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PIA

Programa de Idiomas para Alumnos de la UNSAM

INGLÉS I

http://piaunsam.pbworks.com/w/page/51809142/PIA

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PIA (Programa de Idiomas para Alumnos de la UNSAM)

NIVEL 1

MODULE #1 – LESSON #1 Introducción al curso. Presente simple – formas afirmativa, negativa e

interrogativa. Descripción de hábitos y rutinas. Objetivos generales de la lectocomprensión.

Elementos paratextuales. Identificación de palabras clave y su relación con el texto.

Actividades de lectocomprensión:

1- Análisis del paratexto: Título, subtítulos, copetes (¿contienen alguna palabra transparente o conocida?),

organización del texto (si es una lista, si está dividido en párrafos, en cuántos, si tiene párrafos encabezados

por subtítulos, etc.), gráficos, fotos, imágenes (¿cómo se relacionan con el título?).

2- En base a todos los datos obtenidos en este análisis previo, elaborar una hipótesis acerca del contenido

del texto. Dicha hipótesis tendrá que incluir fuente, área de interés y tipo de texto (artículo, encuesta, poema,

ensayo, presentación para una ponencia, etc.).

Por ejemplo:

Luego de un análisis general del texto y del paratexto, podría afirmar que el texto titulado “……” es un artículo

de una revista científica especializada en temas educativos, referido a “……”.

3- Una vez que se elaboró la hipótesis, se procede a la lectura del texto. Se focaliza la atención en las palabras

transparentes y en las conocidas. En base a esas palabras, se trata de deducir el significado de las palabras

desconocidas.

4- Al terminar la primera lectura del texto, se vuelve a analizar el título y se relee el texto, seleccionando

palabras claves (que se relacionen semánticamente con el título).

5- Ya seleccionadas las palabras claves, se procede a leer el texto una tercera vez. En el caso de que queden

dudas con el significado de alguna palabra, se utiliza el diccionario.

6- Como último paso, se relee la hipótesis realizada previamente a la lectura del texto y la reelaboramos,

verificando o ajustando la información incluida. Este chequeo de hipótesis tiene que mostrar la esencia del

texto y sus principales características.

Por ejemplo: Coincido con mi hipótesis previa en que…. Mi hipótesis previa fue parcialmente correcta, porque… Mi hipótesis previa fue incorrecta porque…

Esta es una primera forma de abordar los textos en lengua extranjera, en

nuestro caso, en inglés. A lo largo del curso iremos descubriendo nuevas

estrategias para la lectocomprensión.

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a- Now, let’s work on the following newspaper headlines: Do you read the newspaper? Do you prefer online newspapers o printed newspapers?

Text Nº1

From: http://www.buenosairesherald.com/

a- Identify which sections from the newspaper the headings/extracts correspond to:

-Latin America _______________

- Entertainment _______________

- The World _______________

- Classifieds _______________

- Weather _______________

- Finance & Economy _______________

- Argentina _______________

- Sports _______________

1 2

8 7

5

4

3

Government opens 2014 ordinary sessions 6

Meteotsunami hits

Brazilian beach

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b- Read texts nº1 again and the following uses for the SIMPLE PRESENT tense. Why is this the prevailing verb tense in the headlines and news? 1- Facts, generalizations and universal truths: The Earth goes around the Sun. Books are very expensive. 2- Habits, routines, tendencies We usually have lessons in the evening. Does he often attend seminars and conferences? 3- Permanent situations Where do you study? Lucía drives a Wolkswagen. 4- Arrangements that we can't change (e.g. timetables, official meetings) The course starts next week. The thesis defense is tomorrow at 6:00 p.m. 5- State verbs (e.g. be, have, suppose, know, like) She doesn’t know how to write an essay. Most universities in Argentina have students exchange programs.

c- Re- read the examples and complete:

Affirmative Negative Interrogative I / you / we / they go to university. He / she / (it) goes to university.

I / you / we / they don’t _______ to school. He / she / (it) ______ ______ to school.

______ I / you / we / they go to university? ________ he / she / it go to university?

Short answers

Yes, I / you / we / they do. He / she / it does.

No, I / you / we / they don’t. He / she / it doesn’t.

The verb to be

Affirmative Negative Interrogative I’m a Sociology student. He/She _____ at university. You/ We / They _______ from Buenos Aires.

I’m not a History student. He/She ______ at work. You / We / They ___________ from La Plata.

Are you a Sociology student? _______ he/she at university? ________ you / we / they from Chascomús?

Short answers

I am. Yes, He, She, It is. You, We, They are.

I’m not. No, He, She, It isn’t. You, We, They aren’t.

d- Complete: - Anthropology and Sociology ___________ two social sciences. They ___________ totally different, but generally,

they analyze the same topics from different perspectives.

- The Internet __________ one of the most common means of communication nowadays.

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- I _______ really interested in philosophical books, but they ___________ easy to read.

How old are you? ___________________________________________________

b- Look at the headlines again: Can you match some headlines with the uses?

Text Nº2: Understandingtexts

a- Look at the following text and analyse the paratextual elements. b- Elaborate a hypothesis about the content of the text. c- Underline known words and circle transparent words. d- Select key words. Remember they must be related to the title e- Answer: Why can you say that reading is “purposeful”? Explain in your own words.

In English, the verb to be is also used for the age:

-My sister is twenty-seven years old.

- Those ruins are about four hundred years old.

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Understanding texts

Purposeful

Reading is purposeful. The way you read something depends on your purpose. You read

different texts in different ways. In everyday life, you usually know why you are reading, you

have a question and you read to find the answer. You usually know your way around your

favourite newspaper, so if you want to know the sports results, you go straight to the correct

page, or if you want to know what is on television tonight, you go to the television page. You do

not start on the first page. When you read a novel, it is different. You start at the beginning and

slowly move towards the end. In academic reading, you need to be flexible when you read - you

may need to read quickly to find relevant sections, then read carefully when you have found

what you want. General efficient reading strategies such as scanning to find the book or

chapter, skimming to get the gist and careful reading of important passages are necessary as

well as learning about how texts are structured in your subject.

From: http://www.uefap.com/reading/readfram.htm

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PIA (Programa de Idiomas para Alumnos de la UNSAM)

NIVEL 1

MODULE #1 – LESSON #2 Los textos descriptivos. Estrategias de lectocomprensión: Selección de

palabras clave. Diferencia entre palabras conceptuales y funcionales. Usos del presente simple –

formas afirmativa, negativa e interrogativa.There is/there are. Expresar gustos y preferencias.

Text Nº1:University Life a- Is it easyfor you to manage at university? For example, enrolling in different subjects, signing up for final exams, organising your studies? Discuss. b- Read the following extracts from New York University School of Business web page. (Remember! Paratextual elements, familiar and transparent words). Who is this section for? Why?

What Can Academic Advising Do for You?

Academic Advisers offer one-on-one advising to assist

in curriculum planning and academic programs to

supplement your academic experience. Advisers are

happy to offer guidance on a variety of topics

including (but not limited to) the following:

* Course scheduling

* Exploring areas of study

* Selecting minors

* Study away planning

* Co-curricular activities

Advisers are always happy to answer any questions

via email. You can read about them below.

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From:http://www.stern.nyu.edu/portal-partners/current-students/undergraduate/academics/advising/academic-advising/index.htm

c- Answer (you can use Spanish):

- How can academic advisers help you at NYU?

- How can you contact academic advisers?

d- Select key words. The word “to” appears in the text many times. Why isn’t it a good example of a key word? Which word is a better example of a key word: “including” or “guidance”? Why?

f- Classify the words from the text in the box below into: CONTENT words:______________________________________________________________________________ or FUNCTION words:_____________________________________________________________________________

ADVISING – IN – YOUR – EXPERIENCE – SCHEDULING – QUESTIONS – THEM

Los textos descriptivos a- Is “What can Academic Advising do for you” a descriptive text? Why/why not? ___________________________________________________________________________________________ b- Which is the prevailing verb tense in the text? Why? ___________________________________________________________________________________________ c- Now, read the following profiles from the same web page: - Choose the correct option for Jessie Rosenzweig’s profile.

What is a

key word?

Jessie holds a BA in Sociology from Wesleyan

University and a MA in Higher Education

Administration from NYU. She works / work as a

full-time adviser and she loves his / her job. She

really appreciates students in the Stern community

for their /his tenacity, creativity and commitment to

their fellow students. In her free time, Jessie’s

favourite activity is spending time with her young

son Charlie. Jessie is also an avid movie buff and

reader. She isn’t/ is a great cook but she enjoys

cook / cooking for her friends.

Nota: Las palabras conceptuales representan conceptos (sustantivos, verbos,

adjetivos y adverbios) a los que se les atribuye uno o varios significados. Las

palabras funcionales, por otro lado, sirven de enlace, desempeñan una función en

la construcción sintáctica (pronombres, conjunciones, preposiciones, artículos).

Nota: Los textos descriptivos nos cuentan cómo son los objetos, las

personas, los espacios, las situaciones, las emociones, los

sentimientos.

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- Complete Mary Grace Tomecki’s profile with the correct form of the verbs in brackets.

Expressing likes and preferencesHow do Jessie and Mary Grace talk about their likes and

preferences? Can you find the words in the texts? Look at the rules now…

I/you/we/they love/like/enjoy/don’t like/hate He/she/it loves/likes/enjoys/doesn’t like/hates

+ verb + ing cooking, reading, going shopping, doing sports, talking on the phone, etc.

+ noun sports, humanistic subjects, the Internet, cold weather, paperwork, etc.

What about you? What do you do apart from studying? Share your experiences with the class. Homework: 1- What do you know about your career adviser or coordinator? Find out and write his/her profile. (Remember to say what he/she does at work, in his/her free time and his/her likes).

Mary- Grace earned her BA in Economics from

Adelphi University, and then, an MA in Politics from

NYU’s Graduate School of Arts and Sciences. She

___________________ (not/ have) much free time, but

she _________ (serve) on a variety of volunteer

committees to improve the quality of life in her

hometown in Long Island. Mary Grace also

_________(enjoy) spending time with her partner. They

______________ (love) going for long walks. They

sometimes ________________ (walk) for about 8 kms.

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Let’s revise! Text Nº2: Welcome

a- Look at the following text. Analyse the paratextual elements and elaborate a hypothesis about it.

b- Underline familiar words and circle transparent words.

c- Select key words. Remember they must be related to the title

d- Answer: Is this degree course one of the most traditional ones at Oxford University? Why/why not?

e- Check your hypothesis.

f- Is this a descriptive text? Why/why not?

Welcome

The Human Sciences BA degree course considers humans as a biological, social and cultural

species, and provides a challenging alternative to some of the more traditional courses offered at

Oxford.

The degree offers an inter-disciplinary academic training that enables students to study humans

from the contrasting perspectives of the biological and social sciences and to make connections

between them.

We believe it is important to build bridges between the various human sciences at a time when

advances in genetics, evolutionary biology and the social sciences need to be applied to the

problems of a rapidly changing world.

Teaching for the Human Sciences degree is provided by a number of departments of the University,

including Anthropology, Physiology, Psychology, Sociology and Zoology. Hence, while the Institute

of Human Sciences has few staff of its own, it draws on the experience and expertise of academics

from a wide range of disciplines. This is reflected in the links to personal web-pages that can be

accessed via our “Fellows” link.

The Institute of Human Sciences is based at the Pauling Centre 58a Banbury Road. It is

administered through the School of Anthropology, within the Social Sciences division.

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PIA (Programa de Idiomas para Alumnos de la UNSAM)

NIVEL 1

MODULE #1 – LESSON #3 Adverbios y expresiones de frecuencia. Conectores and, but, so, because.

Reconocimiento de palabras conceptuales y funcionales. Derivación de palabras. Técnicas de lectura:

skimming and scanning.

Text N°1: BodyTalk

Communication

a- Read the text using the skimming technique.

b- Try to identify the TOPIC SENTENCE (a sentence which carries the main idea of the text) and the key

words/ideas.

c- How are the paragraphs related to the topic sentence?

d- Match the paragraphs to the subtitles:

Handling things

Nota: Técnicas de lectura: Skimming & Scanning

Ambas son técnicas de lectura veloz que responden a diferentes propósitos del lector. En el caso de

skimming, leemos para extraer el sentido global del texto. Cuando nos referimos a scanning, leemos

con el objeto de descubrir información específica.

Para llevar a cabo el skimming:

- Lea únicamente las palabras que le ayudarán a darle sentido al texto, es decir, las ideas centrales del

texto.

- Lea las primeras oraciones o el primer párrafo cuidadosamente ya que es allí donde se encuentra la

oración tópico (Aunque ésta también puede encontrarse al final).

- Si el texto es largo, lea el segundo párrafo porque a veces el primero es meramente una introducción.

- Luego, échele un vistazo al comienzo de cada párrafo, seleccione algunas palabras claves (que se

relacionen semánticamente con la oración tópico, o con el título), pero saltee las partes que no le

brindan información esencial.

- Lea el último párrafo con mayor detenimiento.

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Posture

Space between speakers.

Silence.

Eye contact.

d- Which is the prevailing verb tense in this text? Why?

Body talk

Communication is not just about language, grammar, vocabulary

and how to make sentences. Your body can talk too, but it may not

speak the same language – different cultures use different body

language.

In some societies, such as the USA, you look people in the eye

when you’re speaking. If you don’t, they may think you’re not

interested in them. But in many Asian societies, it is rude to look

someone in the eye, especially a superior. A junior person must

always look down when speaking to older people or superiors.

In Islamic cultures and in Asia, people eat with their right

hand, and use the left one for bathroom functions only. It is

very rude to give someone an object with your left hand. In Asia,

people use both hands to give something to or receive something from another person.

Latin Americans usually stand closer together than North Americans. North Americans only stand

close when they want to say something rather intimate or secret. So, for some, people who stand too

close seem too friendly; for others, people who stand too far away seem unfriendly.

In Asian Countries you do not cross your feet or legs in the presence of a superior because this

could be seen as a sign of disrespect. It’s very important to remain physically lower if you are socially

inferior. In Thailand it’s also important not to show the bottom of your feet.

In many societies, the correct response to certain questions or requests is to say nothing. In Britain

saying nothing often means maybe. A Japanese person often stays silent in order to find out more

about the person who is talking. Most Westerners think this means that the Japanese person doesn’t

understand so they usually repeat what they have said.

e- Now, re-read the text using the scanning technique. Identify the words and, but, so and because in context.

Can you guess their meaning? Are they function or content words? Why are they so important in the text?

f- These words are called CONNECTORS. Complete this rule:

Use _____________ to join parallel constructions.

Use _____________ to express a consequence / result.

Use _____________ to join two opposite ideas.

Use _________________ to express a reason.

1

2

3

4

5

1

2

3

4

5

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g- Complete with your own ideas:

- I study English because…

- The best subjects in my programme are_________________________ and___________________________

- I don’t have a lot of vocabulary in English, so…

- I enjoy ____________________________ and ________________________________

Text Nº2: Proxemics – Cross-cultural concept of space

From: http://www.communicaid.com/cross-cultural-training/blog/proxemics-concept-of-space/

a - Analyse the paratextual elements and elaborate a hypothesis about the text.

b- Read the text and select key words.

c- Read again and answer in your own words: - What is proxemics? - What are the three categories of space, according to Edward T. Hall? - What is the problem if you break the rules of proxemics?

d- Check the hypothesis.

e- What is the prevailing tense in this text? Why?.........................................................................................

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Adverbs and expressions of frequency Look at the following extracts from the text. What do the words in bold indicate? …a person’s public space is usually reserved for more impersonal and anonymous interactions. The layer of space between the individual and social space is often called social space. ✓We often use the present simple with adverbs of frequency: ✓Adverbs of frequency go before the main verb: I usually wake up at 7am. ✓Adverbs of frequency go after "be": He’s always late. ✓Expressions of frequency (every day, twice a week, once a month etc) usually go at the beginning or end of a sentence: I have English lessons once a week. Every afternoon I take the 343 bus to university. every day once a day morning twice a week afternoon three times a month evening four times a year

Word formation

Nota: Derivación de palabras

Para hacer una buena interpretación de un texto, es importante y necesario ser capaz de determinar la función de las palabras desconocidas considerando su forma y posición dentro de la oración. Esto nos ayudará a hacer un mejor uso del diccionario, pudiendo acceder con mayor rapidez y precisión al significado de dichas palabras. Como vimos anteriormente, las palabras funcionales cumplen una función sintáctica específica, pero... ¿Cómo se determina la función de las palabras conceptuales? Teniendo en cuenta su forma y su posición en la oración ciertas terminaciones corresponden a determinadas funciones. Por ejemplo, las palabras terminadas en “ful” indican la presencia de un adjetivo: “beautiful” es el adjetivo cuya raíz es “beauty”, “Wonderful”, cuya raíz es “Wonder”.

Los vocablos se forman :

1- Por derivación: Liberal (adj) deriva a liberality (sust)

2- Por composición: Weekend se compone de Week + end

La derivación puede ser:

- Por prefijos - Por sufijos - Por flexiones: Número (plurales), tiempo verbal, caso posesivo, género

Ejemplos: Overdose: Palabra derivada por prefijo over: dose (sust) – Overdose (sust)

National: Palabra derivada por sufijo al: nation (sust) – national (adj)

Books: Palabra derivada por flexión de Número: Book (sing) – Books (pl)

Los prefijos se anteponen a la palabra para modificar su significado. Por ejemplo, en inglés, UN se agrega para

indicar supresión, negación: uncover, unfamiliar, unlucky, unhappy

Los sufijos se agregan a la palabra y cambian la función de la palabra en un contexto dado. Por ejemplo, en

inglés, LY se agrega a un adjetivo para convertirlo en un adverbio de modo: quick – quickly (rápido – rápidamente)

Source: http://www.uefap.com/vocab/build/building.htm

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Verbs prefix + verb verb

Prefix Meaning Examples

re- Again or back restructure, revisit, reappear, rebuild, refinance

dis- reverses the meaning of the verb disappear, disallow, disarm, disconnect, discontinue

over- Too much overbook, oversleep, overwork

un- reverses the meaning of the verb unbend, uncouple, unfasten

mis- Badly or wrongly mislead, misinform, misidentify

out- more or better than others outperform, outbid

be- Make or cause befriend, belittle

co- together co-exist, co-operate, co-own

de- do the opposite of devalue, deselect

fore- earlier, before foreclose, foresee

inter- between interact, intermix, interface

pre- before pre-expose, prejudge, pretest

sub- under/below subcontract, subdivide

trans- across, over transform, transcribe, transplant

under- Not enough underfund, undersell, undervalue, underdevelop

Suffix used to form verbs with the meaning "cause to be".

Suffix Example

-ise stabilise, characterise, symbolise, visualise, specialise

-ate differentiate, liquidate, pollinate, duplicate, fabricate

-fy classify, exemplify, simplify, justify

-en awaken, fasten, shorten, moisten

Nouns prefix + noun noun

Prefix Meaning Examples

anti- against anticlimax, antidote, antithesis

auto- self autobiography, automobile

bi- two bilingualism, biculturalism, bi-metalism

co- joint co-founder, co-owner, co-descendant

counter- against counter-argument, counter-example, counter-proposal

dis- the converse of discomfort, dislike

ex- former ex-chairman, ex-hunter

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hyper- extreme hyperinflation, hypersurface

in- the converse of inattention, incoherence, incompatibility

in- inside inpatient,

inter- between interaction, inter-change, interference

kilo- thousand kilobyte

mal- bad malfunction, maltreatment, malnutrition

mega- million megabyte

mis- wrong misconduct, misdeed, mismanagement

mini- small mini-publication, mini-theory

mono- one monosyllable, monograph, monogamy

neo- new neo-colonialism, neo-impressionism

out- separate outbuilding,

poly- many polysyllable

pseudo- false pseudo-expert

re- again re-organisation, re-assessment, re-examination

semi- half semicircle, semi-darkness

sub- below subset, subdivision

super- more than, above superset, superimposition, superpowers

sur- over and above surtax

tele- distant telecommunications,

tri- three tripartism

ultra- beyond ultrasound

under- below, toolittle underpayment, under-development, undergraduate

vice- deputy vice-president

Suffix added to a verb (V), noun (N) or adjective (A) noun

Suffix Meaning Examples

-tion -sion

action/instance of V-ing alteration, demonstration expansion, inclusion, admission

-er person who V-s something used for V-ing

advertiser, driver computer, silencer

-ment action/instance of V-ing development, punishment, unemployment

-ant -ent

Person who V-s assistant, consultant student

-age action/result of V breakage, wastage, package

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-al action/result of V denial, proposal, refusal, dismissal

-ence -ance

action/result of V preference, dependence, interference attendance, acceptance, endurance

-ery/-ry action/instance of V-ing place of V-ing

bribery, robbery, misery refinery, bakery

Suffix Meaning Examples

-er Person concerned with N astronomer, geographer

-ism doctrine of N Marxism, Maoism, Thatcherism

-ship state of being N friendship, citizenship, leadership

-age collection of N baggage, plumage

Suffix Meaning Examples

-ity state or quality of being A ability, similarity, responsibility, curiosity

-ness state or quality of being A darkness, preparedness, consciousness

-cy state or quality of being A urgency, efficiency, frequency

Adjectives Suffix added to verbs or nouns adjective

Suffix Example

-al central, political, national, optional, professional

-ent different, dependent, excellent

-ive attractive, effective, imaginative, repetitive

-ous continuous, dangerous, famous

-ful beautiful, peaceful, careful

-less endless, homeless, careless, thoughtless

-able drinkable, countable, avoidable,

negative + adjective adjective

Prefix Examples

un- unfortunate, uncomfortable, unjust

im-/in-/ir-/il- immature, impatient, improbable, inconvenient, irreplaceable, illegal

non- non-fiction, non-political, non-neutral

dis- disloyal, dissimilar, dishonest

Mixed Adjectives: uncomfortable, unavoidable, unimaginative, inactive, semi-circular Nouns: disappointment, misinformation, reformulation

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g- Re-read Texts N°1 and N°2 and FIND examples of word formation (derivation and compounding). Explain the changes suffered by the words. For example: (Text N°1) BATHROOM is a noun. It is a compound word, meaning “baño” BATH: bañera + ROOM: habitación (Each word has a separate root, a meaning in itself, but it joins the other to make a new word). (Text N°2) TRADITIONAL is an adjective. It is a word that derives from the noun “tradition” (tradición). The suffix AL is added to form an adjective: “tradicional”. _____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

Use the scanning

technique!

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PIA (Programa de Idiomas para Alumnos de la UNSAM)

NIVEL 1

MODULE #1– LESSON #4 Presente simple. Forma interrogativa. Estrategias de lectocomprensión :

elementos de cohesión textual: referencia, formación de palabras conceptuales por derivación y

composición.

Nota: Mecanismos de cohesión En los textos se trata de evitar la repetición constante de palabras. Podemos referirnos a palabras que ya se han mencionado por medio de lo que se denomina referencia. Referencia personal: Los pronombres son palabras que reemplazan a un sustantivo o a frases nominales que ya han sido mencionados o que serán mencionados con posterioridad. Además de los pronombres, los adjetivos posesivos también indican referencia a sustantivos.

Pronombres Subjetivos

Pronombres Objetivos

Pronombres Posesivos

Adjetivos Posesivos

I ME MINE MY

YOU YOU YOURS YOUR

HE HIM HIS HIS

SHE HER HERS HER

IT IT ITS ITS

WE US OURS OUR

THEY THEM THEIRS THEIR

Pronombres relativos: son palabras que indican más información sobre una persona o cosa previamente mencionada. Los más utilizados son: that (que), who (quien), whom(a quien), whose (cuyo), which (el cual), where (donde), when (cuando), and why (porque /por lo que). Referencia demostrativa: Los pronombres demostrativos también reemplazan a un sustantivo o una frase nominal.

Pronombres demostrativos

Singular Plural THIS THAT

THESE THOSE

Por ejemplo: She is obviously skeptical about solar energy. That doesn’t surprise me. Referencia por sustitución En la sustitución se reemplaza un elemento por otro en la oración por medio de un sinónimo, u otro/s término/s que se refieran claramente al término reemplazado. Por ejemplo: Poverty is increasing every day. This problem is clearly seen in underdeveloped countries, where the inhabitants suffer from many different forms of lack. They are also more vulnerable to serious diseases.

Text N°1X-rays

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a- Look at the paratext. What do you think the text is about? What could the area of interest of this text

be? b- Brainstorming: Name different uses for the x-rays. Which of the mentioned uses do you think you will

find in the text? c- Read the text (Remember to support your reading with transparent and familiar words, as well as the

context).

X-rays

X-rays are high energy waves that are invisible. They are useful because they can pass

through many things that normal light cannot. For example, doctors can see inside the

human body and security guards at airports can see inside your handbag.

In 1895, a German scientist, Wilhelm Roentgen, discovered X-rays by accident. He called them X-rays because he

hadn’t seen such a form of energy before. In mathematics X means something unknown. Roentgen took his first X-

ray pictures of the bones of his hand. In 1901 he received the first Nobel Prizefor Physics for his discovery.

X-rays are valuable in medicine because they can see through certain parts of the body. Doctors can take pictures of

bones, teeth and tissue. They use these pictures to see which bones are broken or to find out which teeth have holes

in them.

To produce X-ray pictures you need two things: a special plate that can capture X-rays is placed behind a part of a

person’s body. A machine that produces X-rays is put in front of the person.

The X-rays are strong enough to pass through the skin and muscles but they cannot pass through hard objects like

bones. In the picture you see hard objects, like bones, as white areas. Objects that X-rays go through are dark.

There are some situations in which X-rays cannot give you a clear picture. Some organs, for example, may block

X-rays from showing a broken bone. For this reason computed tomography (CT) was invented. A person is put

inside a scanner, which is a large tube-shaped machine. Then he is X-rayed from all sides. A computer puts

together all of these images and can show doctors more than a normal X-ray can. CTs are used forbrain diseasesand

head injuries.

X-rays, however, can also do harm to your body. Patients must wear special protection for the parts of their body

that are not X-rayed. Doctors and helpers who work with X-ray machines must wear lead aprons and stand behind

screens.

X-rays are sometimes used in the fight against cancer. Doctors often beam X-rays at cancer cells in order to destroy

them.

Scientists often use X-rays to study the structure of other organisms or

minerals that are in rock. By bombarding material with X-rays you can tell

how old an object is.

Since the 1970s X-rays have been used to study stars and galaxies that are

very far away. X-ray telescopes are put on board satellites that orbit far

above the earth’s surface. They can see things that telescopes on earth

cannot detect, because X-rays are absorbed by the earth’s atmosphere.

Factories use X-rays to find cracks in machines or in metal objects. At airports X-ray machines scan millions of

handbags and suitcases for weapons like bombs, guns or knives.

d- Is this an example of a descriptive text? Why/why not?

e- Read the text again and complete with the following subtitles: X-rays in science Discovery Other uses X-Rays in Medicine

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f- What do the following terms refer to? They (line 1) Your (line 3) Such a form of energy (line 5) His (line 6) This reason (line 16) Which (line 17) They (line 30)

g- Explain the changes suffered by the following words from the text (word formation) Handbag (line 3) Discovered (line 4) Unknown (line 5) Produces (line 12) Tube-shaped (line 17) Telescopes (line 30) Earth’s (line 31) Knives (line 33)

h- Translate the first paragraph. ______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

________________________________________________________________________________

i- Summarise the main idea of the text in one sentence.

APPLIED TECHNOLOGY

a- Do you know this painting or its author?

b- What do you know about X-rays applied to Arts?

c- Here is some vocabulary you will find in the video. Classify the words into nouns, adjectives, adverbs or

verbs, work out their meaning and then, explain the changes suffered by each word (word formation).

TECHNIQUES – SELF-PORTRAIT – DISCOVERED – RECENTLY – UNFINISHED – PAINTING – RECYCLED –

UNDERNEATH – PENETRATIVE –VISUALIZE - SCANNED

21

d- Watch the following video from https://www.youtube.com/watch?v=I-oq9tGvtYg take down notes and

answer:

- Where is the “new Rembrandt”?

- What is the role of x-rays in this new discovery?

e- You work at TAREA, the Cultural Heritage Research Institute at UNSAM University. You are doing some

research on x-rays applications. Join your research group at university (make groups of 3-4 students)

and discuss both, the article and your notes on the video. Then, decide on the most relevant

information to write a short summary about x-rays applications (Alternatively, you can do this activity

in Spanish).

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Remember to use linking words

(and, but, because, so).

Avoid copy

& paste.

Relax! You don’t need to understand every

single word. Try to identify key ideas and focus

on content words and the guiding questions.

22

Video script: Advanced x-rays techniques have revealed a previously undiscovered Rembrandt self-portrait. The portrait is hidden under the Master’s own painting called “The Old Man with the Beard”. An Amsterdam Museum announced on Friday December 2nd that advanced x-rays techniques had revealed a new Rembrandt painting. The painting was previously attributed to an unknown painter in Rembrandt’s entourage around 1620. The work is called “The Old Man with the Beard”. When scientists examined the painting with x-rays they were surprised to find an unfinished self-portrait under the painting. This painting was discovered recently and attributed to Rembrandt, by the leading Rembrandt expert counseling meeting, partially based on the x-ray image of his painting. Because below the surface of his painting is actually an unfinished self portrait of Rembrandt, and that’s something that we discovered using advanced x-ray technology. It was quite usual for painters to reuse the canvas and without x-ray technology the Rembrandt’s self-portrait could have remained unknown forever. Many of Rembrandt’s paintings have been reused, right, the painter usually recycled the carriers of his paintings: panels or canvasses, and painted on top of existing compositions. And that’s also the case of this painting. Through conventional analysis we found out that the painting had been changed, had been altered, but it wasn’t clear whether there was a completely full blown second painting underneath or whether the surface painting had been worked a little bit, had been re-worked. So that’s something that we found out using advanced x-rays techniques. He added that it would be difficult to actually see the famous artist’s newly discovered self-portrait. So will we ever be able to see the painting underneath? Ah…it’s difficult. First of all, the painting underneath is not finished, it is an unfinished self-portrait that was finished very early in its stage, right? So we’ll have a rough sketch of the self-portrait of Rembrandt underneath the surface and the second thing is, of course, that we need x-rays, we need a penetrative imaging technique to visualize what lies hidden below the surface. The self-portrait was revealed when the painting was scanned at the Brookhaven National Laboratory in New York and XRF in Grenoble using macro-scanning x-ray fluorescence spectrometry. XRF spectrometry detects the pigments in hidden layers of paint, making it possible to record over painting compositions, photographically. The painting is currently owned by an anonymous private collector and will be launched to the Rembrandt House Museum, which will exhibit it from May to July next year.

23

PIA (Programa de Idiomas para Alumnos de la UNSAM)

NIVEL 1

MODULE # 1– CLASS # 5. Repaso de estrategias de lectocomprensión: Referencia, derivación de

palabras.Presente Continuo. Contraste con el Presente Simple.

The cost of studying

a- Do you spend a lot of money on your studies? What are the typical expenses for a university student? Is public university accessible to everybody? What about your university programs for accessibility (student grants, free bus ticket, etc.)? How easy is it to have access to these benefits? Discuss (you can do it in Spanish).

b- Look at the information below. What is it about?

Text Nº1 : Students spending millions commuting

c- Look at the following text and analyse the paratextual elements. Then, elaborate a hypothesis about its content.

d- Which of the following words do you expect to find in the text? Check their meaning and decide why.

e- Read the text and determine: -Type of text (is this text descriptive?) – Area of interest (general interest, sociology, communication, economics, etc.) – Source (where does this text come from?).

GARDENING - CAMPUS – TRAVEL – SOFTWARE - TRIP – UNDERGRADUATE STUDENTS – STORY -

REPORT – TOMOGRAPHY – ACCOMODATION - HOSPITAL - FINANCIAL PRESSURE

24

5

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15

25

e- What do the following words refer to?

- the study (line 6):

- which (line 8):

- they (line 12):

f- Word formation: Explain the transformation suffered by the following terms:

- uses (line 7):

- full-time (line 9):

- undergraduate (line 9):

g- How would you translate the phrase “they are considering accommodation...”(line 12)? That is the

present continuous tense. What is the difference with “they consider accommodation”? Read and find out:

Present Continuous Read the following examples and complete the rule with: -ING FORM / BE At the moment, the Santander Group is carrying out a study on college students expenses.

The cost of attending university is increasing.

Students are not getting financial aid from the state at present.

Students are spending a lot of money per year commuting to and from university.

Facing the constant price rise, how much are university students spending these days?

The present continuous tense is formed from the present tense of the verb _________ and the present participle (_______________) of a verb.

Use: Read the examples from the text again. When do we use the present continuous tense?

h- Translate the fourth paragraph (lines 12-14). ______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________

Present Simple Vs Present Continuous Tense: * Do you want to express that something happens in general or that something is happening right now?

Simple Present PresentContinuous

in general (regularly, often, never) Colin plays football every Tuesday. present actions happening one after another First Colin plays football, then he watches TV.

right now Look! Colin is playing football now. also for several actions happening at the same time Colin is playing football and Anne is watching.

26

Signalwords

Always every ... often normally usually sometimes seldom never first then

at the moment at this moment today now right now Listen! Look!

* Do you want to talk about a daily routine? Or do you want to emphasize that something is only going on for a limited (rather short) period of time?

Simple Present PresentContinuous

daily routine Bob works in a restaurant.

only for a limited period of time (not necessarily at the moment of speaking) Jenny is working in a restaurant this week.

* Certain Verbs The following verbs are usually only used in Simple Present (not in the progressive form). state: be, cost, fit, mean, suit Example: We aren’t on holiday. possession: belong, have Example: Sam has a leather bag. senses: feel, hear, see, smell, taste, touch Example: That pizza smells great! feelings: hate, hope, like, love, prefer, regret, want, wish Example: Jane loves reading books. mental: believe, know, think, understand Example: I believe you. i- Complete the following information using simple present or present continuous forms of the verbs:

1- A: What do you do on Tuesday evenings?

B: I usually _______________ (go) to university, but this Tuesday I ___________________ (stay) at home

to study for an exam.

2- We ___________________(believe) the reason why more and more students _____________________

(choose) ___________________ the evening shift to study these days is that they _____________ (need)

to work to pay for their expenses.

3- My friend ________________________ ( use) her car today because there is a bus strike, but she

normally ___________________ (use) public transport.

27

Volunteering Text Nº2: Working abroad – Volunteering Solutions

a- Read and talk! - What does the phrase mean? How can this be related to “volunteering”? What do you know about the

man who says this phrase? - What different kinds of volunteer work do you think are possible? - Are you doing or have you ever done any volunteering? If you haven’t, would you like to?

A different world cannot be built

by indifferent people

28

b- Look at the paratext. What can you say about the pictures? What are the people doing? For example: There is a girl and several children. The girl is crouching down in front of the children... ____________________________________________________________________________________________________________________________________________________________________________________ c- Now, read the text and select key words. d- Answer:

- How long are volunteer programs at this organization? - Why are more and more people choosing to volunteer abroad every year? Why is the present

continuous tense used in this question?

e- Summarize the main idea of the text in one or two short sentences. Remember your key words!!

Looking for new experiences Your friend Sarah is looking for new experiences, so she has decided to do some volunteering, but she is not very sure about what to do. You try to help her and find some interesting information and videos on the Internet.

a- Look at the page and describe it (source, graphics, etc.)

Use the present continuous

tense to describe what is

happening .

29

b- Watch the video by Charlotte Nicole talking about her experience as a volunteer in Thailand and take down notes.https://www.youtube.com/watch?v=8ShVdpAQGfw ______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

c- Group writing: Make groups of 2-4 people and complete this e-mail to your friend telling her about Volunteering Solutions. (Use the information from the text above and from Charlotte’s experience – say what she is doing in Thailand at the moment).

To: sarahreal@gmail.com From: 125south@gmail.com Subject: Volunteering Hi Sarah,

How are you? I know you are looking for a volunteering programme to join, so I was searching the web

and... look at what I have found! There is a site called “Volunteering solutions” which gives interesting

information about...__________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

____________________________________________________________________________________

There are also a lot of videos where you can listen to volunteers’ experience. For example, I watched a video

uploaded by Charlotte Nicole, a Swiss girl who is volunteering in Chiang Mai, Thailand. She says she is having a

great time there, she is… ______________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_________________________________________________________________________________

I believe it is just what you are looking for! Here’s the link: http://www.workingabroad.com/volunteer-

organisations/volunteering-solutions. Please, have a look at it and tell me what you think.

Write back soon!

Big hug!

_________________________

30

Audio script:

Hi, I’m Charlotte Nicole, I’m twenty-three years old and I’m from Switzerland, in Europe. I’ve come here to

Thailand for six weeks, and I’m staying, I’m working at a children’s home for four weeks. I’ve been here for two

weeks now, and I’m very much enjoying my stay here. It’s great spending time with these lovely children, they

won my heart, we play games together, we do other activities together, I help some of them with their English

homework, and most of them just want you to spend time with them and give them love and affection, and...

they give it back to you.

I am enjoying Chiang Mai, it’s a beautiful place to be, there’s a lot of temples to see, a lot of places to go. My

volunteer group has been great so far, we’re having a lot of fun together, and I am ... (the audio stops abruptly).

31

PIA (Programa de Idiomas para Alumnos de la UNSAM)

NIVEL 1

MODULE # 2 - LESSON # 6. Los textos descriptivos y los narrativos. Reconocimiento de bloques

nominales, análisis de los elementos que los componen. Pasado Simple (descripción de una

experiencia pasada). Verbos regulares e irregulares.

Past experiences

Text Nº1: My Experience with the Desert Elephants Project a- Look at the text and analyse the paratextual elements (Title, images, source, etc.) Could you describe

the picture? What are the elephant and the girl doing?

b- Elaborate a hypothesis about the content of the text.

Cristina Melchion, from Italy, volunteered recently on the Desert Elephants project, and

describes her experience:

Everything went well! I met a lot of new people, everybody was very nice.

I learnt many camping activities like making a fire, collecting wood,

making breakfast and dinner, and how to pay attention to dangers.

I improved my English, I spoke with local people, I danced with them, I

learnt a lot about local culture because I participated in a township tour, I

did sandboarding, I had another bad but very interesting experience with

local transport (you don't leave until the bus is full!!! so you never know

when you leave and when you arrive!).

I followed elephants for two weeks: how amazing it was!!!! We were very

very close to them. We managed to build two walls: I learnt how to make

cement. I enjoyed the desert and its views....but, most of all, I enjoyed my

stay with local and non local people, people always make the difference, people as friends, as

colleagues, as travel mates, always make the difference in the places you visit. I learnt a lot from

them. The project is not only an association which tries to make peace in the Namibian desert

between farmers and elephants, but I think there is a more profound purpose behind it: learning to

share everything, to collaborate, to stay together and learning to face difficulties together,

something that in modern society is lost.

So definitely I don't regret my choice this year.....I'm already thinking of what I can do next year!

From: http://www.workingabroad.com/useful-information/volunteer-stories

c- Skim the text (remember not to stop at every single word!). In general terms, was Cristina Melchion’s experience good or bad?

d- Now, scan the text and find the referents for the following:

1- Them (line 4) 2- It (line 9) 3- Something that in modern society is lost (lines 16-17).

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15

32

e- Check your hypothesis.

f- What is the prevailing tense in the text? Why?

g- Would you like to work abroad for some time? What would you like to do?

h- Read the following examples from the text:

Everybody was very nice... We were very close to them...

The Simple Past tense: We use it to talk about actions that started and ended in the past. Was / were is the past simple form of the verb to be.

Affirmative Negative (wasn’t = was not,

weren’t = were not)

Interrogative

I was surprised. I wasn’t surprised. Was I surprised?

You were at home. You weren’t at home. Were you at home?

He / She / It was amazing! He/she / it wasn’t amazing. Was he/she/it amazing?

We were in the desert. We weren’t in the desert. Were we in the desert?

They were friendly. They weren’t friendly Were they friendly?

Short answers

Yes, I was. No, I wasn’t.

Yes, you / we / they were. No, You / we / they weren’t.

Yes, he / she / it was. No, he / she / it wasn’t.

i- Complete the following questions with WAS or WERE. Then, match with the correct answer.

1- ______________ Cristina’s experience good? a- Yes, they were.

2- _______________ the people nice? b- In the desert of Namibia.

3- ______________ the desert a boring place? c- No, it wasn’t.

4- Where _____________ the elephants? d- Yes, it was.

j- Now, read these examples from the text. They are also in the simple past form. What do the verbs in

1,2 and 5 have in common? 1- I improved my English... 2- I danced with local people... 3- I spoke to them... 4- I learnt a lot about local culture... 5- I followed elephants for two weeks...

33

Regular past simple forms finish in ED I followed the elephants. You enjoyed your trip. He walked a lot in the desert. She danced with local people. It lived with a big group of elephants. We uploaded the photos to Facebook. They worked really hard in the project. Spelling: -ed endings

Most verbs + ed work–worked

Verbs ending e + d dance –danced

Verbs ending consonant + y y + ied study–studied

one-syllable verbs ending in one

vowel + one consonant (except

verbs ending w, x, y, z)

Double the consonant + ed stop –stopped

Find a full list of verbs in the appendix!

k- Find examples of regular and irregular verbs in the text. l- Try to translate the following phrase from the text: “I had another bad but interesting experience with

public transport” Too many words, right? Well, to make it easier, we must divide the phrase into smaller units: I / had / another bad but interesting experience / with / public transport

The past simple is the same

for all subject pronouns

There is no simple rule for Simple

Past forms of irregular verbs. Use

the list and study them!

Nota: Bloques Nominales (Noun phrases)

Los componentes del bloque nominal y su posición en el mismo pueden ofrecer diversas variantes, de acuerdo a

la cantidad de elementos que lo compongan El elemento que nunca puede faltar en el bloque nominal es el núcleo

(un sustantivo) Las distintas opciones son:

Núcleo

Determinante + núcleo

Determinante + modificador (es) + núcleo

Ejemplo:

1- Transition (Núcleo)

2- The transition (Det + Núcleo)

3- The historical transition / The great historical transition (Det + Prem + Núcleo)

Las preposiciones funcionan a modo de límite entre cada módulo que se agrega al núcleo principal:

The transition FROM the Medieval Age TO the Modern Age.

Det Núcleo prep. Det premod núcleo prep. Det premod núcleo

34

Identify and analyse noun phrases in the following extracts from the text:

For example: ...I learnt many camping activities like ... DET PM N

Noun phrase

- We managed to build two walls...

- I enjoyed the desert and its views...

- ... in the Namibian desert between farmers and elephants...

Text nº2: THE ELEPHANT ROPE Stephen also volunteered in the Desert Elephants Project and he decided to make people conscious of the relationship between human beings and animals, so he blogged a story.

a- Before you read, match the following words from the story with their definition (work with a dictionary) Rope (noun) Hold (verb – past /partic.: held) Bond (noun) Stick (verb – past/partic.: stuck) Young (adjective) Break away (verb)

To leave suddenly / to cut off connections A strong, thick line or cord To be unable to move Something that binds or holds together Being in the early stage of life, growth or development To detain

The Elephant Rope by STEPHEN on JUNE 17, 2011 · 45 COMMENTS in EDUCATION, INSPIRATIONAL STORIES, MORAL STORIES

A man was doing a safari in Africa. As the man was passing the elephants, he suddenly stopped,

confused by the fact that these huge creatures were being held by only a small rope tied to their

front leg. No chains, no cages. It was obvious that the elephants could, at anytime, break away from

their bonds but for some reason, they did not.

He saw a trainer nearby and asked why these animals just stood there and made no attempt to get

away. “Well,” the trainer said, “when they are very young and much smaller we use the same size

rope to tie them and, at that age, it’s enough to hold them. As they grow up, they are conditioned to

believe they cannot break away. They believe the rope can still hold them, so they never try to

break free.”

The man was amazed. These animals could at any time break free from their bonds but because

they believed they couldn’t, they were stuck right where they were...

From: http://academictips.org/blogs/the-elephant-rope/

Los textos narrativos relatan hechos que les suceden a unos personajes en un lugar y en un tiempo determinados.

b- Is The Elephant Rope an example of a narrative or a descriptive text? How can you tell?

c- Let’s think and discuss: Like the elephants, how many of us hang on to a belief that we cannot do something, simply because we failed at it once before?

35

PIA (Programa de Idiomas para Alumnos de la UNSAM)

NIVEL 1

MODULE#2 - LESSON # 7. Los bloques nominales y su importancia para la interpretación del texto.

Pasado simple. Expresiones para el pasado simple.

ART Text Nº1: Master builder. A fitting tribute to Pío Collivadino

a- Do you like paintings? If so, what kind of paintings do you prefer? Do you have a favourite painter? Do you know Pío Collivadino?

b- This is some of the vocabulary you will find in the text. Relate each word/phrase with an image and work out its meaning.

c- Now, look at the paratextual elements from the text and elaborate a hypothesis on its content.

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

1

2 3

4

5

6

7 8

9

skilled working hands – countryside –

drawing, engraving and set designing –

prize – cityscape – denizens –

the poorer quarters – sadness –

sacked of his post

36

http://buenosairesherald.com/article/138147/master-builder

d- Read the text (as many times as necessary) and check your previous hypothesis.

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30

35

20

40

45

50

60

55

Par. 1

Par. 2

Par. 4

Par. 3

37

e- Explain the morphological changes suffered by the following words from the text:

1- greatest (line 2) 2- Spanish (line 14) 3- studied (line 26) 4- cityscapes (line 42) 5- sadness (line 62)

f- Read again and find the referents for the following terms:

1- He (line 4) 2- At the time (line 8) 3- The latter (line 25) 4- One (line 31) 5- Their (line 51)

g- Answer: 1- How were Collivadino’s paintings different from those typical in Argentina in the nineteenth century? 2- How was Collivadino related to Benito Quinquela Martín? 3- “So” is used to express a consequence. According to the author of this article, what was his death

consequence of? Why?

Noun groups or phrases:

Nota: ¿Cómo traducir un bloque nominal? La traducción del bloque nominal en inglés es una tarea compleja para un hispano-hablante porque el orden en el que se presentan los elementos en la frase nominal en español es diferente. -Para decodificar apropiadamente la información, el primer paso es ubicar su núcleo (un pronombre o un sustantivo). El núcleo se encuentra al final (a la derecha) de toda la cadena de información del bloque nominal. - Leemos primero el núcleo y continuamos leyendo hacia la izquierda. Por ejemplo:

Creative and exploratory teaching strategies 5 4 3 2 1

Estrategias de enseñanza, exploratorias y creativas

- Si el bloque nominal tiene un determinante (artículo, adjetivo posesivo, pronombre demostrativo,

cuantificador), debemos leer primero el determinante, luego el núcleo, y luego los pre modificadores. Por

ejemplo:

• A diagnostic approach to human resource management

1 3 2 4 7 6 5

Un enfoque diagnóstico hacia la gestión de recursos humanos

38

a- Scan the text and find the following phrases in context. Then, identify noun phrases, analyse

and translate them.

For example: 1- …which brought /necessary skilled working hands/for /the rebuilding/ of /the new Buenos Aires…

Mod. Mod. Mod. N Det. N Det. Mod. N

NP (noun phrase) NP NP …que trajeron la mano de obra calificada necesaria para la reconstrucción de la nueva Buenos Aires…

Verbs, punctuation marks and prepositions help us to find the limits of the noun phrases.

2- …his native city was a different world for the young artist… (lines 7-8)

3- Collivadino was the first Argentine artist to win a prize in the First Venice Biennial… (lines 29-30)

b- Now, translate lines 49 to 54 (He became (…) Quinquela Martín). Take into account noun phrases! _____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

Past time expressions: Look at the expressions marked in the sentences from the text. They are sometimes the key to understanding oral or written discourse. So, pay attention when you see or listen to them!

- He returned in 1906... - Until then, the country’s artistic world... - ... but when the 1943 revolution happened... - Which other past expressions do you know? __________________________________________________

Art and society

a- You are going to watch a video of Mexican Muralists. https://www.youtube.com/watch?v=ViLS2EWZjng. What do you know about Muralism?

b- This is some of the vocabulary you will find in the video. Classify the words from the box in the following chart, then discuss their meaning (pay attention to some suffixes!):

Find a list of

prepositions in the

appendix!

worldwide – huge – oblivious – aristocracy – hardship –

peasants – reject – Indian – want – flourished – pre-hispanic –

civilization – glorified – vilified – conqueror – fusion

39

NOUNS ADJECTIVES VERBS

c- Now, watch the video twice or three times and take down notes. Discuss your findings with the rest of

the class. ______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

d- Watch again and complete the following phrases (some of the words you need are in point b):

1- The government commissioned artists to paint huge _________________________ with strong

messages.

2- The vanity of the ________________________ at the time of Porfirio Díaz, oblivious to the

____________________________ about to explode around them.

3- The _____________________ and _________________________ of the revolution.

4- The glories of its _____________________ heroes.

5- The muralists established ________________________________ for Mexico. One that did not

________________Mexico’s Indian past.

6- The revolution was one by the peasants and by the urban ___________________________. And in this

coallition, they wanted to create ____________________________________ and this could be done

through art.

7- That’s why art forms ________________________. The main statement that was made through this art

was that the culture of the ___________________________ was very valuable.

8- As they ______________________ the Indian civilizations, the muralists __________________________.

9- The ___________________________, Hernán Cortéz, was depicted as a twisted caricature of evil.

10- But in the end the muralists recognised that the _________________ of the conquered and the conquerors

had created a new people: the __________________ people of Mexico.

e- Which is the prevailing verb tense in the text and the video? Why?

f- How are the text and the video related? Explain (in Spanish)

40

PIA (Programa de Idiomas para Alumnos de la UNSAM)

NIVEL 1

MODULE # 2 LESSON # 8.Simple past (Life stories) Biografías.Repaso de estrategias generales de lectocomprensión. La idea principal de un texto.

Text Nº1: A privileged mind

a- Do you know the man in the pictures? Was he an important personality? How can you tell? b- Make hypothesis about the content of the text. c- Read the text and say which paragraph/s tell/s: - important events in chronological order (early life late life): - About his death: - who the person is /date and place of birth / what he is famous for: d- Check your hypothesis. e- Is this a descriptive or a narrative text? How can you tell?

A privileged mind

Sir Alexander Fleming was a famous scientist. He

was born in Scotland on 6th August, 1881.

He studied medicine at St Mary’s Hospital in

London. After World War I, he returned to St Mary’s and

worked there as a professor.

In 1915, he married Sarah Marion McElroy and

they had a son. He discovered penicillin in 1928 and

received the Nobel Prize for Medicine in 1945. His wife

died in 1949. The scientist married again in 1953. His

second wife was a Greek doctor, DrAmaliaKoutsouris.

Fleming died at the age of 83 after a heart attack

on the morning of 12 August 1964, in Canterbury, Kent,

England. They buried him in St Paul’s Cathedral.

1

2

3

4

41

Writing biographies:

“A privileged mind” is Alexander Fleming’s biography.

➢ When we write a biography about a person who has died, we start with the person’s full name, what

he/she is famous for and the date and place where he/she was born. We then write about the

important events / achievements in his/her early and later years in chronological order. We end the

biography with when and where he/she died

➢ We use past tenses

➢ We join sentences with words like and, but, so and because and we use time connectors (then – after

that – when - etc.) to link actions

Text Nº2: Life stories

a- Let’s talk! - Do you come from an immigrant family? If so, where from? - How hard was it for them to adapt to the new country? - Do they still keep some of the traditions or the language from their original country?

b- Now, complete the following experience from an immigrant with words/ phrases from the box:

From: BA Herald magazine, July 2001, pag.22.

c- Find referents in the text for the following terms:

d- Answer: How does Babacar Tall feel working in Argentina?

Lesselotte Wasserlauf (84) fled Berlin with her family in 1939. As Jews, leaving Germany was just

the beginning of their ordeal. (1) __________________________, no country would grant them visas.

Finally, they obtained visas and transport to Bolivia. From there, they still could not obtain visas to

enter Argentina, so they (2) _____________________ a 14-day adventure (“fourteen horrible days”, says

Wasserlauf) by train and in the back of a truck. Asked if she had photos of the trip, she blurted out,

“who was thinking of pictures? We were just trying to (3) ______________________!”

In Argentina, her family lived among Argentines, not among other German (4) _________________. She

adopted local customs so much (though not, she admits, the habit of drinking mate) that when she

visited Germany as an adult she (5) ___________________ stand the food there. While many people

around her (6) ________________ – and remain – nostalgic for the old country, she is dismissive of this

attitude: “I get very upset with those Germans who always talk about Germany but live here. I think

that where I live, well, that’s where my life is.”

The life of an immigrant is difficult, she says, “but we had to be happy with what we had... as exiled

immigrants, there was no turning(7) _______________________ for us.”

began – back - were –

survive – exiles – at first

couldn’t

42

e- Find what the following elements refer to: Their (line 2): There (line 3): There (line 9): The old country (line 10): Here (line 12): Us (line 14):

f- Answer:

1- What kind of text is it? 2- Who is Lesselotte Wasserlauf? 3- Why does Lesselotte Wasserlauf describe her immigration experience as an “ordeal”? 4- Did her family settle in a German community in Argentina? 5- What is her attitude towards her new life in a foreign country?

g- Write the main idea of this text in one sentence (Remember you can do it in Spanish!)

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

h- Find the best match to make useful phrases to talk about life stories: We got a- a baby. She had b- a book. I joined c- a Nobel Prize. He started d- a small business. She wrote e- abroad. He won f- certificate. They studied g- married. She went to h- medicine. I got a school i- Oxford University. They went j- rich. He became k- the Army.

i- Now, watch and listen about Maria Mitchell, a woman scientist and educator, from https://www.youtube.com/watch?v=BK6wMvNLvOw

What do they say about... - When and where she was born?

- Why women in that island assumed non-traditional roles in society?

- What her job was?

Cuando escribimos la idea principal de un texto, debemos basarnos en las palabras

clave que seleccionamos. Si no destacamos palabras clave, podemos hacernos algunas

preguntas sobre el texto e intentar resumir las respuestas en una o dos oraciones cortas.

43

- What she studied?

- What she discovered?

- Prizes?

- The Academy of Sciences?

- Her job as a professor?

- Her death?

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

__________________________________________________________________________________

j- Why was this video made?

k- After watching, write a short paragraph about Maria Mitchell´s life (individual or group writing).

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Use the phrases in h), the questions in i) and

the “writing biographies” tips as a guide for

writing!

Rememberto use connectors!

44

PIA (Programa de Idiomas para Alumnos de la UNSAM)

NIVEL 1

MODULE # 2 - LESSON # 9.Mapa léxico.“Going to” para expresar intenciones futuras – Presente

continuo para expresar planes/arreglos en el futuro.

Text Nº1: Going out

a- Look at the pictures, what can you say about them? - Which one do you identify more with? Talk about it! b- Now, you are going to listen to some friends talking

on the phone. They are some of the people in the pictures. What do you think they are going to talk about?

c- Listen and check your predictions.

d- Listen again and answer: - What are Amis’ plans for this evening? - What are Stuart’s plans? - What are they finally going to do?

Audio script: Stuart: Amis, how are you doing? Amis: Oh, hi Stuart! School is so crazy these days and when I’m not at school I’m at work. S: Hey, listen: I’m getting together with Sarah and Paul tonight and a few of our other friends are going to join us, and well, we’re going out to eat and then catch a movie. Why don’t you come with us? A: Hey, I’d love to, but I have to cramp for a test tomorrow. S: Come on! We’re planning on having dinner around six thirty and seeing a movie at seven thirty. We should be home at ten thirty, eleven thirty at the latest. I mean, you are always saying that you don’t have any friends and that your love life... well, that you don’t have one! Come on! A: I don’t think I should... I haven’t been feeling well lately...

Remember to use the present

continuous form to describe

what is happening.

45

S: Because you study too much! Well, we’ll have a blast, come on, relax! A: Well... S: And it’s Sarah’s birthday, too. And we’re throwing her a small birthday party after the movie... Come on! Best friends always stick together! A: Oh...ok. S: Great, I’ll pick you up at six. A: Ok, see you then, but I have to be back by ten thirty. S: Ah...ten thirty, midnight... it’s all the same. See you at six! http://www.esl-lab.com/nightlife/nightliferd1.htm

Talking about the future Read the following extracts from the dialogue between Amis and Stuart:

- I’m getting together with Sarah and Paul tonight... - A few friends are going to join us...

Are they talking about...

- predictions? - Plans for the future? - Things that are happening at the moment of speaking?

Read the following phrases and complete the chart:

- I’m going to watch a film tomorrow. - They are going to start music lessons soon. - She’s going to do the shopping later. - We are going to study really hard at the weekend. - He’s going to invite his friends for dinner on Saturday. - You’re going to tell me the truth.

e- What are you going to do when you finish university?

______________________________________________________________________________________

______________________________________________________________________________________

Subject to be

I

S / he

You We

They

46

Text Nº2: Environmental Engineering Programs: Education for a Better Future

a- What do environmental engineers do? Discuss.

b- Before reading determine: Source, type of text, area of interest.

c- Analyse paratextual elements and elaborate a hypothesis about the content of the text.

Environmental Engineering Programs:

Education for a Better Future

by Sophie Brown on 5 Aug 2013 | posted in Education

Sustainability has not only become a buzzword of the 21st century, it seeks to change humanity’s

relationship with the world we live in. With global warming and pollution bringing havoc into the

environment, the search for sustainable solutions grows ever more important.

With a deficit of experts in environmental engineering, the world of academia is seeking to fill the

demand. Universities are starting to develop independent environmental engineering degree programs to

more appropriately prepare students for careers in this growing field. As younger generations take

ownership of the world they live in, they are looking not only for solutions to current problems, but also

to prevent future environmental damage.

It is clear that in a near future more and more environmental engineers are going to be needed to create

sustainable and effective solutions to balance the increase of demand in developing and developed

countries alike with the resources available. The employment of environmental engineers will grow by

22%, or roughly 11,300 jobs, by 2020 according to the Bureau of Labor Statistics’ Occupational Outlook

Handbook.

The need for environmental engineers is clear and universities are answering the call with the introduction

of more environmental engineering programs, establishing the environmental focus as its own distinct

discipline

Source: http://www.nerdwallet.com/blog/nerdscholar/2013/environmental-engineering/

5

10

15

47

d- Now, read the text and select key words.

e- Mark the pre-modifiers and/or determiners of the following nouns:

- century (line 1): - degree programs (line 5): - future (line 9):

f- Translate the following noun phrases:

- this growing field (line 6):

- future environmental damage (line 8):

- more environmental engineering programs (line 15):

- its own distinct discipline (line 15):

g- Translate the second paragraph

h- Check your previous hypothesis.

i- Answer:

- Are the examples of present continuous in this text used to express trends or future arrangements?

- Why is “going to” used on line 9?

j- Write the main idea of the text in one or two sentences.

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

k- Draw the lexical map of the text.

48

PIA (Programa de Idiomas para Alumnos de la UNSAM)

NIVEL 1

MODULE # 2 - LESSON Nº10. Mapa léxico. Futuro simple (predicciones) Estrategias de

escucha y toma de notas.

Text: 5 Trends guiding future “changemaker universities”

a- What innovations in university education can you imagine for the near future? Discuss.

b- Before reading determine: Source, type of text, area of interest.

c- Analyse paratextual elements and elaborate a hypothesis about the content of the text.

d- Match words with their definition. How would you say these words in Spanish?

a) leading (adj) more than, over and above

b) underserved (adj) conclusion, result

c) outcome (noun) a final product or end result

d) workforce (noun) something that is a test or a difficult thing to accomplish

e) beyond (prep) principal, coming in advance of others, first

f) blended learning (adj) capable of being maintained at a steady level without affecting natural resources

g) knowledge (noun) the use of both, classroom teaching and on-line learning (education)

h) challenge (noun) unattended, provided with inadequate service

i) sustainable(adj) the total number of people who could be employed

j) payoff (noun) familiarity with an area of study, information

49

5 Trends Guiding Future 'Changemaker Universities'

Ashoka, Contributor

Comment Now Follow Comments

In this post Julie H. Sullivan, the executive vice president and provost of the University of San Diego, shares the

trends reshaping higher education.

Innovators in education, those leading universities and those working at the fringe to disrupt them, have been debating the future of higher education. What follows is a synthesis and further reflection on what we can expect from the universities of tomorrow.

Open Systems with Continuous Access

Future educational models will focus on providing both quality and scalability of learning resources by adopting open systems designs. Universities will increasingly become more accessible to underserved students both locally and globally. Universities will also become more flexible and agile in allowing students to leave and re-enter the system, and there will be the same intentionality placed on attracting students to return to school as there is on attracting first-time students. Learning will incorporate new tracking mechanisms that document educational outcomes throughout individuals’ lifetimes from pre-school to workforce and beyond. Blended Boundaries

Tomorrow’s education system will recognize that our life stages have moved from discrete to blended. Play-learn-work are still segmented activities, but not for much longer. Not only will we increasingly be learning while playing and working, we also will conceptualize less and less that our life span is segmented into four segments: play (childhood), learn (childhood to adult), work (adult), and play (retirement). Future changemaker educational models will find ways to connect the rich, real-world experiences of encore learners with the creativity and spirit of younger learners. Universities will increasingly become age-free as they develop and facilitate peer-to-peer learning and teaching across generations. Human Connectivity

Embracing technological advances will redefine the human value component of learning and teaching. Students often learn most from teaching their fellow students. The old adage, “The best way to learn something is to teach it,” remains true. The future role of the professor may increasingly revert back to the personal tutor and mentor roles of the earliest university professors. More knowledge dissemination will effectively occur outside the classroom, and a greater degree of knowledge integration and personalized tutoring will occur within the classroom.

Integrated Wholeness

The changemaker university of the future will play a role in designing and providing the meaning and purpose to the education experience. This will occur by ensuring that individual skills like leadership and empathy, and the realignment of values from profits or products to people, are integrated into curricular and experiential learning opportunities. Solution-Focused Students in the universities of tomorrow will learn about the world by investigating and analyzing solutions to challenges. There will be an effort to recognize patterns and what distinguishes sustainable solutions. Educators

5

15

30

10

20

25

50

will focus on describing, categorizing, and, where possible, generalizing sustainable solutions. There will be a focus on systematically preparing students to be global thinkers and problem solvers. – Becoming a changemaker university which effectively uses technology and human connectivity, open systems and access, and peer-to-peer and intergenerational learning will not be easy. It will require human creativity and collaboration, openness to new models of design, and agile processes and systems. The payoff, however, will be the creation of many future generations of innovators. Dr. Julie H. Sullivan is Executive Vice President and Provost at the University of San Diego, an Ashoka U Changemaker Campus, and President-Elect atUniversity of St. Thomas in Minneapolis-St. Paul.

http://www.forbes.com/sites/ashoka/2013/05/06/5-trends-guiding-future-changemaker-universities/

e- Now, read the text and select key words.

f- Mark the pre-modifiers and/or determiners of the following nouns:

- universities (line 3): - mechanisms (line 11): - generations (line 37):

g- Translate the following noun phrases: - ...future educational models... (line 6): - ...tomorrow’s education system... (line 13): - ...future changemaker educational models... (line 17): - ...peer-to-peer learning and teaching... (line 19): - ...curricular and experiential learning opportunities... (lines 28-29):

h- The following phrases from the text are in the simple future tense. Do they express.... *Arrangements for the future? *Predictions? *Wishes?

Universities will increasingly become more accessible to underserved students.... Learning will incorporate new tracking mechanisms... Universities will increasingly become age-free... It will require human creativity and collaboration...

i- Explain the morphological changes suffered by the following words and translate them in context:

- accessible (line 7): - workforce (line 12): - redefine (line 20): - changemaker (line 34):

j- Summarize the main idea of the text in one sentence.

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________

k- Check your hypothesis.

35

51

l- Translate paragraph nº 6 (lines 19-22). _____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

m- Elaborate the lexical map of the text.

n- Transdisciplinary learning is an issue changemaker universities will have to take into account. Listen to

and watch an expert talking about transdisciplinary learning and take down notes. How would you

define this in your own words?

Source: https://www.youtube.com/watch?v=VMMERxJ_ogo

The task is: define transdisciplinary learning in your own words, so remember you don’t need to

understand every single word!!

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

La comprensión oral de una lengua extranjera es algo que se logra con práctica y lleva tiempo acostumbrar el oído.

Pero hay estrategias que pueden ayudar a comprender mejor el discurso oral.

Identificar palabras clave

No es necesario entender TODAS las palabras cuando uno escucha. Casi siempre solo basta con identificar las

“keywords” para entender el mensaje principal. No se queden en los detalles o en palabras que no alteran demasiado el

mensaje. Sean pacientes (no siempre se pueden identificar las palabras clave en la primera escucha).

Deducciones lógicas

¿Qué pasa si no conocen las palabras clave? Con la práctica se llegan a hacer deducciones lógicas de acuerdo al

contexto. Si entienden dos o tres palabras de toda una oración, traten de relacionarlas. ¡Arriésguense!

Entonación y contexto.

Escuchen como los hablantes entonan su discurso. Quizás muestren sorpresa, disgusto o cualquier otra emoción.

Escuchen como acentúan las palabras. Presten atención al contexto: sabiendo si el discurso es en un restaurante, en

un ámbito académico o en casa, nos ayudará a deducir o reconocer algunas frases.

52

PIA (Programa de Idiomas para Alumnos de la UNSAM)

NIVEL 1

MODULE # 2 - LESSON Nº11. Revisión de estrategias de lectocomprensión

Text: 1930’s Buenos Aires revisited

1-a) Before reading, observe the paratextual elements and determine the source, type of text, area of

interest.

b) Analyse the paratext: title, subtitles, typography, text organization, graphics, pictures... how are these

related to the title?

c) Now, make a hypothesis about the content of the text.

2- Read the text and select key words.

3- Check hypothesis.

4- Identify five words that have been formed by composition and/or derivation. Analize the

transformation suffered by the word.

5- Select two noun phrases and analyse them.

6- Translate the last paragraph

7- Summarize in one sentence the main idea of the text.

9- Elaborate the lexical map of the text.

53

54

Appendix

Verb forms

Base

Form

Present (3rd person

singular)

Past

Past

Participle

arise

be

begin

bite

blow

break

bring

buy

catch

choose

come

dive

do

draw

dream

drink

drive

eat

fall

fight

fly

forget

forgive

freeze

get

give

go

grow

hang

hide

know

lay

lead

lie

light

lose

ride

ring

rise

run

see

seek

set

shake

sing

sink

sit

speak

spring

steal

sting

strike

swear

swim

swing

arises

is

begins

bites

blows

breaks

brings

buys

catches

chooses

comes

dives

does

draws

dreams

drinks

drives

eats

falls

fights

flies

forgets

forgives

freezes

gets

gives

goes

grows

hangs

hides

knows

lays

leads

lies

lights

loses

rides

rings

rises

runs

sees

seeks

sets

shakes

sings

sinks

sits

speaks

springs

steals

stings

strikes

swears

swims

swings

arose

was/were

began

bit

blew

broke

brought

bought

caught

chose

came

dived/dove

did

drew

dreamed/dreamt

drank

drove

ate

fell

fought

flew

forgot

forgave

froze

got

gave

went

grew

hung

hid

knew

laid

led

lay

lit

lost

rode

rang

rose

ran

saw

sought

set

shook

sang

sank

sat

spoke

sprang

stole

stung

struck

swore

swam

swung

arisen

been

begun

bitten/bit

blown

broken

brought

bought

caught

chosen

come

dived

done

drawn

dreamt

drunk

driven

eaten

fallen

fought

flown

forgotten

forgiven

frozen

got/gotten

given

gone

grown

hung

hidden

known

laid

led

lain

lit

lost

ridden

rung

risen

run

seen

sought

set

shaken

sung

sunk

sat

spoken

sprung

stolen

stung

struck

sworn

swum

swung

55

take

tear

throw

wake

wear

write

takes

tears

throws

wakes

wears

writes

took

tore

threw

woke/waked

wore

wrote

taken

torn

thrown

woken/waked

worn

written

Prepositions

Movement

about por (alguna parte)

across a través de, de un lado al otro

along a lo largo de

(a)round alrededor de

as far as hasta (un lugar)

(away) from lejos de, distante de

back from de regreso de

between entre (dos objetos o personas)

By por medio de

down hacia abajo

in(to) en, dentro de

off a cierta distancia de

on(to) en, sobre, a

out of fuera de

over por encima, durante, al otro lado

past pasado, pasadas (hora)

through a través de, por

To a, hacia

toward(s) Hacia

under debajo de

Up Arriba

Position

about sobre, acerca de

above por encima de, más arriba de

against contra

amid(st) entre, en medio de

among(st) entre (más de 2 cosas o personas)

(a)round alrededor

At en

before antes de

behind detrás de

below debajo de

beneath bajo, debajo de

beside al lado de

between entre (2 cosas o personas)

In en, dentro de

in front of delante de, ante

inside (UK) inside of (US)

dentro de

Near cerca de

Next to al lado de, junto a

Off de, separado de

On Sobre

Opposite enfrente de

Underneath debajo de (en la parte inferior)

Upon sobre (uso "formal")

Time

after

después de

before antes de

by para (fecha)

during Durante

on el ... (día, fecha)

since desde

to hasta

until/till hasta

Other Prepositions

According to según

ahead of por delante de (llevar ventaja)

because of a causa de

but (= except) excepto

By means of por medio de

dueto debido a

except excepto

for para

in accordance with de acuerdo con

in favo(u)r of a favor de

in spite of a pesar de

instead of en lugar de

of de

On behalf of en nombre de (alguien)

versus contra

with con

without sin

0