unidad2.ejercicio2 ingles ii

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Unidad 2 ¿A qué te refieres con “conector ”?

70

EJERCICIO 2

OBJETIVO: Practicar a través del texto ―Why Students Communicate in the

Classroom?‖ cómo utilizar la cohesión gramatical para contestar preguntas deinformación específica.

ACTIVIDADES DE PRELECTURA

ACTIVIDAD 1ACTIVACIÓN DEL CONOCIMIENTO

PREVIO

Ejercicio tomado y editado de : Brioli, C. (1993 ). Inglés II . Módulo II: Coherencia y Cohesión. EstudiosUniversitarios Supervisados. Escuela de Educación. Universidad Central de Venezuela

SIN UTILIZAR EL

DICCIONARIO

1.2 Realice una lectura global del

texto No. 5 con el propósito de

verificar si la información obtenida

coincide con sus previsiones acerca

del contenido.

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

El subtítulo: ―Affinity” corresponde

a una sección del texto No. 5 ―Why

Students Communicate in the

Classroom‖, escrito por Thomas Hurt

y otros. Sobre la base de estoselementos intente anticipar el

contenido del texto.

1.1 Escriba en castellano las

informaciones que espera encontrar

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________



¿A qué te refieres con conector?

Ejercicio 271

1.3 En el texto No. 5 aparecen las siguientes ideas importantes. Ordénelas de acuerdo ala secuencia en que se presentan, escribiendo en la línea correspondiente el número del párrafodonde se expresa cada idea. (Verifique la respuesta en la Unidad de Apoyo Didáctico del CD)

IDEAS No. del párrafo

a) Problems that arise from the strong need tocommunicate with other students ________

b) Reasons that explain why students seek tocommunicate with others ________

c) Problem that arises when students intend toestablish an affinity relationship with theirteacher ________

d) People with whom students seek to communicatein the classroom ________

e) What the teacher must do in order to letstudents satisfy the strong communication needwithin a positive classroom atmosphere ________

ACTIVIDAD 2. VOCABULARIO (Verifique la respuesta en la Unidad de Apoyo Didáctico del CD)

Localice en el texto cada una de las palabras de la columna izquierda. Trate dededucir su significado por contexto. Luego, seleccione de la lista ubicada en el ladoderecho el significado que corresponda y trace una línea entre la palabra y susignificado.

PALABRA SIGNIFICADO

inner (par. 1, lin.2) false person

outcomes (par. 2, lin. 7) close friend

phony (par. 3, lin. 12) to reprehend

garnering (par 3, lin. 12) internal,interior

pals (par 3, lin. 12) to acummulate

reprimanded (par 4, lin. 7) results, consequences

disruptive (par. 4, lin. 18) the quality of interrupting

the orderly course of something



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Why students communicate in the classroom

Affinity

(1) Affinity between two people is often the desired outcome of communication.

Most students have an inner need for warm relationships with other people, including

teachers. Almost no one wants to be isolated from fellow human beings. Consequently,

students often seek to communicate with others in order to establish close affinity

relationships with people. Some students have a lower need for affinity than others, and

they will probably initiate less communication on a social level than will students with

higher affinity needs.

(2) Most students do desire to establish an affinity relationship with their teacher.

This is a particularly strong motivation for communication at the lower levels and only

declines slightly as the student moves through the educational system. Thus, the student

will often initiate communication with the teacher that has little to do with the subject

matter at hand. The student will also initiate communication with other students in the

classroom in order to establish affinity relationships with them. These are normaloutcomes of normal communication motivations. However, problems can occur as a

result of this affinity need.

(3) One problem that may occur when students seek communication with their

teacher in order to establish an affinity relationship is that such an attempt may be

misperceived by either the teacher or other students. We are all familiar with the label

texto tomado de: Hurt, T. (s/f). Communication in the classroom en Brioli, C. (1993). Inglés II. MóduloII: Coherencia y Cohesión. Estudios Universitarios Supervisados. Universidad Central de Venezuela

―apple polisher.‖ Whether it be true or not,

most students believe that if a student has afriendly relationship with a teacher, the

student will get more rewards from the

teacher. If the teacher perceives the student

initiating an unusually large number of social

interactions, the teacher may be turned off.

He or she may perceive the student as being a

TEXTO No. 5




Ejercicio 273

―phony,‖ interested only in garnering the benefits that come from beings pals with the teacher.

Similarly, other students who observe these interactions may develop a negative attitude

toward the student involved. Since most students are somewhat lacking in maturity, it is very

difficult for them to know when they are approaching the line of normal affinity interaction and

when they pass the point at which they would be perceived as apple polishing.

them may cause problems in communication between the teacher and the student. The student

sees nothing wrong in his or her behaviour (and indeed there is nothing intrinsically wrong

with it) and is likely to interpret the teacher’s attempts to regulate the extent of affinity-seeking

communication behavior as an abuse of power. Probably the biggest problem that arises from

communication motivated by the need for affinity is the poor timing on the part of the student.

Few teachers would object if Billy wants to talk to Mary in order to establish a better affinity

relationship. But most teachers do object if Billy tries to do this while the teacher is explaining

the arithmetic assignment. While Billy’s motivations are normal, his behavior is potentially

disruptive, and interferes with teacher-student communication.

(5) While several other factors also motivate students to communicate, the desire to establish

affinity relationships with others may well be the strongest force. A positive classroom

atmosphere will permit the student to engage in the satisfaction of this motivation, at least to

some extent. The problem for the teacher is to regulate that extent without generating negative

perceptions of the teacher on part of the students.

(4) Another problem arising from the need for affinity is that

the student may become a ―social butterfly‖ in the classroom —

that is, a person who seeks to communicate a great deal with otherstudents in order to satisfy a high affinity need. Again, there is

nothing abnormal about this motivation or behavior, but it can get

in the way of effective learning. Such communication attempts

are often reprimanded by the teacher, particularly in the self-

contained classrooms in the lower grades. While there is a

definite need to keep such interactions under control, regulating



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ACTIVIDAD 3. COMPLETE EN INGLES EL SIGUIENTE ESQUEMA

3.1 Lea nuevamente el texto y complete en inglés la información que falta. Preste atención alas palabras resaltadas tanto en el texto como en el esquema. (Verifique la respuesta en la Unidadde Apoyo Didáctico del CD)

ACTIVIDADES DE LECTURA

a) Most students have an inner need for warm relationships with other people includingteachers. Consequently,__________________________________________________

______________________________________________________________________ ______________________________________________________________________

b) Most students do desire to establish an affinity relationship with their teacher. Thus, ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

c) The student will also __________________________________________________ ______________________________________________________________________ ______________________________________________________________________

d) These are normal outcomes of normal communication. However, ___________________________________________________________ as a result of ______________________________________________________________________

e) One ________________________________________________________________ ______________________________________________________________________ ____________________________. If ______________________________________ _____________________________________________, the teacher may be turned off.

f) Similarly, ___________________________________________________________ ________________________________________________________________. Since __________________________________________________, it is very difficult forthem to know when they are approaching he line of normal affinity interaction andwhen they pass the point at which they would be perceived as apple polishing.

g) Another ____________________________________________________________ _________________________________________ is that the student may become asocial butterfly in the classroom – that is, _____________________________________

______________________________________________________________________




Ejercicio 275

3.2 Complete el cuadro siguiente, colocando los conectores subrayados en la actividad anterioral lado de la categoría correspondiente. Luego escriba el significado en español de cada conector. (Verifique la respuesta en la Unidad de Apoyo Didáctico del CD)

TIPO DE RELACIÓN CONECTOR SIGNIFICADO

Causa-efecto

Adición

Secuencia

Contraste o limitación

Condición

Ejemplificación

ACTIVIDAD 4. RESPONDA EN ESPAÑOL LAS SIGUIENTES PREGUNTAS

Preste atención a las palabras y frases que relacionan distintas partes del texto refiriéndosea informaciones ya mencionadas y luego responda (Verifique la respuesta en la Unidad de ApoyoDidáctico del CD)

1. What are normal outcomes of normal communication motivations? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

Explique qué relación semántica es importante establecer para responder la pregunta anterior, indicando la referencia y el referente respectivo.

__________________________________________________________________ __________________________________________________________________

__________________________________________________________________



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2. What attempt is usually misperceive by either the teacher or the student? ________________________________________________________________________

________________________________________________________________________ ________________________________________________________________________

Explique qué relación semántica es importante establecer para responder la pregunta 2,indicando la referencia y el referente respectivo.

________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

3. What communication attempts are often reprimanded by the teacher? ________________________________________________________________________

________________________________________________________________________ ________________________________________________________________________

Explique qué relación semántica es importante establecer para responder la pregunta,indicando la referencia y el referente respectivo.

________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

4. What interactions may develop a negative attitude toward the student involve? ________________________________________________________________________

________________________________________________________________________ ________________________________________________________________________

Explique qué relación semántica es importante establecer para responder la pregunta,indicando la referencia y el referente respectivo.

________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

THINKING

STRATEGIES

¿Cree usted que a Mafaldale importe establecer una

buena comunicación consu maestra? ¿Por qué?




Ejercicio 277

ACTIVIDAD 5. MONITOREO

ACTIVIDAD 6. VOCABULARIO (Verifique la respuesta en la Unidad de Apoyo Didáctico del CD)

6.1 Las siguientes palabras que aparecen en el texto están formadas por sufijos. Subrayeen cada palabra el sufijo y luego ubíquela según su función en la columnacorrespondiente. Si necesita ayuda, consulte su material de Inglés I.

affinity relationship probably behavior intrinsically perception

particularly motivation slightly assignment potentially negative

educational familiar friendly positive satisfaction maturity

effective disruptive social

Complete las siguientes frases:

5.1 Una referencia es___________________________________________________ ____________________________________________________________________

5.2 Los pasos para ubicar el referente son __________________________________

____________________________________________________________________

5.3 Un conectador es ___________________________________________________

____________________________________________________________________

5.4 Las funciones de los conectadores son__________________________________

____________________________________________________________________

5.5 Los pasos para determinar las ideas que une un conector son ________________

____________________________________________________________________

5.6 La cohesión gramatical (a través de las referencias y los conectadores) es un

mecanismo que al momento de leer un texto en inglés ayuda a

_____________________________________________________________________

___________________________________________________________________

ACTIVIDADES DE INTEGRACIÓN YEXTENSIÓN



Unidad 2

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NOUN VERB ADJECTIVE ADVERB

6.2 Ahora escriba en el espacio correspondiente el significado de cada una de las palabras que ubicó en el cuadro anterior.

PALABRA SIGNIFICADO PALABRA SIGNIFICADO

unidad2.ejercicio2 ingles ii

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