jtp: profesor vallejos marcos · llamadas cognados o palabras transparentes. muchas veces estas...
TRANSCRIPT
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INGLÉS EXTRACURRICULAR
ANEXO DE TRABAJOS PRÁCTICOS
COMISIONES
JTP: PROFESOR VALLEJOS
MARCOS
AÑO 2019
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CRONOGRAMA & TRABAJOS DE INGLÉS EXTRACURRICULAR
Importante: Solo en caso de haber promocionado o aprobado la cursada y no figurar
con dicha condición en el SIU Guaraní. Escribir a este e-mail [email protected]
comentando la situación con su número de legajo, DNI, comisión y las notas de los
parciales. Atte. Profesor Vallejos Marcos.
CICLO LECTIVO: 2019
Clase 1: 04/04 Transparencias - Hipotetización - La frase Nominal (FN) - Hiperónimos
e Hipónimos - Adjetivo o verbo (ING) - ¿Qué es un paper?
Clase 2: 11/04 La referencia. Tiempos verbales: Presente. Conectores: Ejemplificación
y Adición.
Clase 3: 18/04 Jueves Santo Trabajo no presencial. Tiempo verbales: Futuro.
Conectores: Adversativo. Verbos Modales de Posibilidad.
Clase 4: 25/04 Tiempos verbales: Pasado. Conectores: Alternativa.
Clase 5: 02/05 Tiempos verbales: Perfectos.
Clase 6: 09/05 Primer Parcial
Clase 7: 16/05 Conectores: temporales. Voz Pasiva y Tiempo futuro y pasado.
Clase 8: 23/05 Recuperatorio del Primer Parcial
Clase 9: 30/05 Conectores: Causa-Consecuencia. Voz pasiva y tiempo presente.
Clase 10: 06/06 Conectores: Generalización y Conclusión. Voz Pasiva y tiempo
Perfecto.
Clase 11: 13/06 Verbos Modales 2. Clase especial : El resumen o Abstract.
Clase 12: 20/06 Revisión, trabajo no presencial. (FERIADO NACIONAL)
Clase 13: 27/06 Segundo Parcial
Clase 14: 04/07 Clase No presencial
Clase 15: 11/07 Recuperatorio del Segundo Parcial
Clase 16: 18/07 (fin de la cursada)
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Clase 1: Transparencias - Hipotetización - La frase Nominal (FN) - Hiperónimos e
Hipónimos - Adjetivo o verbo (ING) - ¿Qué es un paper?
“El Idioma Inglés y Yo: Saliendo de la Zona de Confort"
¿Cuánto sabes de lenguas asiáticas?
Mito: ¿Existen idiomas más difíciles que otros? ¿Por qué me resulta más fácil
aprender francés o italiano que inglés? Comparemos los siguientes idiomas, ¿qué
conclusiones podes sacar?
RUSO
Законодательство, запрещающее курение на
рабочих местах и в закрытых общественных
местах, было принято в Англии в июле 2007
года.
ALEMAN
Im Juli 2007 wurde in England ein
Gesetz zum Verbot des Rauchens an
Arbeitsplätzen und in geschlossenen
öffentlichen Räumen eingeführt. FRANCES
Une loi interdisant de fumer sur les lieux de
travail et dans les lieux publics fermés a été
adoptée en Angleterre en juillet 2007.
INGLES
Legislation prohibiting smoking in
workplaces and enclosed public places
was introduced in England in July 2007.
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Las palabras que podemos leer y entender ya que se parecen al idioma castellano son
llamadas COGNADOS o PALABRAS TRANSPARENTES. Muchas veces estas
transparencias nos ayudan a comprender un texto pero a veces nos pueden engañar, en
dicho caso estas palabras se llaman amigos falsos o falsos cognados. Veamos algunos
ejemplos:
EMBARRASED
FABRIC
GROCERY
SOAP
"HIPOTETIZACIÓN"
En muchas oportunidades podremos utilizar recursos paralingüísticos para comprender
mejor un tema; es decir, podemos valernos de imágenes que veamos en la copia para
entender el tema principal. Veamos unos ejemplos:
THE RISKS OF
SMOKING AND
DRINKING DURING
PREGNANCY
DOMESTIC VIOLENCE
INCREASED: WIVES
AT RISK.
EQUAL CUSTODY
RIGHTS
Revisión de categorías de palabras:
ESCRIBIR DEBAJO DE CADA PALABRA LAS SIGUIENTES CATEGORIAS:
SUSTANTIVO - ADJETIVO - ADVERVIO - VERBO - PREPOSICIÓN - ARTÍCULO
EL PRESIDENTE DE LA EMPRESA DESPIDIÓ INDISCRIMINADAMENTE VALIOSOS EMPLEADOS
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La Frase Nominal (FN)
FRASE
NOMINAL
¿QUÉ
SIGNIFICA?
PARTES DE LA FRASE NOMINAL
THE
PRESIDENT
EL
PRESIDENTE
THE
IMPORTANT
PRESIDENT
EL
PRESIDENTE
IMPORTANTE
THE
IMPORTANT
VISIT OF
THE
PRESIDENT
LA VISITA
IMPORTANTE
DEL
PRESIDENTE
Importante: la cantidad de preposiciones determinará la cantidad de
postmodificadores.
Algunas preposiciones para estudiar y tener en cuenta:
About At Behind Between By From Through Without
alrededor
de, sobre
en,
junto a
detrás
de
entre por,
junto
a
de,
desde
a través
de
Sin
After Before For Like Of Since To Among
detrás de,
después de
antes
de,
delante
de
para,
por,
durante
, desde
hace
como,
igual
a
de desde a, hasta,
hacia,
para
entre
FRASES NOMINALES
EN DIARIOS
¿QUÉ SIGNIFICAN? PARTES DE LA FRASE
NOMINAL
"Postnatal Depression"
"Astronomy Photographer
of the Year"
"Android Phones at Risk
of Malware Infections"
¿Qué tienen en común estas frases nominales? ________________________________
Lea el siguiente articulo adaptado e identifique frases nominales y transparencias.
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In a Rare Success, Paraguay Conquers Malaria (ABSTRACT 1)
Malaria, a blood disease contracted through the bite of an infected
mosquito, kills about 445,000 people each year, mostly children,
according to the W.H.O. Nine countries in the Americas reported at
least a 20 percent increase in malaria cases. Paraguay has
eliminated malaria, the first country in the Americas to do so in almost
50 years, according to the World Health Organization.
Conteste las siguientes preguntas acerca del abstract:
1. ¿Cuál es la temática del abstract?
2. ¿Qué significa "disease"?
3. ¿Cómo se la contrae?
4. ¿Cuántas personas mueren por año?
5. ¿Qué población es la más afectada?
6. ¿Qué significa "W.H.O"?
7. ¿Qué ocurrió en 9 paises de America?
8. ¿Qué ha pasado en Paraguay?
9. ¿Qué reportó la OMS?
El Adjetivo
Los adjetivos pueden actuar como pre modificadores y describen al núcleo. ¿Cómo
podemos reconocerlos?
Están próximos a un
sustantivo.
Ej: BLUE CAR
Algunos terminan en -ER
o tienen delante la palabra
MORE
Ej: MORE
INTELLIGENT
Ej: FASTER
Otros terminan en -
EST o tienen delante la
palabra MOST
Ej: MOST
EXPENSIVE
EJ: BEST
Algunos terminan en -
FUL / -ISH / -OUS
Ej: BEAUTIFUL
Ej: REDDISH
Ej: FABULOUS
Otros terminan en -
AL / -ABLE /-IBLE/
-IVE
Ej: ADMIRABLE
Ej: RESPONSIBLE
Ej: MAGICAL
Algunos terminan en
-ED o -ING
Ej: BELOVED
Ej: INTERESTING
Pocos usan guiones
Ej: HARD-WORKING
Los Sustantivos
Algunos sustantivos en ingles terminan de la siguiente manera:
FATALI-TY
CONSTRUC-TION
PLAY-ER
HAPPI - NESS
EMPLOY-MENT
FRIEND-SHIP
CHILD- HOOD
FREE- DOM
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Sinónimos, Hipónimos e Hiperónimos
'Ghost snake' discovered in Madagascar (ADAPTED
ABSTRACT 2)
Researchers discovered a new snake species in Madagascar and named it
'ghost snake' for its pale grey coloration and elusiveness. The researchers
named it Madagascarophis lolo, pronounced 'luu luu,' which means ghost in
Malagasy. The Investigators conducted genetic analyses and were surprised to
find that the ghost snake's next closest relative is a snake called Madagascarophis fuchsi. The
Scientists also extracted DNA from tissue samples from the ghost snake and the previously
found Madagascarophis fuchsi. They compared three genetic markers shared across the species
of Madagascarophis to determine how similar the new species was to those previously known.
Clase 2: La referencia. Tiempos verbales: Presente. Conectores: Secuenciación y
Adición.
La Referencia: Anáfora y Catáfora.
VEAMOS LOS SIGUIENTES EJEMPLOS:
EJEMPLO 1:
THESE SPECIAL MONKEYS LIVE IN BARBADOS. THEY
SOMETIMES CONSUME LEAVES.
¿A QUÉ HACE REFERENCIA "THEY"?
¿A LAS HOJAS O A LOS MONOS?
RESPUESTA:
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EJEMPLO 2:
THESE MONKEYS LIKE LEAVES. THEY ARE GREEN.
¿A QUIÉN HACE REFERENCIA LA PALABRA "THEY"?
RESPUESTA(POR DEDUCCIÓN LÓGICA):
EJEMPLO 3:
THEY ARE VERY SOCIAL ANIMALS. MONKEYS LIVE IN GROUPS
OF 20 - 50 ANIMALS.
¿A QUIÉN HACE REFERENCIA LA PALABRA "THEY"?
RESPUESTA: LOS DOS PRIMEROS EJEMPLOS SON REFERENCIAS
ANAFÓRICAS, EL ÚLTIMO ES UNA REFERENCIA CATAFÓRICA.
Threats from the past: Barbados green monkeys fear
leopards after centuries of isolation (ADAPTED ABSTRACT 3)
"Green monkeys have the ability to recognize and differentiate between predators and non-
predators . This is a crucial component of successful anti-predator behavior. These peculiar
primates are on the West Indies island of Barbados which offers a unique opportunity to
investigate anti-predator behaviors in a species that has been isolated from ancestral predators
for over 350 years"
Conteste las siguientes preguntas:
1) ¿Qué habilidad tienen estos monos?
2) ¿Cuál es el componente crucial?
3) ¿Quiénes son los primates?
4) ¿En qué lugar geográfico se desarrolla el estudio?
5) ¿Qué quieren investigar los científicos?
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TRABAJO PRÁCTICO nº 1
Researchers Reveal the Animals most likely to Carry Viruses
that Can Infect Humans.
By CECILE BORKHATARIA
Researchers have narrowed down the list of animal species that may harbor viruses
likely to jump to humans. Bats were found to carry the largest number of viruses likely to
jump to humans, and primates posed the second largest risk factor, followed by rodents in
third place.
The researchers say that many of the viral threats humans will face in the future are
likely to come from viruses that already exist, but reside in other species. The study,
published in the journal Nature, explains the process whereby researchers collected data
on viruses on mammals around the world. The researchers sorted the mammals into
groups and listed where they live.
The reason why viruses that reside in other
animals are so dangerous to humans is
because while the animal hosts have built up
some degree of immunity to them, humans
have not. So if these viruses jump to humans,
the results can be dangerous. So researchers
based at EcoHealth Alliance created a catalog
of all the known viruses that infect mammals
around the globe and identified which are
most likely to jump to humans.
The researchers created a database that held
information on 754 mammal species, which
represents 14 per cent of all known
mammals. They also added approximately
600 known viruses that infect mammals (of
which a third are known to jump to humans) and which animals that can infect. The
researchers then created mathematical models form information from the database to
estimate the likelihood of a virus jumping to humans. The researchers found that the
likelihood of a virus spreading from mammals to humans depends on species and
geography.
Bats were found to carry the largest number of viruses likely to jump to humans, and this
was most likely to occur in South and Central America. Primates were the second most
likely group to transmit viruses to humans, particularly in Central America, Africa and
Southwest Asia. Rodents came in third place, with the risk most significant in North
and South America and Central Africa.
The database could become more useful over time as more data is added to it, and the
researchers hope that it can be used to predict the next disease outbreak, helping health
officials prepare, or perhaps even to prevent it from happening.
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Source: https://www.dailymail.co.uk/sciencetech/article-4629724/The-animals-likely-harbor-risky-viruses.html
Guía de actividades:
1. ¿Cuál es la temática del texto según lo que entiende del título?
________________________________________________________________
________________________________________________________________
2. En el primer párrafo podemos observar un ranking ¿Puede explicar en qué
consiste? ________________________________________________________
________________________________________________________________
________________________________________________________________
3. Segundo párrafo, ¿cuál es el problema que los humanos encararán en un futuro?
________________________________________________________________
________________________________________________________________
________________________________________________________________
4. ¿Qué se publicó en el "Journal Nature"? ________________________________
________________________________________________________________
________________________________________________________________
5. Tercer párrafo, ¿por qué los humanos estamos en peligro? _________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
6. ¿Cuál es el primer paso para prevenir dicho peligro? _____________________
________________________________________________________________
________________________________________________________________
7. Cuarto párrafo, explique a qué hacen referencia los siguientes números:
a) 754 _______________________________________________________
b) 14 _______________________________________________________
c) 600 _______________________________________________________
8. Lea el párrafo cinco y complete el siguiente cuadro:
Orden Hiperónimos (animales) Lugar
1ro
2do
3ro
9. ¿Para qué podría ser usada dicha investigación? __________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Clase 3: Tiempo verbales: Futuro. Conectores: Adversativo. Verbos Modales
de Posibilidad.
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Verbos Modales 1: Poder
Posibilidad vs Habilidad vs Permiso
CAN MAY
COULD MIGHT
TRABAJO PRÁCTICO nº 2
Malaria Vaccine that Could Save Millions is Given the
Green Light
By FIONA MACRAE FOR THE DAILY MAIL
The world's first malaria vaccine
has today been given the green light. Made
by drug giant GlaxoSmithKline and
backed Microsoft founder and
philanthropist Bill Gates, it could save
millions of lives. One of the world's
biggest killers, malaria claims more than
500,000 lives a year – or one life a minute.
Most deaths are in children under five, in
sub-Saharan Africa. Some 1,500 Britons
catch the mosquito-borne disease on each
year while on holiday abroad and around five die. Now, for the first time, a vaccine
could be available.
In trials, children given the Mosquirix jab were half as likely to develop the
disease within the first year of vaccination. Given widely in Africa, it could prevent
millions of cases. Scientists say that although the vaccine, which has been 30 years in
the making, isn't perfect, it's the best we have. Although the drug's protection
disappears over time, it has been an 'extraordinary triumph that could help to make
eradicating malaria deaths within two decades a realistic possibility.
Mosquirix was tested for quality, safety and efficacy under a special procedure
that allows the European Medicines Agency's (EMA) to evaluate a product even if it
will not be marketed in the European Union. Now it has been approved, it will be
assessed by the World Health Organization (WHO), who will co-ordinate its use in
Africa. The WHO will begin a review in October on when and where it could be used,
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aiming to make a recommendation by November. Beyond the WHO's November
recommendation, Mosquirix would still have to be reviewed by national regulatory
authorities in any country wishing to use it.
The price isn't known but it could be as low as £3 a dose – roughly the same as a
bed net treated with insecticide. GSK has promised it will make no profit from
Mosquirix, pricing it at the cost of its manufacture plus a five per cent margin, which it
says it will reinvest in research on malaria and other tropical diseases.
Joe Cohen, a GlaxoSmithKline scientist who has led the development of
Mosquirix since 1987, said the vaccine could significantly reduce the toll of sickness
and death caused by malaria among African children.
He said: 'I have absolutely no reservations in terms of rolling this vaccine out.
Why? Because the efficacy, when translated into cases averted and deaths averted, is
just tremendous. It will have an enormously significant public health impact. Professor
David Schellenberg, of London School of Hygiene & Tropical Medicine, added that this
moment was a 'true milestone' He said: 'The road to a licensed malaria vaccine has been
very long.
'Although the vaccine has only partial efficacy it can clearly contribute to
further major gains in malaria control if used judiciously. 'Now WHO and the National
Malaria Control Programmes of malarious countries need to work out where and how to
deliver the vaccine to unlock its true potential.'
Guía de Actividades:
1. ¿Cuál es el equivalente a las siguientes frases nominales?
a. One of the world's biggest killers
b. The European Medicines Agency
c. The National Malaria Control Programmes of malarious countries
2. ¿Cuál es el tema del texto? ¿Por qué Bill Gates es nombrado en el texto?
3. ¿Qué posibilidad se expresa en el primer párrafo? ¿Qué palabra indica una
posibilidad?
4. Explique para que se utilizan las siguientes estadísticas:
a) 500.000
b) 1.500
5. ¿Qué es “Mosquirix Jab”? ¿Para qué podría usársela?
6. En el Párrafo 2 podemos ver un conector (ALTHOUGH) Escriba su categoría y
explique las ideas que une.
7. ¿En qué parte del mundo será utilizada “Mosquirix”? ¿Quién evalúa el
producto?
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8. A. ¿Cuáles son las recomendaciones de la OMS?
B. ¿Cuál es la promesa de la GSK?
C. ¿Cuánto podría salir una dosis?
9. En el párrafo 6, podemos ver dos veces la frase: “HE SAID”. ¿A quiénes hace
referencia la palabra HE?
10. Conectores Adversativos: ¿Qué ideas unen?
Ejemplo: [We all know that the blue light that emits from our smartphones isn't good for
our eyes] but [a new study has discovered just how much damage it can cause.]
Categoría: Adversativo
Ideas que une: [La luz azul que emiten los teléfonos celulares no es buena para los ojos]
PERO [un nuevo estudio ha descubierto que causa mucho daño]
Veamos un ejemplo del texto trabajado anteriormente:
Although [then vaccine has only partial efficacy] [ it can clearly contribute to further
major gains in malaria control if used judiciously]
Categoría:
Ideas que une:
Clase 4: Tiempos verbales: Pasado. Conectores: Alternativa.
Phantom Phone Signals in youths: Prevalence, correlates and
relation to psychopathology (abstract 4)
The term Phantom Phone Signals (PPS) refers to the perception of a
mobile phone ringing, vibrating and blinking when in fact it did not.
Data in youth are lacking, and controversies exist on whether PPS is
related to psychopathology. In the present study, we showed data
on the prevalence of PPS in a population (N = 2959) of students
aged 10 to 14 years. We also explored the possible association
between PPS and emotional or behavioural problems. Our results
showed that PPS is a relatively common phenomenon with a
prevalence rate of 58.9%, being more frequent in females. In
univariate and multivariate analyses, we also found an association
between the presence of PPS and emotional problems and temper
tantrums, after accounting for relevant covariates. PPS is a relevant
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phenomenon to be considered in youth. It is common and may be a signal for emotional
problems.
Consteste las siguientes preguntas:
1. ¿Cuál es el tema de estudio?
2. ¿Cuál es la controversia?
3. Con respecto a los datos de la investigación:
i) ¿Cuántas personas se usaron en el estudio?
ii) ¿Edades?
iii) ¿Qué posibilidad exploraron?
4. ¿Cuáles fueron los resultados?
a) _______________________________________________________________________
b) Descubrimiento extra: _____________________________________________________
5. ¿Conclusión?
Pasado Simple: Hechos Remotos
¿Podes diferenciar los verbos regulares de los irregulares?:
DISCOVER - SAY - SENSE - THINK - HAPPEN - UNDERSTAND - REVEAL -
BECOME - SUGGEST - EXPLAIN - CONSIDER - CAN
Verbos Regulares Verbos Irregulares
TRABAJO PRÁCTICO nº 3
Phantom Vibration Syndrome Common in Cellphone Users
By Kathy Walsh
DENVER - Do you ever think your mobile
phone is ringing or vibrating when it's not? That is
called "phantom vibration syndrome." One study
involving 290 U.S. college students discovered
nearly 90 percent of them said they sometimes
sensed the phantom phone sensations, and 40
percent said it happened at least once a week.
Another small study of 169 hospital workers in 2010
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revealed that about 70 percent of them experienced the same thing.
Why does it happen? "Because we are so in touch with our cellphones now.
We're cyborgs, practically. They are parts of us," one researcher suggested to CBS
Denver's Kathy Walsh. "It's almost like a hallucination," explained Randi Smith,
Ph.D., a licensed clinical social worker and associate professor of psychology at
Metropolitan State University of Denver. "There's a panic that we're going to ignore a
text, somebody is trying to reach us and we're not being responsive."
Smith says new media and incoming messages are exciting and gratifying. But
for some, they CAN become a bit of an obsession. "I think it's a little scary how
dependent most of us have become on our devices," she said.
Smith sometimes suggests students avoid using digital devices for a period of
time. However, "They'll typically report back, 'I couldn't go an hour,'" Smith said.
Phantom vibration syndrome isn't really dangerous in the study of college
students, more than 90 percent said they considered phantom vibrations to be ''only a
little'' OR ''not at all'' irritating. But some researchers believe it's a warning sign that too
much technology may be risky to human interaction. Smith says our attachment to
devices becomes a serious problem when it keeps us from engaging with other people in
the here and now.
"The remarkable prevalence of phantom vibration syndrome appears to
reveal something about our contemporary technological situation," writes Georgia Tech
assistant professor Robert Rosenberger, Ph.D., in a recent analysis published in the
journal Computers in Human Behavior. Habits, anxiety, brain chemistry and other
factors may all contribute, and he says more study is needed to fully understand what's
going on when we sense phone vibrations that aren't really there. Source: http://www.cbsnews.com/news/phantom-vibration-syndrome-common-in-cellphone-users/
Guía de Actividades:
Marque en el texto las siguientes frases nominales:
a) Dispositivos digitales
b) Un signo de advertencia
2) ¿Qué entiende por las siguientes frases nominales?:
a) Phantom phone sensations
b) Brain chemistry
3) Conteste las siguientes preguntas:
A. ¿Cuál es la temática del artículo?
B. ¿ A quién hace referencia la palabra "them" en párrafo 1? Explique el uso de los
porcentajes.
C. ¿Qué sugirió un investigador a Kathy Walsh?
D. ¿Por qué se compara el síndrome con una alucinación?
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E. ¿Por qué Smith utiliza un verbo modal en el tercer párrafo? ¿Qué opinión tiene
acerca de las llamadas y mensajes de texto?
F. Explique lo que entiende del párrafo 4. En ese contexto, ¿Qué significado le
otorgaría a la palabra "avoid"? Elija una de las siguientes opciones: a- salvarse
de b- eludir o evitar C-esquivar.
G. Determine la categoría del conector en el párrafo 5, ¿puede explicar que ideas
une?¿Qué es lo que creen la mayoría de los estudiantes acerca del tema
H. ¿Qué expresa Robert Rosenberger en una publicación? ¿ Crees ser víctima de
este síndrome?
Clase 5: 13/9 Tiempos verbales: Perfectos. Conector de ejemplificación.
Tiempos Compuestos: Haber + Participio
HAVE / HAS = TENER
También puede significar HE - HA - HAS - HAN - HEMOS (siempre seguido de un
participio).
HAD = TENÍA/ TENIAN/ TENIAMOS / TUVO etc.
También puede significar HABÍA / HABIAN / HABIAMOS (siempre seguido de un
participio).
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Pediatric Brain Tumors
(Adapted Abstract 5)
Pediatric central nervous system (CNS) tumors are
the second most common childhood malignancy
and the most common solid tumor in children.
Scientists HAVE considered that Brain tumors are
the most common cause of death among all
childhood cancers. Signs and symptoms depend on
a variety of factors, including location of the tumor,
age of child, and rate of tumor growth.
Supratentorial tumors are more common in infants
and children up to 3 years of age and again after
age 10, whereas between ages 4 and 10 infratentorial tumors are more common. Younger
children HAVE a higher incidence of tumors of embryonal origin, such as medulloblastoma or
atypical teratoid/rhabdoid tumor (ATRT), whereas older patients tend to have tumors of glial
origin.
Consteste las siguientes preguntas:
1. ¿Cuál es la temática del abstract?
2. ¿Quiénes son los mas afectados?
3. ¿Qué factores son los que determinan los signos y síntomas?
4. ¿Qué tipos de tumores explicita el abstract?
a) ____________________ : Común en: ___________________________
b) ____________________ : Común en: ___________________________
5. ¿Cuáles son los tumores con mayor incidencia en:
adultos?
niños?
TRABAJO PRÁCTICO nº 4
Radiation from mobiles may lead to brain damage by TIM UTTON, Daily Mail
Radiation from mobile phones
may cause brain tissue damage, a
two-year study has discovered.
Scientists discovered that emissions
from handsets affect the delicate
make-up of cells in blood vessels, and
could be a health risk to regular users
of the UK's 50million mobile phones.
The radiation might disable a safety
barrier in the body which protects the
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brain from destructive substances in the blood, they believe. It is the first time scientists
have used cells from human blood vessels rather than rats, bringing researchers closer to
the truth about long-term mobile phone use.
A British study, led by Sir William Stewart, found two years ago that there was
no evidence of a risk to health. A study published last year by the American National
Cancer Institute also could not find a link between increased risk of brain cancer and
mobile use. But the latest study by the Radiation and Nuclear Safety Authority in
Finland - the home of mobile phone giant Nokia - has found that one hour of mobile
radiation triggered potentially harmful changes in human cells.
The radiation made the cells in blood vessel walls reduce in size - allowing
potentially harmful substances in the blood to 'leak' into the brain. Repeated exposure,
the study found, could make the blood-brain barrier more permeable, leading to
increased brain damage. It concluded: 'Repeated occurrences of these events on a daily
basis, over a long period of time, could become a health hazard due to possible
accumulation of brain tissue damage.'
Professor Dariusz Leszczynski, who led the study, said: 'There is massive use of
mobile phones in society now; our brains are being bombarded with radiation all the
time. 'We really don't know what the impact will be on people regularly using a mobile
phone for ten or 20 years. That is why more studies are urgently needed.' Mobile phone
radiation may also contribute to the growth of tumours caused by other factors, he said.
In January, a new £ 7.4 million UK research programme was announced, backed
by the Government and the mobile phone industry, to be managed by an international
committee of experts led by Sir William. The programme includes 15 studies which will
search for clear conclusions about the health hazards of mobile phones, in particular
fears of an association-between radiation and brain cancer.
Sir William was angry with mobile firms earlier this year for selling phones to
children, because their skulls are thinner and more at risk from the effects of radiation.
The skull of a five-year-old, for example, is as thin as half a millimetre at the ear,
whereas the skull of a 21-year-old is about two millimetres.
Fears over the safety of mobile phones are soon to be tested in court in the U.S. The
Consumers' Association said there was still insufficient evidence to say whether mobiles
are safe. A spokesman said: 'At the moment, it's too soon to reach a definitive verdict on
health risks from mobile phones, but neither has research given it the all clear.'
Guía de actividades:
1. ¿Cuál es el tema principal del artículo? ¿ A cuántas personas podría afectar en
Reino Unido?
19 | P a g e
2. ¿Qué creen los científicos? ¿Esta información está confirmada?
3. En el segundo párrafo hay un conector, ¿cuál es su categoría y que ideas une?
4. ¿Cuál es el riesgo de una exposición repetida? ¿Puede observar un caso de
"hedging"? Desarrolle.
5. En el párrafo 4, ¿Puede explicar lo que expone el Profesor Dariusz Leszczynski
con respecto a nuestro cerebro y la radiación?¿Qué consecuencia puede atraer
esto? ¿Hay alguna idea futura en este párrafo? Explíquela.
6. ¿A que hace referencia la palabra "we" en el párrafo 4?
7. Explique en qué consiste el programa anunciado en enero.
8. ¿Por qué Sir Williams estaba enojado con las firmas de telefonía móvil?
9. Explique la categoría del conector en el párrafo 6 resaltado en negrita. Explique
las ideas siguientes al conector.
10. ¿Cuáles son las conclusiones del artículo?
Clase 7: Conectores: temporales. Voz Pasiva y Tiempo futuro y pasado.
Time-resolved Image Polarimetry of TRAPPIST-1
during Planetary Transits (abstract 6)
We obtained linear polarization photometry (J-band) and low-resolution
spectroscopy (ZJ-bands) of TRAPPIST-1, which is a planetary system formed
by an M8-type low-mass star and seven temperate, Earth-sized planets. The
photopolarimetric monitoring campaign covered 6.5 h of continuous observations
including one full transit of planet TRAPPIST-1d and partial transits of
TRAPPIST-1b and e. The spectrophotometric data and the photometric light
20 | P a g e
curve obtained over epochs with no planetary transits indicate that the low-mass star has very
low level of linear polarization compatible with a null value. However, the ‘in transit’
observations reveal an enhanced linear polarization signal with peak values of p∗=0.1 per cent
with a confidence level of 3σ, particularly for the full transit of TRAPPIST-1d, thus confirming that
the atmosphere of the M8-type star is very likely dusty. Additional observations probing
different atmospheric states of TRAPPIST-1 are needed to confirm our findings, as the
polarimetric signals involved are low. If confirmed, polarization observations of transiting
planetary systems with central ultracool dwarfs can become a powerful tool for the
characterization of the atmospheres of the host dwarfs and the validation of transiting planet
candidates that cannot be corroborated by any other method.
Conteste estas preguntas acerca del abstract:
1. ¿Qué es TRAPPIST-1?
2. ¿Cómo está formado?
3. ¿Cuál es el método para investigar a dicho sistema?
4. ¿Cómo se dieron cuenta que la estrella tiene bajo nivel de polarización lineal
compatible?
5. ¿Qué confirmaron observaciones con respecto a la atmosfera de TRAPPIST-1d?
6. ¿Dichas observaciones son 100% confiables?¿Por qué?
7. ¿Qué tipo de estrella tendría este sistema solar?
El Sujeto y el Foco de la Oración.
El sujeto es el agente que realiza la acción y dicha acción o verbo tiene siempre a su
derecha un objeto directo. Podemos decir que en la voz activa lo más importante es el
agente ya que es lo primero en aparecer en la oración. Sin embargo, podemos darle foco
al objeto y dejar al agente al final de la oración siempre realizando algunos cambios en
la estructura de la oración.
Passive Voice:
21 | P a g e
Astronomers Discover 7 Earth-sized Planets Orbiting Star
By Ashley Strickland
Astronomers have discovered at least seven Earth-sized planets orbiting the same star
40 light-years away, according to a study published Wednesday in the journal Nature.
The findings were also announced at a news conference at NASA Headquarters in
Washington.
The researchers used a telescope called TRAPPIST (TRAnsiting Planets and
PlanetesImals Small Telescope) to observe a starlight and changes in brightness. The
team saw shadows, like little eclipses, periodically interrupting the steady pattern of
starlight. This is called transiting. The shadows indicated planets, and further
observation confirmed them.
This discovery outside of our solar system is rare because the planets have the winning
combination of being similar in dimension to Earth and being all temperate, meaning
they could have water on their surfaces and potentially support life.
The seven exoplanets were all discovered in tight formation around an ultracool dwarf
star called TRAPPIST-1. Estimates of their mass also indicate that they are rocky
planets, rather than being gaseous like Jupiter. Three planets are in the habitable zone of
the star, known as TRAPPIST-1e, f and g, and may even have oceans on the surface.
The researchers believe that TRAPPIST-1f in particular is the best candidate for
supporting life. It's a bit cooler than Earth, but could be suitable with the right
atmosphere and enough greenhouse gases.
If TRAPPIST-1 sounds familiar, that's because these researchers announced the
discovery of three initial planets orbiting the same star in May. The new research
increased that number to seven planets total. Life may begin and evolve differently on
other planets, so finding the gases that indicate life is key, the researchers added.
The planets are so close to each other and the star that there are seven of them within a
space five times smaller than the distance from Mercury to our sun. This proximity
allows the researchers to study the planets in depth as well, gaining insight about
planetary systems other than our own.
Based on preliminary climate modeling, the researchers believe that the three planets
closest to the star may be too warm to support liquid water, while the outermost planet,
TRAPPIST-1h, is probably too distant and cold to support water on the surface. But
further observation will be needed to know for sure.
22 | P a g e
Although 40 light-years away doesn't sound too far, it would take us millions of years to
reach this star system. The James Webb Space Telescope will be launched in 2018 and
it will be positioned 1 million miles from Earth with an unprecedented view of the
universe. It can observe large exoplanets and detect starlight filtered through their
atmosphere.
Guía de actividades:
1. ¿Cuál es el tema del artículo? Explíquelo brevemente.
2. ¿Qué es TRAPPIST? ¿Cómo se llevó a cabo el descubrimiento?
3. ¿Qué es lo peculiar de este hallazgo? ¿Qué pone contento a los investigadores?
4. ¿Qué información importante tenemos acerca de estos exoplanetas? ¿Por qué se
entiende que tres de estos son especiales?
5. ¿Qué ven los investigadores de particular en TRAPPIST-1f?
6. ¿Es esta la primera investigación sobre TRAPPIST-1?¿Por qué?
7. ¿Qué información tenemos acerca de la proximidad entre cada exoplaneta? ¿Qué
dicen los estudios acerca de sus climas?
8. En el último párrafo hay un conector. ¿Por qué la autora decidió utilizarlo en esa
oración? ¿Hay alguna idea futura? Explíquela.
9. En el texto hay 3 (tres) verbos en negrita, explique en qué tiempo verbal están.
10. ¿A qué hacen referencia las siguientes palabras subrayadas en el texto?
a- "the team" : __________________________________
b- "they": ______________________________________
c- "their": ______________________________________
23 | P a g e
Conectores de Secuenciación: Lea y determine cuales fueron los pasos para el
descubrimiento de TRAPPIST 1.
How did NASA discover Trappist-1?
Interpretación:
First, Researchers conducted four studies to
identify the center of the system.
Secondly, Investigators found 7 planets.
Then, these planets seem to hold water.
Finally, Researchers consider that the
geological and atmospheric conditions
would allow water to remain in liquid form.
Clase 9: 11/10 Conectores: Causa-Consecuencia. Voz pasiva y tiempo presente.
La Voz Pasiva: Segunda Parte.
Handbook of Liver Disease (ABSTRACT 7)
Hepatitis A and hepatitis E viruses are transmitted
enterically (connected with the intestines). Clinical
manifestations range from no symptoms to acute liver failure.
Hepatitis E genotypes 3 and 4 affect the human host by
digesting infected animal meats such as swine, wild boar, and
deer and can rarely cause chronic hepatitis E. For both
hepatitis A and E, treatment mainly involves supportive care;
however, for hepatitis E, if acute liver failure or chronic
hepatitis is suspected, the drug of choice is ribavirin. Vaccines
are available for hepatitis A, and hepatitis E vaccines are
being developed and undergoing clinical trials.
Conteste las siguientes preguntas:
1. ¿Cuál es la temática del abstract?
2. ¿Cuáles son las manifestaciones de la enfermedad?
24 | P a g e
3. ¿Cómo se puede infectar un huésped humano con estos tipos de Hepatitis?
4. ¿Cómo se las puede tratar en cada caso?
5. ¿Que información tenemos acerca de las vacunas contra dicha enfermedad?
New approach a step forward for hepatitis C vaccine
French scientists HAVE DEVELOPED a
novel hepatitis C vaccine that may offer
the first effective way to prevent an
infection that can cause chronic liver
disease and cancer.
There is currently no available vaccine
for hepatitis C, although some companies
ARE DEVELOPING so-called
"therapeutic vaccines," which are
designed to help patients who are already
infected.
The latest experimental shot was tested
successfully on mice and monkeys, but
not humans. It activated a broad
response from immune system proteins
called neutralizing antibodies.
The antibodies fought off multiple
variants of the hepatitis C virus in tests,
suggesting the new vaccine should be effective even after the virus mutates, the
researchers REPORTED on Wednesday.
About 130 million to 170 million people worldwide are chronically infected with
hepatitis C virus, and more than 350,000 die from hepatitis C-related liver diseases each
year, according to the World Health Organization. Unlike hepatitis A or B, most people
with hepatitis C develop chronic disease because their bodies are unable to get rid of the
virus. The condition is spread by exposure to infected blood.
This vaccine USES virus-like particles, which resemble viruses but are non-infectious
CONSEQUENTLY they don't contain any viral genetic material. Details of its
development were published in the journal Science Translational Medicine.
Commercial interest in hepatitis C vaccines has been more muted. French biotech
company Transgene and Austria's Intercell are both testing therapeutic versions, but the
main markets for a preventative shot would be in the developing world, which is less
attractive for Big Pharma.
Commercial rights to the new vaccine are held by French start-up Epixis, which is being
acquired by an undisclosed U.S. biotech company.
Guía de Actividades:
A) EXPRESE EN CASTELLANO EL SIGNIFICADO DE LAS SIGUIENTES
FRASES NOMINALES
1," the first effective way to prevent an infection"
........................................................................
25 | P a g e
2, "a broad response from immune system proteins"
...................................................................
3, "multiple variants of the hepatitis C virus in tests"
...................................................................
4, "commercial interest in hepatitis C vaccines"
...........................................................................
B) ¿QUÉ MODALIDAD EXPRESAN LOS SIGUIENTES VERBOS?
1- The vaccine may offer
the first effective way to
prevent an infection.
2- The jab should be
effective after the virus
mutates.
3- The shot would be in
the developing world next
year.
a) Posibilidad
b) Habilidad
c) Sugerencia
d) Obligación
a) Posibilidad
b) Habilidad
c) Sugerencia
d) Obligación
a) Posibilidad
b) Habilidad
c) Sugerencia
d) Obligación
C) ¿A QUÉ SE REFIEREN LAS SIGUIENTES PALABRAS?
1- IT
2- WHICH
3- ITS
D) ¿POR QUÉ EL AUTOR ELIGIÓ ESTAS FORMAS VERBALES EN ESTOS
CONTEXTOS? UNA CON FLECHAS. HAY UN ÍTEM QUE NO DEBE UNIRSE
1 HAVE
DEVELOPED
A- Porque se trata de algo que sucede en el momento en que se
lo refiere
2 ARE
DEVELOPING
B- Porque trata de algo que sucedió en un tiempo pasado
anterior a otro hecho en pasado
3 REPORTED C- Porque es algo que sucedió en un pasado reciente y tiene
consecuencias presentes
4 USES D- Porque trata de algo que sucedió en un pasado visto como
concluido
E- Porque trata de algo que sucede siempre
1 2 3 4
E- RESPONDA EN CASTELLANO, EN FORMA CLARA Y CONCISA
1. ¿Sobre qué avance científico es la noticia?
________________________________________________________________
2. ¿Qué cifras cita el artículo para comprender la gravedad de la enfermedad a
nivel mundial? ____________________________________________________
26 | P a g e
________________________________________________________________
________________________________________________________________
3. Diga la categoria e ideas que une el conector "consequently". ______________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
4. ¿Qué diferencia hay entre la hepatitis C y los otros dos tipos de hepatitis (A y
B)? _____________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
5. ¿Qué son Transgene, Intercell y Epixis?
a) Drogas Experimentales
b) Empresas Farmacéuticas
c) Clínicas Privadas de Europa
Clase 10: 18 /10 Conectores: Generalización y Conclusión. Voz Pasiva y tiempo
Perfecto.
Are Bee Diseases Linked to Pesticides? — A brief review
(abstract)
The negative impacts of pesticides, in particular insecticides, on bees and other pollinators have never been disputed. Insecticides can directly kill these vital insects, whereas herbicides reduce the diversity of their food resources, thus indirectly affecting their survival and reproduction. At sub-lethal level (< LD50), neurotoxic insecticide molecules are known to influence the cognitive abilities of bees, impairing their performance and ultimately impacting on the viability of the colonies. In addition, widespread systemic insecticides appear to have introduced indirect side effects on both honey bees and wild bumblebees, by deeply affecting their health. Immune
suppression of the natural defences by neonicotinoid and phenyl-pyrazole (fipronil) insecticides opens the way to parasite infections and viral diseases, fostering their spread among individuals and among bee colonies at higher rates than under conditions of no exposure to such insecticides. This causal link between diseases and/or parasites in bees and neonicotinoids and other pesticides has eluded researchers for years because both factors are concurrent: while the former are the immediate cause of colony collapses and bee declines, the latter are a key factor contributing to the increasing negative impact of parasitic infections observed in bees in recent decades.
27 | P a g e
Conteste las siguientes preguntas acerca del texto:
1. ¿Cuál es la temática del abstract? 2. Indique cuales son los dos tipos de pesticidas nombrados en el texto. 3. ¿Qué tipo de daño provoca el LD50? 4. ¿De qué manera el neonicotinoide y el fipronil afectan a las abejas de miel y los
abejorros salvajes? 5. ¿Por qué los investigadores están alarmados?
New Chemicals Expected to Replace Banned Pesticides also
Pose Significant Threat to Bees
By Josh Gabbatiss
New chemicals advertised as the next generation of pesticides appear to have disruptive effects on bee colonies. The finding comes after a wave of opposition to bee-harming chemicals led to some of the biggest insecticides being banned throughout the EU in April. In a new study, recently introduced sulfoximine-based treatments were found to reduce both the overall size of bumblebee colonies and the number of male offspring they produced. These substances are already permitted in 47 countries around the world, and they are currently being considered for use in the UK. Modern intensive farming relies on huge quantities of pesticides being pumped onto crops, but their future is unclear due to controversy surrounding their knock-on effects on wildlife. The EU-wide ban on most uses of neonicotinoid pesticides was generally seen as good news for Europe’s bees, but such restrictions will only help if the chemicals that replace them are less harmful. “Neonicotinoids are the most commonly used insecticide in the world, but the evolution of resistance by pests, as well as bans and restrictions on their usage has resulted in a demand for alternative pesticides,” explains Harry Siviter, a PhD student at Royal Holloway University of London, who led the study. “Sulfoximine-based insecticides are a likely successor and are being registered for use globally.” These chemicals are effective against pests that have developed resistance to neonicotinoids, and have already been approved in China, Canada and Australia, as well as five EU nations. However, the mechanisms by which sulfoximines work do not differ significantly from neonicotinoids, so Mr Siviter and his colleagues wanted to investigate their effects on bee colonies. They found in colonies exposed to sulfoxaflor – the first branded
28 | P a g e
sulfoximine-based insecticide – the number of sexual offspring produced fell by over a half. These results were published in the journal Nature. While the chemical does not directly kill bees, it will likely trigger harmful long-term effects in colonies as their health depends on having a complete workforce. As the product is yet to widely applied to the world’s crops the study is preemptive, but scientists said it ought to serve as a warning. Professor Nigel Raine, a pollinator conservation expert at the University of Guelph who was not involved in the study said the findings mean concerns about bees and insecticides “should not be limited to neonicotinoids”. “This study suggests that exposure to sulfoximine-insecticides, like neonicotinoids, can have substantial impacts on both the rate at which bumblebee colonies grow, and their ability to reproduce effectively. “Such pesticide impacts on wild bees could have serious ramifications for the pollination of many crops and wild plants.” Dr Richard Gill, an insect ecologist at Imperial College London, agreed that the results were cause for concern, although more work would be required to assess the extent of sulfoxaflor’s effects. With licensing currently in progress or granted for 12 European nations, ClientEarth chemicals lawyer Apolline Roger said "the EU must consider emerging scientific evidence like this and take urgent action when necessary." “Any substance which could undermine the current ban on bee-harming pesticides – and have serious implications for the future of pollinators, food production and people’s health – should be banned.” The authors of the study said there was a need to take “sub-lethal” consequences of new pesticides for pollinators into account when assessing their risk. “We need to know much more about what levels of emerging insecticides wild bees will be exposed to in the field,” said Professor Mark Brown, who co-authored the study. “Only with realistic and publicly available exposure data for a range of crops can we determine the true risk of these insecticides to wild bees and other important pollinators.”
Source: https://www.independent.co.uk/environment/pesticides-bee-ban-insects-pollinators-farming-neonicitinoids-sulfoximine-
eu-a8492936.html
Guía de Actividades:
1. ¿Cuál es el problema de los nuevos químicos pesticidas?
________________________________________________________________
________________________________________________________________
2. ¿De qué son responsables los tratamientos con base de sulfoximina?
________________________________________________________________
________________________________________________________________
3. ¿Cuál es la controversia del cultivo intensivo?
________________________________________________________________
________________________________________________________________
4. ¿Por qué se necesitan insecticidas alternativos?
________________________________________________________________
29 | P a g e
________________________________________________________________
________________________________________________________________
5. ¿A qué hace referencia la frase nominal "these chemicals"?
________________________________________________________________
________________________________________________________________
________________________________________________________________
6. ¿A qué hace referencia el pronombre "they"?¿Qué resultados fueron publicados
en el "journal Nature"?
________________________________________________________________
________________________________________________________________
________________________________________________________________
7. ¿Cuál es la conclusión de los estudios realizados?¿Qué conector se ha utilizado?
________________________________________________________________
________________________________________________________________
________________________________________________________________
8. ¿Qué modalidades podemos detectar en las declaraciones de la Profesora
Raine?___________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________________________________
9. ¿Qué opina el Dr. Gill?¿Cuál es su posición con respecto a estos pesticidas?
Explique su opinion en castellano.
Dr Richard Gill agreed that the results were cause for concern, although more
work would be required.
________________________________________________________________
________________________________________________________________
________________________________________________________________
10. ¿Cuál es la postura de los autores del artículo?
________________________________________________________________
________________________________________________________________
________________________________________________________________
Clase 11: Verbos Modales 2.
Improvement of Mouse Cloning from Any Type of Cell by Nuclear
Injection (abstract 8)
Somatic cell nuclear transfer (SCNT) technology has
become a useful tool for animal cloning, gene
manipulation, and genomic reprograming research. The
original SCNT was performed using cell fusion between
the donor cell and oocyte. This method remains very
popular, but we have recently developed an alternative
method that relies on nuclear injection rather than cell
30 | P a g e
fusion. The advantages of nuclear injection include a shortened experimental procedure and
reduced contamination of donor cytoplasm in the oocyte. In particular, only this method allows us
to perform SCNT using dead cells or naked nuclei such as those from cadavers or body wastes.
This chapter describes a basic protocol for the production of cloned mice by the nuclear injection
method using a piezo-actuated micromanipulator as well as our recent advances in SCNT using
noninvasively collected donor cells such as urine-derived somatic cells. This technique will
greatly help not only SCNT but also other forms of micromanipulation, including sperm
microinjection into oocytes and embryonic stem cell injection into blastocysts.
Conteste las siguientes preguntas sobre el abstract:
1. ¿Cuál es la temática del texto?
2. ¿Cómo se realiza una transferencia nuclear tradicional?
3. ¿Cual es otro método alternativo?
4. ¿Cuáles son sus ventajas?
5. ¿Qué tipos de células o núcleos se pueden usar?
6. ¿Cómo describen este tipo de recolección o extracción de células?
MODALIDAD: Más Allá del Hedging.
CAN CAN'T COULD MAY - MIGHT
PERMISO
POSIBILIDAD
HABILIDAD
SOLICITUD
IMPOSIBILIDAD POSIBILIDAD
HABILIDAD EN EL
PASADO
PERMISO
POSIBILIDAD
SOLICITUD
MUST HAVE TO SHOULD / OUGHT TO NEED
OBLIGACION
INTERNA
DEDUCCIÓN
LÓGICA
OBLIGACION
EXTERNA
CONSEJO
RECOMENDACION
POSIBILIDAD
NECESIDAD
CLONING
Cloning occurs when you copy a living creature.
Two clones have the same genes, small structures
with information in them that tells what the body
of a living creature should look like and how it
should behave. You get the genes from your
parents. Many people think that cloning is only
executed by scientists in laboratories, but, in fact,
cloning also occurs in nature.
31 | P a g e
A-………………………………………………………
Animals have billions of cells. The nucleus of this cell has genetic information
called DNA. All the nuclei of an animal have the same information. But each cell only
uses a part of this information in order to work properly. The other part of the DNA is
not active. But because a single cell holds all the DNA of an animal, scientists CAN
make physical copies of an animal from only one cell.
They transfer the nucleus of an animal’s cell into an egg cell of another animal. This
egg cell has the same genetic information as that of the donor animal. The cell then
grows into an embryo. Scientists MUST then activate the DNA that was not active in
the parent cell. Otherwise a full organism would no develop. Clones CAN'T behave in
an identical way, this is because they live in different environments. Researchers have
found out that identical twins that carry the same DNA are different because they grow
up differently.
B- ………………………………………………………
Cloning animals started way back in the 1950s when the first frogs were
reproduced. In 1996 British scientists cloned the first mammal, a sheep called Dolly.
Since then the cloning of mice, cattle, cats and other mammals has been successful.
C- ………………………………………………………
The cloning of certain animals MAY bring advantages to humans. The cloning
of cattle or sheep CAN produce animals whose meat quality is better or which are more
resistant towards illnesses. Scientists, however, CANNOT yet create perfect clones.
Many of them do no survive the cloning process and die before they are born.
In the past human embryos have been cloned in order to get stem cells. These are cells
that can develop into many different kinds of other cells. Doctors are able to use stem
cells to replace parts of the body that are ill, like skin or other organs. Although this
COULD be a major breakthrough in medicine many people fear that cloning embryos is
32 | P a g e
murder and must therefore be prohibited. Scientists OUGHT NOT TO experiment with
human embryos.
Some scientists still believe that it MIGHT be possible to clone a human being from the
cells of one adult. For a long time this has been thought of as science fiction.
Many problems arise when it comes to cloning human beings. What should be the
characteristics of reproduced humans: should they be highly intelligent, strong or
creative. Who are the people to decide these questions? Critics of cloning say that
creatures should be born in a natural way. Nobody has the right to play God.
D- ……………………………………………………
Clones occur naturally in many cases, for example, when a mother gives birth to
two identical twins. They come from the same fertilized eggs and are therefore have
identical genes. Bacteria and animals with only one cell CAN also reproduce
themselves in a natural way. Plants can also produce clones. Farmers use breeding
techniques to produce certain types of plants.
Guía de Actividades
A) Lea atentamente los párrafos del texto. Tenga en cuenta las palabras más
importantes. Luego, ubique los títulos 1-4 en los párrafos A-D
1-Natural
Cloning
2-History of
Cloning
3-Cloning
Animals
4-Pros and Cons of
Cloning
B) Interprete en Castellano las siguientes frases nominales.
Small structures with information in them
…………………………………………………….. ...........
A major breakthrough in medicine
……………………………………………………………..
C) Hay verbos modales en mayúsculas y subrayados, explique su significado dentro de
la oración.
1- EJEMPLO: CAN - Expresa la habilidad para realizar copias.
2- MUST ............................................................................................................................
33 | P a g e
3- CAN'T ............................................................................................................................
4- MAY……………………………………………………………..................................
5- CAN ..............................................................................................................................
6- CANNOT .....................................................................................................................
7-COULD……………………………………………………………………..................
8-OUGHT NOT TO……………………………………………………...................……
9- MIGHT .........................................................................................................................
10- CAN ............................................................................................................................
D) Encuentre ejemplos de voz pasiva y especifique sus siguientes partes: sujeto – verbo
participio – agente (en caso de tenerlo).
……………………………………………………………………………………………
……………........................................................................................................................
E) En el texto encontrará algunos conectores con doble subrayado. Desarrolle que ideas
unen dichos conectores. Elija un “sinónimo” para los siguientes conectores:
HOWEVER = although / moreover / therefore
……………………………………………………………………………………………
………………..........................................................................................................……..
FOR EXAMPLE = afterwards / in conclusion / such as
……………………………………………………………………………………………
…………..........................................................................................................…………..
F) Referencia: Explique a qué hace referencia la palabra “they” en parte C con doble
subrayado y en la parte D con doble subrayado.
G) Responda las siguientes preguntas.
1-Explique la información expresada en el párrafo A sobre el DNA (ADN en
Castellano) y sobre la clonación.
2-¿Qué sucede con los mellizos idénticos según los investigadores?
3-¿Cuáles son las primeras experiencias sobre clonación de acuerdo al artículo?
34 | P a g e
4-¿Qué información brinda el texto sobre la clonación humana desde el punto de vista
médico? ¿Por qué es un tema que genera controversias?
Clase 12: 1/11 Revisión.
Modelo de Segundo Parcial
Asthma
Every year in spring millions
of people around the world
suffer from asthma. It is a time
when flowers flourish and
grass is cut.
Asthma is an illness that
narrows the breathing
passages. As a result, not
enough air can enter and leave your lungs. According to the World Health Organisation
over 230 million people around the world are suffering from asthma. Among children it
is the most chronic disease. While asthma occurs in almost all countries, asthma-
related deaths happen mainly in countries of the Third World.
In America over 25 million adults and 7 million children develop asthma every year.
The disease is more common among African Americans. The WHO warns that asthma
rates are increasing by 50 % every ten years. Asthma also causes a loss of business and
does damage to the economy because many people stay at home when they are ill.
Asthma occurs when tissue in your throat begins to expand. Muscles in these passages
become tighter and cells begin to produce some sticky substance, which makes airways
even smaller. This makes it difficult for air to flow into your lungs.
When this happens we call it an asthma attack. Victims fight to get enough air into their
lungs, sometimes they have to cough and they breathe heavily. Sometimes asthma
35 | P a g e
victims have a pain in the chest. Such an illness can deeply influence a person's health
and may even lead to death.
Doctors are not sure what causes asthma. Some argue that environmental influences are
the main factors; however, some doctors claim that genes are also responsible for
asthma. Almost half of the parents who suffer from asthma will also pass it on to their
children. 70% of all people who have asthma also suffer from allergies, when the body
reacts in an unusual way towards mostly harmless substances.
Many things can activate asthma attacks, sometimes pollen that fly through the air, at
other times dust, animal hair, mold or humidity. Air pollution from motor vehicles,
factories, smoking, household sprays and other chemicals can lead to
asthma. Exercising in cold weather can also trigger an asthma attack.
Many doctors prescribe asthma patients albuterol. Asthma victims often use a machine
that turns this medicine into a fog-like spray that is connected to a mask that fits over
your nose and mouth. It helps reduce the swelling of the airways.
There are some things that individuals can do to reduce the suffering caused by asthma.
They should know when and how to take their medicine and how to treat asthma attacks
when they occur.
Guía de actividades:
1- Marque en texto las siguientes frases nominales:
a) "Sustancia pegajosa"
b) “Un dolor en el pecho”:
c) “Casi la mitad de los padres”:
d) "Polución de aire por motores de vehículos, fabrica, humo, espray y otros
químicos"
2- Explique que dice cada oración respetando su tiempo verbal.
A. “Asthma occurs in almost all countries”
___________________________________________________________________
___________________________________________________________________
B. “Asthma will also pass it on to their children”
___________________________________________________________________
___________________________________________________________________
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C. “Asthma cases are increasing by 50 % every ten years”
___________________________________________________________________
___________________________________________________________________
D. “Asthma victims have a pain in the chest”
___________________________________________________________________
___________________________________________________________________
3- Conteste las siguientes preguntas, lea atentamente el texto:
a) Según el texto, ¿En qué época del año las personas sufren de asma?
__________________________________________________________________
__________________________________________________________________
b) ¿Cuál de estos significados le darías a la frase “Breathing Passage”?
a-Conducto Respiratorio b- Conducto Torácico c- Pasajero
Asmático d- Respirando Pasaje
c) En el segundo párrafo, podemos ver el conector “as a result”. ¿Qué tipo de
conector es? ¿Podría explicar que ideas
une?______________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________________________________________________________
d) ¿Por qué se caracteriza esta enfermedad entre los niños? ¿Dónde podemos
observar mayor índice de muerte relacionada con el asma?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
e) ¿Cuántos individuos en total desarrollan asma en América por año?
a) 25 Millones aprox. b) 7 Millones Aprox. c) 32 Millones
Aprox.
f) En el tercer párrafo la OMS advierte algo, ¿Qué es lo que advierte? Explique sus
consecuencias.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
g) Según el texto, ¿qué le sucede a las personas que viven con asma? Nombre dos
síntomas. En el párrafo 5, el verbo modal “MAY” se presenta. ¿Cuál es su función
en ese contexto? Explique lo que entiende en la oración: “… and may even lead to
death”
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
37 | P a g e
__________________________________________________________________
_________________________________________________________________
h) En el párrafo 6, explique la categoría del conector “however” y las ideas que une.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
i) ¿Qué factores pueden activar un ataque de asma? Nombre varias razones.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
j) Identifique una oración en voz pasiva y diga su significado.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
k) Referencia: ¿A qué hace referencia la palabra “some” en el texto con doble
subrayado?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Clase 14: Clase especial
Tipos de Resumen o Abstract.
Hay dos tipo de abstracts of resumenes:
Descriptivos Informativos
Contienen y comunican el
contenido del articulo
Dice el Propósito o Problema
Dice el Método o Metodología
usada en la investigación.
Dice el Enfoque
Son cortos
Contienen y comunican el
contenido del articulo
Dice el Propósito o Problema
Dice el Método o Metodología
usada en la investigación.
Dice el Enfoque
Pueden o no ser breves.
Expresa los resultados
Da conclusiones o implicancias del
trabajo de investigación.
38 | P a g e
Guía de actividades: Lea los siguientes abstracts y complete los cuadros.
Section 1.01 Abstract 1
White chocolate does not contain fat-free cocoa solids and
thus lacks bioactive components. In the present study,
white chocolate was enriched with encapsulated blackberry
juice in concentrations: 60 g kg−1
, 80 g kg−1
, and
100 g kg−1
. The results showed an increase of volume
weighted mean in enriched chocolates with increasing the
concentration of encapsulate from 13.06 μm in white
chocolate to 18.05 μm in chocolate with 100 g kg−1
of
encapsulate. Casson viscosity of chocolate mass increased
at the same time (from 0.63 Pa in white chocolate to
1.22 Pa in chocolate with a maximum concentration of encapsulate) due to an increase
of specific surfaces of solid particles in chocolate. Internal structure and surface gloss in
chocolate with 100 g kg−1
of encapsulate are also affected where the lack of free fat
phase caused mat color on the surface. However, the addition of encapsulated
blackberry juice to white chocolate led to the creation of new type of enriched chocolate
with attractive color and blackberry taste. Total polyphenol content (mg GAE/100 g) of
white chocolate is increased from 40.75 to 75.06, 145.86, and 153.95 in chocolates with
60 g kg−1
, 80 g kg−1
, and 100 g kg−1
of encapsulate, respectively.
Section 1.02 Abstract 2
Vivid episodic memories in people have been
characterized as the replay of multiple unique events
in sequential order. The hippocampus plays a critical
role in episodic memories in both people and rodents.
Although rats remember multiple unique episodes , it
is currently unknown if animals “replay” episodic
memories. Therefore, we developed an animal model
of episodic memory replay. Here, we show that rats
can remember a trial-unique stream of multiple
episodes and the order in which these events occurred
by engaging hippocampal-dependent episodic memory
replay. We document that rats rely on episodic
memory replay to remember the order of events rather than relying on non-episodic
memories. Replay of episodic memories survives a long retention-interval challenge and
interference from the memory of other events, which documents that replay is part of
long-term episodic memory. The chemogenetic activating drug clozapine N-
oxide (CNO), but not vehicle, reversibly impairs episodic memory replay in rats
previously injected bilaterally in the hippocampus with a recombinant viral
vectorcontaining an inhibitory designer receptor exclusively activated by a designer
drug (DREADD; AAV8-hSyn-hM4Di-mCherry). By contrast, two non-episodic
memory assessments are unaffected by CNO, showing selectivity of this hippocampal-
dependent impairment. Our approach provides an animal model of episodic memory
replay, a process by which the rat searches its representations in episodic memory in
39 | P a g e
sequential order to find information. Our findings using rats suggest that the ability to
replay a stream of episodic memories is quite old in the evolutionary timescale.
ABSTRACT 1 ABSTRACT 2
Propósito o Problema
Método o Metodología
Resultados
Conclusiones o implicancias
Tipo de Abstract