NIVEL II IDIOMA INGLÉS BENITO, Dora Adrianacampus.humanas.unlpam.edu.ar/pluginfile.php/1269... ·...

NIVEL II IDIOMA INGLÉS BENITO, Dora Adriana

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UNLPam | Facultad de Ciencia Humanas · Sede General Pico | AREA DE EDUCACIÓN A DISTANCIA

2 Inglés II

Í N D I C E

Página

Presentación del equipo de cátedra ……………………………………………… 3

Sentido y propósito general de la asignatura ……………………………………. 4

Presentación de ejes y sus relaciones internas…………………………………. 4

Esquema gráfico de la asignatura…………………………………………………. 4

Referencias al programa……………………………………………………………… 6

Propuesta metodológica…………………………………………………………….. 8

Evaluación y sistema de promoción…………………………………………………. 9

Cronograma tentativo…………………………………………………………………. 10

Eje I: Texto 1: Economic Description and Policy ………………………………….. 11 Verbos modales ………………………………………………………………………. 15

Texto 2: The Methodology of Economics…………………………………………… 19

Eje II: Texto 3: The Idea of Summerhill……………………………………………... 23

Cláusulas relativas……………………………………………………………………. 31

Eje III: Texto 4: Takuana Island……………………………………………………… 34

Oraciones condicionales………………………………………………………………

34

Eje IV: Texto 5: Drawing on Both Sides of the Brain ……………………………… 42

El infinitivo……………………………………………………………………………… 46 Eje V: Texto 6: Action Research…………………………………………………….. 49

El Gerundio……………………………………………………………………………..

53

Actividades de integración I………………………………………………………….. 56

Actividades de integración II…………………………………………………………. 56

Actividades de integración III………………………………………………………… 57

A modo de cierre ……………………………………………………………………… 62


Inglés II 3

P R E S E N T A C I Ó N D E L E Q U I P O D E C Á T E D R A La cátedra está a cargo de la Profesora Adriana Dora Benito.

H O R A R I O S D E C O N S U L T A Para cualquier consulta que Ud. necesite podrá dirigirse a: Profesora Adriana Dora Benito Para ello podrá:

Acercarse personalmente los días de clase: Martes y Jueves en el horario: 15 a 17 hs. O a clase de consulta específicamente los días martes de 17 a 18 hs.

Por teléfono: 02302-422372/421041 Interno 6602 Por correo electrónico: [email protected]


4 Inglés II

S E N T I D O Y P R O P Ó S I T O G E N E R A L D E L A A S I G N A T U R A En la asignatura Inglés II se consolidará el conocimiento de las técnicas de

comprensión lectora introducidas en la materia Inglés I, con el objeto de capacitar al

alumno para acceder a fuentes de información en este idioma.

Asimismo, se profundizará el estudio de estructuras y funciones de la lengua inglesa

como medio para construir una mejor competencia comunicativa.

El acceso a textos auténticos en lengua inglesa contribuirá al enriquecimiento

personal y profesional del estudiante a través del contacto con otras culturas y

sistemas sociales, la incorporación del pensamiento de científicos e investigadores y la

nueva información en distintas publicaciones y textos académicos que harán a su

formación integral como científico de la educación.

P R E S E N T A C I Ó N D E P R O B L E M A S / E J E S Y S U S R E L A C I O N E S I N T E R N A S

Se efecturará un abordaje del texto a través de dos ejes, según sus elementos

a) Discursivos: con la identificación de su género discursivo, dimensión

sociocultural, estructura textual, articulación lógica.

b) Lingüísticos: con el reconocimiento de relaciones semántico-morfológico-

sintácticas, como condición necesaria para la comprensión del mensaje escrito.

E S Q U E M A G R Á F I C O D E L A A S I G N A T U R A Según lo expresado en el punto anterior, el siguiente esquema grafica los ejes

propuestos:

a) Según los elementos discursivos del texto, los alumnos deberán identificar:

Género discursivo: textos publicitarios, instructivos, narrativos,

expositivos, argumentativos.

Dimensión sociocultural: Editor – Autor – Destinatario – Propósito.

Estructura Textual: Diagramación – Imágenes – Títulos – Subtítulos –

División y organización en párrafos – Puntuación – Tipografía – Copete

– Esquemas gráficos.

Articulación Lógica: Cohesión y coherencia de los textos – Referencia

contextual.


Inglés II 5

b) Según sus elementos lingüísticos, será necesario el reconocimiento de

relaciones semántico-morfológico-semánticas:

Verbos Modales: Can / Could – May / Might – Must – Should – Ought to

– Need.

Cláusulas relativas.

Oraciones condicionales.

Uso del Gerundio.

Uso del infinitivo.

Oraciones compuestas y complejas.


6 Inglés II

R E F E R E N C I A S A L P R O G R A M A A Ñ O A C A D É M I C O 2 0 1 7 _ Objetivos generales

* Desarrollar y consolidar habilidades y estrategias para leer eficientemente

en idioma inglés.

_ Objetivos específicos

Aplicar diferentes estilos de lectura (skimming, scanning, lectura intensiva y

extensiva);

Reconocer elementos de la estructura textual;

Inferir el significado de palabras desconocidas según el contexto;

Adquirir vocabulario técnico de la carrera;

Reconocer elementos de cohesión y coherencia;

Seleccionar información;

Emplear adecuadamente el diccionario bilingüe;

Elaborar resúmenes y evaluaciones de textos leídos.

_ Contenidos

El estudio del texto se plantea a partir de dos ejes, según sus elementos

a) Discursivos:

Género Discursivo: Textos publicitarios, instructivos, narrativos, expositivos,

argumentativos.

Dimensión sociocultural: Editor – Autor – Destinatario – Propósito.

Estructura Textual: Diagramación – Imágenes –Títulos, subtítulos – División y

organización en párrafos – Puntuación – Tipografía – Copete – Esquemas

gráficos.

Articulación Lógica: Cohesión y coherencia de los textos: causa, consecuencia,

suposición – Referencia contextual.


Inglés II 7

b) Lingüísticos

Las actividades de lectocomprensión se basarán en el análisis de elementos

discursivos. No obstante se reconocerán relaciones semántico-morfológico-

sintácticas como condición necesaria para la comprensión del mensaje escrito:

Verbos modales: can / could – must – may / might – Should – Ought to – need-

Cláusulas relativas.

Oraciones condicionales.

Uso del gerundio.

Uso del infinitivo.

Oraciones compuestas y complejas: conectores, subordinadores.

__ Bibliografía específica

Cuadernillo de trabajos prácticos preparado para la cátedra.

Diccionario bilingüe Inglés / Castellano – Castellano / Inglés.

_ Bibliografía general

ALDERSON, Charles: “Assessing Reading”, OUP, 2000.

Bertazzi, G., Catuogno, M., Mallo, A. “Curso de Lectura Comprensiva en

Inglés”. Córdoba. Argentina. 2003.

CARREL, P. ET AL. (1988) “Interactive approaches to second language

reading”. Cambridge University Press.

DE GREGORIO, M. (1992) “Coherencia y cohesión en el texto”. Buenos Aires,

Plus Ultra.

DUFF, A. Translation. (1990). “Resource book for teachers”. Oxford University

Press.

GREENBAUM, Sidney & QUIRK: “A Student´s Grammar of the English

Language”, Essex, Longman.

JOHANNSEN, Kristin L.: “English for the Humanities”, Thomson ELT, 2006.

HARMAN, LEECH and MURRAY: “Reading Skills for the Social Sciences”,

Oxford University Press, 1993.


8 Inglés II

Master, Peter. “Responses to English for Specific Purposes”. A compilation of

texts and articles extracted from CATESOL News (from 1981 to 1999),

United States Information service, Washington.

Mendoza Fillola, Antonio (1995) “De la lectura a la interpretación”. Buenos

Aires: A-Z Editora.

MIKULECKY, Beatrice and JEFFRIES, Linda: “Reading Power”, Addison-

Wesley Publishing Company, 1986.

Simon and Schuster´s International Dictionary. English/Spanish.

Spanish/English. New York. 2009.

SUAREZ CEPEDA, Sonia & SALOMON TARQUINI, Claudia: “Hacia una

Lectura Estratégica de Textos en Inglés”, Universidad Nacional de La Pampa,

2007.

P R O P U E S T A M E T O D O L Ó G I C A

Se seleccionarán textos auténticos en idioma inglés referidos al área de las

Ciencias Sociales, particularmente al área de las Ciencias de la Educación, con

actividades orientadas a la lectocomprensión.

Dichas actividades serán realizadas en idioma castellano, lo que implica el

análisis, la comprensión, la comparación y la contrastación de ambos sistemas

lingüísticos. Esta relación interlinguas puede resultar de ayuda importante para el

afianzamiento de la competencia lectora en la lengua materna.

El plan general para trabajar la comprensión lectora presenta cuatro momentos:

Aproximación al texto (Lectura global / Anticipación): guía en el

contacto inicial con el documento activando conocimientos anteriores

sobre el tema o género.

Ejercitación sobre la estructura textual: trabajo más específico

sobre las características linguísticas del texto (aspecto semántico-

morfológico-sintáctico) y la prosa académica.

Lectura intensiva (verificación): requiere un procesamiento del

texto más cuidadoso y puede incluir ejercitación variada: selección de

información, inferencia del significado según el contexto, preguntas

sobre el contenido, completar, verdadero o falso, elección múltiple.

Elaboración personal (lectura crítica).


Inglés II 9

E V A L U A C I Ó N Y S I S T E M A D E P R O M O C I Ó N La asignatura se evaluará a través de un examen final en el cual se presentará a los

alumnos un texto auténtico en idioma inglés sobre el que realizarán actividades de

comprensión tales como:

- identificación del tipo de texto.

- Fuente

- Autor, editor, destinatario.

- Título, subtítulo(s).

- Reconocimiento de estructuras gramaticales y categorías de

palabras en oraciones, según los temas desarrollados.

- Referencia contextual.

- Comprensión general de su contenido.

- Comprensión detallada: responder preguntas, verdadero / falso,

elección múltiple, completar oraciones.

- Elaboración personal.

Las actividades descriptas serán realizadas en idioma castellano.

Para acceder a la instancia de examen final, los alumnos deberán aprobar un examen

parcial domiciliario y asistir a no menos del 75% de las clases efectivamente

producidas. La evaluación parcial será calificada Aprobada / Desaprobada.

Las evaluaciones finales serán calificadas Acreditó / No Acreditó.


10 Inglés II

C R O N O G R A M A T E N T A T I V O

Primer Encuentro:

05-08-16

Eje 1

Segundo Encuentro:

30-09-16

Ejes 2 y 3

Tercer Encuentro:

04-11-16

Ejes 4 y 5

Consultas generales

Consultas características del exámen final.


Inglés II 11

EJE 1 P R E S E N T A C I Ó N D E l E J E 1

_ Contenidos

Texto “Economic Description and Policy”

Language Focus: Modal Verbs (Verbos Modales)

Texto “The Methodology of Economics”

Actividades de ejercitación sobre verbos modales.

_ Actividades de aprendizaje

Texto 1: Economic Description and Policy

(From “Reading Skills for the Social Sciences”, by Louann Harman, Patrick

Leech and Janet Murray – Oxford University Press, 1993)

(The article is an extract from P. A. Samuelson and A. Nordhouse, 1985)

A) Read the text and do the activities:

Economic Description and Policy

15 Economics is used in two important ways today. The first is to describe, explain

and predict the behaviour of production, inflation, incomes. But for many, the fruit of

such labors is found in a second task – to improve economic performance.

16 Thus, we first attempt to describe the hardships of poverty. We then might prescribe

the programs that could reduce the extent of poverty. Or we might start with an

analysis of how higher energy taxes would lead to lower energy consumption. We

might then conclude that the country should raise its gasoline taxes.

17 In each case, we are first engaging in positive economics, and then in

normative economics.


12 Inglés II

Normative vs. Positive Economics

18 One of the central distinctions in a science like economics, is between a

value judgement and a factual statement. Here, we distinguish between

positive and normative economics.

19 Positive economics concerns description of the facts, circumstances,

relationships in the economy. What is the unemployment rate today?

How does a higher level of unemployment affect inflation?

How will a gasoline tax affect gasoline usage?

These are questions that can be resolved only by reference to facts – they

may be easy or tough questions but they are all in the realm of positive

economics.

20 Normative Economics involves ethic and value judgements. How much

inflation should be tolerated? Should taxation soak the rich to help the

poor? Should defence expending grow at 3 or 5 or 10 percent a year?

These are questions involving deeply held values or moral judgements.

They can be argued about, but they can never be settled by

science or by appeal to facts. There simply is no right or wrong answer

about how high inflation should be, how much poverty is just, or how much

defense we need. These issues are settled by political choice.

. . .

A) Lectura Global:

Lea el texto “Economic Description and Policy” prestando atención al tipo de

texto, nombres, cognados, tipografía.

1. Identifique:

a) la fuente y el tipo de texto.

b) el título del texto, subtítulo, autor, fecha.

c) qué diferencias se plantean con respecto al término Economía.


Inglés II 13

B) Estructura textual:

1. Señale el significado de las siguientes frases nominales:

a. the behaviour of production, inflation, incomes

b. the fruit of such labours

c. higher energy taxes

d. lower energy consumption

e. value judgement

f. factual statement

g. unemployment rate

h. higher level of unemployment

i. gasoline tax

j. gasoline usage

k. deeply held values

2. Traduzca estas expresiones verbales e indique el tiempo verbal:

a. is used in two important ways

b. to describe, explain and predict

c. is found in a second task

d. we might prescribe the programs

e. that could reduce the extent of poverty

f. would lead to lower energy consumption

g. we might then conclude

h. the country should raise

i. we are first engaging

j. What is the unemployment rate today?

k. How does a higher level of unemployment affect inflation?

l. How will a gasoline tax affect gasoline usage?

m. they may be easy

n. How much inflation should be tolerated?

o. Should taxation soak the rich …?

p. Should defence expending grow …?

q. they can be argued about


14 Inglés II

r. they can never be settled

s. These issues are settled

3. Indique la referencia contextual:

a. … the country should raise its gasoline taxes

b. … they may be easy or tough questions

c. … they are all in the realm

d. They can be argued about

e. … they can never be settled

4. Sufijos o Prefijos?

Economics – performance – hardships – judgement – engaging – settled

C) Lectura Intensiva:

1. Lea nuevamente el texto y responda:

a. ¿En qué sentidos se usa la palabra “Economía” hoy?

b. ¿Cómo se ejemplifican esos diferentes sentidos?

c. ¿Qué preguntas se plantean en cada caso?

D) Elaboración

Explique el contenido del texto.

LANGUAGE FOCUS

Lea estas oraciones del texto “Economics Description and Policy”:

We then might prescribe the programs that could reduce the extent of

(podríamos) (podrían)

poverty.

They can be argued about,


Inglés II 15

(pueden)

These are questions that can be resolved….

(pueden)

Los verbos resaltados en negro pertenecen a un grupo de verbos llamados Verbos

Modales o Defectivos.

Modal or Defective Verbs (Verbos Modales o Defectivos)

Los verbos modales expresan el modo de un verbo: la capacidad, la posibilidad, la

necesidad u otra condición del verbo principal. Estos verbos tienen la categoría de

auxiliares y se usan con verbos principales para formar afirmaciones, negaciones o

preguntas. Los modales no tienen conjugaciones ni tiempo y no se pueden usar sin

verbo principal salvo en situaciones de énfasis.

En inglés, el verbo principal que acompaña a un Modal siempre queda en forma

infinitiva sin “to” (excepto “ought to” y “have to”) y no lleva “s” en la tercera

persona del singular del presente.

Hay doce “modal auxiliary verbs”. Se los usa con gran frecuencia y con una amplia

variedad de significacados: recomendación, obligación, necesidad, prohibición,

permiso, rechazo, posibilidad, expectativa, probabilidad, certeza, promesa, intención,

habilidad, disposición para hacer algo. Nos referiremos a los verbos can / could –

may / might – must – should.

• En una afirmación, el orden de las palabras es sujeto + modal + verbo principal en infinitivo. ej. She can do research This techniques might involve the collaboration of different persons • En la pregunta, el orden de palabras es modal + sujeto + verbo principal en infinitivo. ej. May it include different paragraphs? Could you send me an e-mail, please? • En la oración negativa la estructura es modal + not + verbo principal en infinitive.


16 Inglés II

ej. They cannot realize the scientific benefits of investigation diversity

The investigation must not last more than three years.

1. Can / could

a) Para expresar o capacidad, posibilidad o habilidad ( = “poder”)

He can speak English but he cannot (can´t) write it well. (Presente)

He could speak English but he could not (couldn´t) write it well. (Pasado)

He can come tomorow but he cannot (can´t) stay long. (Futuro)

El verbo can es solamente usado en sus formas can (presente / futuro) y could (pasado /

condicional). Su sinónimo be able to puede ser usado en todas los tiempos verbales.

I have been able to do many things in my life. (Presente Perfecto)

They will be able to help you tomorrow. (Futuro)

The prisoner was able to escape yesterday. (Pasado)

b) Para pedir permiso

Can I smoke in class?

Could I smoke in class?

2. May / Might

a) Para pedir permiso y contestar afirmativa o negativamente.(“poder”)

May I leave the class? Might I leave the class?

Yes, you may. Yes, you might.

No, you may not (mayn’t).

b) Para expresar posibilidad o probabilidad.

En tiempo presente:


Inglés II 17

It may be cold tomorrow. (Puede hacer frío mañana)

It might be cold tomorrow. (Podría hacer frío mañana)

También could expresa posibilidad:

It could be cold tomorrow. (Podría hacer frío mañana)

En tiempo pasado:

Se usan las formas may have / might have o could have:

How did the burglars get into the house?

Mrs. Green may have left the door open.

Mrs. Green might / could have left the door open.

She may /might have felt ill.

3. Must

a) Se usa para expresar obligación de hacer algo: (= “deber”)

You must come to class every day. (Presente)

You must come to class tomorrow. (Futuro)

Must I come to class?

Yes, you must.

Si la respuesta es negativa:

No, you mustn´t (must not). (expresa prohibición)

No, you needn´t (need not). (no necesitas). (expresa nada de obligación /

nada de necesidad).

Este verbo se usa solamente en su forma must (presente o futuro).

Para formar los demás tiempos verbales, se usa un sinónimo: have to.


18 Inglés II

He had to work yesterday. (Pasado)

She will have to work tomorrow. (Futuro)

I have to pay my bills. (Presente)

Have to es un verbo común, por lo tanto forma sus preguntas y negaciones con un

auxiliar:

Do I have to pay my bills? (Presente)

I don´t have to pay your bills.

Did he have to work yesterday? (Pasado)

He didn´t have to work yesterday.

b) Para expresar inferencia, conclusión u opinión:

This book must be interesting. (Este libro debe de ser interesante).

Para referirse al tiempo pasado, se usa la forma must have:

Look at that woman. She must have been beautiful when she was young.

(Mira esa mujer. Debe haber sido hermosa cuando era joven).

Do you think Martin went to the bank after he finished work?

He can´t have gone to the bank. He must have gone home.

(Puede no haber ido al banco. Debe haber ido a su casa.)

Tina is not at home. She must have gone to the market.

4. Should (Debería)

a) Para expresar consejo, sugerencia o conveniencia de hacer algo.

En tiempo presente:

You should attend classes more regularly. (Deberías asistir a clase más

regularmente)

You shouldn´t do as she says. (No deberías hacer lo que ella dice.)


Inglés II 19

En tiempo pasado:

They didn´t pass their exams. They should have studied more. (No pasaron

sus exámenes. Deberían haber estudiado más.)

He has no more money. He shouldn´t have spent it all. (No tiene más dinero.

No debería haber gastado todo.)

Text 2: The Methodology of Economics

(From “Reading Skills for the Social Sciences”, by Louann Haarman, Patrick Leech and

Janet Murray, Oxford University Press, 1993)

(The article is an extract from P. A. Samuelson and A. Nordhouse, 1985)

A. Read the text and do the activities:

The Methodology of Economics

21 How does Economy progress? How does it move from a massive jungle

of chaotic data to theories and economic laws on which our political

leaders rely for advice? Economics proceeds as an evolutionary discipline,

looking at data, developing hypotheses, testing them and reaching a

sometimes uneasy consensus on how the economy works. A textbook like

this one, then, attempts to embody both the established wisdom of the hot

controversies of today. In a decade or two, however, new facts will have

toppled rotten old theories, and the subject will have evolved further.

22 Let’s look at some of the problems that arise in understanding economic

issues.

Other Things Equal

23 The economic world is extremely complicated.

There are millions of people and firms, thousands of prices and industries.

One possible way of figuring out economic laws in such a setting is by

controlled experiments. A controlled experiment takes place when


20 Inglés II

everything else but the item under investigation is held constant.

Thus a scientist trying to determine whether saccharine causes

cancer in rats will hold “other things equal” and only vary the amount

of saccharine. Same air, same light, same type of rat.

Economists have no such luxury when testing economic laws. They

cannot perform the controlled experiments of chemists or biologists

because they cannot easily control other important factors. Like

astronomers or meteorologists, they generally must be content largely

to observe.

24. If you are vitally interested in the effect of the 1982 gasoline tax on

fuel consumption, you will be vexed by the fact that in the same year

when the tax was imposed, the size of cars became smaller.

Nevertheless, you must try to isolate the effects of the tax by

attempting to figure out what would happen, if “other things were

equal”. You can perform calculations that correct for the changing car

size. Unless you make such corrections, you cannot accurately

understand the effects of gasoline taxes.

. . .

A) Lectura Global:

1. Lea el texto. Preste atención a nombres, cognados, tipografía y responda:

a. Tipo de texto, autor, fuente.

b. Título, subtítulo(s).

c. ¿Qué temas se plantean en los en la primera parte (párrafos 21 – 22) y en la

segunda parte del texto (párrafos 23 – 24)?

B) Estructura Textual:

1. Traduzca las siguientes frases nominales:

a. massive jungle of chaotic data

b. theories and economic laws


Inglés II 21

c. economic issues

d. in such a setting

e. controlled experiments

f. the size of the cars

g. the changing car size

2. Señale el significado de las expresiones verbales e indique el tiempo

verbal:

a. rely for advice

b. reaching a sometimes uneasy consensus

c. will have toppled rotten old theories

d. will have evolved further

e. Let´s look

f. Is held constant

g. will hold “other things equal” and only vary

h. cannot perfor

i. cannot easily control

j. generally must be content largely to observe

k. when the tax was imposed

l. became smaller

m. you must try to isolate

n. by attempting to figure out what would happen

3. Indicar la referencia contextual:

How does it move from a massive jungle ...?

They cannot perform the controlled experiments of chemists or

biologists because they cannot easily control other important factors.

... they generally must be content largely to observe.

…you must try to isolate the effects of the tax…

4. Actividades sobre verbos modales (modal verbs):


22 Inglés II

a. Relea el texto y subraye todos los verbos modales en “Economic Description

and Policy” y “The Methodology of Economics”. Traduzca las oraciones.

5. Extraiga todos los conectores que localice:

6. Reconozca referentes y sus antecedentes:

C) Lectura intensiva:

1. ¿Verdadero o Falso? Justifique su respuesta:

a. Las teorías económicas están en constante evolución.

b. Un “experimento controlado” permite testear leyes económicas.

c. Los economistas pueden realizar los mismos experimentos que los biólogos o los

químicos y llegar a resultados igualmente satisfactorios.

D) Elaboración:

En el párrafo 24 se ejemplifica el planteo presentado en los párrafos anteriores.

Explicar dicho ejemplo


Inglés II 23

EJE 2 P R E S E N T A C I Ó N D E E J E S

_ Contenidos

el texto “The Idea of Summerhill”

Language Focus: Relative Clauses (Cláusulas Relativas)

_ Actividades de aprendizaje

Text 3: The Idea Of Summerhill

(From Headway”, by John and Liz Soars. Oxford University Press, 1992)

A. Read the text and do the activities:

1st. Part

The Idea of Summerhill

This is a story of a modern school – Summerhill.

Summerhill began as an experimental school. It is no

longer such; it is now a demonstration school, for it

demonstrates that freedom works.

When my first wife and I began the school, we had one main idea: to

make the school fit the child – instead of making the child fit the school.

Obviously, a school that makes active children sit at desks studying

most useless subjects is a bad school. It is a good school only for those

who believe in such a school, for those uncreative citizens who want

docile, uncreative children, who will fit into a civilization whose standard

of success is money.

I had taught in ordinary schools for many years. I knew the other way

well. I knew it was all wrong. It was wrong because it was based on an

adult conception of what a child should be and how a child should learn.


24 Inglés II

Well, we set out to make a school in which we should allow children

freedom to be themselves. In order to do this, we had to renounce all

discipline, all direction, all moral training, all religious instruction. We

have been called brave, but it did not require courage. All it required was

what we had – a complete belief in the child as a good, not an evil,

being.

My view is that a child is completely wise and realistic. If left to himself

without adult suggestion of any kind, he will develop as far as he is

capable of developing. Logically, Summerhill is a place which people

who have the innate ability and wish to be scholars will be scholars;

while those who are only fit to sweep the streets will sweep the streets.

But we have not produced a street cleaner so far. Nor do I write this

snobbishly, for I would rather see a school produce a happy street

cleaner than a neurotic scholar.

What is Summerhill like? . . .

A) Lectura Global

1. Lea el texto teniendo en cuenta cognados, nombres, características

tipográficas. Complete / responda:

a. Tipo de texto, autor, fuente.

b. ¿En qué forma(s) es Summerhill diferente de las escuelas tradicionales?

c. ¿Es aún una escuela experimental? ¿Por qué (no)?


1. Traduzca estas frases nominales:

a. most useless subjects

b. docile, uncreative children

c. ordinary schools

d. for many years

e. adult conception


Inglés II 25

f. all discipline, all direction, all moral training, all religious instruction

g. a complete belief in the child as a good, not an evil, being

h. completely wise and realistic

i. a street cleaner

j. a neurotic scholar

2. Indicar el significado de las siguientes expresiones verbales y su tiempo

verbal:

a. It is no longer such

b. freedom works

c. to make the school fit the child

d. instead of making the child fit the school

e. who believe in such a school

f. who will fit into a civilization whose standard of success is money

g. I had taught in ordinary schools

h. I knew it was all wrong

i. it was based

j. what a child should be

k. how a child should learn

l. we set out to make a school

m. we should allow children

n. we had to renounce all discipline

o. we have been called brave

p. it did not require courage

q. he will develop as far as he is capable of developing

r. will be scholars

s. will sweep the streets


26 Inglés II

t. we have not produced a street cleaner so far

u. Nor do I write this snobbishly

v. I would rather see

3. Señale la referencia contextual de los pronombres en negrita:

1. Summerhill began as an experimental school. It is no longer such; it is now a

demonstration school, for it demonstrates that freedom works.

2. When my first wife and I began the school, we had one main idea ...

3. Well, we set out to make a school in which we should allow children freedom to

be themselves.

4. My view is that a child is innately wise and realistic. If left to himself, without

any adult suggestion of any kind, he will develop as far as he is capable of

developing

4. Subraye prefijos y/o sufijos:

useless – uncreative – conception – freedom – being – realistic – logically –

snobbishly


1. Lea nuevamente el texto y responda estas preguntas:

a. ¿Cómo era una buena escuela para A. S. Neill?

b. En su opinión, ¿por qué estaban equivocadas las escuelas

tradicionales?

c. ¿Cuál es su punto de vista con respecto a los niños?

2. ¿Verdadero o Falso? Justifique:

a. A. S. Neill no tenía experiencia previa en escuelas.

b. En su opinión, una escuela que hace que niños activos se sienten a

estudiar materias inútiles produce ciudadanos dóciles, no creativos.

c. Él prefiere producir un barrendero feliz a un académico neurótico.


Inglés II 27

D) Elaboración:

a. ¿Qué opina usted de este tipo de escuela?

2nd. Part

Read the second part of the text :

... Well, for one thing, lessons are optional. Children

can go to them or stay away from them – for years if

they want to. There is a timetable – but only for the

teachers.

The children have classes usually according to their

age, but sometimes according to their interests. We

have no new methods of teaching, because we do

not consider that teaching in itself matters very

much. Whether a school has or has not a special

method for teaching long division is of no

significance , for long division is of no importance

except for those who want to learn it. And the child

who wants to learn long division will learn it no

matter how it is taught.

Summerhill is possibly the happiest school in the

world. We have no truants and seldom a case of

homesickness. We very rarely have fights –

quarrels, of course, but seldom have I seen a stand-

up fight like the ones we used to have as boys. I

seldom hear a child cry because children when free

have much less hate to express than children who

are downtrodden. Hate breeds hate, and love

breeds love. Love means approving of children, and

that is essential in any school. You can´t be on the

side of children if you punish them and storm at

them. Summerhill is a school in which the child

knows that he is approved of.

The function of the child is to live its own life – not

the life that his anxious parents think he should live,

nor a life according to the purpose of the educator


28 Inglés II

who thinks he knows what is best. All this

interference and guidance on the part of adults only

produces a generation of robots.

In Summerhill, everyone has equal rights. No one is

allowed to walk on my grand piano, and I am not

allowed to borrow a boy´s cycle without his

permission. At a General School Meeting, the vote

of a child of six counts for as much a my vote does.

But, says the knowing one, in practice -of course-

the voices of the grownups count. Doesn´t the child

of six wait to see how you vote before he raises his

hand? I wish he sometimes would, for too many of

my proposals are beaten. Free children are not

easily influenced; the absence of fear accounts for

this phenomenon. Indeed, the absence of fear is the

finest thing that can happen to a child.

A) Lectura Global:

1. Responda, según el contenido del texto:

a. ¿Qué clase de información se presenta?

b. ¿En cuántos párrafos?


1. Indique el significado de las siguientes frases nominales:

a. There is a timetable

b. but only for the teachers

c. no new methods of teaching

d. the happiest school in the world

e. seldom a case of homesickness

f. its own life

g. a General School Meeting

h. the absence of fear


Inglés II 29

i. the finest thing

2. Traduzca estas expresiones verbales e indique el tiempo verbal:

a. stay away from them

b. we have no new methods of teaching

c. the child who wants to learn long division will learn it

d. no matter how it is taught

e. we have no truants

f. seldom have I seen a stand-up fight

g. we used to have as boys

h. have much less hate to express than children who are downtrodden

i. hate breeds hate

j. love breeds love

k. he is approved of

l. he should live

m. No one is allowed to walk on my grand piano

n. and I am not allowed to borrow a boy´s bicycle

o. counts for as much as my vote does

p. I wish he sometimes would

q. too many of my proposals are beaten

3. Señale la referencia contextual:

a. Children can go to them or stay away from them …

b. … for years if they want to

c. …according to their age …

d. … according to their interests.

e. …. that teaching in itself matters…

f. … how it is taught

f. … if you punish them and storm at them.

g. … he is approved of

h. … to live its own life

i. that his anxious parents think he should live

j. … he knows what is best.

k. … without his permission


30 Inglés II

l. … before he raises his hand

m. I wish he sometimes would


1. Lea nuevamente el texto y:

a. Compare las rutinas en una escuela tradicional y en Summerhill.

b. Complete esta idea: “ ………………………………………………………………………

sólo produce una generación de robotos”.

2. ¿Verdadero o Falso? Justifique:

a. Neill considera que es fácil influir sobre los niños.

b. los niños no tienen clases de acuerdo a sus edades y no se respetan sus intereses.

c. Los niños son felices en Summerhill, de acuerdo a Neill.

d. La función de un niño es vivir su propia vida y la vida que sus padres piensan que

deberían vivir también.

e. La ausencia de miedo es lo mejor que le puede suceder a un niño.

D) Elaboración:

a. El autor dice: “Summerhill es una escuela en la que el niño sabe que es

aceptado”. De ejemplos que justifiquen esta afirmación.

b. Elija la afirmación de Neill que le gustó especialmente.

c. Aquí hay más declaraciones de Neill. ¿Cuál es su opinión?

“I hold that the aim of life is to find happiness, which means to find interest. Education

should be a preparation for life. Our culture has not been very successful. Our

education, politics, and economics lead to war. Our medicines have not done away

with disease. Our religion has not abolished usury and robbery. The advances of the

age are advances in mechanism – in communications and computers, in science and

technology. New wars threaten, for the world’s social conscience is still primitive”.


Inglés II 31

“Most of the school work that adolescents do is simply a waste of time, of energy, of

patience. It robs youth of its right to play and play and play; it puts old heads on young

shoulders.”

“Traditional education produces children for a society that needs obedient sitters at

dreary desks, standers in shops, mechanical catchers of the 8.30 suburban train...”

Language Focus

Estas oraciones son parte del texto “The Idea of Summerhill”:

A school that makes active children sit at desks studying mostly useless subjects is a

bad school. (Una escuela que ...)

It is a good school only for those who believe in such a school, for those uncreative

citizens who want docile, uncreative children who will fit into a civilization whose

standard of sucess

is money. (... sólo para aquellos que creen ..., para aquellos ciudadanos no creativos

que quieren ... chicos que encajarán en una civilización cuyo nivel de éxito es el

dinero)

Well, we set out to make a school in which we should allow children freedom to be

themselves. (... una escuela en la cual permitiríamos ...)

Relative Clauses

1. Definig Relative Clauses:

Estas cláusulas son necesarias para completar el significado de una oración.

Identifican a alguien o a algo. No llevan comas.

Is that the student that / who sat for the Anthropology exam? (... que se

presentó al examen de Antropología?)


32 Inglés II

The teacher whose address you need has not come. (...cuya dirección

necesitas...)

The instructions which / that come with this machine are impossible to

understand.(... que vienen con esta máquina ...)

Las palabras who, which, that y whose, que introducen las cláusulas relativas, se

llaman pronombres relativos.

who, that se refieren a personas.

which, that se refieren a cosas.

2. Non-defining Relative Clauses:

Esta cláusulas dan información adicional, que podría omitirse sin alterar la claridad

de la oración. Se usan comas.

The candidates, whom we saw yesterday for the first time, were all preparing

their speeches for the debate tomorrow. (..., a quienes vimos ayer por primera vez,

...)

The report, which was drawn up by a special committee, states that the rates of

unemployment have gone up. (..., que fue elaborado por un comité especial, ...)

A scientist, whose name I have forgotten, is looking into the way environment

influences behaviour. (..., cuyo nombre he olvidado, ...)

Who, whom, whose, which son pronombres relativos y, como en el caso anterior,

who, whom se refieren a personas y which a cosas.

Where – When – Why – As – in Relative Clauses

1. Where y when funcionan como adverbios relativos, introduciendo una cláusula

relativa (defining o non-defining) de la misma forma que which y who:

I would like to visit the school where I spent my childhood. (... donde pasé mi

niñez.) (Defining)

She did her homework when she finished studying. (cuando terminó de

estudiar)

(Defining)


Inglés II 33

The children went to the park, where they played all the afternoon. (..., donde

jugaron toda la tarde.) (Non-defining)

She did not know the results of the research until March, when they were

mailed to her. (..., cuando le fueron enviados por correo electrónico) (Non-

defining)

2. Why como adverbio relativo introduce sólo defining relative clauses:

I don´t know why I failed the exam. (...por qué desaprobé el examen)

3. As puede introducir:

This class is the same challenge as it always was. (... que siempre fue.)

(Defining)

The subject was too difficult, as he later admitted. (..., como más tarde admitió).

(Non-defining)

4. What introduce siempre una cláusula nominal y se traduce “... lo que ...”:

She studied what she liked. (... lo que quiso)

What she did was a great success. (Lo que hizo, ...)

Actividades:

1. Traducir estas oraciones:

a. A school that makes active children sit at desks studying most useless

subjects is a bad school,

b. It is a good school only for those who believe in such a school, for those

uncreative citizens who want docile, uncreative children, who will fit into a

civilization whose standard of success is money.

c. … those who are only fit to sweep the streets, will sweep the streets.

d. … except for those who want to learn it.

e. And the child who want to learn long division will learn it …

f. … than children who are downtrodden.

g. … who thinks he knows what is best.


34 Inglés II


_ Contenidos

Texto “Takuana Island”

Language Focus: Conditional Sentences (Oraciones Condicionales)

Actividades de aprendizaje

Texto Nº 4: Takuana Island

(From “World Class 3”, by Michael Harris and David Mower, Longman, 1997)

A) Read this interview about development plans for the Pacific Island of

Takuana:

INTERVIEWER: Today in Worldwatch, to look at development

plans for the Pacific Island of Takuana, we have Teresa Zimba ...

from the United Nations. Teresa, can you tell us something about

Takuana?

TERESA: Well, Takuana is a small tropical island ... it´s very

beautiful with rainforests, marshes and mountains ... and some

very exotic species of animals and birds. For example, the Taku

hummingbird is a beautiful creature with lovely colours ... and there

is also a lovely lizard called the tuatara. Another unusual creature

is the Taku bat, which lives in the mountains. It is peculiar because

it has only one tooth.

INTERVIEWER: And there are plans to develop the island.Why?

TERESA: Well, the island is desperately poor. So if they develop

the island they will be able to build hospitals and schools.

INTERVIEWER: And what exactly ... what are the plans?

TERESA: Well, they have discovered large amounts of tin ... in the

mountains and there is a plan to mine it and process it.


Inglés II 35

INTERVIEWER: What will happen to the island if they do that?

TERESA: A complete disaster. The development will destroy most

of the rainforest, the climate of the island will change and ...

species of birds and animals will just disappear.

INTERVIEWER: What about pollution?

TERESA: Pollution? Well, if they build the factories they´ll cause

acid rain. And if they build a new port ... then they will pollute the

sea around the island.

INTERVIEWER: How else will the island change?

TERESA: Well, they are planning a new airport in the marshes ...

and if they build an airport there, many species of birds will

disppear.

INTERVIEWER: And there will be lots more people?

TERESA: Exactly! Not only the people in the mines and factories,

but there´ll be hotels and a conference centre ... and if thousands

of people come to the island, the Taku language will disappear.

INTERVIEWER: And has the United Nations got a plan for the

Island?

TERESA: Yes, our plan is to develop the island slowly. If we ...

A) Lectura Global:

1. Lea el texto prestando atención a cognados, nombres, tipografía y

complete:

1. Tipo de texto, fuente, título.

2. ¿Qué temas se mencionan en la entrevista?

Aves y animales.

Nuevos hospitales y escuelas.

Fábricas y minas.

Destrucción de selvas tropicales.

Gente famosa en Takuana.

Deportes

Historia de Takuana.


36 Inglés II

Contaminación.

La cocina de Takuana.

El idioma de Takuana.

Casas tradicionales


1. Traducir estas frases nominales y marcar sus núcleos:

a. development plans for the Pacific island of Takuana

b. some very exotic species of animals and birds

c. a lovely lizard called the tuatara

d. hospitals and schools

e. large amounts of tin…

f. acid rain

g. …an airport there, many species of birds…

2. Indicar el significado de las siguientes expresiones verbales:

a. there is also a lovely lizard

b. if they develop the island

c. they will be able to build hospitals and schools

d. What will happen to the island

e. if they do that

f. the climate of the island will change

g. if they build a new port

h. they will pollute the sea around the island

i. there´ll be hotels and a conference centre

j. has the United Nations got a plan for the

Island

3. Señalar la referencia contextual:

a. it´s very beautiful

b. It is peculiar

c. if they develop the island

d. a plan to mine it and process it

e. our plan is to develop the island slowly


Inglés II 37


1. Unir las dos partes de oraciones y traducirlas:

1. If they build an airport in the marshes a. the climate will change.

2. What will happen to the island b. they will pollute the sea.

3. If they build a port c. many species of birds will disappear

4. If thousands of people come to the island d. If they do that?

5. If they destroy the rainforest e. the Taku language will disappear.

D) Elaboración:

¿Justifica el desarrollo económico de una comunidad la alteración de su ecología?

¿Cuál es su opinión? Piense ejemplos que hayan ocurrido en nuestro país.

Language Focus

a) Observe estas oraciones:

If they develop the island, they will be able to build hospitals and

schools.

If they destroy the rainforests, the climate of the island will change.

Ellas expresan que si se cumple una condición, habrá una consecuencia:

If they destroy the rainforest (condición), the climate will change (consecuencia).

Éstas son las llamadas Oraciones Condicionales ( Conditional Sentences or If-

clauses.

La oración condicional consta de una cláusula principal (main clause) y una subordinada introducida por “if” o “unless”. Se usa para expresar que la acción en la cláusula principal sólo puede realizarse SI una cierta condición es cumplida o ejecutada (es posible y también muy probable). El orden de la oración no es fijo: la cláusula condicional puede anteponerse a la principal o sucederle. La estructura de estas oraciones es la siguiente:


38 Inglés II

Oraciones Condicionales

1. Clases:

Tipo 0: Causa – Efecto

Oración condicional + Oración Principal

IF (unless) Present Tense + Present Tense

Estas oraciones expresan verdades universales:

If you heat ice, it melts.

If flowers don´t get water, they dry.

o ideas de validez general:

If I make a promise, I keep it.

If the book is interesting, I buy it.

Los tiempos verbales usados: If – verb Principal verb

Present Present

Tipo 1: Casos en que es muy probable que se cumpla la condición:


IF (unless) Present Tense + May/Can/Must/Should + Verb

IF (unless) Present Tense + Future (will) + verb

IF (unless) Present Tense + Imperative


Inglés II 39

a) If I study hard, I will pass the exam.

If you go to England, you can meet new friends.

Unless you leave at once, I will call the police.

If you don´t finish your work by 6:00, stay late , or come in early tomorrow.

b) Si se usa un verbo modal en la cláusula principal (can, may, must, should ought

to):

If you study hard, you can pass the exam.

If I get a good job after I graduate, I may have a better living standard.

If – clause Principal Clause

Present Present

c) Las cláusulas condicionales pueden formar parte de una oración imperativa:

If you don´t understand, ask your teacher.

If you need me, call me.

If the place is closed, please don´t enter.

Tipo 2: Casos en que el cumplimiento de la condición es improbable.


IF (unless) Past Tense + Condicional (Se traduce como Subjuntivo)

a) If I studied hard, I would pass the exam.

(Si yo estudiara mucho, aprobaría el examen)

If you went to England, you would meet new friends.

Let me give you an advice. If you smoked less, you wouldn´t feel so tired.


40 Inglés II

b) Si se usa un verbo modal en la cláusula principal (could / might):

If I studied hard, I might pass the exam.

(Si estudiara mucho, podría aprobar el examen)

If you became a millionaire, you might be unhappy

If it stopped raining, we could go out.

Tipo 3: Casos en los que el cumplimiento de la condición es imposible ya que se

refiere a una situación pasada:


IF (unless) Past Perfect + Condicional Perfect

a) If I had studied hard, I would have passed the exam.

(Si yo hubiera estudiado mucho, habría aprobado el examen)

If I had known you were in hospital, I would have gone to visit you.

b) Si el verbo principal es un verbo modal (could, might):

If I had studied hard, I might have passed the exam.

(Si you hubiera estudiado mucho, podría haber aprobado el examen)

2. Recuerde que en todos los casos, la cláusula condicional puede encontrarse

al principio de la oración o en otra posición:

I will pass the exam if I study hard.

If I study hard, I will pass the exam.

I might answer your question if I knew the truth.

If I knew the truth, I might answer your question.

She would have phoned if she had had your number.

If she had had your number, she would have phoned.

Go home if you feel ill.


Inglés II 41

If you feel ill, go home.

b) Actividades:

1. Busque las oraciones condicionales en el texto y tradúzcalas.

2. Traduzca estas oraciones:

a. If I had enough money, I would travel to Europe.

b. Mrs. Brown would have explained the new subject to us if we had asked her in

class.

c. The students would feel more confident if they knew the new teacher.

d. Mary will give me her notes if she finds them.

e. The new director would have spoken to the students if he had come on time.

f. The plans will succeed if we help the authorities.

g. If I found her address, I would send her an invitation.

h. If John has the money, he will buy a Ferrari

3.Cuál es la diferencia?

a) The project will be accepted if they have enough money.

b) The project would be accepted if they had enough money.

c) The project would have been accepted if they had had enough money.


42 Inglés II


_ Contenidos

Texto: Drawing on both sides of the brain Language Focus: Formas verbales: El infinitivo Texto: Why Action Research? Language Focus: The Gerund Actividades de Aprendizaje

Texto 5

DRAWING ON BOTH SIDES OF THE BRAIN

(“Streetwise Intermediate”, by Rob Nolasco, Oxford University Press, 1997.)

Most people believe that a few of us are destined to

become Van Goghs while the majority will find it

difficult to draw the simplest objects. A recent book

entitled “How to Draw on the Right Side of the Brain”

seeks to dispel the myth. The writer, Betty Edwards,

suggests that learning to draw is like learning to ride a

bicycle. Cycling is very difficult to explain, but it appears

to develop naturally after a certain amount of practice

of the basic skills. Learning to draw follows a similar pattern. We

need to practise artistic skills but we also need to develop our

minds and see things in the way an artist would. The key to this

is using the right side of the brain. You see, scientific theory

suggests that the two sides of the brain are good at different

things. They also have different characteristics and work at

different speeds.


Inglés II 43

The left side of your brain is more logical and practical. It deals with analytic skills like mathematics and day-to-day tasks like brushing your teeth, walking to school, writing, reading, etc. It works much faster than the right. The right side of your brain is more creative. It is better at dealing with artistic skills like painting, drawing and music but most of us need to encourage our right brain to function better. This is because the left side of the brain works so much faster than the right. As a result, most of us approach drawing as a logical problem instead of using the creative power we have. In the next part we will look at some exercises that teach us how to draw on the right side of the brain.

A) Lectura Global: 1. Leer el texto considerando los cognados, nombres, tipografía.

Completar:

a) Tipo de texto, fuente, autor, título.

b) ¿Verdadero o Falso? Justificar:

El contenido del texto plantea el tema de la memorización de

conceptos.

El título del libro es “How to Draw on Both Sides of the Brain”.

La escritora Betty Edwards sugiere que aprender a manejar no es

igual a aprender a conducir una bicicleta.

El sector izquierdo del cerebreo es más práctico y el derecho más

creativo.

c) ¿Cómo está organizado el texto?

Cuántos párrafos?

Brevemente explique el contenido del primer párrafo.

Qué tema trata el segundo?


44 Inglés II

Y el tercero?

B) Estructura textual: 1. Señale el significado de las siguientes frases nominales: a. the simplest objects b. after a certain amount of practice c. the right side of the brain d. good at different things e. The left side of your brain f. day-to-day tasks g. most of us 2. Traduzca estas expresiones verbales: a. a few of us are destined to become Van Goghs b. the majority will find it difficult to draw c. seeks to dispel the myth

d. suggests that learning to draw is like learning to ride a bicycle.

e. it appears to develop naturally

f. see things in the way an artist would

g. it works much faster than the right

h. it is better at dealing with artistic skills i. but most of us need to encourage our right brain to function better h. most of us approach drawing as a logical problem 3. Indique la referencia contextual: a. it appears to develop naturally b. to develop our minds


Inglés II 45

c. They also have different characteristics d. It deals with analytical skills e. It works much faster than the right. f. It is better at dealing with artistic skills

2. ¿Prefijos o sufijos? Subraye y traduzca.

Drawing – simplest – entitled – writer – naturally – artistic – faster - C) Lectura intensiva 1. Lea el texto nuevamente y responda: a. ¿Qué sugiere una reciente teoría científica con respecto a la actividad cerebral en el aprendizaje y práctica de destrezas? b. ¿Cuáles son las características del hemisferio izquierdo del cerebro? c. ¿Y las del hemisferio derecho?

The Two Sides of the Brain

Language Focus Estas son oraciones del texto “Drawing on Both Sides of the Brain”:

1. ...... a few of us are destined to become Van Goghs while the majority will find

it difficult to draw the simplest objects. 2. A recent book entitled “How to Draw on Both side of the Brain” seeks to dispel

the myth. 3. Learning to draw is like learning to ride a bicycle.

Nota: Las palabras en negrita son formas verbales en INFINITIVO


46 Inglés II

EL INFINITIVO

Formas del infinitivo:

a) Forma simple: To + Verb

I want to see you tomorrow. (... ver ...) The authorities are trying to improve their methods. (... mejorar ...) b) Infinitivo Progresivo o Continuo (Continuous Infinitive): To be + ---ing The students seem to be writing their exercises now. (estar escribiendo) The writer would like to be travelling with his family. (estar viajando) c) Infinitivo Perfecto (Perfect Infinitive): To have + Past Participle

He seems to have forgotten about the appointment. (haber olvidado) I´d like to have seen his face when you told him. (haber visto)

d) Infinitivo Pasivo (Passive Infinitive)

Tiempo Presente

I want to be informed as soon as possibel (ser informado) He was surprised to be promoted by his firm. (ser ascendido)

Tiempo Pasado


Inglés II 47

I was sorry to have been informed so late. (haber sido informado) He was surprised to have been promoted by his firm. (haber sido ascendido)

El infinitivo se usa:

a) Después de ciertos verbos:

I can´t afford to miss so many classes. (No puedo afrontar perder ...) I hope to pass the exam. (Espero aprobar ...)

El grupo de verbos seguido por infinitivos es muy amplio.

b) Después de ciertos verbos seguidos por un objeto:

They allowed me to leave the group. (Me permitieron abandonar ...) He advised us to revise the notes. (Nos aconsejó repasar ...) Los verbos más comunes usados de esta manera son: advise, allow, encourage, force, invite, order, persuade, remind, teach, tell, warn.

b) Después de ciertos adjetivos:

It is difficult to see your point. ( Es difícil ver ...) It is possible to finish this part in November. (Es posible terminar ...) Otros adjetivos: hard, easy, pleased, surprised, imposible, expensive, important.

c) Para expresar propósito: I came here to learn English. (... para aprender ...) I need time to finish my work. (... para terminar ...) d) Después de ciertos verbos seguidos por palabras interrogativas (What –

when – where – how – who). The girl didn´t know what to do. (... qué hacer ...) Can you tell me how to get this book? (... cómo conseguir ...)


48 Inglés II

Show me where to put it. (... dónde ponerlo.) Actividades sobre infinitivos: Traducir estas oraciones:

1. Cycling is very difficult to explain but it appears to develop

naturally after a certain amount of practice.

2. Learning to draw follows a similar pattern.

3. We need to practise artistic skills but we also need to develop our minds.

4. ... most of us need to encourage our right brain to function better.

5. Stories, songs, dances, plays, paintings, statues, and other works of art

allow students to become acquainted with the people who created them. 6. Social studies have the potential to be the best part of the school day.

7. The traditional role of educational establishments at all levels, from

kindergarten up to university, has been to assist their students to construct knowledge through guidance, tutoring and personal attention, and not merely to impart information.


Inglés II 49

EJE 5 Texto: Why Action Research? Language Focus: El Gerundio

Text 6

ACTION RESEARCH

(From “Action Research for Language Teachers”, by Michael J. Wallace.

Cambridge University Press, 1988)

1 Why Action Research?

Aim of this book

As professional people, most teachers would accept that our expertise

should progressively develop as we continue in our chosen occupation.

My aim in this book is to demonstrate a particular strategy for accelerating

and enhancing that kind of development, with a special reference to language

teaching.

This strategy is basically a way of reflecting on your teaching. It is done

systematically collecting data on your everyday practice and analysing it in

order to come to some decisions about what your future practice should be.

This process is essentially what I mean by the term action research. In this

first chapter, I am going to try to locate action research within the context of

professional development.

Summary

It is assumed that most language teachers wish to develop themselves

professionally on a continuing basis. They have access to a wide variety of

methods of doing this. One method is by reflecting on interesting and/or

problematic areas in a structured way. In this book, we shall be looking at

various ways of structuring this process of reflection through the systematic

collection and analysis of data. This is what I have called “action research”.

Action research is different from other more conventional or traditional types


50 Inglés II

of research in that it is very focused on individual or small-group professional

practice and is not so concerned with making general statements. It is

therefore more “user-friendly” in that (for example) it may make or no use of

statistical techniques. The main function of action research is to facilitate the

“reflective cycle” and in this way provide an effective method for improving

professional action.

A) Lectura Global:

1. Lea el texto “Why Action Reasearch?” prestando atención a cognados,

nombres, tipografía. Complete:

a) Tipo de texto – fuente – autor

b) Título – subtítulo(s)

c) Traduzca la expresión “action research”.

d) Según el texto, “action research” es:

* una estrategia particular referida especialmente a la enseñanza de la

lengua.

* un proceso sistemático de recolección y análisis de datos de la práctica

diaria para mejorarla.

* parte del contexto de la práctica profesional.

B) Estructura textual: 1. Traduzca estas frases nominales: a. our chosen occupation b. that kind of development c. with a special reference to language teaching d. a way


Inglés II 51

e. on your teaching f. action research g. within the context of professional development h. on a continuing basis i. on interesting and / or problematic areas in a structured way j. more “user-friendly” k. use of statistical techniques l. professional action

2. Señale el significado de las siguientes expresiones verbales: a. would accept b. should progressively develop c. My aim in this book is to demonstrate d. It is done systematically collecting data e. in order to come to some decisions f. what your future practice should be g. I am going to try to locate action research h. we shall be looking at various ways of structuring this process of reflection i. This is what I have called “action research” j. it is very focused k. it may make or no use of statistical techniques l. … is to facilitate… and in this way provide… for improving professional action.


1. My aim in this book


52 Inglés II

2. It is done systematically collecting data on your everyday practice and analyzing it in order to... 3.... wish to develop themselves professionally... 4. They have access to a wide variety of methods... 5. ... it is very focused on individual or small group professional practice ...

6. it may make little or no use of statistical techniques.


Lea nuevamente el texto y resuelva:

a) Elija la opción correcta:

1. Action research

a) es diferente de otros tipos de investigación más convencionales porque se

enfoca en la práctica profesional individual o de pequeños grupos.

b) apunta a hacer afirmaciones generales.

c) necesita una gran cantidad de estadísticas.

c) Responda estas preguntas:

1. Cuál es la principal función de Action Research?

2. Explique la figura 1.1: “The Reflective Cycle and Professional Development”

Reflective Cycle

Professional Practice

Reflection Professional

Development


Inglés II 53

D) Elaboración: Dé su propia definición de “action research”.

LANGUAGE FOCUS Traduzca estas oraciones del texto “Why Action Research”:

1. ... for accelerating and enhancing that kind of development ... 2. ... a way of reflecting on your teaching (or teacher-training) ...

3. It is done systematically collecting data on your everyday practice and

analysing it in order to come to some decisions ... Nota: Las palabras en negrita son formas verbales en GERUNDIO.

EL GERUNDIO

Forma:

El gerundio se forma agregando la terminación ---ing a la forma base del verbo: Go going Read reading Teach teaching Run running Put putting Cut cutting Write writing Take taking Save saving

Uso: Los gerundios se usan:

a) como sujetos de una oración: Translating foreign languages is useful in my job. (Traducir ...)


54 Inglés II

Checking details is a good habit. (Chequear ...) b) después de preposiciones: The students are tired of reading out of date information. (... de leer ...) Think carefully before giving an answer. (... antes de dar ...) She is quick at understanding things. (... para entender ...) c) después de ciertos verbos: We like studying about education. (Nos gusta estudiar ...) They enjoy meeting after class. (Disfrutan encontrarse,,,) Can you imagine not seeing the moon for more than a few nights? (Puedes imaginar no ver…?) The teacher suggested reviewing verb tenses again. ( El/la docente sugirió repasar…)

Son numerosos los verbos seguidos por gerundios. No se considera necesario incluir la lista ya que el objeto de esta asignatura no es la producción de ejercitación en idioma inglés sino el reconocimiento de formas gramaticales para la comprensión lectora.

d) después de ciertas expresiones idiomáticas:

It´s no use talking to these children. (Es inútil hablar ...) It´s worth teaching young students. (Vale la pena enseñar ...) There´s no point in insisting on this idea (No hay objeto en insistir ...) It´s no good pretending that you know the answer. (No es bueno simular..) I´m looking forward to meeting you in the holidays. (Espero ansiosamente encontrarme ...)

e) con función de sustantivos: She emigrated to get a decent living. (... una vida decente) We saw two wonderful paintings in Spain last year. (... dos maravillosas pinturas…) Reading is an activity characterized by the translation of symbols, or letters, into words and sentences that have meaning to the individual. (La lectura… que tienen un significado…)


Inglés II 55

f) o como adjetivos: In our new home, we had electricity and running water. (... agua corriente.) A climbing plant covered the wall. (Una planta trepadora ...) Make a plan before you do any piece of writing material. (…material escrito) You and an accompanying adult will fly to Los Angeles, in sunny California, the most exciting state en the country. ( …un adulto acompañante…..el estado más atractivo…)

g) en estructuras como:

I saw many people standing at the corner. (... gente parada ...) There were huge whales swimming off the coast. (... ballenas nadando ...) h) la forma “---ing” es parte de los Tiempos Continuos (Continuous

Tenses). (Ver apuntes sobre tiempos verbales).

We are studying some grammar.

They were working in the classroom.

She has been reading about modern literature.

They had been working for an hour when the teacher arrived.

The Director will be seeing you in a minute.

His daughters would be leaving in a short time.


56 Inglés II

Actividades de Integración I

Actividades sobre gerundios:

a) Lea el tercer párrafo y transcriba tantos ejemplos de gerundios

como sea posible.

b) Traduzca dichos ejemplos.

c) Trabaje con las siguientes oraciones y reconozca la función de las

palabras con “-ing”

Like all other living beings, humans have clearly changed their environment.

Scientists are working to understand the long-term consequences that human

actions have on ecosystems.

As individuals and as a species, we have far more experience with nonverbal

and oral communication than we do with reading and writing.

As long as oral communication was the primary means of sending and receiving

information, people were careful to develop their speaking and listening skills.

Reading aloud, dinnertime discussions, and conversations about current

events, politics, and religion occupied people’s attention, many years ago, in the same way television and the Internet do today.

Actividades de Integración II

Lea este texto. Preste atención al uso de infinitivos y gerundios:

COMPUTERS

It used to be a science-fiction fantasy that one day computers would rule the

world. Some people thought it was impossible to prevent these man-made devices

from becoming more powerful than their creators, so they wanted to stop more

advanced computers being developed. Scientists were warned not to hand over our


Inglés II 57

destiny to machines. But computers can only do what we ask them to do. We can

get then to complete increasingly complicated operations, but, contrary to the

science fiction nightmare, computers can never make us do anything.

Today we expect computers to help us live at the faster pace modern living

demands. It is worth mentioning a few examples. Computers allow business people

to keep in touch with developments all over the world. They enable doctors to

diagnose illnesses more accurately. They let thousands of aircraft fly safely through

our crowded skies without bumping into other planes. In fact, it is difficult to imagine

any areas of life where computers do not play an important role.

(From “Streetwise Intermediate”, by Rob Nolasco. Oxford University Press, 1997)

A) Práctica gramatical:

1. Subraye ejemplos de infinitivos y gerundios en el texto.

2. transcríbalos y tradúzcalos.

B) Lectocomprensión:

1. Escriba dos listas comparando las ideas sobre computadoras en el pasado y su

uso actualmente.

2. Escriba un tercer párrafo expresando su propia opinión sobre el uso de las

computadoras hoy.

Actividades de integración III

Se presentan dos modelos de examen final a manera de integración de

actividades y guía:

Modelo I

Interviews and questionnaires


58 Inglés II

These two techniques are usually bracketed together since they both involve eliciting

something from informants: usually factual information about themselves and their

teaching situation, or attitudes/opinions on some issue. Some interviews are simply

questionnaires in oral form. For the action researcher, the interview, especially in its

less structured form, would seem to have more potential: at its most unstructured, the

interview is very like a professional conversation (“talking shop”), and therefore quite

complementary to normal professional behaviour. Generally, however, interviews and

questionnaires require a lot of thought and rganization, and involve intruding on other

people’s time. Interviews tend to be more qualitative and heuristic, whereas

questionnaires tend to be quantitative and more easily generate conclusive findings.

Both techniques involve the collaboration of the subjects to be interviewed or surveyed

by questionnaire, but the interviewing / surveying can be done by one researcher or by

many.

(Wallace, Michael J. : “Action Research for Language Teachers”, Cambridge

University Press, 1988)

A) Lectura Global:

1. Lea el texto y complete:

a) Tipo de texto – fuente – autor

b) Título – subtítulo(s)

c) Brevemente, ¿qué tema se plantea en el texto?

A. Estructura Textual

1. Traduzca estas frases nominales:

a. factual information about themselves and their teaching situation

b. or attitudes / opinions on some issue

c. action researcher

d. less structured form

e. at its most unstructured

2 . a) Señale el significado de las siguientes expresiones verbales:


Inglés II 59

a) are usually bracketed together

b) both involve eliciting something from informants

c) would seem to have more potential

d) involve intruding on other people´s time

e) Interviews tend to be more qualitative

f) the interviewing / surveying can be done

b) Traduzca:

a) If you are interviewing somebody, you will be taking his time.

b) It can be done by one researcher or by many.

c) These are techniques which may be used at any time.

3. Indique la referencia contextual

a. … they both involve eliciting something …

b. … information about themselves and their teaching situation …

c. … in its less structured form

d. … at its most unstructured …

C. Lectura Intensiva:

1. Lea el texto nuevamente y resuelva:

¿Verdadero o Falso? Justifique:

a. Estas dos técnicas tienen muchos elementos en común.

b. En su forma menos estructurada, una entrevista es una conversación profesional.

c. Entrevistas y cuestionarios no implican mucha planificación.

d. Las entrevistas y cuestionarios no suponen la colaboración de las personas a ser

entrevistadas.

D) Elaboración:



60 Inglés II

Modelo II

Text: COMPUTERS AND DISTANCE EDUCATION IN EFL (Mercedes Rossetti)

Who can profit from distance education?

What is the profile of the distance education student? The typical student is an adult,

who knows exactly what he needs in matters of objectives and outcome, though is not

very sure of the steps necessary to achieve them. He / She will have a limited span in

which to achieve well-rounded objectives, and much of his / her career development /

job perspective, etc., will depend on it. Henceforth, motivation will be very high. Though

time alloted will be scant. Typically, the DE student will use his time on a bus, train, or

week-ends to study and prepare his assignments.

Traditionally DE courses have been delivered by state schools and universities. In

the last few years another field has emerged whose presence is increasingly felt in the

world arena. And that is the one of non-government organizations and non-profit

institutions.

A) Lectura Global:

1. Lea el texto y complete:

a. Tipo de texto – fuente – autor.

b. Título – subtítulo(s)

c) Tema planteado en el texto.


1. Traduzca las frases nominales:

a) the profile of the distance education student

b) non-government organizations and non-profit institutions

2. a. Señale el significado de las siguientes expresiones verbales:

a) the steps necessary to achieve them

b) in which to achieve well-rounded objectives

c) time allotted will be scant


Inglés II 61

d) another field has emerged

b) Traduzca:

a) Who can profit from distance education?

b) The typical student is an adult who knows exactly what he needs.

c) He will have a limited span of time if he is an adult.

d) He may study on the bus or train.

e) There is another emerging sector: non- government organizations.


a) . He / She will have a limited span of time …

b) … much of his / her career will depend …

c) … will use his time on a bus …

C. Lectura Intensiva:

Lea el texto nuevamente y responda las preguntas:

a. ¿Cuál es el perfil del estudiante a distancia?

b. ¿Cuál es su principal problema?

c. ¿Qué instituciones están ofreciendo cursos de educación a distancia hoy?

C) Elaboración:



62 Inglés II

A modo de cierre … S U G E R E N C I A S P A R A L A P R E S E N T A C I Ó N A E X A M E N F I N A L

* En el examen final, el alumno deberá resolver actividades de lectocomprensión

sobre un texto correspondiente al área de las Ciencias Sociales / de la Educación y

una ejercitación complementaria sobre temas gramaticales desarrollados en este

curso:

* El alumno debe presentarse al examen final provisto de un diccionario bilingüe

inglés – castellano / castellano / inglés.

* Puede también consultar listas de verbos o glosarios.

* Ya que los textos presentarán vocabulario técnico del área de estudios mencionada,

la resolución de las actividades se agilizará en la medida en que incorpore

conocimientos de ese vocabulario, además del conocimiento de los temas

gramaticales.

* Recuerde que se trata de comprensión lectora, no traducción lineal: el objetivo es la

comprensión global del mensaje.

* Es más efectivo tratar de focalizar la atención en palabras transparentes, en la

inferencia de palabras desconocidas según el contexto: no buscar cada término en el

diccionario, puesto que ese mecanismo provoca pérdida de tiempo y al mismo tiempo

que genera confusión.

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