizards are brown, gray, or green, then dinosaurs
probably were, too! That's why dinosaur pictures and museum models have the same colors
as today's lizard populations.
VI Scientists are always discovering new things about dinosaurs. In recent years, fossils were
found in Antarctica, proving that dinosaurs lived on every continent. Experts also figured out
that Stegosaurus had only one spread-out row of plates down its back, not two individual
rows. What will scientists discover next?
130
2.- Científicos encontraron recientemente una lagartija azul rara en Colombia, así que
se puede inferir que…
3.- Ya que los científicos están siempre descubriendo nuevas cosas acerca de los
dinosaurios, se puede inferir que…
4.- ¿Qué se puede inferir del descubrimiento de que el Stegosaurus sólo tenía una fila
de placas en el lomo?
b) Los dibujos y los modelos del Stegosaurus que hay en los museos han tenido
que ser cambiados.
131
Toadstool* or Mushroom?
I All toadstools are mushrooms, but not all mushrooms are toadstools! That's because
toadstools are mushrooms that are either poisonous or have a bad taste. There are more than
2,000 mushroom species, and there's no simple test to tell the poisonous ones from those safe
to eat! You just have to learn to recognize which is which.
II Most toadstools aren't deadly if eaten, but they're likely to make you very sick. For example,
the Jack-o'-Lantern toadstool, whose bright orange cap glows in the dark, might give you an
upset stomach or diarrhea. But some toadstools have deadly poison, and no amount of
cooking can get rid of it. They damage the liver and kidneys, and unless the eater gets
immediate treatment, he or she will die. That's why experts warn, never eat a mushroom you
find growing anywhere unless you know it's the safe kind.
III Some of the loveliest toadstools are deadly. For example, the Fly Agaric has a bright yellow,
orange, or red cap with white bumps on top. Some people cut up this deadly beauty, sprinkle
it with sugar, and tempt pesky flies to drop in for a meal. If they do, they get the specialty of
the house: instant death!
2.- Después de leer el texto, ¿Qué se puede inferir de los hongos de color azul?
c) Afectarán tu estómago.
*Hongo no comestible
132
Lección 2
Pasado continuo
was
+ -ing
were
By the end of the 1800’s people were playing football all over the world,
and the game had some rules. (estaba jugando)
Was everyone having a good time at the concert yesterday night? (estaba
pasando)
El pasado continuo también se utiliza para describir una situación durante la cual se
produjo otro evento (en pasado simple) que la interrumpió o se produjo
paralelamente.
Suddenly, as they were driving along the motorway, a police car raced
past them and made them stop. (estaban manejando)
Jackie and Paul recognized that their marriage wasn't working so they got
divorced. (no estaba funcionando)
I.- En el texto “The Big Fat Truth!” localiza los casos de pasado continuo que
encuentres, reescríbelos en la tabla y da su equivalente en español considerando el
contexto donde aparecen.
Inglés Español
133
The Big Fat Truth!
I During the first part of the 20th century, in a land far away from the
coconut tropical countries, coconut oil was extensively used for home as
well as large scale cooking. The country was the United States of America,
where reportedly even popcorn was popped with coconut oil as the
medium. The oil was sourced from the Philippines and the other South
Pacific Islands, and flowed plentifully to American shores.
II Then came World War II and the Japanese took control over the lands that
provided the coconut oil in 1942. America was forced to look for another
option, and manufacturers came up with an alternative: soybean and corn
oil. Local farmers began soybean and corn cultivation in earnest. A lot of
money and energy was invested in promoting the new oil among the
public. And much like everything else, it became immaterial as to whether
or not something was really true or not – trade, commerce and politics
were far more important.
III As early as 1934, the US government was taxing oils that were being
imported for food purposes. This was a measure that was designed to
“protect domestically produced oils in their use in the production of edible
products”. When the war was over, the economic condition needed to
stabilize, and paying money to get imported oils, when a local substitute
could be used did not make sense. Meanwhile the lobbies for the locally
produced oils began their campaign to ensure that their oils would be the
ones that consumers would consistently prefer to use.
IV The tax on imported oils like palm and coconut was suspended from
1957 to 1963. In 1965 a group of companies that used coconut oil in their
food products tried to get the tax repealed. They succeeded. These
imported oils were by now, a small portion of the oils that the country was
134
consuming, but still their lower costs were making the domestic oil
producers to worry about the potential competition, locally as well as
globally.
V There was only one way to combat this condition: people’s perceptions
about coconut oil had to alter. And that’s exactly what happened. By the
1980s, more than 70% of Americans were using soybean oil, but this was
still a figure that needed to change. Groups producing the domestic oils
began what is now called the “tropical grease campaign”. Active
participants were the American Soybean Association, the Corn Products
Company, and the Center for Science in the Public Interest. Their allegation
was that all saturated fats are bad for the human body. Ironically, since
arteriosclerosis —or heart disease, as we know it today— actually began to
be detected in higher numbers from the time that the American public
started switching to the domestic oils. They did clinical studies to find out
whether there could be any scientific proof that coconut oil was bad for
you. And find proof they did. They found that saturated oils like coconut oil
raised cholesterol.
VI At the time, however, the scientific community did not know that there
are two types of cholesterol —good and bad; or that raising good
cholesterol was essential for keeping a good cholesterol ratio; or that
coconut oil was very good at raising specifically the good cholesterol. On
another note, many of the early studies used hydrogenated coconut oil.
Any oil that has been hydrogenated is bad for the body. And anyone who
uses coconut oil traditionally will tell you that the oil is always used in
unrefined form. But that’s all that it took for clever advertising to proclaim
that coconut oil was causing cholesterol, clogging arteries and giving heart
disease. Food makers switched to soybean oil and partially hydrogenated
soybean oil (margarine).
135
En el párrafo III hay un caso de voz pasiva en pasado continuo. Encuéntralo,
transcríbelo y da su equivalente en español acorde al contexto.
Inglés Español
2.- del origen del aceite que se consumía en E.U.A antes de la segunda guerra
mundial.
3.- los beneficios del aceite de coco.
4.- la inversión que se realizó para promover los aceites producidos en E.U.A.
6.- la preocupación de los productores de aceite en E.U.A por el bajo costo del
aceite de coco.
III.- Con información del texto “The Big Fat Truth!” completa el siguiente ejercicio.
3.- ¿Cuáles fueron las alternativas al aceite de coco que se empezaron a promover?
_____________________________________________________________________
5.- ¿Qué sucedió con los aceites una vez que terminó la segunda guerra mundial?
_____________________________________________________________________
__________________________________________________________________.
136
8.- ¿En qué consistió la estrategia para que la población consumiera aceites
domésticos en vez de aceite de coco?
____________________________________________________________________.
9.- ¿Qué es lo que afirmaban las compañías y asociaciones Norteamericanas acerca del
aceite de coco?
____________________________________________________________________.
10.- ¿Cómo afectó el cambio del aceite de coco por los domésticos en los E.U.A?
____________________________________________________________________.
11.- ¿Qué tipo de aceite de coco se utilizó en las pruebas que se llevaron a cabo y
cuáles son las consecuencias de utilizarlo?
____________________________________________________________________.
b) los aceites de soya y maíz son más perjudiciales que el aceite de coco.
IV.- Realiza una lectura selectiva (scanning) y anota a qué hacen referencia los
siguientes números.
20
1934
1942
1957-
1963
1965
1980
137
Lección 3
7) be up to _____ g) ondulaciones
II.- Realiza una lectura rápida (skimming) —analiza imágenes, lee título y subtítulos,
las primeras oraciones de cada párrafo de la siguiente página. Completa el ejercicio.
____________________________________________________________________.
____________________________________________________________________.
____________________________________________________________________.
138
5
I
10
45
II 15
IV
50
20
55
III
25 60
30 65
35 70
40 75
139
III.- En el texto “ A Near FATAL Attraction” de la página 139 busca las siguientes
ideas y completalas con las palabras faltantes.
1.- …and it was a new species, one that we ____________________ before. (P.I)
2.- …he and his wife, Alexia, ___________________ to Weipa, Australia, to collect
vemon samples… (P.III)
5.- …it was assumed that snake venom ____________________ separetely in a range
of snake species. (P.VI)
¿Qué elemento en común tienen las ideas anteriores? ¿Cómo aparece el verbo?
____________________________________________________________________.
Pasado perfecto
El pasado perfecto se utiliza para describir una acción que tuvo lugar en un
momento anterior a otra acción en el pasado sin que ambas sean inmediatas o que
fue completada antes en un momento específico en el pasado, haciendo énfasis sólo
en el hecho y no en la duración. En español equivale al antecopretérito. El pasado
perfecto se forma:
The bomb had exploded when the police arrived. (había explotado)
In 1981, 34% of children aged 20-24 lived with their parents. By 1991 this
had increased to 40%. (había incrementado)
He stood, gasping, for a moment and then he saw something that he had
not seen before, and panic gripped him again. (no había visto)
Before the installation of the new line, productivity hadn’t been very
good. (no habían sido)
Had continents drifted close to their present positions 20,000 years ago?
(habían acercado)
Had Sheila left the party when you arrived? (había ido)
The chairman didn’t speak until he’d heard all the arguments. (había
escuchado)
En términos prácticos, se puede decir que el pasado perfecto es el pasado del pasado.
140
IV.- Escribe el equivalente en español de las frases en pasado perfecto de las
oraciones del ejercicio anterior.
1.- __________________________________________________________________
2.- __________________________________________________________________
3.- __________________________________________________________________
4.- __________________________________________________________________
5.- __________________________________________________________________
____________________________________________________________________.
5.- ¿Cuál es el procedimiento que siguen Fry y su esposa cuando llegan a un lugar a
buscar serpientes venenosas?
_____________________________________________________________________
____________________________________________________________________.
____________________________________________________________________.
____________________________________________________________________.
142
Ejercicio de consolidación
I.- Relaciona el vocabulario en inglés con su equivalente en español. Utiliza tu
diccionario si lo consideras necesario.
II.- Realiza una lectura selectiva (scanning) y anota a qué hacen referencia los
siguientes números.
2011
40000
2000
3.5
5000
11000
25
143
IV 60
25
65
30 VII
70
35
VIII
40
45
IX
II 10
50
15
VI
III 55
20
3.5 GPA (Grade Point Average) equivale a un promedio de 9.0 en el sistema escolar mexicano
144
III.- Numera los párrafos y líneas del texto de la página anterior. Constesta el
siguiente ejercicio.
2.- ¿Cómo repartió Guei el dinero que había ganado en una competencia y cúal fue la
reacción de sus amigos?
____________________________________________________________________.
3.- En la oración “The small crowd of young men and women hoisted Guei into the air
and hugged him again and again”, hoisted significa:
a) mucha gente cree que Guei es buen compañero dentro y fuera de la cancha.
b) mucha gente cree que Guei repartió su premio para llamar la atención
c) el entrenador de Guei influyó para que Guei diera el dinero a sus amigos.
____________________________________________________________________.
6.- En el párrafo V localiza y subraya el conector however. ¿Qué tipo de conector es,
cuál es su significado y qué ideas conecta?
Idea 1 ______________________________________________________________
Idea 2 ______________________________________________________________
7.- ¿Por qué Guei decidió repartir su premio entre sus amigos?
_____________________________________________________________________
8.- En el párrafo VI localiza y subraya el conector so. ¿Qué tipo de conector es, cuál es
su significado y qué ideas conecta?
Idea 1 ______________________________________________________________
Idea 2 ______________________________________________________________
145
9.- En la oración “after a few phone calls, Guei learned that he could devvy up the
prize money in any way he saw fit”, learned significa:
10.- ¿Qué piensa Guei acerca de los chicos a los que repartió su premio?
____________________________________________________________________.
Inglés Español
was coming (P.I L.5)
Inglés Español
’d won (P.I L.8)
146
Glosario “Ancient Animals”
Sustantivos
Adjetivos
Verbos
Meal - comida
147
Adjetivos
Verbos
Otros
Adjetivos
148
Verbos
Come up with - proponer Invest - invertir Tax – gavar, tasar , cobrar impuestos
Otros
Adjetivos
149
Verbos
Otros
Point guard – armador (posición) Senior year – ultimo año (de Court - cancha
prepa y universidad)
Adjetivos
Free - gratis
150
Verbos
Otros
151
152
Lectura de Textos en Inglés II
Unidad 7
153
Organizadores gráficos numéricos
154
Tablas
Las tablas son cuadros donde se organiza y compara gran cantidad de datos en poco
espacio haciendo uso de filas y columnas. La tabla es el recurso visual de organización
de datos más sencilla de todas y puede ser la base para elaborar otro tipo de gráficas.
Gráficas de línea
Las gráficas de línea se utilizan para mostrar la manera en la que cambia una
condición o comportamiento con el paso del tiempo. Las gráficas de línea son muy
efectivas para detectar cambios sutiles o revelar tendencias. Además, permiten
describir una o más variables, generando una representación visual del
comportamiento de los datos.
155
Gráficas de barras
Las gráficas de barra se utilizan para mostrar la relación o comparar la diferencia
entre grupos de una categoría en particular representados por rectángulos o cilindros
verticales u horizontales. La altura de cada barra es proporcional a la cantidad que
representa con respecto a las otras.
156
Gráficas circulares o de pastel
En las gráficas de pastel los círculos son divididos en segmentos o rebanadas que
muestran el porcentaje o proporción de cada sección. Las gráficas de pastel
usualmente se utilizan para identificar los componentes individuales de un todo
(100%) y le permiten al lector comparar a simple vista las proporciones o porcentajes
de cada sección de la gráfica.
Pictogramas
Los pictogramas son gráficos similares a los gráficos de barras, pero empleando un
dibujo en una determinada escala para expresar la unidad de medida de los datos.
Generalmente este dibujo debe cortarse para representar los datos.
157
Gráficas de radar
Las gráficas de radar ilustran aspectos de rendimiento y equilibrio entre diferentes
categorías, lo que le permite visualizar la diferencia entre los resultados. Se basan en
la aplicación de ejes radiales con origen común cero y escalas estandarizadas. Cada
eje se utiliza para representar el valor de un indicador específico.
Las gráficas constituyen uno de los medios más difundidos para la presentación y
análisis de información estadística. Esto se debe a que las ideas presentadas
gráficamente son entendidas con mayor rapidez y comodidad que las explicaciones
verbales.
Sin embargo hay que tener presente que los datos presentados en las gráficas son sólo
aproximaciones de las cifras exactas.
158
Ejercicio 1
____________________________________________________________________.
____________________________________________________________________.
8.- ¿Qué electrodomésticos son utilizados un promedio de 5 horas más los fines de
semana que entre semana?
____________________________________________________________________.
10.- ¿Qué electrodoméstico es utilizado más entre semana que en fin de semana?
____________________________________________________________________.
159
II.- Analiza la gráfica de línea y completa el ejercicio.
____________________________________________________________________.
____________________________________________________________________.
5.- ¿En qué periodo hay un incremento de casi el doble de casos de obesidad en los
hombres?
____________________________________________________________________.
6.- En el periodo entre ___________ y __________ es la primera vez en que los casos
de obesidad entre la mujeres más alto que entre los hombres.
7.- La línea que mide los índices de obesidad que ha tenido más variación desde 1980
es ______________________________________________.
8.- ¿En qué periodo existe una mayor diferencia entre los índices de obesidad entre los
hombres y las mujeres?
____________________________________________________________________.
9.- Considerando la gráfica, se podría decir que la tendencia del índice de obesidad en
Australia es __________________________________________________________.
160
III.- Analiza la tabla y completa el ejercicio.
4.- La idea que mejor describe mejor la relación entre ingreso y alfabetización es:
5.- Los parámetros en los que se observa la relación más estrecha son:
__________________________ y _______________________.
161
III.- Analiza la gráfica de pastel y completa las aseveraciones.
162
Lectura de Textos en Inglés II
Apéndice 1
repaso
163
Afijos
Los afijos son sílabas que se colocan al principio o al final de una palabra. Los afijos
se dividen en prefijos y sufijos. Se les llama prefijos a las sílabas que se ponen
antes de la palabra base para cambiar su significado. Se les llama sufijos a las
sílabas que se colocan al final de la palabra base para cambiar su función.
Por ejemplo, con la palabra “form” se puede constituir las palabras “informal” y
“Transforming”:
in + form + al
Necessary = Necesario/a
Unnecessary = Innecesario/a
A continuación encontrarás una lista de los sufijos y prefijos más frecuentes del
inglés, la cual te ayudará a deducir el significado de ciertas palabras y a enriquecer tu
vocabulario
164
un-
Indica lo contrario a la palabra a la necessary – necesario unnecessary – innecesario
que precede. ethical – ético unethical – sin ética
dis-
Indica lo opuesto a la palabra que agree – de acuerdo disagree – en desacuerdo
precede. respect – respeto disrespect – falta de respeto
mis-
Indica que algo es incorrecto o que understand – entender misunderstand – entender mal
está mal. fortune – fortuna misfortune – mala fortuna / desgracia
-er
a) Verbo + er a)
Indica la persona que realiza la play – jugar player – jugador
acción. manufacture- fabricar manufacturer – fabricante
b) Adjetivo / adverbio + er b)
-er equivale a más. low – bajo lower – más bajo
big – grande bigger - más grande
-ity
Forma sustantivos. Equivale a ability – habilidad
–idad en español. morality - moralidad
-ly
Forma adverbios. Equivale a day- día daily – diariamente
-mente en español. excessive – excesivo excessively - excesivamente
-or / -ist
Indica la persona que realiza una oparate – operar operator – operador
ocupación. biology – bilogía biologist - biólogo
-ment
Verbo + ment govern – gobernar government – gobierno
Forma un sustantivo develop – desarrollar development - desarrollo
-ful
Indica que se esta caracterizado power – poder powerful – poderoso
por o lleno de algo. forget – olvidar forgetful - olvidadizo
-ed a)
a) Forma pasado simple de verbos The students finished the exam quickly. (terminaron)
regulares. Scientists created a system to classify all living things. (crearon)
-ing a)
a) Forma sustantivos que se Reading is good for everybody. (La lectura)
refieren a una actividad. Smoking isn’t allowed indoors. (El fumar)
b)
b) Forma adjetivos que indican una This was a very interesting story. (interesante)
cualidad. Constrasting colors please the eye. (contrastantes)
165
c) verbo “To be + -ing” forman el
presente continuo. –ing equivale a c)
las terminaciones –ando, -endo en Sara is reading a novel. (está leyendo)
español. Are you enjoying your food? (estás disfrutando)
-less
Sustantivo + less care – cuidado careless – descuidado
Indica la carencia o ausencia de child - hijo childless – sin hijos
algo. Equivale a des- o sin en
español.
-s / -es
a) Sustantivo + -s / -es a)
Indica pluralización Boy – chico boys – chicos
Secretary – secretaria Secretaries - Secretarias
b) Verbo + -s / -es
Indica el presente simple. Se trata b)
de una conjugación con los Roberto is a student. He studies at UACM. (estudia)
pronombres he, she, it. Maria is from Mexico, but she lives in Canada. (vive)
Algunas palabras en inglés, al igual que en español tienen una raíz griega o latina. Si
conoces su significado también te ayudan a inferir el equivalente en español de éstas
palabras. Una raíz es la parte de la palabra que le da su significado básico.
RAÍCES
Latinas Griegas
No todas las palabras que empiezan o terminan con las sílabas mencionadas en el
cuadro anterior son casos de afijos, por ejemplo: “something” (algo), “likely”
(probable) y “never” (nunca).
166
De acuerdo a Fry and Bernard (2006) estos afijos constituyen más del 90% de los
afijos utilizados en los materiales escritos en inglés.
167
Los 20 sufijos de más alta frecuencia en inglés
168
Verbos Modales
Los verbos modales son una categoría de verbos auxiliares que indican el modo de
un verbo. Estos verbos se usan con un verbo en forma simple.
Afirmativo / Negativo
Should should not (shouldn’t) Sugerencia / Conveniencia Debería, deberías, debías… de/
Tendría, tendrías… que
Ejemplos:
Helen can play three instruments. She could play the piano when she was five.
Josie and Pat had to work overnight. They shouldn’t work this morning.
Los verbos modales tienen más interpretaciones dependiendo del contexto donde
aparecen. Los posibles significados que aquí se presentan son sólo los más
comunes. Recuerda que la práctica y el contexto te ayudan a distinguir las variantes
que se puedan presentar.
169
Identificación de algunos conectores
Los conectores son palabras que indican la relación entre las ideas de un texto.
Algunos de los conectores más comunes son:
Conectores que indican la secuencia de una Conectores que unen o agregan información.
narración. (Temporales) (Adición)
Conectores que indican oposición o contraste a la Conectores que indican condición. (Condición)
información antes dada. (Contraste)
As long as – Siempre y cuando If – Si
Although / Even though – Aunque But – Pero
Otherwise – De otra manera
However – Sin embargo
Unless – Al menos
Nevertheless – Sin embargo / No obstante
Conectores que expresan relación causal o Conectores que indican el resultado o consecuencia
explicación entre las ideas que conectan. (Causa) de lo ya mencionado. (Consecuencia)
Conectores que ejemplifican o detallan Conectores que se utilizan para explicar o hacer
información. (Ejemplificación) hincapié en algún punto. (Explicativos)
For example: Por ejemplo Such as: Tal como In other words – En otras palabras
Ejemplos:
Living in a big city offers good job opportunities. Also, it provides good educational
opportunities.
First pick up the receiver then insert a coin into the coin-box.
The workers are tired because they always work many hours a week.
170
Futuro (Will)
Las acciones en futuro se expresan con el verbo modal Will + verbo en forma simple.
En ocasiones se utiliza su contracción ’ll. La forma negativa es will not o su forma
corta won’t.
Ejemplos:
In the future, robots will do many of the jobs people do today. (harán)
Don’t drink too much coffee or you won’t sleep at night. (no dormirás)
2 1 3 2 1
Body’s cells Mexico’s presidential election
1 2 1 2 3
Las células del cuerpo La elección presidencial de México
En el caso de los sustantivos plurales con terminación –s, sólo se agrega el apóstrofe
( ’ ) para denotar posesión:
2 1 3 2 1
My parents’ house The bees’ immune system
1 2 1 2 3
La casa de mis padres El sistema inmunológico de las abejas
No hay que confundir el posesivo ’s con la contracción de is. Si hicieras eso los
ejemplos anteriores dirían: las células son cuerpo, México es elección
presidencial!!! Lo que no es coherente.
171
Referencia Anafórica
Dorothea Lange knew she wanted to be a photographer when she was a child.
The word Argentina comes from the Latin word argentum. It means “land of silver”.
Además de los pronombres personales que ya conoces, existen otras palabras que
cumplen la función de hacer referencia a otras palabras. Entre ellas están:
Ejemplos:
172
Pronombres Complementarios Pronombres Reflexivos
me a mí myself yo mismo(a)
Ejemplos:
173
174
Lectura de Textos en Inglés II
Apéndice 2
175
Verbos regulares
176
Balance balanced equilibrar
Banish banished desterrar, desvanecer
Bark barked ladrar
Base based basar, fundamentar
Beg begged suplicar, mendigar
Behave behaved comportarse
Believe believed creer
Belong belonged pertenecer
Bless blessed bendecir
Board boarded abordar
Boil boiled hervir
Borrow borrowed pedir prestado
Bother bothered molestar
Breathe breathed respirar
Brush brushed cepillar
Call called llamar
Cancel canceled cancelar
Care cared cuidar
Carry carried llevar
Cause caused causar, provocar
Change changed cambiar
Charge charged cargar, cobrar
Check checked comprobar, verificar
Claim claimed asegurar, afirmar
Clean cleaned limpiar
Clear cleared despejar, clarificar
Climb climbed escalar, subir
Close closed cerrar
Collect collected coleccionar, cobrar, recoger
177
Confirm confirmed confirmar
Connect connected conectar, unir
Consider considered considerar
Consist consisted consistir
Contact contacted contactar
Contain contained contener
Continue continued continuar
Contribute contributed contribuir, aportar
Control controlled controlar
Cook cooked cocinar
Copy copied copiar
Correct corrected corregir, rectificar
Count counted contar
Cover covered cubrir
Create created crear
Crash crashed chocar
Crawl crawled gatear, arrastrarse
Create created crear
Cross crossed cruzar
Cry cried llorar
Damage damaged dañar
Dance danced bailar
Decide decided decidir, determinar
Declare declared declarar
Delay delayed demorar
Deliver delivered entregar
Demand demanded exigir, requerir, demandar
178
Dine dined cenar
Disappear disappeared desaparecer
Discover discovered descubrir
Discuss discussed discutir, hablar
Divide divided dividir
Drag dragged arrastrar
Dress dressed vestir
Drop dropped dejar caer
Dry dried secar
Enable enabled permitir, activar
Enclose enclosed incluir, encerrar
Encourage encouraged fomentar, animar
End ended terminar
Engage engaged comprometer
Enjoy enjoyed disfrutar
Envy envied envidiar
Examine examined examinar, investigar
Exclaim exclaimed exclamar
Exist existed existir
Expect expected esperar, anticipar
Experience experienced sentir, experimentar
Explain explained explicar
Express expressed expresar
Extend extended extender, ampliar
Face faced enfrentar
Fail failed fracasar, fallar
Fasten fastened abrochar
File filed archivar
Fill filled llenar
Finish finished terminar
Fire fired echar del trabajo, disparar
179
Follow followed seguir
Force forced forzar, obligar
Form formed formar, crear
Found founded fundar
Frighten frightened espantar
Fry fried freír
Gain gained ganar
Guess guessed adivinar
Handle handled manejar, encargarse
Happen happened suceder
Hate hated odiar
Head headed encabezar, dirigir
Help helped ayudar
Hope hoped esperar, desear
Hurry hurried apurar
Identify identified identificar
Imagine imagined imaginar
Imbibe imbibed absorber, beber
Improve improved mejorar
Include included incluir
Increase increased incrementar
Indicate indicated indicar, señalar
Influence influenced influir
Inform informed informar
Ingrain ingrained inculcar, enraizar
Intend intended tener la intención
Intertwine intertwined entrelazar
Introduce introduced presentar, introducir
Invite invited invitar, provocar, atraer
Involve involved involucrar
Iron ironed planchar
Join joined unir, juntar
Judge judged juzgar
Jump Jumped saltar, brincar
Kick kicked patear
180
Kill killed matar
Kiss kissed besar
Knock knock golpear
Last lasted durar
Laugh laughed reír
Leak leaked gotear
Like liked gustar
Limit limited limitar, restringir
Link linked unir, conectar
Listen listened escuchar
Live lived vivir
Lock locked cerrar con llave
Look looked mirar
Love loved amar
Manage managed manejar
Mark marked marcar, señalar
Marry married casar (se)
Massage massaged masajear
Matter mattered importar
Measure measured medir
Melt melted derretir
Mention mentioned mencionar, referirse a
Milk milked ordeñar
Mind minded considerar, cuidar
Miss missed extrañar
Move moved mover
Need needed necesitar
Notice noticed notar, darse cuenta
Observe observed observar
Obtain obtained obtener, conseguir
Occur occurred ocurrir, suceder
Offer offered ofrecer
Open opened abrir
Order ordered ordenar
Own owned poseer, tener
181
Park parked estacionar
Pass passed pasar
Perform performed ejecutar
Phone phoned telefonear
Pick picked recoger
Place placed poner, colocar
Plan planned planear
Play played jugar, tocar
Please pleased complacer
Plough ploughed arar
Point pointed señalar, indicar
Polish polished pulir
Pour poured derramar, verter
Practice practiced practicar
Pray prayed orar
Prefer preferred preferir
Prepare prepared preparar
Present presented presentar
Press pressed apretar, presionar
Prevent prevented prevenir, evitar
Produce produced producir, causar
Promise promised prometer
Pronounce pronounced pronunciar
Protect protected proteger
Prove proved probar, demostrar
Provide provided proveer
Publish published publicar, editar
Pull pulled tirar
Punish punished castigar
Push pushed empujar
Rain rained llover
Raise raised levantar, aumentar
Reach reached alcanzar
Realize realized darse cuenta
Receive received recibir
182
Recognize recognized reconocer, admitir
Record recorded grabar, registrar
Reduce reduced reducir, disminuir
Refer referred referir
Reflect reflected reflejar, reflexionar
Refuse refused rehusar
Regard regarded considerar,
Register registered matricularse, registrar
Relate related relacionar
Release released liberar
Remain remained quedar, sobrar
Remember remembered recordar
Remove removed eliminar, quitar
Repair repaired reparar
Repeat repeated repetir
Replace replaced sustituir, reemplazar
Reply replied responder, contestar
Report reported reportar, informar
Represent represent representar
Request requested solicitar, pedir
Require required requerir
Reserve reserved reservar, guardar
Resolve resolved resolver
Rest rested descansar
Result resulted resultar
Return returned retornar, volver
Reveal revealed revelar, mostrar
Roll roll rodar, enrollar
Row rowed remar
Save saved salvar
Search searched buscar, registrar
Seem seemed parecer
Separate separated separar, diferenciar
Serve served servir
Settle settled arreglar, establecer
183
Share shared compartir, dividir
Shout shouted gritar
Show showed mostrar
Sign signed firmar
Slip slipped resbalar
Smile smiled sonreír
Smoke smoked fumar
Snow snowed nevar
Sort sorted clasificar, ordenar
Sound sounded sonar
Spill spilled derramar
Start started empezar, iniciar
State stated establecer, declarar
Stay stayed permanecer, quedarse
Stop stopped detener, parar
Stretch stretched estirar
Study studied estudiar
Succeed succeeded tener éxito
Suffer suffered sufrir
Suggest suggested sugerir, indicar
Suit suited adaptar, convenir, favorecer
184
Travel traveled viajar
Treat treated tratar
Trouble troubled molestar
Try tried tratar, intentar
Turn turned girar, voltear
Unpack unpacked desempacar
Use used usar
Visit visited visitar
Vote voted votar
Wait waited esperar
Walk walked caminar
Want wanted querer, necesitar
Warm warmed calentar
Warn warned advertir
Wash washed lavar
Watch watched observar, mirar
Water watered regar
Weigh weighed pesar
Whistle whistled silbar
Wish wished desear, anhelar
Wonder wondered preguntarse, asombrarse
185
Verbos Irregulares
187
Leap leapt leapt saltar
Learn learnt learnt aprender, enterarse
Leave left left irse, abandonar
Lend lent lent prestar
Let let let permitir, conceder
Lie lay lain tenderse, descansar, estar, situado
188
Show showed shown mostrar, exhibir, probar, demostrar
189
Throw threw thrown lanzar, tirar, impeler, arrojar
Thrust thrust thrust introducir con violencia, empujar, impeler
190
Lectura de Textos en Inglés II
Apéndice 3
191
Organizadores gráficos*
192
Diagrama de Ishikawa o espina de
pescado: permite apreciar la relación
causa-efecto que pueden estar
originando cierto resultado. El resultado
aparece en primer lugar, ramificándose
en un patrón de espina de pescado con
las causas que conducen al resultado,
junto con otros efectos que tuvieron
lugar a lo largo del camino.
193
Hierarchy Diagram
Diagrama jerárquico: este
organizador es un tipo de mapa
conceptual que permite ordenar la
información acorde a su importancia o
jerarquía de tal manera que es posible
ver los distintos niveles debajo de la
idea o concepto principal.
Flow Chart
Diagramas de flujo: se utilizan para
seguir la secuencia de una serie de
pasos, etapas y procedimientos. Estos
diagramas utilizan símbolos como
recuadros, círculos, elipses y rombos
unidos por flechas para demostrar la
manera en la que se conectan las
distintas etapas de un proceso.
*Adaptado de: Prior, J. (2006) Nonfiction Comprehension Test Practice. Shell Education. U.S.A.
194
Lectura de Textos en inglés II
Apéndice 4
195
Marcadores discursivos
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Agregar una idea Causa / Efecto
Resumir Espacio
after all = al fin y al cabo, después de todo above = encima de, arriba de
as has been noted = como se ha destacado among = entre, en medio de
finally = finalmente, por fin around = alrededor de
in effect = en efecto below = abajo
in the end = en fin, en fin de cuentas beside = al lado de
in other words = en otras palabras beyond = más allá, más lejos
in sum = en síntesis down = abajo, hacia abajo
on the whole = en general, mirándolo todo forward = adelante, hacia adelante
to summarize = para resumir, en resumen from = de, desde
that is = es decir, o sea here = aquí
in = dentro
in front of = delante de, frente a, en frente
de
inside = dentro de, adentro
nearby = cerca de
next to = al lado de
on = en, sobre
opposite = frente a
outside = afuera, afuera, hacia afuera
through = por, a través de
there = allá
under = debajo de
Adaptado de: Kirszen, L. & Mandell, S. (2009) Writing with Readings. Bedford / St. Martin’s. U.S.A.
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Lectura de Textos en Inglés II
Apéndice 5
199
El resumen
Un resumen se obtiene a través de un procedimiento que logra identificar los
aspectos más importantes de un texto, discriminándolos de la información
secundaria o complementaria. La forma más usual para realizar un resumen
consiste en subrayar las partes principales del texto, tomando nota de las ideas
más significativas y apuntando palabras clave.
El proceso para elaborar un resumen puede ser dividido en dos grandes etapas:
analítica y productiva. La etapa analítica consiste en realizar una lectura
cuidadosa del texto a fin de conocer de manera general su contenido;
posteriormente se realizan las lecturas que sean necesarias hasta ubicar con
precisión los planteamientos más importantes, resaltándolos con un subrayado o
marca texto.
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La síntesis
La síntesis consiste en unir los elementos que integran un texto para construir una
estructura que no estaba antes presente de forma clara, para ello se escriben las
ideas principales de un texto en forma de un listado. Quien sintetiza debe de
realizarlo de lo general a lo particular, además de aportar su punto de vista acerca
de las ideas más importantes de un texto. La síntesis puede ser de una o de varias
fuentes distintas.
La síntesis nos muestra, con las palabras del lector, la esencia de un texto a
través de un “rehacer, re-componer y resumir” lo que se está leyendo.
3.- Ordena las ideas de las más sencillas a las más complejas
Etapa de producción:
En ésta existen dos posibilidades: someter a juicio cada una de las ideas
encontradas o seleccionar aquellas que son claves, ya sea porque se coincide o se
difiere de ella.
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Bibliografía
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