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

Lic. Carla Montoya- Prof. Valeria Mulé Cepel – Centro para el Estudio de las Lenguas

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CEPEL PIA: Programa de Idiomas para alumnos de grado de la UNSAM

INGLÉS

LESSON 1: IDENTIFICAR SUSTANTIVOS, ADJETIVOS Y VERBOS – PALABRAS CONCEPTUALES Y FUNCIONALES –

PALABRAS CONOCIDAS Y TRANSPARENTES – PASOS PARA LA LECTURA COMPRENSIVA DE TEXTOS AUTÉNTICOS -

Let´s talk about ART today!

1- What is Art? Brainstorming: write words related to the topic. Draw more arrows if you need them.

2- Watch the following video: “Why look at art?” from

https://www.youtube.com/watch?time_continue=73&v=0OloYD_kSbU

How many words are similar to the previous exercise? Which words which are familiar (conocidas) and which

words are transparent (transparentes)?

.……………………………………………………………….................................................................…………………………………………………

………………………………………………………………………………………………………………………………………………………………………………….

………………………………………………………………………………………………………………………………………………………………………………….

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El primer paso para poder incorporar y desarrollar técnicas de lecto-comprensión es identificar los sustantivos

(nouns), adjetivos (adjectives) y verbos (verbs) presentes en el texto a analizar. Estas palabras, en forma aislada

o dentro de una frase, son aquellas que contienen significado y sin las cuales el texto no aportaría ninguna

información. Por lo tanto, este tipo de palabras son denominadas “content words” y se seleccionan como

palabras clave (key words) porque aportan la información necesaria para poder elaborar la idea principal de un

texto. Se diferencian de las palabras funcionales o “function words,” que se utilizan para ordenar y unir

conceptos: entre ellas se encuentran los conectores, artículos, preposiciones y pronombres.

3- Read and learn! Nouns, Verbs and Adjectives.

TEXT #1: Art versus artifact from: https://www.khanacademy.org/humanities/art-history/art-history-

basics/beginners-art-history/a/what-is-art-history

Read the following text and identify at least 5 nouns, verbs and adjectives. Then, write them in the chart. (Use the

explanation in 3).

NOUNS VERBS ADJECTIVES

The word “art” is derived from the Latin ars, which originally meant “skill” or “craft.” These meanings

are still primary in other English words derived from ars, such as “artifact” (a thing made by human

skill) and “artisan” (a person skilled at making things). The meanings of “art” and “artist,” however,

are not so straightforward. We understand art as involving more than just skilled craftsmanship. What

exactly distinguishes a work of art from an artifact, or an artist from an artisan? When asked this

question, students typically come up with several ideas. One is beauty. Much art is visually striking,

and in the 18th, 19th and early 20th centuries, the analysis of aesthetic qualities was indeed central in

art history. During this time, art that imitated ancient Greek and Roman art (the art of classical

antiquity), was considered to embody a timeless perfection. Art historians focused on the so-called

fine arts—painting, sculpture, and architecture—analyzing the virtues of their forms. Over the past

century and a half, however, both art and art history have evolved radically.

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Pasos a seguir:

Análisis de elementos paratextuales: Fuente, tipo de texto, propósito, audiencia y área de interés: En este primer paso, es necesario identificar de dónde fue extraído el texto: una página web, un blog, una revista, un libro, un abstract (resumen), etc. Luego, debemos clasificar el texto: ¿se trata de un texto descriptivo o narrativo? Además, es necesario inferir cuál es el propósito del mismo: informar, explicar, describir, argumentar, exponer. Luego deberemos proporcionar el área de interés: ¿a quién está dirigido este texto? ¿a quién podría serle de utilidad? ¿quiénes serían los lectores de este texto? Elaborar una Hipótesis. En este paso, se espera que el estudiante puede elaborar una hipótesis acerca de lo que tratará el texto en cuestión. Por lo tanto, este paso es previo a la lectura profunda o analítica. Para escribir la hipótesis, se deben usar técnicas de skimming (vistazo general del texto) y scanning (lectura con búsqueda de información específica) Checkear su hipótesis. En el siguiente paso, se espera que el estudiante utilice las técnicas de lecto-comprensión desarrolladas en el curso para poder corroborar o refutar (total o parcialmente) su hipótesis previa y agregar información que le haya aportado el texto, justificando sus respuestas. Palabras clave. Durante la lectura en profundidad se espera que el estudiante seleccione palabras clave (key words) que son eje de texto. Estas palabras son conceptuales. Idea principal del texto. Este paso es importante y está basado en las palabras clave. Se espera que el estudiante elabore un texto corto de una u dos oraciones con la idea central del texto.

4- Understanding Texts: First approach to texts in a foreign language.

TEXT # 2: Image of Reality /Image not Reality: What is photography?

Work with this text taken from: http://www.imma.ie/en/downloads/whatisphotography2011.pdf Before

reading, analyse paratextual elements:

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a- Source:

b- Type of text:

c- Purpose:

d- Audience/Area of Interest:

e- Preview the text: use skimming and scanning techniques. Underline familiar words and transparent words.

f- Elaborate your Hypothesis:

…………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………..

Now, read the text:

Image of Reality /Image not Reality: What is photography?

Fiona Loughnane

From its beginnings, photography has been marked by its versatility. The camera has been employed

for personal use in family snapshots; official use to create visual records (examples include passports,

medical records and mugshots); commercial use in advertising images; and creative use in art

photography, to list just a few examples. Photography has also engaged in constant technological

innovations, leading to enormous differences in the physical character of the image; from

daguerreotypes to images printed from a negative, from plate glass to film and from analogue to

digital. Given this diversity, the photograph has always been difficult to define and contain. The

apparently basic question ‘What is Photography?’ provokes complex responses that need to consider

the diverse roles and characteristics of the photograph. In 1922, in a letter to the photographer Alfred

Stieglitz, Marcel Duchamp declared: ‘You know exactly how I feel about photography. I would like to

see it make people despise painting until something else will make photography unbearable.’ Today

the camera seems more firmly embedded in visual culture than ever; every mundane event or passing

sight instantly captured and shared in an age of ‘smartphones’ and social networking sites. The

ubiquity of the photographic image has perhaps created an oppressive presence in everyday life. The

colonisation of every aspect of life by photography is not a recent development; however, the

invention of photography in the late 1830s quickly led to a dramatic increase in the production and

circulation of images. Photography has been seen as a documentary tool, allowing for realistic

depictions of the world, and as a creative practice, now a central medium within the fine arts. The

interchange between these opposing views of the medium – factual and imaginative, everyday life and

‘high’ culture – has created a rich field of image production.

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g- Fill in the chart with some examples of transparent and familiar words:

Transparent words Familiar words

h- Read the text in depth. Select between 5 and 8 Key words:

………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………

i- Check your hypothesis:

…………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………..

j- Write the main idea in one or two sentences:

…………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………….

k- Work in pairs, translate the underlines sentences:

………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………

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Los elementos paratextuales son aquellos que rodean al texto en sí, que se encuentran en la periferia del texto a

analizar. Estos elementos ayudan a la recepción e interpretación del texto previo a la lectura en profundidad. Entre ellos,

la organización del texto y su tipografía, los títulos y subtítulos, imágenes, fotos, pie de página son los más comunes. Al

analizar los elementos paratextuales, es importante mencionar de qué forma se relacionan con el título del texto.

CEPEL PIA: Programa de Idiomas para alumnos de grado de la UNSAM

INGLÉS

LESSON 2: ELEMENTOS PARATEXTUALES -PALABRAS TRANSPARENTES Y CONOCIDAS - EL TEXTO DESCRIPTIVO –

LECTURA COMPRENSIVA - USOS DEL PRESENTE SIMPLE: AFIRMATIVO Y NEGATIVO.

1- Read about paratextual elements and skim the following text. Then, complete the chart on the next

page.

Source: https://smarthistory.org/latin-american-intro/

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a- So, before reading the text, look at the elements that surround and conform the visual impact of text.

What paratextual elements can you perceive?

Titles and subtitles? Typography: editorial or creative?

Images or photos? Footnotes - bylines?

Paragraph organization? Other elements:

b- After this first analysis, it is important to SKIM (dar un vistazo) and SCAN (localizar información) the text to

get a general idea of its content. Without reading deeply, find “transparent” words and “familiar” words.

Remember, in this step you do not need to read every word! Complete the chart:

Transparent Words Familiar Words

c- Now, elaborate a hypothesis about the text: what do you think it is about?

Luego de un análisis general del texto y paratexto, podría afirmar que el texto titulado

……………………………………………………………………….…. es un/a ……………………………………………………………… (artículo

de una revista digital, capítulo de un libro, entrevista a un artista, sitio web perteneciente a una

universidad, etc) extraído de (la fuente) ………………………………………………………..…………………….. dirigido a

(audiencia, posibles lectores) ………………………………………………………………………………… y podría tratarse de

(hipótesis del contenido del texto)………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………………………………………….………………

………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

d- Read the text carefully. While you read, underline the key words (palabras clave). You must SELECT

between 5 and 8 words and EXPLAIN their importance and their connection to the title.

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Habiendo leído el texto en profundidad, he decidido seleccionar las siguientes palabras clave:

………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………….

e- Comprehension Check!

1- According to the text, why is it important to study Latin American art today?

……………………………………………..……………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………

2- Express your opinion. Do you agree with the text?

…………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………..……………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………

f- Check your hypothesis. Add any new information that the text provided you if necessary.

Coincido con mi hipótesis previa en que …

Mi hipótesis previa fue parcialmente correcta, porque …

Mi hipótesis previa fue incorrecta, ya que …

g- In the last step you need to elaborate the main idea of the text in 1 or 2 sentences. Remember to include

the key words you selected in point d.

………………………………………………………………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………….

Los textos descriptivos brindan información acerca de cómo son los objetos, las personas, los espacios, las

situaciones. Proporcionan características que no se modifican en el tiempo, por lo tanto, en general, el

tiempo verbal prevaleciente en un texto descriptivo es el Presente Simple.

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El tiempo verbal Presente Simple se utiliza para expresar hechos fácticos, generalizaciones, verdades universales,

hábitos, rutinas, horarios y, en general, para describir acciones que tienen cierta permanencia en el tiempo.

Look at the following examples:

The study of Latin America and Latin American art is more relevant today than ever.

…while their artistic traditions are everyday made more and more accessible…

Latin American countries continue to exert influence over political and economic policies…

…which regularly exhibit the work of Latin American artists.

For many of us Latin America is not an entirely foreign concept…

…the diversity of what it means to be Latin American and Latino.

Language work: Simple Present Tense (form and uses)

The Verb To Be:

Subject Affirmative Negative Interrogative

I AM (´m)

I ……….. an Art student.

AM NOT (´m not)

I…………………… a Psychology

student.

Am + subject + Noun/adjective?

…….. I a Psychology student?

He/She/It IS

Art …………….. beauty.

IS NOT (isn´t)

Latin America ………………… a

foreign concept.

Is + subject + N/Adj?

……… Latin America a foreign

concept?

You/We/They ARE

Artistic traditions …………

more accessible today.

ARE NOT (aren´t)

Some artists …………………..

popular.

Are + subject + N/Adj?

……… some artists popular?

In the following sentences circle the option that is TRUE for you:

1- I ´M - ´M NOT an Art student.

2- Art IS – ISN´T beauty.

3- Artistic traditions ARE – AREN´T more accessible today.

4- Some artists ARE – AREN´T popular.

5- Latin American art IS – ISN´T more relevant today.

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Subject Affirmative Negative Interrogative

He/She/It Verb + S

The museum opens at 3pm.

Doesn´t + verb

The museum …………………….

………………………… at 3pm.

Does + subject + verb?

…………………. the museum

………………….. at 3pm?

I/you/We/They Verb (no S)

Art students study

Philosophy at University.

Don´t + Verb

Art students …………………..

………………. Philosophy at

university.

Do + Subject + Verb?

…………………. Art students

…………………. Philosophy at

University?

In the following extract, circle the right option and explain their use.

Today, Latin America ARE – IS considered by many scholars to be an imprecise and highly problematic term,

since it PRESCRIBES – PRESCRIBE a collective entity to a conglomerate of countries that REMAINS - REMAIN

vastly different. In the case of countries that SHARES – SHARE the same language, their cultural bond ARE –

IS much stronger, since despite their potentially different pre-conquest origins, they CONTINUES –

CONTINUE to share collective colonial histories and contemporary postcolonial predicaments. Spanish-

speaking countries IS – ARE therefore known as Spanish America or Hispanoamérica, while those that were

colonized by the Iberian countries of Spain and Portugal, fall under the broader category of Iberoamérica,

thus including Brazil.

In pairs, translate the previous paragraph:

……………………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………………

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Arturo Herrera (Venezuelan artist, born 1959): “Failure”

(taken from https://youtu.be/Oagx3_NZ5HU)

1- Pre- Watching Activity: Vocabulary work

Fail (V) – Failure (N) - give permission

Health (N) – Healthy (Adj) - inevitable

A couple of - working with

Allow (V) - the opposite of success (N)/succeed (V)

Dealing with - a person´s mental or physical condition

Bound to - connected to / part of

Attached to - a pair of / two

More vocabulary: Adjectives

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2- Analyse the video script: circle the verbs in the Present Simple and explain their use in

context.

“I think every time the idea of failure comes. I think artists are a little bit afraid, but I think

it's a very healthy thing. There have been a couple of failures that allowed me to realize

what works and what doesn't work. Sometimes, in difficult spaces, I went with simple

images, and maybe it required a much more complex image. When dealing with new works

or different techniques it's bound to fail. But it is necessary--it's essential--for me to go into

this state. It's like swimming in water full of sharks, just going with it. You know, if you make

it, fine. If it doesn't, it's okay. You're just joining in. I welcome when it happens, because I

know I'm going to learn something from it, but I hate that after spending so many hours on

something and you're attached to this idea that you thought was going to work, then it ends

up being a disaster. So, you get two sides”.

3- Comprehension Check! Do you agree with Arturo? Why/ Why not? What is your opinion about Failure?

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

4- Read the following statements and choose the ones you agree with:

I think artists are a little bit afraid of failure.

I think failure is a very healthy thing.

It helps me realize what works and what doesn´t work.

Working with different techniques it´s bound to fail.

It is necessary to fail (sometimes).

If it doesn´t work, it´s okay.

I hate spending so many hours on something that ends up being a disaster.

5- Complete these sentences with your own ideas:

I think artists are

……………………………………………………………………………………………………………………

I think failure is

………………………………………………………………………………………………………………………

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CEPEL PIA: Programa de Idiomas para alumnos de grado de la UNSAM

INGLÉS

LESSON 3: PALABRAS CONCEPTUALES Y PALABRA FUNCIONALES – BLOQUES NOMINALES: SU IDENTIFICACIÓN Y

ANÁLISIS DE SUS COMPONENTES. SU IMPORTANCIA PARA LA INTERPRETACIÓN DE TEXTOS. PRESENTE CONTINUO.

Let´s work with Vocabulary related to the circus

1- Can you add some words to this cloud?

2- Read the following definition from https://www.vocabulary.com/dictionary/circus

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3- Working with words: Find some examples to complete the chart

Nouns

Adjectives

Prepositions

Verbs

Adverbs

Connectors

4- Noun Phrases (Bloques nominales):

Los bloques nominales están compuestos por una palabra o grupo de palabras que contienen información vital, es

decir, un bloque nominal está compuesto de palabras conceptuales. Si bien sus componentes y posición dentro del

mismo pueden variar, el elemento infaltable es el núcleo (por lo general un sustantivo). El bloque nominal puede

tener varios componentes aparte del Núcleo: uno o más determinantes y uno o más pre-modificadores. Es

importante reconocer los bloques nominales, ya que facilitan la traducción e interpretación de un texto.

Ejemplos:

Performers (intérpretes)

Núcleo (N)

Different performers (intérpretes diferentes)

Pre-mod Núcleo

(M) (N)

Many different performers (muchos intérpretes diferentes)

Det – Pre-mod - Núcleo

(D) (M) (N)

Los determinantes más comunes son:

“A circus is a group of many different performers, often including clowns…”

(D) (N) | (D) (N) | (D) (M) (N) | | | (N)

La mejor manera de identificar bloques nominales es identificar preposiciones, verbos y signos de puntuación, los

que funcionarán como divisores de bloques. Una vez identificados, debemos proceder a traducir el bloque de la

siguiente manera:

A – an – the (articles)– this – that – these – those (demonstratives) / my – your – his – her – its –

our – their (possessives) / much - many –any - some – all – a few – both – each (quantifiers) / first

– second – last (order) /other – another (alternative) -

Determinantes + Núcleo + Pre-modificadores

“a big striped tent”

(D) (M) (M) (N) 1 4 3 2

Una carpa rayada grande

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5- Now, read the text again and mark the Nucleus(es), determiners and pre-modifiers. Then, translate the

following noun phrases:

Clowns =

The arenas =

Animal trainers =

Noisy, confused activity =

Text #1: Analyse paratextual elements and determine the source, type of text, area of interest, prevailing tense

Circus Olé features two traditional circus families, the De Silvas (Snuff Puppets) with their famous Animal

Kingdom and the Fabulous Farelli Family (acrobat), highly skilled acrobats and aerialists. After the Royal

Society of the Prevention of Cruelty to Animals removed the De Silvas’ animals in the 1980s, they built

giant puppet ‘substitutes’: life-sized dogs, cows, flying seagulls, a crocodile and even a seven tonne

elephant. Economic hardship then forced the De Silvas and Farellis to combine forces and create this

astonishingly unique show.

As the audience enter, the Circus Olé Band play popular tunes whilst the set becomes alive with circus

characters warming up and preparing for the big show. The families’ live-in caravans are used as the

backdrop and set, revealing to the audience an intimacy that is both humble and romantic. Audiences

enjoy the genuinely skilful, dangerous and absorbing circus acts whilst witnessing the struggles that come

with running an impoverished circus.

Starring: Fearless Phyllis and Dazzel De Silva, Daredevil Buddy Farelli and Hose Rodriguez Martinez Farelli –

with their death-defying, high-flying talents. Our mesmerizing menagerie of exotic animals and their

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fearless handlers – Johnny the Man-Eating Crocodile, Kareem the African Elephant with highriding trainer

Mustapha Saleem, Lucy and Lu Lu the rare giant Chinese Mathematical Dogs and Laurent, elegantly

handled by Miss Froo Froo.

So come on down, step right up, kick back and enjoy a great time out with the whole family at Circus Olé!

https://snuffpuppets.com/what-we-do/circus-ole/

1- Before reading the text:

a- Source:

b- Type of Text:

c- Area of interest (Audience):

d- Prevailing Tense:

e- Elaborate a hypothesis about the content of the text:

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

2- Now, read the text again and analize it.

a- Check your hypothesis. Can you add any information?

b- Find some examples and complete the chart

NOUNS VERBS ADJECTIVES A CONNECTORS PREPOSITIONS

c- Now, analyse the following noun phrases and translate them

A seven tonned elephant =

Exotic animals =

The big show =

Two traditional circus families =

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Language work: Present Continuous

1- Look at these examples and explain the use of Present Continuous:

Today I am taking a walk with Linn Holm…

…and I'm asking her about what they really do at the circus program.

SUBJECT AFFIRMATIVE NEGATIVE

I Am (´m) + verb + ING

I ………. work …… in a circus.

Am not (´m not) + verb + ING

I …………….. work……… in a circus.

He/She/It Is (´s) + verb + ING

Linn ………. do……… acrobatics.

Is not (isn´t) + verb + ING

Linn …………… perform …………. in a tent.

You/

We/They

Are (´re) + verb + ING

The students ……….. study ……

contemporary circus.

Are not (aren´t) + verb + ING

They …………….. work…………. with

traditional techniques.

What are you doing now?

…………………………………………………………………………………………………………………………………………………………

2- Watch the following video taken from https://www.youtube.com/watch?v=b8nHO9GgLXU

Linn Holm from Stockholm University of the Arts

El tiempo verbal Presente Continuo se utiliza para expresar:

Acciones que se están desarrollando en el momento en que se habla. Acciones que van incrementando, decreciendo o se van modificando a lo largo del

tiempo. Acciones temporarias o en contraposición a acciones que ocurren regularmente.

Para conjugar un verbo en Presente Continuo es necesario utilizar el Verb To Be (IS, AM, ARE) + el

presente participio del verbo (VERB + ING)

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3- Work with the video script and compare the use of Present Simple and Present Continuous:

Hi! I'm Tula from Stockholm University of the Arts. Today I am taking a walk with Linn Holm, one

of our graduating service students and I'm asking her about what they really do at the circus

program. Is it all about animals, tents, being funny? Well, stay with me and you'll find out more.

No, that's not really what we do. What we do is called contemporary circus or new circus, which is a

modern -you can say- way of transferring. You use acrobatic repertories and the traditional, when it

comes to the technique of the circus and apparatus but instead of animals and tents and popcorn

and all this, you mix it with music and theatre and dance instead and it's more based on a venue

that it's more like a stage venue than a tent, so it's a bit different. My name is Linn and I'm in the

third year of the circus program here at the dock and my speciality in circus is something called “Cyr

Wheel”. I think it looks frightening. Hmm, in the beginning it's a bit scary, depending on what you

practice. If you're the first time you wrap on your hands, for example, it´s quite frightening and it's

different for some people. But, because you have done so much acrobatics and things before and

you do a lot of preparation exercises, then it's actually okay.

4- Now, look at the underlined actions and write them in the correct column:

ROUTINES-HABITS-FACTS-UNIVERSAL TRUTHS-PERMANENT SITUATIONS

ACTIONS NOW – ACTIONS CHANGING IN TIME – TEMPORARY ACTIONS

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5- Now, write about you:

My name is ……………………and I'm in the ……………… (first, second, third, fourth)

year of the ……………………. (circus, photography, dance, puppetry, stage arts,

visual arts, cinematography) program here at …………………………………. (name of

University) and my speciality is ……………………………………………..

6- Now, analyse the following noun phrases and translate them:

a- The circus program =

b- A bit different =

7- Comprehension check!

a- What do they use in contemporary circus?

…………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………

b- Where do they perform?

………………………………………………………………………………………………………………………………………………..

………………………………………………………………………………………………………………………………………………..

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CEPEL PIA: Programa de Idiomas para alumnos de grado de la UNSAM

INGLÉS

LESSON 4: ANÁLISIS DE ELEMENTOS PARATEXTUALES - LECTURA COMPRENSIVA DE UN TEXTO -CONECTORES: TIPOS Y USOS - FORMACIÓN DE PALABRAS: DERIVACIÓN POR PREFIJOS Y SUFIJOS

TEXT #1: Before you read the text, analyse paratextual elements. Source: Langford´s Advanced Photography,

Michael Langford, 7th edition, 2008.

1- Observe this text. Before reading, analyse paratextual elements:

a- Source:

b- Type of text:

c- Area of interest:

d- Elaborate a hypothesis about the content of the text:

21

e- Now, read the text carefully and select 5 words (palabras clave) and justify:

1-

2-

3-

4-

5-

f- Comprehension Check! According to the text what are the advantages and disadvantages of being an amateur

photographer?

Advantages Disadvantages

g- Check your hypothesis. Add any new information provided by the text, if necessary:

…………………………………………………………………………………………………………………………………………………………………………

22

…………………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………………

h- Write the main idea of the text in 1 or 2 sentences:

…………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………………

2- Language Work! Connectors

3- Now, SCAN the text and find more connectors. Write 2 examples, explain the type of connector and the ideas they

connect.

1- …………………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………………………………………………………………………….

2- ………………………………………………………………………………………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………………

Los conectores/nexos/Conjunciones cumplen la función de unir o vincular ideas en una oración. Los

mismos pueden ser de dos tipos:

1- Coordinantes, que vinculan ideas que poseen una misma jerarquía.

2- Subordinantes, que vinculan ideas asimétricas, es decir, que unen una idea principal con otra

idea que está subordinada a ella. Expresan ideas relacionadas con tiempo, concesión,

causa/resultado, comparación o manera.

Los más comunes son los siguientes:

Coordinating Connectors Subordinating Connectors

1- Suma o adición: and, moreover, as well as, both, and also, besides

1- Tiempo: after, before, as, as soon as, once, since, when, while

2- Contraste: but, however, despite, yet, on the contrary, on the other hand

2- Causa/resultado: because, so…that, in order to

3- Alternativa: or, either… or, neither… nor 3- Condición: if, unless, in case, only if, whether

4- Consecuencia: so, therefore, thus 4- Manera: as, like

5- Comparación: as, than

6- Ejemplificar: for example, for instance, such as

Look at this example taken form the text:

… photography as an occupation.

En este ejemplo, ¿qué tipo de conector es “AS”? ¿Qué ideas vincula?

23

3- Vocabulary work. Can you add any other words?

Text #2: Photography and Truth

Taken from: CCP Centre for Contemporary Photography https://ccp.org.au/resources/ccp-publications

1- Observe this text. Before reading, analyse paratextual elements:

a- Source:

b- Paratextual elements present in the text:

c- Type of text:

d- Area of interest:

e- Elaborate a hypothesis about the content of the text:

24

2- Read the text carefully and select 3 to 5 key words/phrases (palabras/frases clave) in each paragraph:

25

Paragraph 1

Paragraph 2

Paragraph 3

3- Language work: Word formation (prefixes and suffixes)

Look at these words taken from the text and their transformation:

Invent (V) --- invention (N)

Present (V in infinitive) --- presenting (V in present participle)

Photo (N) + journalism (N) ---- photojournalism (N)

Direct (Adj) + “LY” --- directly (Adv)

Access (V) --- accessible (Adj)

Place (V) --- replace (V)

Image (singular) ---- images (plural)

Word Formation. Las palabras sufren transformaciones para poder ser adaptadas al texto. Estas

transformaciones pueden ser por Derivación o por Composición.

1- Por Derivación por agregado de un prefijo (como relocation), por agregado de un sufijo (como Actor),

por flexión de número de singular a plural (como Singer---singers), por flexión de conjugación de tiempo

verbal (como perform---performs), por flexión de caso posesivo (como actor´s performance) y por flexión

de género (masculino-femenino) como en actor-actress

2- Por Composición: En este caso, dos palabras que tienen significado por separado se unen para formar

una nueva palabra, por ejemplo: image-makers (creadores de imágenes)

26

CEPEL PIA: Programa de Idiomas para alumnos de grado de la UNSAM

INGLÉS

LESSON 5: PREPOSICIONES – TIEMPO VERBAL PASADO SIMPLE (verbos regulares e irregulares) – EL TEXTO NARRATIVO - REPASO DE TÉCNICAS DE LECTOCOMPRENSIÓN.

1- Observe this text. Before reading, analyse paratextual elements:

Source:……………………………………………………………………………………………………………………………………………………………………

Type of text:…………………………………………………………..

…………………………………………………………………………….

…………………………………………………………………………….

Area of interest:……………………………………………………

…………………………………………………………………………….

…………………………………………………………………………….

Elaborate a hypothesis

about the content of the text:………………………………

…………………………………………………………………………….

…………………………………………………………………………….

Documentary film, motion picture that shapes and interprets factual material for purposes of education or entertainment. Documentaries have been made in one form or another in nearly every country and have contributed significantly to the development of realism in films. John Grierson, a Scottish educator who had studied mass communication in the United States, adapted the term in the mid-1920s from the French word documentaire. The documentary-style film, though, had been popular from the earliest days of filmmaking. In Russia, events of the Bolshevik ascent to power in 1917–18 were filmed, and the pictures were used as propaganda. In 1922 the American director Robert Flaherty presented Nanook of the North, a record of Eskimo life based on personal observation, which was the prototype of many documentary films. At about the same time, the British director H. Bruce Woolfe reconstructed battles of World War I in a series of compilation films, a type of documentary that bases an interpretation of history on factual news material.

The German Kulturfilme, such as the feature-length film Wege zu Kraft und Schönheit (1925; Ways to Health and Beauty), were in international demand.

27

Scene from Drifters (1929), directed by John Grierson and produced by the British Film Board. Courtesy of the Museum of Modern Art Film Stills Archive, New York

The British documentary film movement, led by Grierson, influenced world film production in the 1930s by such films as Grierson’s Drifters (1929), a description of the British herring fleet, and Night Mail (1936), about the nightly mail train from London to Glasgow. The United States, too, made significant contributions to the genre. Early examples include two films directed by Pare Lorentz: The Plow That Broke the Plains (1936), set in America’s dust bowl, and The River (1937), a discussion of flood control.

The production of documentaries was stimulated by World War II. The Nazi government of wartime Germany used the nationalized film industry to produce propaganda documentaries. The American director Frank Capra presented the Why We Fight (1942–45) series for the U.S. Army Signal Corps; Great Britain released London Can Take It (1940), Target for Tonight (1941), and Desert Victory (1943); and the National Film Board of Canada turned out educational films in the national interest.

In the early 1950s attention once again focused on the documentary in the British free cinema movement, led by a group of young filmmakers concerned with the individual and his everyday experience. Documentaries also became popular in television programming, especially in the late 1960s and the early 1970s.

"Documentary film". Encyclopædia Britannica. Encyclopædia Britannica Online. Encyclopædia Britannica Inc., 2018. Web. 02 sep. 2018 <https://www.britannica.com/art/documentary-film>.

2- Read the text in depth and do the following activities:

a- Analyse the following Noun Phrases and translate them:

1- The British documentary film movement

2- the nationalized film industry

3- his everyday experience

28

b- Find in the text some examples of prepositions and connectors and put them in the chart:

Prepositions Connectors

c- In pairs, translate the last paragraph (“In the early 1950s … and the early 1970s”)

………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………

TEXT#2: “The Blonds” (A film by Albertina Carri). Taken from:

http://www.wmm.com/filmcatalog/press/blothe_presskit.pdf

1- Watch the trailer of the film: https://www.youtube.com/watch?v=oKmWKfrgzWg and then

read the synopsis.

29

Language Work! Simple Past Tense

El tiempo verbal Pasado Simple se utiliza para expresar acciones que comenzaron y terminaron en el pasado.

Existen expresiones de tiempo y adverbios de tiempo que nos permiten identificar el momento en que dichas

acciones tuvieron lugar. Las más comunes son: Yesterday, last (week/month/year), in (1972/December), a

(week/month/year) ago.

Verb To Be affirmative negative

I / He/ She /It

WAS WAS NOT (WASN´T)

You / We / They

WERE WERE NOT (WEREN´T)

Examples:

…when she was four years old…

Who were the Carris?

…were they brunette or blond?

El resto de los verbos se conjugan de forma diferente. Los

verbos pueden ser regulares (que siguen una regla) o

irregulares.

A los verbos regulares se les agrega “-ed” o sólo “-d” (si el

verbo termina en “e”). Si el verbo infinitivo termina en

consonante + “y”, cambia por “i + ed”. Por ejemplo: listen-

listened; dance-danced, study-studied

Los verbos irregulares, no siguen esta regla y deben ser

estudiados ya que cambian. Por ejemplo: go-went; do-did;

have-had; get-got; understand-understood

30

2- Scan the text and find some regular verbs in the past.

………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………

3- What type of text is this? Descriptive or Narrative? Why?

………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………

4- Comprehension check! What is “The Blonds” about?

………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………

El texto narrativo es aquel que incluye el relato de acontecimientos que se

desarrollan en un lugar a lo largo de un determinado espacio temporal. Dicho relato

incluye la participación de diversos personajes, que pueden ser reales o imaginarios.

31

CEPEL PIA: Programa de Idiomas para alumnos de grado de la UNSAM

INGLÉS LESSON 6: ELEMENTOS DE COHESIÓN (PRONOMBRES RELATIVOS Y OTROS ELEMENTOS) – PRESENTE

PERFECTO PARA EXPRESAR EXPERIENCIA Y ACCIONES/Resultado HASTA AHORA

TEXT#1: “Tapestry Dance Company´s “April Fools” is at it again”

1- Work with the following text taken from http://thelongcenter.org/2018/04/tapestry-dance-companys-

april-fools/ and analyse paratextual elements. Then, elaborate a hypothesis about the contents of the text.

Remember to mention, type of text, source, audience and possible content.

2- Look at this image/photograph: What can you see here? Write as many words as you can.

32

3- Language work! Cohesive Elements

4- Now, read the text and analyse the following cohesive elements. Who/What do they refer to?

It’s been an exciting and emotional time here at Tapestry Dance company. We’re in the

middle of re-staging “April Fools,” which was awarded Best Choreography by the Austin

Critics Table Awards in 2012.

Wonderfully, what stuck with me during that period were the rhythms of my shows and the

joy I’ve had with so many great artists around the world and as members of Tapestry

Dance Company. One of my fondest creative memories is with this show we’re about to

re-stage: April Fools.

I look forward to this performance with seven new dancers to this show, not only from

Austin but from the UK, Israel, Brazil and Mexico, too, bringing their own incredible talents

to the stage. Not only dancing either! Yes—singing, comedy and more!

Don’t miss the show, guys! It’s one of my favorite productions that I’ve produced and

directed and it features some of the best jazz and swing musicians Austin has to offer!

See you soon!

Acia Gray

Tapestry Artistic Director

The only full-time, professional repertory tap dance company in the world! Join Tapestry Dance Company for April Fools, April 26th – May 6th in the Long Center’s Rollins Studio Theatre.

a- “We” refers to:

b- “which”:

c- “my”:

d- “their”:

e- “it”:

5- Watch the following video taken from: https://www.youtube.com/watch?v=xdYgZoU193Q You

are going to listen to some students describing their experiences at the University.

Los elementos de cohesión textual cumplen la función de referentes, es decir que se utilizan para

referirse al sujeto de una oración, a un sustantivo o frase nominal que ya ha sido mencionado con

anterioridad para evitar repeticiones. Los más comunes son los pronombres y los adjetivos

posesivos:

Mark is a tap dancer. He lives in Berlin. There, he goes to a University which is near

his home.

En este ejemplo, “he” (él) se refiere a Mark, “There” (Allí/allá) se refiere a Berlin, “which” (la cual)

hace referencia a University y “his” se refiere a Mark (su casa).

33

TEXT#2: University of Sunderland Videoscript

The most significant learning about my course has been learning how to research with my

dancing and with my choreography. My home university isn't as research based as this dance

programme is, so I think I've been able to connect more to the movement here.

The most significant learning within my degree course is my tutor and my teachers actually

teach me how to perform and how to manage myself in the future, how to manage my career

when I leave from here. I've been here for three years, I basically learned how to be

independent, how to be grown up here. I made my best friends. I met so many interesting

people, we exchanged experiences, cultures, traditions, everything. People here are really

friendly and I would say it was easy to adapt to the culture.

The best thing about studying at the University of Sunderland has just been the opportunities

that I've gotten and the people that I've been able to meet. So many people from just all

around the UK and from other countries and it's been exciting to be able to collaborate with

34

other people from different countries, it gives me a new perspective I think and I've learned a

lot from it. Just the quality time spent with other dancers,

other artists, sharing ideas, developing ideas, supporting each other really. I really found that

here people treat you like an adult, like an artist, not just a dancer, but an artist.

To learn more about this, go to: https://www.sunderland.ac.uk/study/performing-arts/professional-dance/

Language work! Present Perfect

6- Now, look at the examples underlined in the text and explain their use in context:

I've been here for three years.

…and it's been exciting to be able to collaborate with other people from different

countries.

… and I've learned a lot from it.

Present Perfect Tense. Este tiempo verbal se utiliza para:

Expresar experiencias pasadas en un tiempo indefinido.

Describir eventos recientes o que sucedieron en el pasado pero tienen un resultado en el

presente.

Para referirse a acciones que han sucedido hasta el momento presente.

I / You / We / They HAVE (´VE) / HAVEN´T VERB (in past participle)

He / She / It HAS (´S) / HASN´T VERB (in past participle)

Las siguientes palabras suelen usarse en oraciones en Presente Perfecto: ever, never, yet, still, just,

already.

35

CEPEL PIA: Programa de Idiomas para alumnos de grado de la UNSAM

INGLÉS

LESSON 7: LA BIOGRAFÍA- VOZ PASIVA (PRESENTE) - REPASO DE ESTRATEGIAS DE LECTOCOMPRENSIÓN.

Text #1: Work with the following text taken from: https://www.khanacademy.org/humanities/ap-art-

history/global-contemporary/a/osorio-en-la-barberia-no-se-llora

1- Predict. What do you think is the meaning of NUYORICAN?

……………………………………………………………………………………………………………………………………………………………………………

36

2- In this first part, find one or two examples to complete the chart:

VERBS NOUNS ADJECTIVES ADVERBS CONNECTORS PREPOSITIONS

3- Skim and scan the text. Elaborate a hypothesis about the content of the text.

…………………………………………………………………………………………………………………………………………………………………………..

…………………………………………………………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………………………………………………………

4- Language work! Passive Voice (Present and Past) Look at these examples taken from the text:

This sense of marginality is further complicated …

… a distinct sense of cultural pride that is informed by …

Osorio is best known …

37

Verb to Be Verb in the Past Participle

Is / isn´t

Are / aren´t

5- Read the following extract about the video you are about to watch.

Watch the following video taken from: https://www.youtube.com/watch?v=7UQtnhakIvw (until 3:28)

6- After watching the video, write some words you remember

……………………………………………………………………………………………………………………………………………………………………………..

38

CEPEL PIA: Programa de Idiomas para alumnos de grado de la UNSAM

INGLÉS LESSON 8: VOZ PASIVA PRESENTE Y PASADO - FUTURO CON “GOING TO” PARA EXPRESAR INTENCIONES Y PLANES – REPASO DE ESTRATEGIAS DE LECTOCOMPRENSIÓN

TEXT #1: The Emergence of Contemporary Art in Argentina.

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Just 400 kilometers to the south stands proudly Mar Del Plata, one of the Argentina cities with the largest number

of

cultural buildings. Between the Museo de Arte Juan Carlos Catagnino, Casa Bruzzone, or Museo del Mar, the choice

quickly becomes significant for any art lover. Strolling on the coastline, it is difficult to miss the essential Museo de

Arte Contemporaneo and its metal Lobo Marino (sea lion) with 80.000 alfajores Havanna packaging (packaging of

pastries produced by a flagship company of Mar Del Plata).

El Lobo Marino, Museo de Arte Contemporáneo

Inaugurated in 2014 in front of the sea and after 3 years of work, this is the largest area of the country dedicated

entirely to contemporary art since it spans over 7000m². The floor of the museum has already been trodden by

nearly 3 million visitors since its inauguration and exhibitions follow and follow successfully. Considered for a long

time as an upscale resort and often forgotten by tourist guides, Mar Del Plata is now an unavoidable passage for any

art lover in Latin America.

Source: https://www.carredartistes.com/en/blog/the-emergence-of-contemporary-art-in-argentina-n38

1- Observe this text. Before reading, analyse paratextual elements:

a- Source:

b- Type of text:

c- Area of interest:

d- Elaborate a hypothesis about the content of the text:

……………………………………………………………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………………………………………………………….

………………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………….

2- Is this text descriptive or narrative? Why? Explain the main characteristics of this type of texts.

……………………………………………………………………………………………………………………………………………………………………………….

………………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………….

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3- Language work! Passive Voice (Present and Past) Look at the following examples taken from the text:

This hot mixture is found in different areas…

If dance…is certainly the best known Argentina cultural element…

…cinema is also renowned internationally…

Finally the international literature was marked by…

PRESENT PASSIVE PAST PASSIVE + verb in PAST PARTICIPLE

Is / isn´t

Are / aren´t

Was /wasn´t

Were / weren´t

found

known

renowned

marked

4- Word formation. Explain the morphological transformations in the following words.

Buildings:

Quickly:

Coastline:

5- Cohesive elements. What/who do the following words/phrases refer to?

This hot mixture…

…and its metal Lobo Marino…

…since it spans over 7000m².

6- Noun Phrases: Mark determiners, pre-modifiers and nucleuses. Then, translate.

The Argentina pictorial art…

…a recognized and popular destination…

…any art lover…

7- Check your hypothesis and add any new information provided by the text.

…………………………………………………………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………………………………………………………..

…………………………………………………………………………………………………………………………………………………………………………….

41

TEXT#2: “A TALE OF OBSESSION” taken from: https://www.kent.ac.uk/artsatkent/pdf/arts-studio.pdf

1- Observe this text. Before reading, analyse paratextual elements. Mention the presence or absence of elements

and elaborate a hypothesis about the content of the text.

……………………………………………………………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………………………………………………………….

………………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………….

………………………………………………………………………………………………………………………………………………………………………………..

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2- Is this text descriptive or narrative? Why? Explain the main characteristics of this type of texts.

……………………………………………………………………………………………………………………………………………………………………………….

………………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………….

3- Language work! Future with “Going to”

Complete the chart with some examples of your own.

SUBJECT VERB TO BE GOING TO VERB INFINITIVE

I Am- ´m not

HE/SHE/IT Is – isn´t

YOU/WE/THEY Are – aren´t

Look at these examples from the text and translate them.

For my next film I´m going to start with what has been called “the greatest film ever made”

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

I´m going to allow myself to use images from across the history of media.

…………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………..

4- What are your plans and intentions for the future? What are you going to do when you finish University?

………………………………………………………………………………………………………………………………………………………………………………

5- Comprehension check! What is “Mapping Rohmer”? Explain using your own words.

…………………………………………………………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………………………………………………………

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

Para expresar intenciones o planes en Inglés, se utiliza “going to”. Es importante recordar que al conjugar un

verbo en este tiempo, el mismo requiere de 3 elementos: el verbo “to Be” + Going to + el verbo en infinitivo (sin

agregarle nada). En español tenemos una estructura paralela (voy a) por lo tanto suele ser fácilmente

identificable y utilizable.

43

CEPEL PIA: Programa de Idiomas para alumnos de grado de la UNSAM

INGLÉS LESSON 9: CÓMO PRESENTARSE Y HABLAR DE SU OFICIO/PROFESIÓN ARTÍSTICA – REPASO DE ESTRATEGIAS DE LECTOCOMPRENSIÓN

TEXT#1: “Important Lesson for Artists: How to Introduce Themselves” taken from:

https://www.huffingtonpost.com/daniel-grant/important-less-for-artist_b_6247464.html

44

1- Analise paratextual elements and elaborate a hypothesis about the content of the text. Mention source, type of

text, possible audience and content.

2- Look at these extracts from the text:

I´m an artist and do figurative works in bronze.

I create large-scale outdoor metal sculptures on commission and for gallery exhibitions.

I´m just an artist.

Well, I guess you could say I´m an artist.

I´m a landscape painter and I teach at Indiana University.

I paint cityscapes, particularly images of my two favorite cities- London and Paris. I´m having a show next

month at the this-or-that- Gallery, and there is an opening on the first night. I´d love if you could come.

I create an experience of art for my collectors.

I make joyful art from salvaged materials.

45

3- Now, use the examples to write your own introduction. Answer the following questions:

a- What´s your name?

b- Where do you live?

c- What do you do?

d- Do you use any particular materials or any special equipment?

e- Where can people see your work?

f- Do you have a website or blog to show your work?

4- Now, watch the following video taken from: https://www.youtube.com/watch?v=_tpKrLkmKfM You are going to

listen to Gill Bustamante, a landscape painter introducing herself and talking about her work

5- What information does she provide about:

Her home Her paintings The materials

she uses

Her exhibitions Her studio Her website