CUADERNILLO Inglés 2 Cuatrimestral-2023

NIVEL de IDIOMA II - INGLÉS
(cuatrimestral) 2022
2020
2021
2023
UADER
Facultad de Humanidades, Artes y
Ciencias Sociales
Profesoras: Alejandra Alzamendi
Melina Coronel Equipo docente:
Sandra Gogniat Alejandra Alzamendi
Melina Coronel
Sandra Gogniat
Florencia Lamanna
Santiago Sedrán
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CONTENIDOS CONCEPTUALES
UNIDAD 1
La Frase Verbal
 El verbo y sus formas. Modo imperativo.

 Tiempos de verbos: el presente simple, presente continuo, pasado
perfecto (present perfect) y el pasado simple.
 Los verbos modales.
 La voz pasiva.
UNIDAD 2
La estructura de la Oración Simple
 Los elementos de la oración simple; el sujeto, el verbo y sus

complementos.
UNIDAD 3
Comprensión de Textos
 Skimming
 Scanning
 La organización del texto
 Recursos de cohesión: la referencia y el uso de los conectores.
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 LA FRASE VERBAL
LA FORMACIÓN DE VERBOS -
Flexiones
Es notable la sencillez del sistema verbal en inglés, puesto que los verbos no varían
demasiado en su forma como lo hacen en castellano para expresar tiempo modo, voz, etc.
Los verbos pueden ser regulares o irregulares y los cambios se expresan en su forma
(podría llamarse “conjugación”). Los verbos deberán cambiar la forma (conjugación) para
expresar los diferentes tiempos verbales, aspectos verbales y voces verbales que el
interlocutor necesite. Los verbos regulares usan sólo tres flexiones que se agregan a la
forma básica del verbo (raíz): “-s/-es”; “-ed” e “-ing”. (el uso de las mismas será explicado
más adelante). Los verbos irregulares cambian su construcción y forma en los diferentes
tiempos verbales, su comportamiento es mas impredecible. Para facilitar el aprendizaje de
las numerosas formas que presentan los verbos irregulares, se ha diseñado una lista de
verbos irregulares, que se puede consultar en el Anexo 1 (pág 28) al final del cuadernillo.
La derivación
Los prefijos más comunes usados para formar verbos son los siguientes, presentados en
orden de frecuencia de uso.
Prefijo Significado(s) Ejemplo

re- nuevamente reabsorb, rearm, rebuild, redefine, refinance
dis- opuesto, aparte disallow, disarm, disconnect, discontinue,
over- dislike
demasiado, a través, más allá overbook, overeat, overhear, overreach
un- opuesto, en reversa unbend, uncouple, unfold, unload, unpack
mis- Incorrecto misbehave, misinform, mispronounce
out- Más allá, en exceso outbid, outdo, outgrow, outperform,
outweigh
Existen sólo unos pocos sufijos usados para formar verbos.
sufijo significado Ejemplos

-ize/-ise Causar que, convertirse en computerize, energize, stabilize
-en Causar que awaken, flatten, lengthen, moisten
-ate Causar que activate, liquidate, regulate, pollinate
-(i)fy Causar que beautify, codify, exemplify, notify
La composición
Es muy común en inglés el uso de verbos particulares llamados “phrasal verbs”. Estos son
verbos compuestos que constan de un verbo léxico al que se le agrega una partícula (una
preposición). El resultado de esta combinación es un nuevo verbo con un significado
completamente impredecible y diferente. Es imprescindible usar un buen diccionario para
conocer el significado de estas expresiones verbales.
e.g: Verbo base (raíz) Break: significado-romper)
Diferentes phrasal verbs luego de combinaciones con diferentes preposiciones:
break down – perder el control emocionalmente o mentalmente

break off – finalizar, interrumpir negociaciones, relaciones, acuerdos, etc
break into – irrumpir por la fuerza
break out – comenzar de repente
break up – detener, finalizar, separar
EL MODO IMPERATIVO
Este modo se identifica con el uso del verbo en su forma básica y es usado con la intención
de dar órdenes, instrucciones, sugerencias, invitaciones, etc.
Se destaca su uso en textos instructivos o descriptivos de procesos.
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La oración en el modo imperativo carece de sujeto explícito, puesto que implícitamente se
deduce que éste es “you”. (Usted/tú/vos/ustedes)
Eg:
Select menu. (Seleccione / Selecciona / Seleccionen el menú)
Press camera key. (Presione / Presiona / Presionen la tecla de la cámara)
Start process.(Comience / Comienza / Comiencen el proceso)
LAS FRASES VERBALES SIMPLES – COMPUESTA DE UN SOLO VERBO LÉXICO.
El presente simple -- Hay tres usos principales para el presente simple:

1) Éste puede describir un estado que existe en el presente. Dicho estado puede ser temporal
o permanente. Este uso es particularmente frecuente en el lenguaje académico.
Eg. The pigment occurs in the epidermal cells.

El pigmento ocurre en las células epidérmicas)
2) Éste puede describir acciones habituales o rutinarias, un estado que se repite en ciertas o
muchas ocasiones.
Eg. I always walk to work. (Siempre camino para ir a trabajar)
3) También puede describir una acción que está ocurriendo en el presente.
Eg. Oh, look! There he goes. (¡Oh, mira! Ahí va.)
Para conjugar los verbos en presente simple (forma afirmativa), se conserva la forma básica o
se agrega “s/es”, dependiendo de la persona (pronombre personal en posición de sujeto de la
oración).
La forma básica se usa para los pronombres:

I - (1º persona singular)
You - (2º persona singular y plural)
We - (1º persona plural)
They -(3º persona plural)
Ej. Conjugamos el verbo play (jugar, tocar un instrumento)
I
You play (juego, juegas, jugamos, jugáis, juegan)
We
they
La flexión “-s” (o “-es”) se usa sólo para conjugar el verbo en la 3º persona del singular.
He
She plays (juega)
It
Sólo para facilitar la pronunciación, algunos verbos cuya forma básica termina en “s”, “ss”
“sh”, “x”, “ch” (sonidos sibilantes) agregan la flexión “-es”.
Eg: wash – washes (Tina washes the car every Sunday)

Watch – watches (Paul watches Japanese films)
Kiss – kisses (The little girl kisses her mother when she goes out)
Fix – fixes (A software engineer fixes computers)
Las formas negativas e interrogativas del presente simple serán explicadas más adelante. (Ver
frase verbal compuesta).
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Landfill - (Daughter)
1) Prestar atención a la letra de la canción. Identificar las expresiones de la letra que

contengan oraciones imperativas afirmativas; extraer esas oraciones, formar una lista.
2) Notar cómo se construyen las oraciones imperativas negativas (¿Cómo comienzan? ¿Qué
aparece en la frase verbal?) Extraer esas oraciones, formar otra lista.
3) Identificar también las frases verbales en presente simple, extraerlas, formar una lista. Tener
en cuenta que aparece un sujeto en la sintaxis de esas oraciones, lo cual puede ayudarlos a
encontrarlas. Presten atención a las flexiones del verbo cuando se conjuga para las personas
“she/he/it”.
Landfill
Throw me in a landfill
Don't think about the consequences
Throw me in the dirt pit
Don't think about the choices that you make
Throw me in the water

Don't think about the splash I will create
Leave me at the altar
Knowing all the things you just escaped
Push me out to sea

On a little boat that you made out
of the evergreen
that you helped your father cut away
Leave me on the tracks

To wait until the morning train arrives
Don't you dare look back
Walk away
Catch up with the sunrise
'Cause this is torturous

electricity between both of us
and this is dangerous 'cause I want you so much
But I hate your guts
I hate you
So leave me in the cold

Wait until the snow covers me up
So I cannot move
So I'm just embedded in the frost
Then leave me in the rain

Wait until my clothes cling to my frame
Wipe away your tear stains
Thought you said you didn't feel pain
Chorus x 2
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Video - Preschool from a 2 year old
1) Tener en cuenta que el contexto temporal de la niña que narra la historia se sitúa en un PASADO, por lo cual,
los verbos van a tener que cambiar su forma para expresarse en pasado.
Los verbos regulares expresan este accidente con la flexión -ed al final del verbo, mientras que los verbos
irregulares sufren cambios a otro nivel en su construcción, para ello, consultar la lista de verbos irregulares en los
anexos del cuadernillo, segunda columna. (Anexo 1).
Extraer los verbos en pasado simple, regulares e irregulares que aparezcan en la narración de la niña. Encontrar
lasformas infinitivas de cada verbo.
2) Leer las páginas del cuadernillo que detallan las formas del verbo en PASADO SIMPLE. Afirmativas,
negativas, interrogativas.
So yesterday, my mom had some news for me

She signed me up for pre school
I told her I want to go to law school...WHAT?
She was like “No, Mila, you’re only two”
So we get to the place, and I’m shook.
The teacher is shady, kids are insane...
Throwing staplers, pooping everywhere!
I walk in, I’m like (makes faces)
But I’m still alive
I get in my seat
The teacher is like “Dave, we don’t pee on our friends”
So now Dave is triggered, chases her with scissors
It was a mess! I had to do something!
So I yelled “naptime”
Checkmate!
El pasado simple: También requiere una frase verbal simple (consta de un solo verbo
léxico)
Este tiempo verbal se usa para referirse a una acción pasada; es muy común en el lenguaje
narrativo de ficción o histórico.
Si los verbos son regulares, agregan la flexión “-ed” para todas las personas (pronombres
personales, sujetos)
Eg:
I
You (jugué, jugaste, jugó, jugamos,
He jugasteis, jugaron ó
She played jugaba, jugabas, jugaba,
It jugábamos, jugabais, jugaban)
We
they
Los verbos irregulares son impredecibles en su forma. Para saber cuál es el pasado simple de
un verbo irregular, debemos consultar la lista que nos facilita la búsqueda. (Ver Anexo 1: lista
de verbos irregulares – 2º columna).
LAS FRASES VERBALES COMPLEJAS
Son frases verbales compuestas por más de un verbo. Estas frases están estructuradas de la
siguiente manera:
PREMODIFICACIÓN + VERBO NÚCLEO
El verbo núcleo es el que posee carga semántica, es decir, significado propio.
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En premodificación encontramos verbos auxiliares que se dividen en:
*Primarios: do / have / be (y sus derivaciones did /does / has / had / am / is / are/ was /
were / been / being)
*Modales: can / could / shall / should / may / might / will / would / must
*Semi-modales. Ought to / have to / be going to / be to / be supposed to / need to
Los verbos léxicos que le siguen a cualquier verbo modal o semi-modal, se encuentran en
forma infinitiva; -ar, -er, -ir, en español. Ej: I can speak English (Puedo hablar en Inglés).
El presente simple – negación e interrogación
* Para negar o preguntar en el presente simple, necesitamos usar los verbos auxiliares “do” o
“does” (según la persona) y/o el indicador de negación “not”. El uso del verbo auxiliar en
preguntas y oraciones negativas es obligatorio, su presencia permite que el mensaje sea
gramáticamente correcto.
Este auxiliar carece de carga semántica, y combinado con el adverbio negativo, sólo se traduce
como “no”.
I He
You do not play She does not play
We (don´t) It (doesn´t)
they
(No juego, no juegas, no jugamos, no juegan) (No juega)
* Para la formular una pregunta, se invierte el orden entre el verbo auxiliar y el sujeto de esta
manera:
I He
Do you play? Does She play?
we It
they
(¿Juego?, ¿Juegas?, etc) (¿Juega?)
El pasado simple – negación e interrogación
*Para producir una oración negativa o interrogativa en el pasado simple, necesitamos usar el
verbo auxiliar “did” (que es el pasado de “do”) y/o el indicador de negación “not”. Tal como en
el presente simple, este auxiliar carece de carga semántica, y combinado con el adverbio
negativo, sólo se traduce como “no”.
I
You
He No jugué, no jugaste, no jugó, etc
She did not play
It
We
they
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*Para la formular una pregunta, también invertimos el orden entre el sujeto y el verbo auxiliar
de esta manera:
I
you
he ¿Jugaste?, etc.
Did she play?
it
we
they
El pasado perfecto (present perfect)
Este tiempo verbal se usa para referirse a una acción pasada que tiene alguna relación con el
presente. La forma del pasado perfecto es siempre compleja, pues se forma con un verbo
auxiliar (have/has) y un verbo núcleo en participio pasado, en sus tres tipos de oraciones
(afirmativa, negativa o interrogativa).
Si los verbos son regulares, se conjugan de la siguiente manera:
Have/has (verbo auxiliar “haber”) + verbo en la forma “ed” (participio pasado)
I He
You have played She has played
We It
they
(he jugado, has jugado, (ha jugado)

hemos jugado, han jugado)
*Para negar, se agrega el indicador de negación “not” entre el verbo auxiliar y el verbo
principal.
I He
You have not played She has not played
We (haven’t) It (hasn’t)
they
(no he jugado, no has jugado, (no ha jugado)

no hemos jugado, no han jugado)
*Para la formular una pregunta, también invertimos el orden entre el verbo auxiliar y el sujeto
de esta manera:
I
Have you played? (¿Has/hemos/han jugado?, etc. )
we
they
He (¿Ha jugado?)
Has She played?
It
Cuando los verbos son irregulares, el participio pasado es impredecible. (Ver Anexo 1; lista de
verbos irregulares – 3º columna).
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El presente continuo (present continuous)
Esta construcción verbal se usa para referirse a una acción que está sucediendo en el presente
real o para una acción que ocurre en forma temporaria. También es muy común en inglés usar
el presente continuo para acciones futuras. La forma del presente continuo es siempre
compleja, pues se forma con un verbo auxiliar (be) y un verbo núcleo en participio presente
(flexión ”-ing”), en sus tres tipos de oraciones (afirmativa, negativa o interrogativa).
Los verbos se conjugan de la siguiente manera:
be (verbo auxiliar “estar”) + verbo núcleo en la forma “-ing” (participio presente)
I am (Estoy jugando, estás jugando, está jugando,

You are estamos jugando, estáis jugando, están
He jugando)
She is playing
It
We
are
They
* Para negar, se agrega el indicador de negación “not” entre el verbo auxiliar y el verbo
principal.
I am
You are
He (No estoy jugando, etc.)
She is not playing
It
We
are
they
* Para la formular una pregunta, también invertimos el orden entre el verbo auxiliar y el sujeto
de esta manera:
Am I
Are you
he (¿Estás jugando?,
Is she playing? etc.)
it
we
Are
they
VERBOS MODALES
Como ya dijimos, hay nueve verbos modales más usados en inglés: can / could / shall /
should / may / might / will / would / must. Se llaman así porque se comportan de manera
diferente a los demás verbos, y no están vacíos de carga semántica, es decir tienen un
significado en sí mismos. Sin embargo, se los considera verbos auxiliares, ya que su significado
está incompleto en ausencia de un verbo léxico/principal.
Algunas de sus características son:

 Son invariables en forma, no aceptan flexiones para mostrar concordancia con el sujeto.
(ej.: I can sing – she can sing, etc)
 Preceden la partícula de negación “not” en la forma negativa. (Ej.: I cannot sing)
 Preceden al sujeto en las preguntas. (Ej.: Can you sing?)
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 El verbo principal que les sigue está siempre en su forma base (infinitivo). (EJ: He can
sing, no He can to go or He can goes).
(Ver Anexo 2, pág 31: tabla de verbos modales y sus significados)
VOZ PASIVA Y ACTIVA
La mayoría de los verbos transitivos (aquellos que toman un objeto directo en la sintaxis)
pueden ocurrir en dos voces: pasiva y activa. La activa es la más común, la voz “no-marcada”.
Las frases verbales en voz pasiva son menos comunes y se usan en funciones discursivas
especiales.
*Generalmente, la construcción en voz pasiva se forma con el auxiliar “be” + el participio

pasado. Por ejemplo:
The results of the experiments are shown in table 1.14.

(Los resultados del experimento se muestran / son mostrados en la tabla 1.14).
*El sujeto de la oración en voz pasiva generalmente se corresponde con el objeto directo (o
indirecto) en la voz activa equivalente. Por ej.:
The effects of the Relativity theory will be discussed in next chapter.

S
(Los efectos de la teoría de la Relatividad serán discutidos / se discutirán en el siguiente
capítulo.)
We will discuss the effects of the Relativity theory in next chapter:

OD
(Discutiremos los efectos de la teoría de la Relatividad en el siguiente capítulo.)
*Como se muestra en los ejemplos, en castellano existen dos tipos de voz pasiva: la que se
forma con el verbo “ser” + el participio pasado y la pasiva con “se”, siendo la segunda de uso
más frecuente.
*Las oraciones en voz pasiva pueden ser cortas o largas. En las cortas, también llamadas “sin
agente”, no se especifica quién realizó la acción. (el agente)
Por ej.: These cars have been imported from Brazil.

(Estos autos fueron importados de Brasil.)
*En las oraciones pasivas largas se especifica el agente de la acción, es decir quién realiza la
acción.
Por ej.:
The proposal was approved by the Project Coordinating Team.
(La propuesta fue aceptada por el Equipo Coordinador del Proyecto.
*La ausencia de agente en una construcción pasiva se puede deber a que el agente es obvio
(se deduce por el contexto o el conocimiento previo del tema), no es importante o es
totalmente desconocido. También el agente suele omitirse en las noticias para ahorrar espacio
o para hacer al texto más impersonal.
*La presencia del agente suele lograr el efecto opuesto; se usa para enfatizar quién realizó la
acción o para presentar lo que se considera “información nueva” al final de la oración.
Como ya hemos mencionado, el auxiliar que se usa para formar la frase verbal en voz pasiva
es el verbo “to be”. Por lo tanto, consideramos conveniente mostrar las formas que éste puede
tomar en los diferentes tiempos verbales.
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Presente simple Am / is / are
Presente continuo Am being / is being / are being
Presente Perfecto Has been / have been
Pasado simple Was / were
Verbos modales Can
Could + Verbo principal en ppio pasado
May
Might be
Vbos regulares: raiz+ED
Should
Will Vbos irregulares: 3º columna
Would lista de verbos irregulares
Pasado continuo Was being / were being

Pasado perfecto Had been
UNIDAD 2 – ESTRUCTURA DE LA ORACIÓN
Elementos básicos de una oración en inglés

Las oraciones en inglés pueden volverse extremadamente complejas y pueden contener muchas partes diferentes,
pero casi todas contienen los mismos elementos básicos. Si bien las oraciones sólo necesitan un sujeto y un
predicado para estar completas, existen otros elementos comunes que permiten transmitir mucha más información.
Dentro de los elementos comunes se incluye el sujeto, el predicado, los objetos y los modificadores.
Sujeto
El sujeto es un sustantivo o pronombre que realiza una acción. Los sustantivos son personas, lugares o cosas. Los
pronombres son palabras como "he", "she" e "it". Los sujetos pueden ser simples o compuestos, dependiendo de si
existen modificadores descriptivos. La forma más fácil de determinar cuál es el sujeto es encontrar el verbo o la
"acción" de la oración, y preguntarse quién o qué realiza dicha acción. El actor es el sujeto. Los sujetos pueden ser
sencillos, como por ejemplo "The boy".
Predicado
El predicado comprende al verbo de la oración. El verbo es la acción que realiza el sujeto. La acción puede
llevarse a cabo en tiempo presente, pasado o futuro. Estos se llaman tiempos verbales. Asimismo, los verbos
pueden tener modificadores o estar dentro de cláusulas, pero un predicado simple constaría de solo el verbo. "The
boy walked" es una oración completa, siendo "walked" el predicado.
Objetos
A veces después del verbo aparece un objeto. Éste recibe la acción del verbo de alguna manera. Existen dos tipos
de objetos, directos e indirectos. Los objetos directos responden a la pregunta "¿Qué?". Los objetos indirectos
"reciben" al objeto directo y responden a la pregunta "¿Para quién?" o "¿Para qué?". La oración "the boy walked
the girl home" contiene tanto un objeto directo como indirecto. "The girl" es el objeto directo porque el muchacho
la está acompañando a algún lado. "Home" es el objeto indirecto debido a que dice dónde están yendo.
Modificadores
Los modificadores son palabras o cláusulas que añaden información sobre otra palabra. Los adjetivos modifican a
los sustantivos y los adverbios a los verbos. Si bien dentro de una oración se pueden encontrar adverbios casi en
todas partes, los adjetivos casi siempre aparecen directamente antes del sustantivo al que describen. "The tall,
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young boy quickly walked the pretty girl home" contiene adjetivos y un adverbio. "Tall" y "young" son adjetivos
que describen al muchacho, y "pretty" describe a la muchacha. "Quickly" es un adverbio que da más información
sobre el verbo "walked".
------------------------------------------------------------------------------------------------------------------------
Partes de la oración en inglés y ejemplos
Noun (sustantivo) es la parte de la oración que nombra a una persona, animal, lugar, objeto, etc. En el siguiente
ejemplo sisters (hermanas) funciona como el sustantivo que ejecuta una acción:
My sisters work on weekends. (Mis hermanas trabajan los fines de semana)
Pronoun (pronombre) es la parte de la oración que sustituye a los nouns (sustantivos), mis hermanas puede ser
sustituido con el pronombre they (ellos o ellas):
They work on weekends. (Ellas trabajan los fines de semana)
El subject (sujeto) es la persona, animal, objeto o cosa de la que se dice que realiza una acción, se expresa
mediante un noun (sustantivo) o pronoun (pronombre) que puede ir acompañado de un artículo, adjetivo u otras
palabras:
The dog chases the cat all around the house. (El perro persigue al gato por toda la casa)
Mr. Green works with my uncle. (El Sr. Green trabaja con mi tío)
El verb (verbo) nos indica la acción que realiza el sujeto de la oración:

They always play tennis on Sundays. (Ellos siempre juegan tenis los domingos)
Existen verbos auxiliares que permiten expresar en que tiempo verbal se realiza, realizó o realizará la acción:
Does he always walk to school? (¿Él siempre camina para ir a la escuela?)
Did she go there twice a week? (¿Ella fue allí dos veces a la semana?)
The bus will stop at the corner. (El autobús se detendrá en la esquina)
También, hay verbos modales:

She can try to finish her projects on time. (Ella puede tratar de terminar sus proyectos a tiempo)
You might prepare your work more carefully. (Tú podrías preparar tu trabajo más cuidadosamente)
I must work tonight. (Yo debo trabajar esta noche)
Y verbos principales:
Does he always walk to school? (¿Él siempre camina para ir a la escuela?)
She can try to finish her projects on time. (Ella puede tratar de terminar sus proyectos a tiempo)
El adverbio (adverb) proporciona información adicional sobre el verbo:

He does his homework carefully. (Él hace su tarea cuidadosamente)
I need your help. Please, come quickly. (Necesito tu ayuda. Por favor, ven rápido)
Preposition (preposición) expresa la relación entre algunas de las partes de la oración:

The book is on the desk. (El libro esta sobre el escritorio)
Conjunction (conjunción) une dos palabras o dos ideas:

He is smart and handsome. (Él es inteligente y bien parecido)
You are sick but you have to go to school. (Estás enfermo pero tienes que ir a la escuela)
Do you want lemonade or coffee? (¿Quieres limonada o café?)
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Generalmente, se identifican tres partes: sujeto, verbo y complemento:
They work on weekends. (Ellas trabajan los fines de semana)
He does his homework carefully. (Él hace su tarea cuidadosamente)
The book is on the desk. (El libro esta sobre el escritorio)
Objeto directo
Un objeto directo es una persona o una cosa que es afectada directamente por la acción del verbo. Podrías decir
que el objeto directo "recibe la acción del verbo."
"He broke the window." ("Rompió la ventana.")
¿Qué fue afectado por la acción? La ventana. Entonces "the window" es el objeto directo.
Más ejemplos (el objeto directo está en negrita):
Tim fixed the computer yesterday.

(Tom arregló el ordenador ayer.)
I hated that movie so much.

(Odié tanto esa película.)
We built a castle on the beach.

(Construimos un castillo en la playa.)
Objeto indirecto
Un objeto indirecto es una persona o cosa a la que se hace la acción o para la que se hace la acción.
El objeto indirecto normalmente se coloca directamente antes del objeto indirecto.
También podrías decir que el objeto indirecto es el receptor del objeto directo.
"He gave his mother flowers."

("Dio a su madre unas flores.")
¿A quién le dio las flores? A su madre.
Más ejemplos (el objeto indirecto está en negrita):

Tim made Joan a sandwich for lunch.
(Tim preparó a Joan un sándwich para el almuerzo.)
13
I told you what to do.
(Te dije qué hacer.)
We built him a castle on the beach.

(Le construimos un castillo en la playa.)
You bought her the same hat last week.

(Le compraste el mismo sombrero la semana pasada.)
 LECTOCOMPRENSIÓN
SKIMMING
Es una técnica de lectura que se realiza a alta velocidad para obtener el tema y la idea
general del texto. Las primeras oraciones de los párrafos son las que cargan con la mayor
cantidad de información. El último párrafo es importante, ya que allí el autor resume las ideas
expresadas a lo largo de texto.
SCANNING
Es un tipo de lectura que se realiza a alta velocidad. No se lee cada palabra, sólo las que
necesarias para responder las preguntas consignadas. Es una técnica importante, ya que
ayuda al lector a obviar las palabras que son irrelevantes para cumplir con el objetivo
planteado en la consigna.
COHESIÓN
La cohesión se relaciona con la vinculación inter-oracional. Para darle cohesión a un texto se

utilizan diferentes palabras o frases. Para que exista un texto, debe existir cierta relación entre
las estructuras y el léxico usado. Es importante para el lector identificar estos elementos, ya
que ellos ayudan a mejorar la comprensión.
La cohesión puede estar dada por distintos recursos gramaticales y/o lexicales.
Recursos gramaticales:
 Referencia
Ésta ocurre cuando un elemento en el texto requiere la presencia de otro para su
interpretación. Está dada por pronombres o unos pocos adverbios.
Referencia anafórica: los pronombres hacen referencia a algo nombrado anteriormente.
Ej.: Mary Simas lives in New York. She has an apartment near Central Park.
(Mary Simas vive en Nueva York. Ella tiene un departamento cerca del Parque Central.)
Referencia catafórica: Los pronombres refieren a algo que se nombra más adelante.
Ej.: This is what we´ll do. We´ll go to the cinema and then we´ll have a drink somewhere.
(Ésto es lo que vamos a hacer. Vamos al cine y luego tomamos algo en algún lado.)
(Ver Anexo 3, pág 33)
 Elipsis
Es la omisión de uno o varios elementos cuyos significados pueden ser reconstruidos por el
contexto. Es un recurso importante para reducir el número de palabras en un texto.
Ej.: How is the champagne? Do you want some more * (champagne)?

(¿Cómo está el champagne? ¿Quieren más* (champagne)?
14
 Conjunción
Este recurso especifica la manera en que lo que sigue está sistemáticamente conectado con lo
anterior. Esto se logra por medio del uso de conectores cuya función principal es la de clarificar
la relación entre dos unidades del discurso.
Las categorías más importantes de conjunciones son (Ver Anexo 5, pág 34, para más ejemplos)
*Enumerativas y Aditivas:
First (primero), firstly (primeramente), second (segundo), secondly (en segundo lugar), finally
(finalmente), lastly / finally (finalmente), for one thing / on one hand (por un lado), for another
thing / on the other hand (por otro lado), in addition (además), similarly (en forma similar), to
begin with (para comenzar), next (a continuación), also (también), further (more) (además),
likewise (de igual manera), and (y) , moreover / besides (también), to conclude (para
finalizar)etc.
*Resumen o Generalización:
In sum, all in all (en suma), in conclusion (en conclusion), to sumarise / to sum up (para
resumir), in short, in a word (en una palabra), etc.
*Resultado o Consecuencia:
Therefore, so, thus, then, consequently, hence, (en consecuencia), etc.
*Contraste o Concesión:
But, however, nevertheless, yet, though, still (sin embargo), on the one hand, on the other
hand, in contrast (por el contrario), alternatively, instead (alternativamente), on the contrary
(por el contrario) , in spite of that (a pesar de esto), etc.
*Ejemplificación:
For example (e.g.), for instance (por ejemplo), which is to say, that is to say, that is (i.e.)
namely (es decir / o sea / a saber / específicamente), etc.
*Alternativa:
Or, or else, (o) etc.
COHERENCIA
La coherencia implica percibir el texto como un todo. La etapa final en el proceso de lectura
requiere la comprensión de la organización conceptual del texto; ésto es, el análisis de las
relaciones existentes entre las ideas expresadas, la jerarquización de la información, la
identificación de modelos de tipos de texto, las propiedades semánticas del discurso, etc.
La organización coherente y efectiva del texto requiere organizar las ideas o conceptos que lo
componen según alguno (uno o más de uno) de los siguientes patrones:
 Orden Cronológico o Secuencia

Las ideas aquí están ordenadas según cómo fueron ocurriendo en el tiempo (biografías,
historias), o siguiendo un orden preestablecido (instrucciones, procesos).
Franklin D. Roosevelt, the thirty-second president of the United States, served his country for
most of his life. He was the only president to be elected four times. He was born in Hyde
Park, New York, on January 30, 1882, and he began his studies at Harvard in 1903. In 1905,
he married Eleanor Roosevelt, a distant cousin, and they had six children. After serving in the
New York State Senate, Roosevelt worked in Washington as Secretary of the Navy until 1921.
At that time, he became very ill with polio and lost the use of his legs. In 1928, Roosevelt ran
for governor of New York. After serving two terms as governor, he was elected to the
presidency in 1933. Roosevelt died in office on April 12. 1945.
 Enumeración o Listado
Aquí la idea principal del autor es seguida por una lista de ideas secundarias que amplían o
ejemplifican la principal.
E-mail (electronic mail) uses computers for communication. It has several important
advantages over phones and regular mail. The main advantage of e-mail is that it takes very
15
little time to send and receive messages. From your computer, you can contact someone far
away (or in the next office). Seconds later, they have your message. If they are at their
computer, you can get a response instantly, too. Another reason people like to use e-mail is
that for just a few cents you can send a message to someone in another part of the world.
You don't have to worry about the time difference or slow mail delivery. Your message is sent
immediately, and your friends or colleagues can send a response at their convenience.
Lastly, e-mail allows you to send a single message to many people at the same time.
 Comparación o Contraste
Este patrón se utiliza para mostrar cómo dos o más elementos son similares y/o diferentes.
Both New York City and Paris depend on vast subway lines to transport their millions of
commuters. In both cities, the subways are often crowded, especially at rush hours. Another
likeness is the terrible noise level in the trains. A further similarity is that the two subway
systems both cover a wide area at little expense for commuters. However, the differences
between the two are quite striking. While subway stations in New York range from plain to
ugly, Paris stations are generally attractive. Many of the French stations are filled with works
of art. In Paris, the subway trains are clean and they run every few minutes. On the other
hand, New York's trains can sometimes be less clean and reliable.
 Causa-Efecto
Este patrón se utiliza para mostrar cómo un evento o condición es causado por otra.
During the war in Vietnam in the 1970s, many villages were destroyed. People were left
homeless, so they moved to the city. The cities were often overcrowded, with little hope for a
good life. This led many people to leave their homeland and move to the United States. Now,
many schools and colleges in the United States are expanding their English language
programs.
PRÁCTICA
TEXTO 1
What Is Depression?
Everyone occasionally feels blue or sad. But these feelings are usually short-lived and pass within a couple
of days. When you have depression, it interferes with daily life and causes pain for both you and those who
5 care about you. Depression is a common but serious illness.
Many people with a depressive illness never seek treatment. But the majority, even those with the most
severe depression, can get better with treatment. Medications, psychotherapies, and other methods can
effectively treat people with depression.
What are the different forms of depression?
10 There are several forms of depressive disorders.

Major depression - severe symptoms that interfere with your ability to work, sleep, study, eat, and enjoy life.
An episode can occur only once in a person’s lifetime, but more often, a person has several episodes.
Persistent depressive disorder - depressed mood that lasts for at least 2 years. A person diagnosed with
persistent depressive disorder may have episodes of major depression along with periods of less severe
15 symptoms, but symptoms must last for 2 years.
Some forms of depression are slightly different, or they may develop under unique circumstances. They
include:
Psychotic depression, which occurs when a person has severe depression plus some form of psychosis,
such as having disturbing false beliefs or a break with reality (delusions), or hearing or seeing upsetting
20 things that others cannot hear or see (hallucinations).
Postpartum depression, which is much more serious than the "baby blues" that many women experience
after giving birth, when hormonal and physical changes and the new responsibility of caring for a newborn
16
can be overwhelming. It is estimated that 10 to 15 percent of women experience postpartum depression after
giving birth.1
25 Seasonal affective disorder (SAD), which is characterized by the onset of depression during the winter
months, when there is less natural sunlight. The depression generally lifts during spring and summer. SAD
may be effectively treated with light therapy, but nearly half of those with SAD do not get better with light
therapy alone. Antidepressant medication and psychotherapy can reduce SAD symptoms, either alone or in
combination with light therapy.2
30 Bipolar disorder, also called manic-depressive illness, is not as common as major depression or persistent
depressive disorder. Bipolar disorder is characterized by cycling mood changes—from extreme highs (e.g.,
mania) to extreme lows (e.g., depression). More information about bipolar disorder is available.
What causes depression?
Most likely, depression is caused by a combination of genetic, biological, environmental, and psychological
35 factors. Depressive illnesses are disorders of the brain. Longstanding theories about depression suggest that
important neurotransmitters—chemicals that brain cells use to communicate—are out of balance in
depression. But it has been difficult to prove this. Brain-imaging technologies, such as magnetic resonance
imaging (MRI), have shown that the brains of people who have depression look different than those of
people without depression. The parts of the brain involved in mood, thinking, sleep, appetite, and behavior
40 appear different. But these images do not reveal why the depression has occurred. They also cannot be
used to diagnose depression. Some types of depression tend to run in families. However, depression can
occur in people without family histories of depression too. Nine Scientists are studying certain genes that
may make some people more prone to depression. Some genetics research indicates that risk for
depression results from the influence of several genes acting together with environmental or other factors.10
45 In addition, trauma, loss of a loved one, a difficult relationship, or any stressful situation may trigger a
depressive episode. Other depressive episodes may occur with or without an obvious trigger.
10 Natural Depression Treatments

1. Get in a routine.
50 Depression can strip away the structure from your life. One day melts into the next. Setting a gentle daily
schedule can help you get back on track.
2. Set goals. When you're depressed, you may feel like you can't accomplish anything. That makes you feel
worse about yourself. To push back, set daily goals for yourself. "Start very small," Cook says. "Make your
goal something that you can succeed at, like doing the dishes every other day."
55 3. Exercise. It temporarily boosts feel-good chemicals called endorphins. It may also have long-term benefits
for people with depression. Regular exercise seems to encourage the brain to rewire itself in positive ways,
Cook says. You don’t need to run marathons to get a benefit. Just walking a few times a week can help.
4. Eat healthy. There is no magic diet that fixes depression. It's a good idea to watch what you eat, though. If
depression tends to make you overeat, getting in control of your eating will help you feel better.
60 5. Get enough sleep. Depression can make it hard to get enough shut-eye, and too little sleep can make
depression worse. What can you do? Start by making some changes to your lifestyle. Go to bed and get up
at the same time every day. Try not to nap. Take all the distractions out of your bedroom -- no computer and
no TV. In time, you may find your sleep improves. Take on responsibilities. When you’re depressed, you may
want to pull back from life and give up your responsibilities at home and at work. Don't. Staying involved and
65 having daily responsibilities can help you maintain a lifestyle that can help counter depression. They ground
you and give you a sense of accomplishment.
7. Challenge negative thoughts. In your fight against depression, a lot of the work is mental -- changing how
you think. When you're depressed, you leap to the worst possible conclusions.
The next time you're feeling terrible about yourself, use logic as a natural depression treatment. You might
70 feel like no one likes you, but is there real evidence for that? You might feel like the most worthless person
on the planet, but is that really likely? It takes practice, but in time you can beat back those negative thoughts
before they get out of control.
8. Check with your doctor before using supplements. "There's promising evidence for certain supplements
for depression," Cook says. Those include fish oil, folic acid, and SAMe. But more research needs to be
75 done before we'll know for sure. Always check with your doctor before starting any supplement, especially if
you’re already taking medications.
17
9. Do something new. When you’re depressed, you’re in a rut. Push yourself to do something different. Go to
a museum. Pick up a used book and read it on a park bench. Volunteer at a soup kitchen. Take a language
class. "When we challenge ourselves to do something different, there are chemical changes in the brain,"
80 Cook says. "Trying something new alters the levels of [the brain chemical] dopamine, which is associated
with pleasure, enjoyment, and learning."
10. Try to have fun. If you’re depressed, make time for things you enjoy. What if nothing seems fun
anymore? "That's just a symptom of depression," Cook says. You have to keep trying anyway.
1. Answer in your own words the 3 subtitles.
a. What is depression?
b. Which are the different forms of depression?
c. What causes depression?
2. Choose one natural treatment for depression and explain it in Spanish.
3. Identify 10 verbs in imperative mood.
4. Find 4 transitive verbs (i.e. those that have a direct object)
TEXTO 2
Multiple Intelligences Theory
Howard Gardner of Harvard has identified eight distinct intelligences. This theory has emerged from recent
cognitive research and "documents the extent to which students possess different kinds of minds and
therefore learn, remember, perform, and understand in different ways," according to Gardner (1991).
According to this theory, "we are all able to know the world through language, logical-mathematical analysis,
5 spatial representation, musical thinking, the use of the body to solve problems or to make things, an
understanding of other individuals, and an understanding of ourselves. Where individuals differ is in the
strength of these intelligences - the so-called profile of intelligences -and in the ways in which such
intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in
various domains."
10 Gardner says that these differences "challenge an educational system that assumes that everyone can learn
the same materials in the same way and that a uniform, universal measure suffices to test student learning.
Indeed, as currently constituted, our educational system is heavily biased toward linguistic modes of
instruction and assessment and, to a somewhat lesser degree, toward logical-quantitative modes as well."
Gardner argues that "a contrasting set of assumptions is more likely to be educationally effective. Students
15 learn in ways that are identifiably distinctive. The broad spectrum of students - and perhaps the society as a
whole - would be better served if disciplines could be presented in a numbers of ways and learning could be
assessed through a variety of means." The learning styles are as follows:
Visual-Spatial - think in terms of physical space, as do architects and sailors. Very aware of their
environments. They like to draw, do jigsaw puzzles, read maps, daydream. They can be taught through
20 drawings, verbal and physical imagery. Tools include models, graphics, charts, photographs, drawings, 3-D
modeling, video, videoconferencing, television, multimedia, texts with pictures/charts/graphs.
Bodily-kinesthetic - use the body effectively, like a dancer or a surgeon. Keen sense of body awareness.
They like movement, making things, touching. They communicate well through body language and be taught
through physical activity, hands-on learning, acting out, role playing. Tools include equipment and real
25 objects.
Musical - show sensitivity to rhythm and sound. They love music, but they are also sensitive to sounds in
their environments. They may study better with music in the background. They can be taught by turning
lessons into lyrics, speaking rhythmically, tapping out time. Tools include musical instruments, music, radio,
stereo, CD-ROM, multimedia.
30 Interpersonal - understanding, interacting with others. These students learn through interaction. They have
many friends, empathy for others, street smarts. They can be taught through group activities, seminars,
18
dialogues. Tools include the telephone, audio conferencing, time and attention from the instructor, video
conferencing, writing, computer conferencing, E-mail.
Intrapersonal - understanding one's own interests, goals. These learners tend to shy away from others.
35 They're in tune with their inner feelings; they have wisdom, intuition and motivation, as well as a strong will,
confidence and opinions. They can be taught through independent study and introspection. Tools include
books, creative materials, diaries, privacy and time. They are the most independent of the learners.
Linguistic - using words effectively. These learners have highly developed auditory skills and often think in
words. They like reading, playing word games, making up poetry or stories. They can be taught by
40 encouraging them to say and see words, read books together. Tools include computers, games, multimedia,
books, tape recorders, and lecture.
Logical -Mathematical - reasoning, calculating. Think conceptually, abstractly and are able to see and
explore patterns and relationships. They like to experiment, solve puzzles, ask cosmic questions. They can
be taught through logic games, investigations, mysteries. They need to learn and form concepts before they
45 can deal with details.
Naturalistic intelligence refers to the ability to identify and distinguish among different types of plants,
animals, and weather formations found in the natural world.
At first, it may seem impossible to teach to all learning styles. However, as we move into using a mix of
media or multimedia, it becomes easier. As we understand learning styles, it becomes apparent why
50 multimedia appeals to learners and why a mix of media is more effective. It satisfies the many types of
learning preferences that one person may embody or that a class embodies. A review of the literature shows
that a variety of decisions must be made when choosing media that is appropriate to learning style.
Answer the following questions in Spanish

1) ¿What is the Multiple intelligences theory about?
2) Explain briefly each kind of intelligence.
3) Identify verbs in the simple present.
4) Discuss with your classmates what kind of activities correspond to each kind
of intelligence.
19
TEXTO 3
WHAT IS FORCED MIGRATION?
FMO has adopted the definition of ‘forced migration’ promoted by the International Association for the Study
of Forced Migration (IASFM) which describes it as ‘a general term that refers to the movements of refugees
and internally displaced people (those displaced by conflicts) as well as people displaced by natural or
environmental disasters, chemical or nuclear disasters, famine, or development projects.’ FMO views forced
5 migration as a complex, wide-ranging and pervasive set of phenomena. The study of forced migration is
multidisciplinary, international, and multisectoral, incorporating academic, practitioner, agency and local
perspectives. FMO has focused on three separate, although sometimes simultaneous and inter-related,
types of forced migration. These three types are categorized according to their causal factors: conflict,
development policies and projects, and disasters. These three categories of forced migration are often
10 studied by different academic communities; the causes are addressed by different groups of policy-makers,
donors and agencies; and the consequences addressed by different governmental, inter-governmental and
non-governmental agencies, donors and organizations.
Types of Forced Migration
1. Conflict-Induced Displacement: People who are forced to flee their homes for one or more of the following
15 reasons and where the state authorities are unable or unwilling to protect them: armed conflict including civil
war; generalized violence; and persecution on the grounds of nationality, race, religion, political opinion or
social group. A large proportion of these displaced people will flee across international borders in search of
refuge. Some of them may seek asylum under international law, whereas others may prefer to remain
anonymous, perhaps fearing that they may not be granted asylum and will be returned to the country from
20 whence they fled.
2. Development-Induced Displacement: These are people who are compelled to move as a result of policies
and projects implemented to supposedly enhance ‘development’. Examples of this include large-scale
infrastructure projects such as dams, roads, ports, airports; urban clearance initiatives; mining and
deforestation; and the introduction of conservation parks/reserves and biosphere projects. Affected people
25 usually remain within the borders of their home country. Although some are resettled, evidence clearly shows
that very few of them are adequately compensated. While there are guidelines on restoration for affected
populations produced by some major donors to these types of projects, such as the World Bank, there
continues to be inadequate access to compensation. This tends to be the responsibility of host governments,
and interventions from outside are often deemed inappropriate. This is undoubtedly a causal factor in
30 displacement more often than armed conflict, although it often takes place with little recognition, support or
assistance from outside the affected population.
3. Disaster-Induced Displacement: This category includes people displaced as a result of natural disasters
(floods, volcanoes, landslides, earthquakes), environmental change (deforestation, desertification, land
degradation, global warming) and human-made disasters (industrial accidents, radioactivity). Clearly, there is
35 a good deal of overlap between these different types of disaster-induced displacement. For example, the
impact of floods and landslides can be greatly exacerbated by deforestation and agricultural activities.
Estimating trends and global figures on people displaced by disaster is even more disputed and problematic
than for the other two categories.
The meaning of some of these terms is not always self-evident, they are sometimes misleading, and are not
40 necessarily mutually exclusive. Given below are brief descriptions of the main terms that are used by those
researching and working with forced migrants.
Refugees: The term ‘refugee’ has a long history of usage to describe ‘a person who has sought refuge’ in
broad and non-specific terms. However, there is also a legal definition of a refugee, which is coined in the
1951 United Nations Convention Relating to the Status of Refugees. Article 1 of the Convention defines a
45 refugee as a person residing outside his or her country of nationality, who is unable or unwilling to return
because of a ‘well-founded fear of persecution on account of race, religion, nationality, membership in a
political social group, or political opinion’.
Asylum seekers: Asylum seekers are people who have moved across an international border in search of
protection under the 1951 Refugee Convention, but whose claim for refugee status has not yet been
50 determined. Annual asylum claims in Western Europe, Australia, Canada and the USA combined rose from
some 90,400 in 1983 to 323,050 in 1988 and then peaked at 828,645 in 1992. Applications fell sharply by the
mid-1990s but began to steadily rise again towards the end of the decade. By the end of 2004, asylum
20
applications made in these Western countries had again dropped significantly and in 2010 the total number
of asylum applications in 44 industrialized countries was estimated at 358,800
55 Development displaces: People who are compelled to move as a result of policies and projects implemented
to supposedly enhance ‘development’. These include large-scale infrastructure projects such as dams,
roads, ports, airports; urban clearance initiatives; mining and deforestation; and the introduction of
conservation parks/reserves and biosphere projects. Affected people usually remain within the borders of
their country. People that are displaced in this way are sometimes also referred to as ‘oustees’, ‘involuntarily
60 displaced’ or ‘involuntarily resettled’.
Smuggled people: Smuggled migrants are moved illegally for profit. They are partners, however unequal, in
a commercial transaction. This is not to say that the practice is not without substantial exploitation and
danger. People who think they are being smuggled may run the risk of actually being trafficked. And even if
they are not, their personal safety and well-being on their journey and after arrival are not necessarily the
65 smugglers’ top priority. Smuggled migrants may include those who are forcibly displaced as well as those
who have left their homeland in search of better economic and social opportunities. The motivations are
often mixed.
Trafficked people These are people who are displaced by deception or coercion for the purposes of
exploitation. The profit in trafficking people comes not from their movement, but from the sale of their sexual
70 services or labour in the country of destination. The trafficked person may be physically prevented from
leaving, or be bound by debt or threat of violence to themselves or their family in their country of origin.
1. Find examples of the following concepts:

a. Desplazamiento inducido por conflictos
b. Desplazamiento inducido por desarrollo
c. Desplazamiento inducido por desastres
2. What is the difference between...?

a. refugiados d. migrantes contrabandeados
b. buscadores de asilo e. migrantes traficados?
c. desplazados por desarrollo
3. Offer a Spanish value of the underlined verb phrases
4. Are the underlined verbs in passive or active voice? Offer the

Spanish value of all the underlined verb phrases
Refugees' frustrations in Germany

Bornheim is a city in western Germany with a population just under 50,000.
Like many other German cities, it has been allocated a quota of refugees from
Syria and other parts of the world. Shelter, food and medical care for the
refugees are provided by Local authorities
But the Head of the Department of Social Affairs in Bornheim, Markus
Schnapka, said the challenge is how to intergrate the refugees into German
society and provide them with work.
"Work is important; some refugees come here hoping to get jobs.
Unfortunately, there are no jobs for them. Many of them have to go back."
Schnapka added that there are legal complications in Germany stopping
refugees from getting jobs.
Whether you are highly educated or not, no refugee is allowed to work or get a
job in Germany until asylum has been granted. Williams has been waiting for
almost a year for the authorities to a decision on his application.
According to United Nations High Commission for Refugees (UNHCR), there are
around 220,000 asylum seekers in Germany.
21
TEXTO 4
What is Alzheimer's disease?
Alzheimer's disease (AD) is a slowly progressive disease of the brain that is
characterized by impairment of memory and eventually by disturbances in reasoning,
planning, language, and perception. Many scientists believe that Alzheimer's disease
results from an increase in the production or accumulation of a specific protein (beta-
5 amyloid protein) in the brain that leads to nerve cell death.
The likelihood of having Alzheimer's disease increases substantially after the age of
70 and may affect around 50% of persons over the age of 85. (A) Nonetheless/Also,
Alzheimer's disease is not a normal part of aging and is not something that inevitably
happens in later life. (B) But/For example, many people live to over 100 years of age
10 and never develop Alzheimer's disease.
Who develops Alzheimer's disease?

The main risk factor for Alzheimer's disease is increased age. As a population ages,
the frequency of Alzheimer's disease continues to increase. Ten percent of people over
65 years of age and 50% of those over 85 years of age have Alzheimer's disease.
15 (C) Also/However, there are genetic risk factors for Alzheimer's disease. Most
patients develop Alzheimer's disease after age 70. However, 2%-5% of patients
develop the disease in the fourth or fifth decade of life (40s or 50s). At least half of
these early onset patients have inherited gene mutations associated with their
Alzheimer's disease. (D) Moreover/But, the children of a patient with early onset
20 Alzheimer's disease who has one of these gene mutations has a 50% risk of
developing Alzheimer's disease.
There is also a genetic risk for late onset cases. A relatively common form of a gene
located on chromosome 19 is associated with late onset Alzheimer's disease. (E)
However/Consequently, in the majority of Alzheimer's disease cases no specific
25 genetic risks have yet been identified.
Other risk factors for Alzheimer's disease include high blood pressure
(hypertension), coronary artery disease, diabetes, and possibly elevated blood
cholesterol. Individuals who have completed less than eight years of education also
have an increased risk for (1) it. These factors increase the risk of Alzheimer's disease,
30 but by no means (2) they mean that Alzheimer's disease is inevitable in persons with
(3) them.
All patients with Down syndrome can develop the brain changes of Alzheimer's
disease by 40 years of age.(4) This was also a clue to the "amyloid hypothesis of
Alzheimer's disease".
35 What are the symptoms of Alzheimer's disease?

The onset of Alzheimer's disease is usually gradual, and it is slowly progressive.
Memory problems that family members initially dismiss as "a normal part of aging" are
in retrospect noted by the family to be the first stages of Alzheimer's disease. When
(5) they start to consistently affect the usual level of functioning; families begin to
40 suspect that something more than "normal aging" is going on.
Problems of memory, particularly for recent events (short-term memory) are

common early in the course of Alzheimer's disease. (F) In short/ For example, the
individual may, on repeated occasions, forget to turn off an iron or fail to recall which
of the morning's medicines were taken.
45 As the disease progresses, problems in abstract thinking and in other intellectual
functions develop. The person may begin to have trouble with figures when working on
bills, with understanding what is being read, or with organizing the day's work. Further
disturbances in behavior and appearance may also be seen at this point. (6) They
22
include agitation, irritability, quarrelsomeness, and a diminishing ability to dress
50 appropriately.
Later in the course of the disorder, affected individuals may become confused or
disoriented about what month or year it is, be unable to describe accurately where (7)
they live, or be unable to name a place being visited. Eventually, patients may
wander, be unable to engage in conversation, erratic in mood, uncooperative, and lose
55 bladder and bowel control. (G) Finally/So, persons may become totally incapable of
caring for themselves. Death can then follow, perhaps from pneumonia or some other
problem that occurs in severely deteriorated states of health. Those who develop the
disorder later in life more often die from other illnesses (such as heart disease) rather
than as a consequence of Alzheimer's disease.
60 What is the prognosis for a person with Alzheimer's disease?
Alzheimer's disease is invariably progressive. Different studies have stated that

Alzheimer's disease progresses over two to 25 years with most patients in the eight to
15 year range. (H) Nonetheless/Also, defining when Alzheimer's disease starts,
particularly in retrospect, can be very difficult. Patients usually don't die directly from
65 Alzheimer's disease. (8) They die because they have difficulty swallowing or walking
and these changes make overwhelming infections, such as pneumonia, much more
likely.
History
In 1901, Dr. Alois Alzheimer, a German psychiatrist, interviewed a patient named
70 Mrs. Auguste D., age 51. He showed her several objects and later asked her what she
had been shown. She could not remember. He would initially record her behavior as
"amnestic writing disorder," but Mrs. Auguste D. would be the first patient to be
identified with Alzheimer's disease.
Alzheimer would later work in the laboratory of the preeminent Emil Kraepelin in Munich,
75 Germany. Kraepelin was the author of a leading textbook in psychiatry and was a strong believer
that neuropathology could be linked to clinical psychiatric function. Early in April 1906, Auguste
D. died, and Alzheimer worked with two Italian physicians to examine her anatomy and
neuropathology. On November 3, 1906, he presented Auguste D.'s case to the 37th Assembly of
Southwest German Psychiatrists and described the neurofibrillary tangles and amyloid plaques
80 that have come to be considered the hallmark of the disease. Kraepelin wrote about this case
and others in his Textbook for Students and Doctors and index them under "Alzheimer's disease".
By 1910, this denomination for the disease was well established among the specialist
community.
1. Write in your own words and according to the text:

a. Definición de la enfermedad de Anzheimer.
b. Posible causa de esta enfermedad.
c. Recurrencia (% de afectados) de esta enfermedad.
d. Factores de riesgo. (al menos 3)
e. Síntomas que se manifiestan en etapas iniciales de la enfermedad
f. Síntomas que se manifiestan en etapas más vanzadas de la enfermedad
g. Causa(s) de muerte de pacientes con Anzheimer.
h. ¿A qué se refieren estos años mencionados en el texto?
i. 1901 ii. 1906 iii. 1910
23
1. Give a spanish value of the following verb phrases in context.
Line Verb Phrase Spanish Value
1-2 Is characterized
3 believe
4 results
7 May afffect
48 Is being read
51 May be seen
62 Have stated
70 interviewed
72 Could not remember
76 Was
77 Could be linked
78 Died
81 Have come to be
considered
81 wrote
83 Was established
2. Give the nominal reference of the following pronouns

1. It (l.30 ) 5. They (l. 40 )
2. They (l.31 ) 6. They (l. 49)
3. them (l.32) 7. They (l. 54)
4. This (l. 34) 8. They (l. 66)
3. Choose the correct connector in each case.
A. Nonetheless / Also (l. 7)
B. But / For example (l. 9)
C. Also / However (l. 15)
D. Moreover / But ( l. 20)
E. However / Consequently(l. 25)
F. In short / For example (l. 43)
G. Finally / So (l. 56)
H. Nontheless / Also (l. 64)
24
4. Put the verbs in the correct form according to the verb tenses in
brackets.(active voice)
a. They (build)…………………………….. a new hospital to treat Alzheimer´s

patients at the moment. (presente continuo)
b. When I was visiting a patient, somebody (call)……………………. my name.

(pasado simple)
c. I (not go)…………………………… to the hospital. I (be)…………. too tired last

night. (pasado simple)
d. I (see)…………………………. The patient at the clinic but she (not notice)

…………………. me. (pasado simple)
e. My patients (have)………………………………….. this disease for a long time.

(pasado perfecto)
f. She (remember)……………………………….. her name but she (not

recognize) ……………………. Her family. (presente simple)
g. My favourite country is Germany. I (be)……………………….. at Dr. Alois

Alzheimer house . (pasado perfecto)
5. Put the verbs in the correct form according to the verb tenses in
brackets.(passive voice)
a. This disease (present) …………………………. at a conference for the first time in 1906.
(pasado simple)
b. This disease (not expect) ………………………………to be present in young people. (presente

simple)
c. The doctors at the 37th Assembly of Southwest German Psychiatrists (surprise)

…………………………………… by this delicious combination. (pasado simple)
d. The origin of this disease (investigate)…………………………….. until present days. (pasado

perfecto)
e. In addition to Alzheimer´s, patients (affect)……………………………by a number of other related diseases .

(verbo modal)
25
TEXTO 5
Examined life – Sunaura Taylor and Judith Butler, interview extracts.
__I thought we should take this walk together. One of the things I wanted to talk about was what it
means for us to take a walk together. When I first asked you about this, you told me you take walks, you
take strolls.
__I do.
5 __Can you say something about, what that is for you? When do you do it and how do you do it and what
words do you have for it?
__Well I think that I always go for a walk. Probably every day I go for a walk. Every day. And I always tell
people that I'm going for walks. I use that word. And most of the disabled people who I know use that
term also. I moved to San Francisco largely because it's the most accessible place in the world. And part
10 of what's so amazing to me about it... is that the physical access, the fact that the public transportation
is accessible, there's curb cuts most places. Buildings are accessible. And what this does is that it also
leads to a social acceptability, that somehow because there's physical access, there're simply more
disabled people out and about in the world. And so people have learned how to interact with them... and
are used to them in this certain way. And so the physical access actually leads to, a social access,
15 an acceptance.
__And yes I do speak and think and talk and move and enjoy life... and suffer many of the same
heartaches that you do. But what I'm wondering about is, moving in social space, right? Moving- all the
movements you can do, and which help you live and which express you in various ways. Do you feel free
to move in all the ways you want to move?
20 __I can go into a coffee shop and actually pick up the cup with my mouth... and carry it to my table. But
then that becomes almost more difficult, because of the, just the normalizing standards of our
movements, and the discomfort that that causes... when I do things with body parts that aren't
necessarily what we assume that they're for. That seems to be even more, hard for people to deal with.
__It wasn't until I was in my early 20s, about 20 or 21, that I became aware of disability as a political
25 issue. And that happened largely through discovering the social model of disability... which is basically-
In disability studies, they have a distinction between disability and impairment. So impairment
would be my body, my embodiment right now. The fact that I was born with arthrogyposis, which
affects- what the medical world has labelled as arthrogyposis- but basically that my joints are fused. My
muscles are weaker. I can't move in certain ways. And this does affect my life in all sorts of situations.
30 For instance, you know, there's a plum tree in my backyard. I can't pick the plums off the plum tree. I
have to wait for them to drop or whatever. But then, and so there's that embodiment, our own unique
embodiments. And then there's disability which is basically the social repression of disabled people. The
fact that disabled people have limited housing options. We don't have career opportunities. we're socially
isolated. In many ways, there's a cultural aversion to disabled people.
35 __So would disability be the social organization of impairment?
__The disabling effects, basically, of society.
__What happened? Did you come in contact with disability activists? Or did you read certain things?
__I read a book review actually. And when that happened, I lived in Brooklyn. And I would really try to
make myself go out, and just order a coffee by myself. And I would sit for hours beforehand in the park,
40 just trying to get up the nerve to do that. In a way, it's a political protest for me to go in and order a
coffee and demand help simply because in my opinion, help is something that we all need.
26
__I think gender and disability converge in a whole lot of different ways. But one thing I think both
movements do... is get us to rethink, what the body can do. There's an essay by the philosopher Gilles
Deleuze called "What Can a Body Do?" and the question is supposed to challenge, the traditional
45 ways in which we think about bodies. We usually ask, you know, what is a body, or what is the ideal
form of a body, or, you know, what's the difference between the body and the soul, and that kind of thing.
But "what can a body do?" is a different question. It isolates a set of capacities, and a set of
instrumentalities or actions. It's not like there's an essence, and it's not like there's an ideal morphology-
you know, what a body should look like. It's exactly not that question. Or what a body should move like.
50 And one of the things that I found, in thinking about gender and even violence against sexual minorities
or gender minorities -people whose gender presentation doesn't conform with standard ideals of
femininity or masculinity- is that very often, it comes down to, you know, how people walk, how
they use their hips, what they do with their body parts, what they use their mouth for, what
they use their anus for or what they allow their anus to be used for. There's a guy in Maine who I
55 guess he was around 18 years old. And, he walked with a very, distinct swish. You know, the hips going
one way or another- and very feminine walk. But one day he was walking to school, and he was attacked
by three of his classmates, and he was thrown over a bridge and he was killed. And, the question that
community had to deal with- and, indeed, the entire media that covered this event- was, you know, how
could it be that somebody's style of walking could engender the desire to kill that person? And that
60 makes me think about the walk in a different way. I mean, a walk can be a dangerous thing.
__I'm just remembering when I was little, I would be told that I walked Iike a monkey. And I think that
for disabled people, the violence and hatred exists a lot, in this reminding of people that our bodies are
going to age and are going to die. And, in some ways, I wonder, thinking about the monkey comment, if
it is also a level where our boundaries lie as a human and what becomes non-human. But that when in
65 those in-between moments of in between male and female, or in between death and health, when do you
still count as a human? __My sense is that what's at stake here is really rethinking the human as
a site of interdependency. And I think, when you walk into the coffee shop, and you ask for the coffee, or
you, indeed, even ask for some assistance with the coffee, you're basically posing the question “Do we,
or do we not live in a world in which we assist each other? Do we or do we not help each other with
70 basic needs? And are basic needs there to be decided on as a social issue and not just my personal,
individual issue, or your personal, individual issue?” So, I mean, there's a challenge to individualism
that happens at the moment in which you ask for some assistance with the coffee cup. And hopefully,
people will take it up and say, "Yes, I too live in that world in which I understand that we need each other
in order to address our basic needs."
1) Answer the following questions in Spanish using complete sentences.

a) What does Gilles Deleuze’s essay state?
b) How is “impairment” defined?
2) True or False. Find the lines in the text that help you justify your choice.
T/F n.º línea
a) Sunaura understood disability as a political issue when she was a child. ............-...............
b) Sunaura’s disease does not allow her to move in certain ways. ………. - ………..
c) Judith thinks that gender and disability makes us reflect on what our bodies can do. ………. - ………..
3) Explain the phrases in bold type. Use your own words but base your answer on the infotmation in the
text.
a) (line 8) b) (line 14) c) (line 26) d) (line 27) e) (lines 44-45) f)(lines 52-54)
g)(line 72)
27
2) Find examples of verbs in the simple present. (positive and negative)
3) Underline all the verbs in lines 17, 22, 23 and lines 25, 26. Compare their form. What is different?
ANEXO 1: Lista de verbos irregulares

Infinitive Past Past Participle Traducción
Arise Arose arisen Surgir
Awake Awoke Awoke Despertar
Be Was/were Been Ser-estar
Bear Bore Born Nacer
Beat Beat Beaten Derrotar
Become Became Become Tornarse – convertirse
Begin Began Begun Comenzar
Bent Bent Bent Curvar,doblar
Bet Bet Bet Apostar
Bite Bit Bit "bitten Morder
Bleed Bled Bled Sangrar
Blow Blew Blown Soplar
Break Broke Broken Quebrar
Breed Bred Bred Criar ( animales)
Bring Brought Brought Traer
Build Built Built Construir
Burn Burnt Burnt Quemar

Burst Burst Burst Explotar
Buy Bought Bought Comprar
Cast Cast Cast Arrojar
Catch Caught Caught Agarrar
Choose Chose Chosen Elegir
Cling Clung Cling Aferrarse
Come Came Come Venir
Cost Cost Cost Costar
Creep Crept Crept Arrastrarse
Cut Cut Cut Cortar
Deal Dealt Dealt Repartir
Dig Dug dug Cavar
Do Did Done Hacer
Draw Drew Drawn Dibujar
Dream Dreamt'dreamed Dreamt' dreamed Soñar
Dc ink Drank Drunk Beber
Drive Drove Driven Conducir / manejar
Dwell Dwelt Dwelt Morar/ vivir
28
Eat Ate Eaten Comer
Fall Fell Fallen Caer
Feed Fed Fed Alimentar
Feel Felt Felt Sentir
Fight Fought Fought Pelear
Find Found Found Encontrar
Flee Fled Fled Escapar/fugarse
Fling Flung Flung Arrojar
Fly Flew Flown Volar
Forbear Forbore Forborne Abstenerse
Forbid Forbade Forbidden Prohibir
Forecast Forecast Forecast Transmitir
Foresee Foresaw Foreseen Predecir
Forget Forgot Forgotten Olvidar
Forgive Forgave Forgiven Perdonar
Forsake Forsook Forsaken Abandonar
Freeze Froze Frozen Congelar
Get Got Got/gotten Conseguir
Give Gave Given Dar
Go Went Gone Ir
Grind Ground Ground Moler
Grow Grew Grown Crecer
Hang Hung Hung Colgar
Have Had Had Tener
Hear Heard Heard Oír
Hew Hewed Hewed/hewn Extraer/labrar
Hide Hid Hid/hidden Esconder
Hit Hit Hit Golpear
Hold Held Held Abrazar
Hurt Hurt Hurt Dañar
Keep Kept Kept Mantener
Kneel Knelt Knelt Arrodillarse
Knit Knit Knit Tejer
Know Knew Known Saber
Lay Laid Laid Echarse
Lead Led Led Liderar
Lean Leant Leant Inclinarse
Leap Leapt Leapt Saltar /brincar
Learn Learned/ learnt Learnt Aprender
Leave Left Left Dejar / abandonar
Lend Lent Lent Prestar
Let Let Let Permitir
Lie Lay Lain Acostarse
Light Lit Lit Encender
Lose Lost Lost Perder
Make Made Made Hacer
Mean Meant Meant Significar
Meet Met Met Encontrar /conocer(personas)
Mislead Misled Misled Engañar
Mistake Mistook Mistaken Equivocarse
29
Misunderstand Misunderstood misunderstood Malentender
Pay Paid Paid Pagar
Prove Proved Proved/proven Probar
Put Put Put Poner
Read Read /red/ Read /red/ Leer
Rid Rid Ridden Eliminar
Ride Rode Ridden Cabalgar
Ring Rang Rung Sonar
Rise Rose Risen Elevar
Run Ran Run Correr
Say Said Said Decir
See Saw Seen Ver
Seek Sought Sought Investigar
Sell Sold Sold Vender
Send Sent Sent Enviar
Set Set Set Poner/instalar
Shake Shook Shaken batir
Shine Shone Shone Brillar
Shoot Shot Shot Disparar
Show Showed Shown Brillar
Shrink Shrank Shrunk Encoger
Sing Sang Sung Cantar
Sink Sank Sunk Hundirse
Sit sat sat Sentarse
Sleep Slept Slept Dormir
Slide Slid Slid arrojar
Smell Smelt Smelt Oler
Speak Spoke Spoken Hablar
Spell Spelt Spelt Deletrear
spend Spent Spent Gastar/pasar tiempo
Spin Span Spun Girar
spit Spat Spat Escupir
Spread Spread Spread Desparramar
Stand Stood Stood Pararse
Steal Stole Stolen robar

Stick Stuck Stuck Clavar/meter/pegar
Stride Strode Stridden Dar zancadas
Strike Struck Struck Golpear
String Strung Strung Colgar/suspender
Strive Strove Striven Esforzarse
Swear Swore Sworn Jurar
Sweep Swept Swept Trapear
30
Swim Swam Swum Nadar
Take Took Taken Tomar
Teach Taught Taught Enseñar
Tear Tone Torn Razgar
Tell Told Told Decir
Think Thought Thought Pensar
Throw Threw Thrown Tirar/arrojar
Understand Understood Understood Entender
Upset Upset Upset Molestar
Wake Woke Woken Despertarse
Wear Wore Worn Usar
Weep Wept Wept Llorar
Win Won Won Ganar.
Withdraw Withdrew Withdrawn Retirar
Write Wrote Written Escribir
Anexo 2: Tabla con verbos modales y sus significados.

VERBO MODAL
Abreviació FUNCIÓN O SIGNIFICADO EJEMPLO
Forma completa
n
1.Para formar el futuro. 1.I’ll be home this evening.
(Voy a estar en casa esta noche.)
2.I will phone you tomorrow.

2.Para ofrecer hacer algo. (Te llamaré mañana.)
WILL/ ‘LL /
WILL NOT WON’T 3.I will quit smoking.
3.Para expresar la determinación (Voy a dejar de fumar.)
de hacer algo. 4.Sulphuric acid will dissolve most
metals.
4.Para hablar de hábitos o (El ácido sulfúrico disuelve la mayoría
acciones características de los metales).
CAN / 1.Para expresar una habilidad 1.I can play the guitar.
(Sé tocar la guitarra.)
CAN NOT o I can run very fast.
CANNOT ------ / (Puedo correr muy rápido.)
2.Para expresar posibilidad. 2.You can see the view from the window.
CAN’T
(Puede ver la vista desde la ventana.)
3.Para solicitar algo.
3.Can you please open the door
(¿Puedes abrir la puerta, por favor?)
COULD/ ------ 1.Para expresar el pasado de 1.He couldn´t understand the lecture.
COULDN´T CAN.
31
(No pudo entender la charla)
2.Para expresar que algo es
posible, pero poco probable 2.He could be at home.
(Puede que esté en su casa)
3.Para solicitar algo de un modo
más bien formal. 3.Could you lend me you umbrella,
please?
4.Expresa una habilidad (natural o (Podrías prestarme tu paraguas, por
aprendida) que se tuvo en el favor).
4.Jim could run very fast when he was
pasado.
a boy.
(Jim podía correr muy rápido cuando era
niño).
1.Expresa una posibilidad futura.
1.He may pass this time.
2.Para solicitar permiso. Es más (Tal vez apruebe esta vez).
MAY/ formal que CAN y COULD. 2.May I come in?
-------- (¿Puedo entrar?)
MAY NOT
3.She may be right.
3.Para expresar que algo es (Puede que tenga razón)
posiblemente cierto.
1.Para expresar una probabilidad1.I might see you again - who knows.
remota. (Quizá te vuelva a ver - ¿quién sabe?)
MIGHT / 2.Certeza dependiente de una
-------- 2.If you stopped criticizing I might get
MIGHT NOT condición. some work done.
(Si dejaras de criticar, podría lograr
hacer algo.)
1.Se puede usar para ofrecer, 1.What do you think I should do?
sugerir y pedir instrucciones o (¿Qué crees que debería hacer?)
--------- consejos
SHOULD/
SHOULD NOT SHOULDN’ 2.People should drive more carefully.
T 2.Para expresar obligación (La gente debería manejar con más
o deber. cuidado)
1.Expresa la idea de futuro en el 1.There he met the woman he would
pasado. marry one day.
(Allí conoció a la mujer con la que un día se
casaría).
2.Se usa para hablar de hábitos o
características pasadas. 2.She would bring me little presents
with no reason.
(Solía traerme / me traía pequeños
WOULD / ‘D 3.Para pedir algo de modo muy regalos sin motivo).
WOULD NOT WOULDN’T formal.
3.Would you open the window, please?
4.Para expresar condicionalidad. (¿Podría abrir la ventana, por favor?)
4.What would you do with a million

dollars?
(¿Qué harías con un millón de
dólares?)
MUST / --------- 1.Para expresar obligación 1.You must be back by 11.
MUST NOT MUSTN’T presente o futura, o una orden. (Debes volver antes de las 11)
2.Para expresar una deducción. 2.She must have problems. She keeps
crying.
(Debe tener problemas. Siempre
32
anda llorando).
Anexo 3 Pronombres
1) PERSONALES
a) Subjectivos: I, you, he, she, it, we, they (yo, tú/Uds./él/ella/esto/nosotros/ellos-
as)
b) Objective: me, you, him, her, it, us, them (me / te - os/ lo / la / nos / los-las)
2) POSESIVOS
Mine, yours, his, hers, ours, theirs (mío-s / tuyo-s o suyo-s / de él / de ella / nuestro-a-
os-as/ de ellos-as)
3) DEMOSTRATIVOS
This (éste / ésta / esto),
these (estos/éstas),
that (ése / ésa / aquel / aquella),
those (esos / ésas / aquellos / aquellas).
4) REFLEXIVOS
Myself, yourself, himself, herself, itself, ourselves, yourselves, themselves
5) RECÍPROCOS
Each other, one another
6) INDEFINIDOS
a) Compound: someone, anyone, no one, everyone
b) Quantifying: each (of) – either (of) –neither (of)– few (of) – many (of)– several
(of)– both (of)– little (of)– less (of)– much (of) – all (of) – enough (of)– none (of)–
some (of) – any (of)– several (of)
c) One, ones.
ANEXO 4: derivación de verbos

Prefijo Significado(s) Ejemplo
re- nuevamente reabsorb, rearm, rebuild, redefine, refinance
dis- opuesto, aparte disallow, disarm, disconnect, discontinue,
over- demasiado, a través, más dislike
overbook, overcome, overeat, overhear,
un- allá
opuesto, en reversa overreach
unbend, uncouple, unfold, unload, unpack
mis- Incorrecto misbehave, mishandle, misinform,
out- Más allá, en exceso mispronounce
outbid, outdo, outgrow, outperform, outweigh
sufijo significado Ejemplos
-ize/-ise Causar que, computerize, energize, itemize,
-en Causar que awaken, flatten, lengthen,
moisten
33
-ate Causar que activate, liquidate, regulate,
-(i)fy Causar que pollinate codify, exemplify, notify
beautify,
ANEXO 5: conectores o nexos
Conectores o nexos (continuación)

Transitional words to aid in composition
34
1. TIME
1. afterward, next, then = después, luego
2. after (doing something) = después de + infinitive
3. already = ya
4. at first = al principio
5. at the same time = al mismo tiempo, a la misma vez
6. before = antes
7. before (doing something) = antes de + infinitive
8. meanwhile = mientras tanto
9. lastly = por último
10. once = una vez
11. upon (-ing) = al
12. to measure time: Hace (# días, meses, años) que....
2. ADD AN IDEA
1. besides, also, furthermore = además
2. in the first place = en primer lugar
3. last(ly) = por último
4. on the other hand = por otro lado
5. similarly = de igual manera, semejantemente
6. too = también
3. ILLUSTRATE OR EXPLAIN AN IDEA

1. for example = por ejemplo, ejemplo de esto
2. in other words = en otras palabras
3. like, such as = como
4. mainly = principalmente
5. namely = es decir, a saber, o sea
6. thus = asi
4. COMPARE/CONTRAST IDEAS
1. although = aunque
2. but = pero
3. not __ but rather __ = no __ sino __
4. not (verb) but rather (verb) = no (verb) sino que (verb)
5. even so = aún así
6. however = sin embargo
7. in contrast = en contraste, por el contrario
8. in spite of = a pesar de
9. in a way = de cierta manera, hasta cierto punto, en cierto modo
10. nevertheless = sin embargo, no obstante, a pesar de eso
11. on the one hand = por un lado
12. on the other hand = por otro lado, por otra parte
13. no doubt = sin duda
14. of course = por supuesto, claro está que
15. otherwise = de otra manera, de otro modo
5. TO SHOW A RESULT
1. accordingly = por consiguiente, en conformidad con
2. as a result = como resultado
3. as one would expect = como es/era de esperarse
4. consequently = en consecuencia
5. for this reason = por esta razón
6. hence = por (lo) tanto, por esto
7. so =así que
8. therefore= por lo tanto, así que
35
9. it follows = sigue que
10. in any case = en todo caso, de cualquier modo, de todas maneras
11. logically = lógicamente
12. of course = por supuesto
13. since = ya que
6. TO EMPHASIZE AN IDEA
1. above all = sobre todo
2. equally = igualmente
3. especially = especialmente
4. in fact = de hecho
5. principally = principalmente, por la mayor parte
7. TO SUMMARIZE
1. after all = al fin y al cabo, después de todo
2. in the end = en fin, en fin de cuentas
3. in other words = en otras palabras
4. that is to say = es decir, o sea
5. in sum = en síntesis
6. on the whole = en general, mirándolo todo
7. to summarize=para resumir, en resumen
36
Final exam practice
Experiences Beat Possessions: Materialism Causes Unhappiness
Materialism gets a bad reputation in psychology. Studies

consistently show that people who will buy things just because
they want them, tend to be: less happy, more likely to be
narcissistic. However, we can’t say that materialism causes all
5 these things, only that they are associated. So, for better
evidence, read the experiment.
Dr. Van Boven from the University of Colorado and Dr. Gilovich from Cornell University carried out an
experiment that gets at this question of whether materialism results in less happiness. They randomly divided
students into two groups and gave each group slightly different instructions:
10 Group 1 was asked to write a description of a material purchase that had made them happy. A material purchase
could include clothing, gadgets, computers and so on. This could be either something they had bought themselves
or that had been bought for them.
The task for group 2 was slightly different. They were asked to write a description of an experiential purchase that
had given them pleasure. Examples of experiential purchases are meals out, admission tickets to concerts and
15 travel. They were given a scale to see how they were feeling in the moment. The results showed that participants
felt better when they were contemplating their experiential purchases than their material purchases. But why is
that? Van Boven (2005) suggests some reasons:
Experiences improve with time (possessions don’t).
It is possible to think about experiences in a more abstract manner than possessions. For example if you think
20 back to a fantastic summer from your youth, you might easily remember an abstract sense of warm sunshine, but
you won’t remember exactly what you did day-by-day. Material possessions are harder to think about in an
abstract sense. The car you bought is still a car. It’s more likely the experience of that summer has taken on a
symbolic meaning that can live longer in your memory than a possession.
Experiences have more social value
25 There are two reasons experiences have more social value than possessions. First, experiences tend to encourage
social relationships and greater social relationships are good for our happiness. Second, it is more socially
acceptable to discuss our experiences with others. People who boast about their possessions are considered much
less likeable than those who talk about their holiday adventures.
Adapted from: https://www.spring.org.uk/2008/01/experiences-beat-possessions-why.php

1) Answer the following questions in Spanish and indicate line number. Use complete sentences. 3p
a) What do studies show about people who buy items just because they want them?
b) What does the experiment get at?
c) Explain Group 1 task. What did they have to do?
2) Are the following statements TRUE or FALSE? Indicate line number to support your choice. 3p
T/F – line nº
a) Group 2 reported their feelings about their possessions. ..........-........
b) People remember an abstract sense of experiences but not of material things. ..........-........
37
c) People who share their holiday adventures are more likeable. ..........-........
3) Extract the following from the text and give the line number. 2,5P
a) 2 simple present verb phrases b) 2 negative verb phrases c) 1 imperative verb phrase
4) Complete the following chart. 6P
Verb phrase Simple or complex? Verb tense Spanish value Active or passive voice?
gave (line 9)
Was asked (l. 10)
Were contemplating (l. 16)
Has taken (l. 22)
can live (l. 23)
Are considered (l. 27)
5) Complete the following chart. 3p
Connectors + line nº Category Spanish value

a)
b)
c)
6) Find the reference words (nouns or noun phrases) in the text and give their value in Spanish. 4p
a) them (l. 3)
b) they (l. )
c) this (l. 11)
d) they (l. 16)
38
Nivel de idioma- MESA DE DICIEMBRE- 2017- Nombre: ………………………………………. DNI Nº
……………………..
Thesis: The Parental Alienation Syndrome: The Lost Parents’ Perspective - by Despina
Vassiliou
Dr. Richard A. Gardner, a forensic and child psychiatrist, has conducted evaluations regarding the
custody of children following divorce (Rand, 1997). Through his case work he observed that many
divorcing families shared common characteristics which he labelled as Parental Alienation
Syndrome (PAS). PAS was defined as a syndrome where one parent (usually the custodial parent)
5 alienates the child or children from the other parent. PAS includes the alienating parent engaging
the child in a series of conscious and subconscious techniques like brainwashing in an attempt to
denigrate the other parent. Further, the child also contributes to the denigration of the allegedly
hated parent (Cartwright, 1993; Gardner, 1992). The general pattern of characteristics (PAS)
children display during and after the divorce have been described by Gardner (1992) as follows:
10 1-Campaign of denigration: PAS children denigrate the "lost" parent completely, particularly in the
presence of the alienating parent.
2. The children's unfounded rationalizations: The children base their denigration on
rationalizations that are weak or frivolous.
3. Dichotomization of the parents: The alienating parent is perceived by the child as encompassing
15 only positive qualities and as such the children attempt to express themselves as "perfect little
photocopies”.
4. The independent thinker phenomenon: The children present the decision to reject the parent as
their own.
5. Automatic love of the alienating parent: the children automatically and reflexively support the
20 alienating parent.
6. Absence of guilt: The children do not express any feelings of guilt about the circumstances
surrounding the relationship with the lost parent. There is a lack of gratitude for any gifts, favours,
etc.
7. Borrowed scenarios: The children use language and expressions that are clearly not their own.
25 The quality with which they express their beliefs appears to be coached and rehearsed.
8. Generalization of animosity: The lost parent's extended family is also included in the animosity.
These individuals are also perceived as encompassing negative.
DIVORCE
The effect of divorce itself on the family can be devastating. What was once decided
30 amongst the parents is now decided by third parties like lawyers and judges (Gardner, 1985).
Further, access to the children by each parent changes. Where before everyone lived together and
parents and children had the freedom to interact whenever they wished, divorce dictates they must
now abide by rules set by others. The most common effect of divorce is that the child remains
primarily with one parent while the other parent becomes a "visitor" who is only allowed to see the
35 child on certain occasions. In theory, this "visitor" is allowed to have parental authority, that is to
engage in the decision making process regarding the children. However, divorce often occurs
because the parents can no longer make decisions together. Consequently, the visiting parent does
not always have the visitation that he or she should have and may be unable to participate in the
decision making process for important issues in their children’s lives. One time significant parents
40 can become unwanted visitors for their children. The Children’s Rights Council in 1994 reported
that an estimated six million children in the U.S. were victims of interfered visitation by their
custodial parents. Arditti found that as high as 50% of fathers (usually the non-custodial parents)
reported that their visitation with their children had been interfered with by their ex-wives. Further,
as many as 40% of custodial mothers admitted denying their ex-husbands their right to visitation as
45 a means of punishing them (Kressel, 1985). In PAS families, the interference with child visitation is
but one of the symptoms, though the most important. It is believed that the goal of the alienating
parent is to not only interfere in the lost parent’s visits, but to eliminate both the visits, and the
visiting parent as well from the child’s life. Gardner (1992) postulated that PAS is of a serious
39
nature that may be provoked by a serious emotional issue, such as custody. Consequently,
50 Cartwright (1993) noted that PAS may also be provoked by other serious and emotional issues such
as property he also included divisions or finances among other disputes.
Read the text and answer the questions . Give full answers
a- What techniques do the alienating parent use?

b- What happens when a child shows automatic love?
c- What can be extremely difficult when parents divorce?
d- What happens when visitation is not respected?
Indicate if the following statements are TRUE or FALSE- Indicate the line number which
supports your choice
The child uses consciously and unconsciously techniques of alienation to denigrate the parent
………. L: ……
The child builds weak rationalizations about the alienated parent. ……… L: ……..
Children can start speaking in a strange way, using fantasy. …….. L: ………
The custodial parent interfere with visitation at a large scale. ……… L: ……..
Extract from the text and indicate Line number of the following verbs. Give their Spanish
value
-2 verbs in the Simple Present in Active Voice
………………………………………………. ……………………………………………
………………………………………………. …………………………………………..
-1verb in the Simple Present in Passive Voice
…………………………………. …………………………………….
-2 verbs in the Present Perfect
……………………………………………….. ……………………………………………
……………………………………………….. …………………………………………
-1 IRREGULAR verbs in the Simple Past
……………………………………………….. ……………………………………………
-2 modal verbs in Active Voice
……………………………………………….. ……………………………………………
……………………………………………….. …………………………………………
-1 modal verb in Passive voice
………………………………………. ………………………………….
Find in the text 4 examples of Linking Words. Complete the table below
Connector Category Line Number Spanish Value
Write the corresponding References:

Their (l. 26) …………………………….. their (L46) ……………………………….. he(L 55)
………………………………………
Translate into Spanish points 7 and 8

7………………………………………………………………………………………………………
…………………………………………………………………………………………………………
40
…………………………………………………………………………………………………………
…………………………………………
8………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
……………………………………..
Identify in the following sentences the circle Voice and name the Verb Tense (3p)
“….a "visitor" who is only allowed….” Active / Passive Verb Tense: ……………………..
“….they.were experiencing alienation from their ex-spouse….” Active /Passive Verb Tense:
……………………..
“….. I have always been very close to my …..” Active/Passive Verb Tense :
………………………….
Find an example of ellipsis in Line 41. Transcribe it and state what word is omitted: (1p)
“……………………………………………………………………………………………”
_____________-
41

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NIVEL de IDIOMA II - INGLÉS

 El verbo y sus formas. Modo imperativo.

 Los elementos de la oración simple; el sujeto, el verbo y sus

Prefijo Significado(s) Ejemplo

sufijo significado Ejemplos

e.g: Verbo base (raíz) Break: significado-romper)

Diferentes phrasal verbs luego de combinaciones con diferentes preposiciones:

break down – perder el control emocionalmente o mentalmente

LAS FRASES VERBALES SIMPLES – COMPUESTA DE UN SOLO VERBO LÉXICO.

El presente simple -- Hay tres usos principales para el presente simple:

Eg. The pigment occurs in the epidermal cells.

Eg. I always walk to work. (Siempre camino para ir a trabajar)

3) También puede describir una acción que está ocurriendo en el presente.

Eg. Oh, look! There he goes. (¡Oh, mira! Ahí va.)

La forma básica se usa para los pronombres:

Ej. Conjugamos el verbo play (jugar, tocar un instrumento)

Eg: wash – washes (Tina washes the car every Sunday)

1) Prestar atención a la letra de la canción. Identificar las expresiones de la letra que

Throw me in the water

Push me out to sea

Leave me on the tracks

'Cause this is torturous

So leave me in the cold

Then leave me in the rain

So yesterday, my mom had some news for me

LAS FRASES VERBALES COMPLEJAS

PREMODIFICACIÓN + VERBO NÚCLEO

El verbo núcleo es el que posee carga semántica, es decir, significado propio.

*Semi-modales. Ought to / have to / be going to / be to / be supposed to / need to

El presente simple – negación e interrogación

(No juego, no juegas, no jugamos, no juegan) (No juega)

(¿Juego?, ¿Juegas?, etc) (¿Juega?)

El pasado simple – negación e interrogación

El pasado perfecto (present perfect)

Si los verbos son regulares, se conjugan de la siguiente manera:

Have/has (verbo auxiliar “haber”) + verbo en la forma “ed” (participio pasado)

(he jugado, has jugado, (ha jugado)

(no he jugado, no has jugado, (no ha jugado)

be (verbo auxiliar “estar”) + verbo núcleo en la forma “-ing” (participio presente)

I am (Estoy jugando, estás jugando, está jugando,

Algunas de sus características son:

(Ver Anexo 2, pág 31: tabla de verbos modales y sus significados)

VOZ PASIVA Y ACTIVA

*Generalmente, la construcción en voz pasiva se forma con el auxiliar “be” + el participio

The results of the experiments are shown in table 1.14.

The effects of the Relativity theory will be discussed in next chapter.

We will discuss the effects of the Relativity theory in next chapter:

Por ej.: These cars have been imported from Brazil.

Pasado continuo Was being / were being

UNIDAD 2 – ESTRUCTURA DE LA ORACIÓN

Elementos básicos de una oración en inglés

El verb (verbo) nos indica la acción que realiza el sujeto de la oración:

También, hay verbos modales:

El adverbio (adverb) proporciona información adicional sobre el verbo:

Preposition (preposición) expresa la relación entre algunas de las partes de la oración:

Conjunction (conjunción) une dos palabras o dos ideas:

"He broke the window." ("Rompió la ventana.")

Más ejemplos (el objeto directo está en negrita):

Tim fixed the computer yesterday.

I hated that movie so much.