Maestria U. Naciones Veracruz Inglés I

8/11/2019 Maestria U. Naciones Veracruz Ingls I

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Universidad de las Naciones

ANTOLOGIA DE INGLSCOMPRENSIN DE TEXTOS

UNIVERSIDAD DE LAS NACIONES

MATERIA: INGLS I


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Introduccin

La antologa de ingls I comprensin de textos representa un enfoque accesible a la

comprensin de textos en ingls para propsitos especficos. Se trata de un mtodo

dinmico de induccin al lenguaje, diseado para usarse por el alumno y maestro,

dentro y fuera de clase, aumentando el dominio del idioma ingls a travs del estudio

de diferentes tipos de lecturas.

Se ha creado La antologa de ingls comprensin de textos con el siguiente propsito:

hacer ms fcil el perfeccionamiento y la fluidez de su ingls, para as incrementar sus

oportunidades de xito en la comprensin de textos en ingls.

Nuestro sistema de aprendizaje ha sido diseado para hacer uso de sus conocimientos

previos del ingls y ampliarlos, presentando el vocabulario y las frases en contextos

relevantes y estimulantes, que adems ponen nfasis en las cuatro aptitudes del

lenguaje: la lectura, la escritura, el lenguaje hablado y la comprensin del idioma.


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INDICE

1. Texto narrativo o cronolgico Pagina 1

1.1 Nuclear energy Pagina 1

1.2 The birdman of Alcatraz Pagina 3

2. Texto descriptivo Pagina 6

2.1 Wanted Pagina 6

3. Reconocer la distribucin de un texto Pagina 8

3.1 Strike against the pentagon Pagina 10

4. Determinar la funcin de un texto Pagina 11

5. Identificar la organizacin de un prrafo Pagina 17

6. Comprensin de lectura6.1 Green taxes6.2 Camping trips

Pagina 21


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1. Texto narrativo o cronolgico

Este tipo de texto presenta al lector una exposicin de hechos que pueden o no

desarrollarse en orden cronolgico. Un caso particular de una secuencia de hechos es

el que incluye los flashbacks, interrupciones en la secuencia cronolgica que introducehechos ocurridos con anterioridad y que son de importancia para la comprensin.-

Ejemplos de este tipo de texto son los que presenta un peridico, un cuento o un

procedimiento.

Skim the following passage

1.1 Nuclear energy

Nuclear power is obtained from the energy which can be released from the

nucleus of an atom. Until the twentieth century man used water, wood and

the fossil fuels (coal, oil and gas) as sources of power. During the first quarter

of the twentieth century physicist investigated the structure of the atom.

In 11 Rutherford split the atom artificially. Thirteen years later the neutron

was discovered. In 139 Hahn and Strassman investigated the action of

neutron on uranium-235. They found that it was split into equal pieces. This

process is known as fusion. It releases great amounts of energy. The

neutrons that are released in fusion produce fusion in other atoms. This is

known as a chain reaction. On 2nd December 1942 Enrico Fermi and his

colleagues produced the first controlled nuclear chain reaction.

Since then the atomic energy has been used in war and peace. In 1951

electricity was first produced by using the heat from a nuclear reactor. More

recently nuclear energy has been used to power submarines. Nuclear

batteries are now being used in cardiac pacemakers. More and more

countries are building nuclear power stations to produce electricity.


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Match the following events with its corresponding time of occurrence.

1. Use of atomic energy in war and peace a. 1900-1925

2.

Increasing use of nuclear energy to produceelectricity

b.

Before the 20th

century

3. Depend on wood, water and fossil fuels c. Present moment

4. Investigation of the structure of the atom d. After 1942

5. Production of first controlled nuclear chain reaction e. Three years after

the discovery of

fusion

Reports of series of events referto

Examples

What happened The event Rutherford split the atom

When things happened The time of an event Rutherford split the atom in 1919.

Events can be locatedIn present time

past present futureCountries are building nuclearpower stations.

In the past

past Present futureIn 1919 Rutherford split the atomartificially.

We can relate past events to present time

------------

past Present futureSince 1942 atomic energy hasbeen used for peace and war.

We can refer to events without locating them in time

past Present future

Fusion releases energy.


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1.2 Read the following text The birdman of Alcatraz. Answer the questions.

The story of Robert Stroud has been written many different ways. Some say he was a troubled

boy from a broken home who accidentally killed someone. Others say he was a cold, vicious man, a murderer who should have been executed . Others fall somewhere in the middle. All

of them agree on one thing, though, Robert Stroud is one of the most famous American

criminals of all time.

Robert Stroud was 19 when he killed a man in dispute over a dancer girl in Juneau, Alaska. He

was sentenced to 12 years at McNeil Island Prison in Washington State. Prison life was hard.

After two years there, Stroud stabbed a fellow prisoner who had told the authorities Stroud

was stealing food from the kitchen. Six months were added to his sentence. In 1912 he was

transferred to Leavenworth Prison in Kansas.

Stroud had received only a third grade education. Some people thought he was stupid,

including his cell mate who was taking some correspondence courses. Stroud decided he

would like to do the same. Within three years he had received diplomas from Kansas State

University in engineering, music, mathematics and theology. Stroud was now prepared for his

release in the near future.

In march 1916, shortly after he was to be freed, Stroud killed one of the guards. He had been

very angry over not being able to see his brother, who had come all the way from Alaska to

visit him. He was tried, found guilty, and sentenced to hang. Strouds mother would not accept

this. She petitioned President Woodrow Wilson and his wife. She impressed them with

descriptions of her sons studies. Just eight days before he was to hang. Strouds sentence was

changed to life in solitary confinement.

One day Stroud found two baby birds in the exercise yard at Leavenworth. He raised them with

the help of bird books. From that point on, his interest in ornithology became a passion. He

bought some canaries, did experiments in canaries diseases, and studied and wrote about hisfindings. After a while, prison official tore down the wall between Strouds cell and another

empty cell to make more room for Strouds canaries. He obtained laboratory equipment and

studied chemistry, veterinary medicine, and bacteriology.

By 1931 Stroud was an expert on the care and raising of canaries. He corresponded with other

bird lovers all over the world. He wrote some articles that were smuggled out of prison and

published. In 1942 he published a book called Strouds Digest of the Disease of Birds. It was

considered the best work in the field. Meanwhile, Strouds work was making him very well


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known. Too well known. People began to ask for Strouds release. This angered some prison

officials.

In 1942 Stroud was transferred to Alcatraz He was ordered to leave all his birds, his books, and

other personal property behind. That personal property had amounted to quite a lot. It weight1,144 pounds and filled five containers. It included, among other things, 30 empty birdcages,

158 bottles, cans, boxes beakers of chemicals, and laboratory equipment. There were about

250 bird magazines, over 20 books on chemistry and microscopes, and many other catalogs

and medical books. There were 85 pounds of various seeds, 118 feeding dishes, and 22 birds.

In prison on a rocky island in San Francisco Bay, Stroud was deprived of all of this.

He turned then to the study of law and wrote an unpublished book on federal prison reform .

He became known as the Birdman of Alcatraz. He was sub ject of newspaper and magazine

articles, a book and a movie.

The Birdman was kept in isolation for 42 years, longer than any federal prisoner in history, in

1959, in poor health but still seeking parole , he was transferred to the Federal Medical Center

in Springfield, Missouri, where he died four years later. He had spent 56 years in prison.

Order of events

Number the sentences to show the correct order.

_____ Stroud started taking correspondence courses.

_____ Stroud was sent to a prison in Washington State.

_____ Stroud was transferred to Alcatraz.

_____ Stroud killed a man in a dispute over a dance-hall-girl.

_____ Stroud was transferred to Leavenworth Prison in Kansas.

_____ Stroud became interested in ornithology.

_____ Stroud became famous as the Birdman of Alcatraz.


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What is the meaning of the underlined words? Circle the letter of the correct answer.

1. Robert Stroud was said to be cold and

vicious man.a. Cruel with a desire to hurt

b. Insane

c. Moody

2. People said that Robert Stroud should be

executed .

a. put in prison

b. killed as lawful punishment

c. sent to another country

3. Stroud was sentenced to 12 years in prison

a. recognized

b. given admission

c. given punishment

4. Stroud stabbed a prisoner.

a. poisoned

b. strangled with his hands

c. struck with a pointed weapon

5. Strouds sentence was changed to life in

solitary confinement .a. kept in prison for the rest of his life

b. kept completely alone in prison

c. kept in prison and made to work

6. Stroud became interested in

ornithology . a. The study of diseases

b. The study of birds

c. The study of animals

7. His articles on birds were

smuggled out of prison and

published.

a. Removed legally

b. Transferred

c. Taken out illegally

8. In Alcatraz, Stroud wasdeprived of

all his personal property.

a. prevented from using

b. delayed from using

c. thinking of using

9. Stroud began to study law and

wrote a book on prison reform .

a. improvements in conditions

b. organization of prisoners

c. violence in prison

10. In 1959 Stroud was still seeking

parole .

a. asking to be tried again

b. asking to be forgiven for his

crimes

c. asking to be let out of prison

for good behavior


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2. Texto descriptivo

Un texto descriptivo es aqul en el que se describen personajes ambientes u objetos, presentndose con riqueza de detalles para comprometer al lector en la historia y/o hacer la

lectura ms concreta y viva. Existen, por ejemplo, descripciones de personas, de objetos, de

substancias, etc..

Un tipo muy comn de descripciones son las de comparacin y contraste. En una comparacin

se sealan aquellas caractersticas que son similares entre personas, objetos, etc. En el contraste,

se hace referencia a las diferencias existentes entre ellas.

2.1 Read the description in the following page rapidly.

THE ABOVE IS A SKETCH RESEMBLING A SUSPECT SOUGHT FOR AN ARMED

ROBBERY THAT OCCURRED ON DECEMBER 10 , 2008 AT 01:25 HRS IN THE

CONFINES OF THE 13 TH PRECINT. THIS SKETCH IS BASED ON A DESCRIPTION

SUPPLIED BY THE VICTIM.

DESCRIPION : MALE WHITE, 30- 35 YEARS, APPROXIMATE HEIGHT 62 , 16,

180 LBS, MEDIUN LENGTH BROWN HAIR, WEARING GLASSES AND A BLACK,

SLEEVELESS POCKET VEST.
http://www.facebook.com/album.php?profile=1&id=93148952031


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THE ABOVE SUBJECT, WITH AT LEAST FIVE OTHERS, OVERTOOK A SECURITY

GUARD AT GUNPOINT, TYING HIM UP WITH A ROPE IN A PARKING LLOT AT 4 TH

AND MAIN STREETS. THEY THENREMOVED SIX TRUCKS LOADED WITH OVER ONE

MILLION DOLLARS WORTH OF DESIGNER CLOTHING. SUSPECT AND HIS

ASSOCIATES ARE TO BE CONSIDERED ARMED AND DANGEROUS, AND WELL

DRESSED.

Answer the questions below.

1. Suggest a purpose for the given description. _________________________________________________________

_________________________________________________________

2. What is it describing? _________________________________________________________ _________________________________________________________

3. What is it?a. a notice b. an ad c. an extract from a

book

4. What does it mention?a. dimensions b. behavior c. color d. physical properties

5. Do you know what the mans name is? Why? _________________________________________________________ _________________________________________________________

6. Who drew the picture? _________________________________________________________

_________________________________________________________

7. What do the police think the man did? _________________________________________________________ _________________________________________________________

8. Are the police sure about how many men were with this man?How do you know? _________________________________________________________ _________________________________________________________


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9. Why do think this poster is limited to department circulation?

_________________________________________________________

_________________________________________________________

10. Where can you see wanted posters? _________________________________________________________

________________________________________________________

3. Reconocer la distribucin de un texto: Apoyo visuales y tipogrficos.

Lograr la comprensin general de un texto, significa saber cul es el tema a tratar y que

aspectos generales de dicho tema se incluyen en la informacin. Para obtener este

conocimiento no es indispensable comprender lnea por lnea, ms bien consiste en saber

interpretar la primera impresin que recibimos del texto a travs de los elementos que saltan

a la vista, smbolos y tipogrficos.

Por smbolos visuales entendemos que son las ilustraciones, diagramas, grficas, mapas y

esquemas impresos que no llevan informacin verbal o lineal en el texto. Estos smbolos

representan un recurso valioso que nos acerca a la comprensin. Los smbolos tipogrficos nos

ayudan a identificar fcilmente los ttulos, subttulos, nmeros y palabras clave por medio de

recursos tipogrficos tales como el tamao y tipo de letra (cursiva, negrita), subrayado,

colores, fuentes, etc.


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3.1 Lee el siguiente texto Strike Against the Pentagon y contesta las siguientes

preguntas:

1. En donde encuentras este tipo de texto?

____________________________________________________________________

____________________________________________________________________

2. Qu entiendes solamente con las imgenes?

____________________________________________________________________

____________________________________________________________________

3. Cuntos tipos de letra encuentras en el texto? Cul es su funcin?

____________________________________________________________________

____________________________________________________________________

4. Cul crees que es el propsito del texto?

____________________________________________________________________

____________________________________________________________________

5. Cuntos visuales encuentras en el texto? Cules son?

____________________________________________________________________

____________________________________________________________________


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September 11, 2001


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http://www.facebook.com/album.php?profile=1&id=93148952031


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4. Determinar la funcin de un texto: Argumentivo expositivo, descriptivo, narrativo-

cronolgico.

Saber la funcin de un texto nos ayuda a identifica la informacin tanto general comoespecifica dentro del mismo, inclusive podemos predecir el final antes de terminar la

lectura. Al conocer la funcin del texto tenemos en cuenta la distribucin de la

informacin y esto nos facilitar la identificacin de elementos requeridos en la

evaluacin de la lectura.

Lee rpidamente los siguientes artculos e identifica la funcin de los textos.

A. The Definition of Human Rights as Conceived by the First School.

B. Second School for interpretation of Human Rights Apart from Freedom.

C. The Development of Human Rights in Secular Legislation.

Escoge la respuesta adecuada en base a la informacin de los textos anteriores.

1. En el texto expositivo el autor nos menciona los derechos humanos practicados por:

a. Algunos individuos b. La autoridad c. La sociedad

2. El texto descriptivo contiene:

a. 3 prrafos b. 6 prrafos c. 5 prrafos

3. En el texto expositivo el autor relaciona los derechos humanos con:

a. La actividad diaria b. La libertad c. La educacin6

4. En el texto cronolgico el autor menciona que la constitucin del ao______ establece

a todos libres y con iguales derechos.

a. 1776 b. 1789 c. 1791

5. En el texto descriptivo la idea del prrafo 4 es una.

a. definicin b. ejemplificacin c. comentario


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6. En el texto descriptivo el autor relaciona un ao con un pas y son:

a. Francia - 1791 b. Francia - 1789 c. Francia 1776

7. En el texto descriptivo el autor compara el derecho con la:

a. Libertad b. Independencia c. Proteccin

8. En el texto expositivo el autor considera que esta escuela naci en el siglo:

a. XVIII b. IXX c. Ambos

9.

En el texto descriptivo el autor menciona que el derecho es protegido por:a. La ley b. El juez c. Las personas

10. En el texto cronolgico el autor inicia el primer prrafo con:

a. Una opinin b. Ejemplos c. Una cita

A. Second School for interpretation of Human Rights Apart from Freedom:


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In addition to the previous school that relates the concept of human rights with

the concept of freedom. Another school emerged after the Second World War

in the terrain of human rights. This school rejected the notion to mix between

human rights and common freedoms. The proponents of this school believethat freedom is the capability to do something or the ability to refrain from

doing something. That is to say, the individual is not subjected to act in

accordance with certain authoritative imperatives of state. This is why

freedoms are practiced by all people, but because they are practiced by vis--

vis the state.

Human rights are derived from the concept of right which is much wider than

freedom as it concludes freedom. There are certain rights, which cannot be saidor interpreted as freedoms necessarily include the right for doing something

(right to freedom).

The meaning of right, according to this school, is totally different from the

common meaning known to positivist. The advocates of this school believe that

right is the interest that is protected by law whether or not such right is

pertaining to the individual as human (i.e. for the sake of humanity or not).

There are rights established by law for individuals without being considered as

human rights.

Based on the forgoing premises, human rights on the forgoing premises, human

rights can be defined as rights that are to be recognized to the interest of the

individual for the simple for the simple fact of being a human being. They are

different from secular rights in the sense that they do not require legal

protection so that they can be claimed for.

The aforementioned review of the concept of human rights in Islamic law and

secular laws, it is clear from this that the concept of human rights in Islam is

specific and well-defined in the Quran and Sunnah. Whereas the concept of

human rights in the Western thought is subject to different schools of

interpretations which so far have not reached a consensus for a comprehensive

definition of human rights.

B. The Development of Human Rights in Secular Legislation:


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As for the evolution of human rights in the secular legislation, it could besaid that the concept of human rights in ancient societies was based on thenotion that right was for the might and force. Whoever is powerful used to

enjoin all the rights, while the weak were deprived of all rights in most ofthe times. There was no protection for the individuals rights. Personalfreedom of other freedoms were neither known nor established. Slaverywas commonly practiced and socially stratum systems were the basis forsocial structure. The people were enslaved, women were degraded, andmost of the rights were not recognized.

In the beginning of the thirteenth century (that corresponds to the seventhcentury of hijra), the countries started to declare the human rights whichpeople are entitled to. In Britain, the Magna Charter was issued in 1215 as aresult of a popular revolution against the monarch. In 1628, the MagnaCharter was supplemented by another document, which was the bill ofrights in 1689. Another document, which was the Declaration of Rightsfollowed in 1701.

In 1776 the American independence was granted which included in itsprinciples the human rights such as the right of the individual to equality,freedom, life, and happiness.

The American constitution was amended several times in respect of humanrights such as freedom of faith, sanctify of life, property and house;freedom of litigation, prohibition of incrimination unless for proper and justtrial; prohibition of slavery, and the mandate of equality. These rights werehonored between 1789 and 1791. In France, The law of human rights andcitizen rights was enacted in 1789. It was followed by the constitution of1791 that prescribed that people are born free and have equal rights; andthat the purpose of each state is to maintain the natural human rights thatcannot be ignored These rights included freedom, property, security,opposition of repression, and that people are the source power. The

declaration also provided for the explanation of freedom of thought andexpression, freedom of private property, as well as the prohibition ofconfiscation of private property except for public necessity and against faircompensation in advance, i.e., that no one shall be confined, arrested oraccused except by due process of the law and that no trial shall be passedexcept by a competent court of law. And that there shall be no charge ofconviction except for an offense defined and specified by a prior enactedlaw

C. The Definition of Human Rights as Conceived by the First School:


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This is the European school for human rights. The proponents of this assert

that the concept of human rights is a new notion that covers wh at has been

known now as common entitlements of rights and freedoms.

This school of thought was established in Europe in the eighteenth century and

nineteenth century. It includes most of the contemporary European scholars of

European constitutional jurisprudence. From this school came out the

contemporary American thought of human rights. The proponents of this

school concede that human rights are common freedoms, i.e. entitlements that

are available for the choice of people without fear, deception, coercion or

threat. Human rights are specific entitlements of different types and spectrum

that are enacted by the legislature under certain conditions of thought so as tobe practiced by secular arrangement. Or, it is a position given to the

individual that it will allow him not to be prevented by the public authority to

practice certain acts. This means that the essence of human rights is the

commitment of the public authority to refrain from intervening with the

physical and moral activities of the individual. Freedom can also be interpreted

as the free acknowledgment of the individual without being subjected to any

external pressure or manipulation to determine his conduct by himself.

Based on the above definitions, we can determine the distinctive characteristics

of human rights as common freedoms in view of the notions proposed by those

scholars. According to this concept, human rights are related to the concept of

freedom.

5. Identificar la organizacin de un prrafo


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El prrafo es un grupo de oraciones que hablan sobre una idea principal. Usualmente

un prrafo est dividido en tres partes:

a. Topic sentence: la primera oracin da a conocer la idea principal del prrafo.

b. Supporting Sentences : Las siguientes oraciones son las que desarrollan la idea

principal, dando detalles y ejemplos.

c. Cocluding sentence: Por lo regular es la ltima oracin del prrafo. Puede tener

varias funciones, puede resumir el prrafo, dar una solucin reafirmar la

primera oracin, o dar una opinin.

What is the topic of the sentence?

1. There is nothing like a commercial to ruin an evening's TV entertainment. Before ashow even starts, two or three commercials begin the viewing. Then, as the actionbuilds and tension mounts, another two or three minutes of ads break the mood. Atthe end of the show, the announcer says, "We'll be right back," but it's just a trick toget you to stay tuned for still more commercials. The program is really already over.

A. there is nothing

B. commercials

C. an evening's TV entertainment

1. The town where I grew up was so small we had more mules than people. It wasn't,however, such a bad place to live. The acres and acres of open space and the crispcountry air are things that I will never forget. And the friendships that I made in thoseearly years will last forever, as will the countless memories. In spite of what somepeople say about life in small towns, Grub Gulch is a place I'll always think back onfondly.

A. ? mules

B. ? memories

C. ? Grub Gulch

2. The shuttle Columbia marked the beginning of a new era in space. Early spaceexplorations involved short flights into orbit and eventually to the moon. However,


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scientists were more concerned about whether such flights could be done at all, thanabout using space for new scientific research. The shuttle meant that a continuing linkto the world of space could be maintained, and eventually a space station could beconstructed. With the Columbia, humans were first able to examine the uses of spaceitself for scientific purposes.

A. ? a new era in space

B. ? the shuttle Columbia

C. ? the beginning

3. It is not easy adjusting to the customs of the United States. For one thing, Americansare very informal. For example, older people and even teachers expected me to usetheir first name right away. Both the food and the meal times are different from home,so I sometimes eat when I am not hungry. Finally, the language can be a real challenge,especially when one asks for directions and is not understood.

A. ? the United States

B. ? Americans

C. ? adjusting to customs in the U.S.

4. Making bread is not difficult, and it gives the cook some exercise, too. The first step isto soak the yeast in water with a little honey. Let it rest for 10-15 minutes. Then theyeast mixture is added to flour and water and stirred, first with a spoon and then withboth hands until the dough is firm enough to knead on a floured board. Scoop themixture out of the bowl and let it rest for moment before kneading and folding overand over. Put it back in the bowl with a damp cloth cover and let it rise for an hour ortwo. After several kneadings and risings and kneading again, when arms and hands arefinally beginning to ache, the bread is baked until crusty and flavorful.

A. ? making bread

B. ? the cook

C. ? some exercise

Identify the topic sentence of each paragraph.


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1. (A) In Chinese families in new Hong Kong, both wife and husband usually work outsidethe home. (B) Yet, they still preserve traditional roles within their family. (C) The wifewill usually see to the meals and cleaning, and the children are her special concern. (D)In contrast, the husband makes the major decisions, such as what schools the childrenwill attend and what family investments should be made. (E) Thus, the Hong Kongfamily combines both old and new in its lifestyle.

2. (A) I excitedly began my stay in Rome at an international airport. (B) However, my firstday in Italy was traumatic. (C) As I left the plane, I saw many signs in Italian, only a fewof which made sense. (D) I followed a mob to the Baggage Claim, and waited until thecarousel stopped, but I didn't see my luggage. (E) My bags had been mistakenlydelivered to the Lost and Found Office. (F) After hours of waiting, I got throughCustoms, and I was really relieved to see my friend Angela, who took me to her home.

3. (A) When I was a kid, we used to make what we called "pie a la mud." (B) It wasn't acomplicated process, but nonetheless, it took patience and a keen sense of backyardetiquette. (C) Mud, of course, was the main ingredient. (D) We carefully squashed themud into mom's pie pan and let it dry in the hot afternoon sun. (E) Once the texturewas acceptable, we carefully removed the marvelous cuisine and covered it with garlicand salt and grade A gravel. (F) What an afternoon snack!

A.

4. (A) George's nose made an impression that you never forgot. (B) I don't mean he stuckit in the butter or the pudding, but considering how big it was, it's hard to see how hedidn't. (C) For George had a nose that made other noses look tiny and inadequate. (D)His nose could have been a ship's prow. (E) When he ran, his nose ran interference. (F)It parted the air and the indifference before him. (G) It was magnificent.

5. (A) Two days ago, I experienced one of the most terrible days of my life. (B) Early inthe morning my car wouldn't start, so I was late to work. (C) Later that day, aroundlunch time, I lost my briefcase. (D) Then that evening at dinner, my dog decided to jointhe Foreign Legion. (E) I think I'll move to the South Pole.

A. B. C. D. E.

A. B. C. D. E. F.

A. B. C. D. E. F.

A. B. C. D. E. F. G.

A. B. C. D. E.


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6. (A) All night, especially after our campfire went out, the stars brightened, packedtogether, erupted in hard, bright light that was white and sometimes blue and evenred. (B) Finally toward dawn, the sky began to lose its stars. (C) Then the lip of the skypaled. (D) Next the surrounding peaks of the mountains whitened and then dissovedinto roses. (E) At last, slowly, the sun goldened everything. (F) Dawn in the Sierras wasalmost a religious experience.

7. (A) The food service on this campus is pretty terrible. (B) The cafeteria is alwayscrowded. (C) There is not much of a choice of food. (D) It's the same old eggs forbreakfast and hamburgers for lunch and dinner. (E) They never have rice dishes orpasta. (F) Finally, and worst of all, everything tastes the same. (G) The soup tastes likethe potatoes, which taste like the cakes. (H) It's too bad there's nowhere else to eat oncampus.

8. (A) When I bought a car, I thought my problems in getting to school were over. (B)However, the first thing I discovered was that a parking permit costs almost as muchas a year's bus fare. (C) Then I found out that I had to leave home 10 minutes earlier sothat I could find a parking place. (D) Next, my car broke down just when I had nomoney to fix it, so I had to sell it at a loss. (E) Now I'm sure that buying a car doesn'tsolve the problem of getting to school; instead, it only creates new problems.

6. Comprensin de lectura

A. B. C. D. E.

A. B. C. D. E.

A. B. C. D. E.


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Green taxes

Many serious threats to humanity's future (from climate change and ozone depletion to airpollution and toxic contamination) arise largely from the economy's failure to value andaccount for environmental damage. Because those causing the harm do not pay the full costs,unsuspecting portions of society end up bearing them (often in unanticipated ways). People inthe United States, for example, annually incur tens of billions of dollars in damages fromunhealthy levels of air pollution, but car drivers pay nothing at the gas pump for their part inthis assault. Similarly, if farmers pay nothing for using nearby waterways to carry off pesticideresidues, they will use more of these chemicals than society would want, and rural people willpay the price in contaminated drinking water.

Taxation is an efficient way to correct this shortcoming, and a powerful instrument for steeringeconomies toward better environmental health. By taxing products and activities that pollute,deplete, or otherwise degrade natural systems, governments can ensure that environmentalcosts are taken into account in private decisions (whether to commute by car or bicycle, forexample, or to generate electricity from coal or sunlight). If income or other taxes are reducedto compensate, leaving the total tax burden the same, both the economy and the environmentcan benefit.

Opinion polls show that a good share of the public thinks more should be spent on protectingthe environment, but most people abhor the idea of higher taxes. By shifting the tax baseaway from income and toward environmentally damaging activities, governments can reflectnew priorities without increasing taxes overall.

So far, most governments trying to correct the market's failures have turned to regulations,dictating specifically what measures must be taken to meet environmental goals. Thisapproach has improved the environment in many cases, and is especially important wherethere is little room for error, such as in disposing of high-level radioactive waste orsafeguarding an endangered species. Taxes would be a complement to regulations, not asubstitute.

Environmental taxes are appealing because they can help meet many goals efficiently. Eachindividual producer or consumer decides how to adjust to the higher costs. A tax on airemissions, for instance, would lead some factories to add pollution controls, others to changetheir production processes, and still others to redesign products so as to generate less waste.In contrast to regulations, environmental taxes preserve the strengths of the market. Indeed,they are what economists call corrective taxes: they actually improve the functioning of themarket by adjusting prices to better reflect an activity's true cost.


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In a minor form, environmental or so-called green taxes already exist in many countries. Asurvey by the Organization for Economic Co-operation and Development turned up more than50 environmental charges among 14 of its members, including levies on air and water

pollution, waste, and noise, as well as various product charges, such as fees on fertilizers andbatteries. In most cases, however, these tariffs have been set too low to motivate majorchanges in behavior, and have been used instead to raise a modest amount of revenue for anenvironmental program or other specific purpose. Norway's charge on fertilizers andpesticides, for instance, raises funds for programs in sustainable agriculture (certainly a worthycause) but is too low to reduce greatly the amount of chemicals farmers use in the short term.

There are, however, some notable exceptions. In the United Kingdom, a higher tax on leadedgasoline increased the market share of unleaded petrol from 4 percent in April 1989 to 30

percent in March 1990. And in late 1989, the U.S. Congress passed a tax on the sale of ozone-depleting chlorofluorocarbons (CFCs) in order, to hasten their phaseout, which the nation hasagreed to do by the end of the decade, and to capture the expected windfall profits as thechemicals' prices rise. The most widely used CFCs are initially being taxed at $3.02 per kilogram($ 1.37 per pound), roughly twice the current price; the tax will rise to $6.83 per kilogram by1995 and to $10.80 per kilogram by 1999. During the first five years, this is expected togenerate $4.3 billion, which multiple effects (a carbon tax for example, would lower bothcarbon and sulfur dioxide emissions by discouraging fossil fuel consumption) and because thetaxed activities will decline even before taxes are fully in place, revenues shown in the tablecannot be neatly totaled. But it seems likely that the eight levies listed here could raise on theorder of $ I30 billion per year, allowing personal income taxes to be reduced about 30 percent.

A team of researchers at the Umwelt und Prognose Institut (Environmental AssessmentInstitute) in Heidelberg proposed a varied set of taxes for the former West Germany thatwould have collectively raised more than 210 billion deutsche marks ($ 136 billion). Theresearchers analyzed more than 30 possible "eco taxes," and determined tax levels that wouldmarkedly shift consumption patterns for each item. In some cases, a doubling or tripling ofprices was needed to cut consumption substantially. Halving pesticide use, for example, wouldrequire a tax on the order of 200 percent of current pesticide prices.

Selecciona la opcin correcta.


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1. La valoracin y el registro incorrecto de los daos al medio ambiente

A. afecta por igual a los distintos sectores de la sociedad.

B. hace surgir serias amenazas en relacin al futuro de la vida humana.

C. provoca que todos los sectores de la sociedad paguen los costos.

2. Los gobiernos pueden influir en la toma de decisiones de los ciudadanos con respectoal medio ambiente a travs de

A. gravar actividades y productos que contaminan y acaban con los recursosnaturales.

B. la utilizacin de sus economas como un poderoso instrumento para corregirlas deficiencias.

C. la utilizacin, por ejemplo, de la luz solar en vez de carbn para generarelectricidad.

3. Las encuestas de opinin muestran que

A. la gente pagara con gusto ms impuestos para proteger el medio ambiente.

B. la gente piensa que debe gastarse ms para proteger el medio ambiente.

C. una minora piensa que no deben aumentarse los impuestos para proteger el

medio ambiente.

4. Muchos gobiernos consideran que

A. que la proteccin del medio ambiente debe estar regulada.

B. los impuestos ecolgicos pueden sustituir las leyes actuales.

C. los fracasos del mercado econmico han llevado a leyes ms estrictas.

5. Los impuestos ecolgicos

A. impondrn cambios en todos los procesos de produccin.

B. regularn las fuerzas del mercado.

C. son considerados como impuestos correctivos.


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6. La Organizacin para el Desarrollo y la Cooperacin Econmica public un estudio enel que informa que

A. cada uno de sus 14 miembros ha estab lecido ms de 50 impuestos verdes.

B. 14 de sus miembros han establecido ms de 50 impuestos ecolgicos.

C. los 50 impuestos ecolgicos que existen en muchos pases se han establecidoentre 14 de sus miembros.

7. El ejemplo de Noruega muestra que el impuesto sobre fertilizantes y pesticidas querecoge este pas

A. se utiliza para programas de agricultura sostenible.

B. ha reducido la cantidad de substancias qumicas utilizadas.

C. es muy alto y se dedica a una causa encomiable.

8. En los Estados Unidos en 1989 el impuesto aplicado a la venta de loscloroflorocarbonos se aument

A. aproximadamente al doble de su precio.

B. un poco ms de cuatro veces en relacin a su precio.

C. aproximadamente siete veces en relacin a su precio.

9. Un grupo de investigadores del Instituto de Evaluacin Medioambiental de Heidelberg

A. propuso que el aumento a los impuestos fuera sobre los diferentes artculosseleccionados.

B. se ha propuesto incrementar los impuestos de la ex Alemania Oriental en 136billones de dlares.

C. propuso impuestos que a la larga modificaran los patrones de consumo de laex Alemania Oriental.

10. En relacin al consumo de pesticidas, el artculo dice que

A. fue necesario triplicar los precios para reducir a la mitad el uso de stos.

B. se requerira el aumento del impuesto en 200% para reducir a la mitad el usode stos.

C. es necesario duplicar o triplicar su precio para eliminar su utilizacin.


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Camping TripsThere are several opportunities and options for camping throughout the United

States and several different types of camping to choose from. The type of camping

you choose depends on your interests and your level of experience. The different

options include car camping at full facility campgrounds , backcountry camping

with limited facilities , and wilderness camping with no facilities at all and you must

carry out everything you carry in . Many of the U.S. national parks with campgrounds

that accept reservations are part of the National Park Reservation Service. The

official site for the National Park Service where you can make reservations is:

www.reservations.nps.gov

If you prefer backcountry camping, the website www.recreation.gov offers complete

information and reservations. If you are going camping at a campground, here are

some things to consider and questions to ask when making reservations:

What facilities are available , such as water and power hookups , bathrooms,

showers , picnic tables , and grills .

What is the maximum number of people and vehicles permitted per campsite?

Is there a limit on the number of days or consecutive days you can camp at a park?

Are there other restrictions on length of stay ?

What are the restrictions regarding pets in the campground?

Whatever type of camping you choose, please help preserve the beauty of the great

outdoors for yourself and generations to come by camping responsibly .
http://www.recreation.gov/http://www.recreation.gov/http://www.recreation.gov/http://www.recreation.gov/


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1 . Cules son los tres tipos de campamento disponibles en los parques nacionales?

2. Si usted est planeando un viaje de campamento, qu debera hacer primero?

3. Cuando deja un campamento estadounidense, qu debe recordar para lasg generaciones futuras?


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