MATERIAL DIDÁCTICO

INGLÉS II

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INSTITUTO/S: Biotecnología, Salud Comunitaria, Tecnología e Ingeniería y Educación.

CARRERA/S: Tecnicatura en Laboratorio; Licenciatura en Biotecnología; Tecnicatura en Gestión Ambiental,

Licenciatura en Gestión Ambiental; Tecnicatura en Tecnología de los Alimentos; Licenciatura en Gestión de
Alimentos; Profesorado Universitario de Biología; Profesorado Universitario de Letras; Profesorado
Universitario de Matemática; Profesorado Universitario en Educación Física; Licenciatura en Educación;
Tecnicatura Universitaria en Diseño Industrial; Licenciatura en Diseño Industrial; Tecnicatura Universitaria en
Metalurgia; Ingeniería Metalúrgica; Tecnicatura Universitaria en Electricidad; Ingeniería Eléctrica; Tecnicatura
Universitaria en Informática; Enfermería Universitaria; Licenciatura en Kinesiología y Fisiatría; Licenciatura en
Obstetricia; Tecnicatura Universitaria en Viverismo; Tecnicatura Universitaria en Producción Agroecológica
Periurbana; Tecnicatura Universitaria en Mantenimiento Hospitalario; Tecnicatura Universitaria en
Mantenimiento Industrial.

CONTENIDOS MÍNIMOS

RESPONSABLES DE LA ASIGNATURA
Prof. Andrea Scagnetti
Prof. Graciela Heit

NOTA IMPORTANTE: Los textos utilizados en este cuadernillo tienen fines pedagógico-didácticos y
serán retirados del mismo si existiera algún reclamo de propiedad intelectual.

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UNIDAD 1: REVISION

TEXTO 1

University of South Wales

What do electrical engineers do?

Electrical engineering provides you with endless opportunities

[Link]
us/what-do-electrical-engineers-do

An electrical engineer is someone who designs and develops new electrical systems, solves problems and
tests equipment. They study and apply the physics and mathematics of electricity, electromagnetism and
electronics to both large and small scale systems to process information and transmit energy. They work
with all kinds of electronic devices, from the smallest pocket devices to large supercomputers.

UNSW's Electrical Engineering students learn through a combination of design and lab work. This mix of
theory and practical application allows students to visualize concepts and then apply their ideas in a variety
of real life situations. Students learn to analyse and diagnose problems and develop innovative solutions.

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● Industries electrical engineers work in

Electrical engineers are usually concerned with large-scale electrical systems such as motor control and
power transmission, as well as utilizing electricity to transmit energy. Electrical engineers may work on a
diverse range of technologies, from the design of household appliances, lighting and wiring of buildings,
telecommunication systems, electrical power stations and satellite communications. Another emerging
field for electrical engineers is microelectronics - the design and development of electrical systems and
circuits in computers and mobile devices.

However, graduates are not just limited to the above industries. UNSW's Electrical Engineering degree
teaches you excellent problem solving skills and logical thinking. The courses are structured in ways that
encourage analytical thinking, help master time management and ensure students are technically proficient.
Because of this, electrical engineers from UNSW are in high demand even in areas such as:

● Renewable energy
● Global Positioning System (GPS) technologies
● Mobile networking
● Banking
● Finance
● Arts
● Management
● Consulting

Electrical engineering design

A few examples of the applications and reach of electrical engineering are:

● The computer, tablet or smartphone you purchased recently is a masterpiece of electrical

engineering design.
● Robots are comprised of sensors, actuators, microprocessors and sophisticated feedback control
systems, designed by electrical engineers!
● Space projects - deep space communications, robust control systems, extra terrestrial GPS for
navigation and positioning, power generation and storage networks, imaging systems - made
possible by electrical engineers.
● Sophisticated medical technology that you encounter in a modern hospital including CT, MRI and
PET imaging machines, ECG and blood pressure monitors, all based on electrical…...

Find out more about the different types of Electrical Engineering at UNSW and read our
graduates' experiences at EET UNSW and the career paths they have followed.

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ANTES DE LEER

Lea los títulos, observe las indicaciones tipográficas y resuelva en español.

1. Determine:

a) Tópico: …………………………………………………………………………………
b) Fuente: …………………………………………………………………………………
c) Género: ………………………………………………………………………………...
d) ¿Está completo el texto? Justifique………………….……………………

2. ¿Qué ilustra la foto?

………………………………………………………………………………………………

3. ¿Cuáles son los temas que aborda el texto?

................................................................................................

4. ¿Qué indican los paréntesis y las viñetas?

………………………………………………………………………………………………

5. ¿Qué significa la sigla UNSW?

……………………………………………………………………………………………..

MIENTRAS LEE

Lea todo el texto y luego resuelva en español. Complete o conteste según corresponda.
6- ¿Con que tipo de aparatos trabajan los ingenieros eléctricos?

7- Mencione dos ejemplos del alcance de esta carrera.

8- Complete:

…………………………….., los graduados no se encuentran limitados a las industrias mencionadas. El título de

……………………… de la Universidad ………………………. enseña ……………………….. y ……………………………….

However, graduates are not just limited to the above industries. UNSW's Electrical Engineering
degree teaches you excellent problem solving skills and logical thinking.

DESPUES DE LEER

9- Encuentre una definición y trasládela al español.

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TEXTO 2

8. Vaccines – One of the Most Important Inventions for Medicine

The history of vaccination actually dates back farther than you might think. The practice of variolation
— smearing a small cut in the skin with cowpox to give immunity to smallpox was practiced in 17th
century China.

In the West, Edward Jenner is considered the founder of vaccinology, after noticing that "milkmaids"
often suffered from cowpox but rarely from smallpox and hypothesized that the less dangerous
cowpox virus could confer some immunity to smallpox. In 1796, he inoculated a 13 year-old-boy with
cowpox, then exposed him to smallpox — demonstrating an early form of vaccination.

In 1798, the first smallpox vaccine was developed. Louis Pasteur’s experiments later led to the
development of live attenuated cholera vaccine and inactivated anthrax vaccine in humans (1897
and 1904, respectively).

In 1923, Alexander Glenny perfected a method to inactivate tetanus toxin using formaldehyde,
creating a tetanus vaccine. The same method was used to develop a vaccine against diphtheria in
1926.

Viral tissue culture methods developed from 1950-1985, and led to the advent of the Salk (inactivated)
polio vaccine and the Sabin (live attenuated oral) polio vaccine.

GLOSSARY: dates back: presente del verbo date back: datar, se remonta a…..

founder: fundador mikmaids: madres lactantes

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UNA pill 1: Frases Nominales

La frase nominal es una construcción que requiere al menos de la presencia de un sustantivo/
pronombre o palabra sustantivada que actúe como núcleo que suele aparecer acompañado de
elementos que se ubican antes del núcleo después del mismo. El núcleo o idea central en la Frase
Nominal es el sustantivo. Este expresa el concepto principal de la misma y se ubica generalmente a
la derecha como la última palabra que la conforma. Si bien dicha frase puede estar integrada sólo
por un sustantivo, en muchos casos está acompañada de otras palabras: artículos, adjetivos,
adverbios, otros sustantivos.

Por fines prácticos, llamaremos “premodificadores” a los que se encuentran antes del núcleo y
“postmodificadores” a los que aparecen detrás. La estructura interna más frecuente del sintagma
nominal, que puede verse a continuación, presenta un núcleo de carácter obligatorio y otros
componentes opcionales

Determinante + pre modificador + NÚCLEO + post modificador

Para interpretar dicha frase al español, se comienza por el sustantivo núcleo y se construye el
significado hacia la izquierda.

REPASEMOS: si la frase nominal tiene una preposición, ésta interrumpe la idea

y a partir de la preposición, forma otra frase nominal que subyace a la primera.

Si observan la definición de FRASE NOMINAL, verán que el sustantivo es el núcleo, o parte central
de la frase, y está precedido por un DETERMINANTE. Sin embargo, hay también
PREMODIFICADORES que se ubican entre el sustantivo y el determinador.

 PREMODIFICADORES SON LOS ADJETIVOS, QUE CALIFICAN COMO ES EL

SUSTANTIVO, QUE CARACTERISTICAS TIENE, ETC. PUEDE SER TAMBIEN UN
SUSTANTIVO QUE NOS DIGA CARACTERISTICAS DEL SUSTANTIVO, NÚCLEO DE LA
FRASE.

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Por ejemplo, observen esta oración:

“Three decades” of “the great inventor”

DETERMINADOR + SUSTANTIVO +PREPOSICIÓN+ DETERM. + PREMODIF.+ SUSTANTIVO.

Verán que muchas veces, detrás del sustantivo aparece una frase que acompaña, y que sigue
hablando del sustantivo central. Esta frase, si está precedida por una PREPOSICION, se la
denomina FRASE PREPOSICIONAL, Y SE LA CONSIDERA UN POSMODIFICADOR. Observen
el formato de la frase

A continuación, verán una lista de las preposiciones más comunes en inglés para que sepan
reconocerlas: FOR, FROM, SINCE, BY, AT, IN, ON, UNDER, BEFORE, AFTER, OF

PRACTICAMOS FRASES NOMINALES:

Vuelve al texto 2 y analiza las frases recuadradas, prestándole especial atención a aquellas frases
nominales donde hay más de una PREPOSICION.

TEXTO 3

This section will help you when preparing your manuscript for initial submission and resubmission to
Nature Biotechnology. Please ensure that you familiarize yourself with our editorial policies as outlined
in this section before submitting your work. For information on our aims & scope, as well as our content
types, please refer to the About the journal section.

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Once you have prepared your manuscript, the How to submit section will provide you with information
on the submission system, while our editorial criteria and processes are described in the Peer review
and publication section.

On this page: Editorial and publishing policies | Initial submission | Formatting | Resubmission | Costs

Editorial and publishing policies

As part of Nature Research, Nature Biotechnology follows common policies as detailed on our
editorial policies pages that our authors and prospective authors must follow. In particular, when you
submit a manuscript to Nature Biotechnology its content must not significantly overlap with any other
papers from you or your co-authors’ groups that are under consideration or in press at other journals,
with the exception of conference abstracts. We do, however, support the posting of preprints.

If you submit a related manuscript to any other journals while the submission to Nature Biotechnology
is under consideration, you must send us a copy of the related manuscript and details of its progress
towards publication. We reserve the right to decline publication of a paper even after it has been
accepted if it becomes apparent that there are serious problems with the scientific content or violations
of our publishing policies. Some of our policies you need to familiarize yourself with are listed below:

● Author responsibilities

● Duplicate publication

● Confidentiality and pre-publicity

● Plagiarism and fabrication

● Competing interests

● Licensed agreement and author copyright

● Embargo policy and press releases

● Availability of materials and data

● Digital image integrity and standards

● Refutations, complaints and corrections

● Compliance with open access mandates

● Security concerns

● Use of experimental animals and human subjects

[Link]

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TOPICO

FUENTE

GENERO

¿QUE INDICAN LAS VIÑETAS?

Luego de completar estos índices, ANALIZA LAS VIÑETAS DEL TEXTO.

UNA pill 2: La cohesión textual

La cohesión textual es lo que conocemos como el grado de vinculación que existe entre los elementos de un
texto y es una propiedad del texto que facilita su comprensión. A medida en que su secuencia estructurada
de palabras fluye, permitiendo que una palabra conduzca a la siguiente sin tropiezos y de manera orgánica,
podemos decir que es un texto cohesionado.

REPASEMOS: Para dar coherencia a un texto, utilizamos distintos recursos tales

como pronombres ( he, she, they, etc), artículos (a, an, the), conjunciones o conectores ( as well as,
and, but), los cuales contribuyen a que el lector encuentre un texto claro y sin repeticiones
innecesarias. Recordemos que los principales mecanismos de cohesión son:

● El uso de conectores discursivos, que son palabras que sirven de puente entre una oración
y otra, o entre un párrafo y otro, estableciendo una relación específica entre las partes
conectadas. Términos y frases como “sin embargo”, “por el contrario”, “además”, etc., sirven
como conectores discursivos para dejar en claro el hilo conductor entre un párrafo (o una
oración) y lo siguiente. Los conectores son elementos esenciales en el texto porque
establecen nexos entre ideas, evitando la repetición innecesaria de palabras y brindando
unidad a dicho texto, uniendo palabras, frases, oraciones e incluso párrafos. Además de unir
fragmentos textuales, los conectores también aportan algo de significado. Así, los podemos
clasificar a partir de las siguientes categorías:

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 Adición

The human health effects of poor air quality affect the body's respiratory system and the
cardiovascular system. Los efectos sobre la salud humana de la mala calidad del aire afectan
el sistema respiratorio y el sistema cardiovascular.

Information technologies are reducing substantially the cost of publishing and distributing
information as well as reducing the time required to circulate the latest news and research
results. Las tecnologías de la información están reduciendo sustancialmente el costo de
publicar y distribuir la información además de reducir el tiempo requerido para hacer circular
las últimas noticias y los resultados de la investigación.

 Contraste

The human health effects of poor air quality are far reaching, but principally affect the body's
respiratory system Los efectos sobre la salud humana de la mala calidad del aire son de largo
alcance pero principalmente afectan el sistema respiratorio.

 Condición

If you need more specific information, you should refer to your computer owner's manual.
Si usted necesita información más específica, debería referirse a su manual del usuario.

 Alternativa u opción

You can walk here or take the bus. Podés venir caminando o tomar el colectivo.

 Causa o razón

She is angry with him because he opened the letter. Está enojada con él porque él abrió la
carta.

 Efecto o resultado

California is a coastal state; therefore, it has many beaches.

California es un estado que está sobre la costa; por lo tanto, tiene muchas playas.

 Tiempo y/o secuencia

When you get to the corner, turn right. Cuando llegues a la esquina, doblá a la derecha.

● El uso de sinónimos e hiperónimos, que permiten escaparle a la repetición de las palabras

o de frases. Los sinónimos son palabras que tienen un significado muy cercano y por lo tanto
pueden ser sustituibles una por otra.

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● El uso de la referencia, que evita repetir un elemento ya mencionado, sustituyéndolo por un
pronombre, ya sea personal, demostrativo o comparativo.

● El uso de la elipsis , que permiten omitir partes de la oración para no tener que repetirlas, o
que son innecesarias para la comprensión. Los hiperónimos son palabras cuyo significado es
una categoría en la que se engloban otras palabras más específicas.

Un texto coherente es aquel cuyos significados se

sostienen a lo largo de su lectura.
TRABAJAMOS CON CONECTORES: Observa los conectores resaltados con negrita dentro del
texto 3. Clasifica e indica que función tiene cada uno en el fragmento. Analiza que dos proposiciones
unen.

TEXTO 4

Definition
Internet addiction disorder refers to the problematic use of the Internet, including the various
aspects of its technology, such as electronic mail (e-mail) and the World Wide Web. The
reader should note that Internet addiction disorder is not listed in the mental health
professional's handbook, the Diagnostic and Statistical Manual of Mental Disorders,
fourth edition, text revision (2000), which is also called the DSM. Internet addiction has,
however, been formally recognized as a disorder by the American Psychological Association.

Description
In some respects, addictive use of the Internet resembles other so-called "process"
addictions, in which a person is addicted to an activity or behaviour (including gambling,
shopping, or certain sexual behaviours) rather than a substance (mood-altering drugs,
tobacco, food, etc.). People who develop problems with their Internet use may start off using
the Internet on a casual basis and then progress to using the technology in dysfunctional
ways. Many people believe that spending large amounts of time on the Internet is a core

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feature of the disorder. The amount of time by itself, however, is not as important a factor as
the ways in which the person's Internet use is interfering with their daily functioning. Use of
the Internet may interfere with the person's social life, school work, or job-related tasks at
work. In addition, cases have been reported of persons entering Internet chat rooms for
people with serious illnesses or disorders, and pretending to be a patient with that disorder
in order to get attention or sympathy. Treatment options often mirror those for other
addictions. Although only a limited amount of research has been done on this disorder, the
treatments that have been used appear to be effective.

Causes and symptoms

Causes
No one knows what causes a person to be addicted to the Internet, but there are several
factors that have been proposed as contributing to Internet addiction. One theory concerns
the mood-altering potential of behaviours related to process addictions. Just as a person
addicted to shopping may feel a "rush" or pleasurable change in mood from the series of
actions related to a spending spree— checking one's credit cards, driving to the mall, going
into one's favourite store, etc. — the person with an Internet addiction may feel a similar
"rush" from booting up their computer and going to their favourite web sites. In other words,
some researchers think that there are chemical changes that occur in the body when
someone is engaging in an addictive behaviour. Furthermore, from a biological standpoint,
there may be a combination of genes that make a person more susceptible to addictive
behaviours, just as researchers have located genes that affect a person's susceptibility to
alcohol.
In addition to having features of a process addiction, Internet use might be reinforced by
pleasurable thoughts and feelings that occur while the person is using the Internet. Although
researchers in the field of addiction studies question the concept of an "addictive personality"
as such, it is possible that someone who has one addiction may be prone to become addicted
to other substances or activities, including Internet use. People with such other mental
disorders or symptoms as depression, feelings of isolation, stress, or anxiety, may "self-

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medicate" by using the Internet in the same way that some people use alcohol or drugs of
abuse to self-medicate the symptoms of their mental disorder.
From a social or interpersonal standpoint, there may be familiar factors prompting use of the
Internet. For example, a person might "surf the Web" to escape family conflict. Another
possibility is that social or peer dynamics might prompt excessive Internet use. Some affected
persons may lack the social skills that would enable them to meet people in person rather
than online. Peer behaviour might also encourage Internet use if one's friends are using it.

People who develop problems with their Internet use may start off using the Internet on a casual basis and
then progress to using the technology in dysfunctional ways. Use of the Internet may interfere with the
person's social life, school work, or job-related tasks at work. Many of the treatments that have been used
for Internet addiction have been modelled after other addiction treatment programs and support groups.
(Oleg Nikishin/Getty Images. Reproduced by permission.

Modelling may play a role—users can witness and experience how others engage in Internet
use and then replicate that behaviour. The interactive aspects of the Internet, such as chat
rooms, e-mail, and interactive games like Multi-User Dungeons and Dragons (MUDS), seem
to be more likely to lead to Internet addiction than purely solitary web surfing.

One question that has not yet been answered concerning Internet addiction is whether it is a
distinctive type of addiction or simply an instance of a new technology being used to support
other addictions. For example, there are gambling casinos on the Internet that could reinforce
a person's pre-existing gambling addiction. Similarly, someone addicted to shopping could
transfer their addiction from the local mall to online stores. Persons addicted to certain forms
of sexual behaviour can visit pornography sites on the Internet or use chat rooms as a way
to meet others who might be willing to participate in those forms of behaviour. Researchers
may need to determine whether there is such a disorder as "pure" Internet addiction.

Symptoms
One symptom of Internet addiction is excessive time devoted to Internet use. A person might
have difficulty cutting down on his or her online time even when they are threatened with poor
grades or loss of a job. There have been cases reported of college students failing courses
because they would not take time off from Internet use to attend classes.

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Other symptoms of addiction may include lack of sleep, fatigue, declining grades or poor job
performance, apathy, and racing thoughts. There may also be a decreased investment in
social relationships and activities. A person may lie about how much time was spent online
or deny that they have a problem. They may be irritable when offline, or angry toward anyone
who questions their time on the Internet.

Demographics
In the past, people reported to have an Internet addiction disorder were stereotyped as young,
introverted, socially awkward, computer-oriented males. While this stereotype may have
been true in the past, the availability of computers and the increased ease of access to the
Internet are quickly challenging this notion. As a result, problematic Internet use can be found
in any age group, social class, racial or ethnic group, level of education and income, and
gender.

Diagnosis
As previously noted, Internet addiction disorder has not yet been added as an
official diagnosis to the DSM. The following, however, is a set of criteria for Internet addiction
that has been proposed by addiction researchers. The criteria are based on the diagnostic
standards for pathological gambling.
The patient must meet all of the following criteria:

 He or she is preoccupied with the Internet (thinks about previous online activity or is
anticipating the next online session).
 He or she needs to spend longer and longer periods of time online in order to feel
satisfied.
 He or she has made unsuccessful efforts to control, cut back, or stop Internet use.
 He or she is restless, moody, depressed, or irritable when attempting to cut down or
stop Internet use.
 He or she repeatedly stays online longer than he or she originally intended.

The person must meet at least one of the following criteria:

 He or she has jeopardized or risked the loss of a significant relationship, job,

educational or career opportunity because of Internet use.
 He or she has lied to family members, a therapist, or others to conceal the extent of
involvement with the Internet.
 He or she uses the Internet as a way of escaping from problems or of relieving an
unpleasant mood (such as feelings of helplessness, guilt, anxiety, or depression).

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Treatments
Since Internet addiction disorder is a relatively new phenomenon, there is little research on
the effectiveness of treatment procedures. Some professionals advocate abstinence from the
Internet. Others argue that it may be unrealistic to have a person completely end all Internet
use. As society becomes more and more dependent on computers for business transactions,
educational programs, entertainment, and access to information as well as interpersonal
communication, it will be difficult for a computer-literate person to avoid using the Internet.
Learning how to use the Internet in moderation is often the main objective in therapy, in a
way analogous to the way that people with eating disorders need to come to terms with food.
Many of the procedures that have been used to treat Internet addiction have been modelled
after other addiction treatment programs and support groups.
If a person's Internet addiction disorder has a biological dimension, then such medication as
an antidepressant or anti-anxiety drug may help them with these aspects of the addiction.
Psychological interventions may include such approaches as changing the environment to
alter associations that have been made with Internet use, or decrease
the reinforcement received from excessive Internet use. Psychological interventions may
also help the person identify thoughts and feelings that trigger their use of the Internet.
Interpersonal interventions may include such approaches as social skills training or coaching
in communication skills. Family and couple therapy may be indicated if the user is turning to
the Internet to escape from problems in these areas of life.
Relapsing into an addictive behaviour is common for anyone dealing with addiction disorders.
Recognizing and preparing for relapse is often a part of the treatment process. Identifying
situations that would trigger excessive Internet use and generating ways to deal with these
situations can greatly reduce the possibility of total relapse.

Read more: [Link]

RESOURCES: BOOKS
Young, K. S. Caught in the Net. New York, NY: John Wiley and Sons, Inc., 1998.

PERIODICALS
Beard, K., and E. Wolf. "Modification in the Proposed Diagnostic Criteria for
InternetAddiction." Cyberpsychology & Behavior4 (2001): 377-383.
Beard, K. "Internet Addiction: Current Status and Implication for Employees."
Journalof Employment Counseling39 (2002): 2-11.

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ANTES DE LEER

1. Determine:
a) Tópico: …………………………………………………………………………………
b) Fuente: …………………………………………………………………………………
c) Género: ………………………………………………………………………………...

2. ¿Qué ilustran las fotos?

………………………………………………………………………………………………
3. ¿Cuáles son los temas que aborda el texto?
....................................................................................................
4. ¿Qué indican las viñetas en este texto?
………………………………………………………………………………………………

5. ¿Qué significa la sigla IAD?

……………………………………………………………………………………………..

MIENTRAS LEE

Lea todo el texto y luego resuelva en español. Complete o conteste según corresponda.

1. ¿Cuál es la definición de (IAD) que aparece en el texto? Trasladela al español.

………………………………………………………………………………………………

2. ¿Con qué cosas o actividades puede interferir el uso de Internet?

………………………………………………………………………………………………

3. De acuerdo al artículo, ¿Quiénes se “auto medican” usando Internet?

………………………………………………………………………………………………

4. Mencione tres síntomas de (IAD)

5. Con respecto a los tratamientos, el principal objetivo de la terapia es ……………………..

…………..……………………………………………………….. Las personas cuya adicción tiene dimensiones biológicas se

pueden medicar con ………………...................y para quienes recurren a Internet para escapar de conflictos

familiares, se sugiere……………………………………………………………………………………………………………………………

DESPUÉS DE LEER

1. Indique en cada caso a qué o a quién/es se refieren las palabras destacadas en el texto.

a) Its………………………………………………………………… b) Which ………………………………………………….

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UNA pill 3: Referencia

La referencia es uno de los recursos cohesivos de tipo gramatical junto con el uso de los conectores,
la sustitución y la elipsis, el cual se utiliza para llevar adelante la situación comunicativa en la que se
produce el discurso (referencia situacional) y para señalar algún elemento mencionado en el texto
(referencia textual). Estos procedimientos de referencia son considerados gramaticales porque los
signos que se utilizan para señalar o apuntar no tienen significado léxico pleno.

 La referencia situacional se realiza a través del uso de elementos lingüísticos que muestran
(this/that) o que indican una persona (I/you) o un lugar (there)
 La referencia textual puede ser anafórica o catafórica. La anáfora es un signo gramatical que
se interpreta en función de un elemento léxico aparecido anteriormente. En cambio, en el
caso de la catáfora, la interpretación se realiza en función de un elemento léxico que aparece
después.

Existen diferentes tipos de referencia:

PERSONAL:
PRONOMBRES SUBJECTIVOS PRONOMBRES OBJETIVOS ADJETIVOS POSESIVOS

me you him her it us my your his her its

I you he she it we you you them our your their
they

DEMOSTRATIVA: Refieren a los pronombres:

This: ésto/a That: aquel/la These: éstos/as Those: aquellos/as Such: tal como… THE: el, la, los, las

COMPARATIVA : adjetivos en grado comparativo cleverer: más inteligente

longer: más largo easier: más fácil more modern: más moderno more expensive: más caro
more important: más importante

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ADJETIVOS QUE SON IRREGULARES AL TOMAR LA FORMA DE COMPARATIVOS:

Better: mejor Worse: peor Further: más lejos

THAN significa QUE, y se usa para realizar el nexo entre lo que comparamos
PRÁCTICA de REFERENCIA Y CONECTORES
a) Lea el texto 5
b) Indique a qué refiere cada una de las palabras que están subrayadas.
c) Señale qué tipo de conector es cada uno de los términos resaltados en negrita.
d) Exprese cuáles son las ideas que, en el texto, están unidas por los siguientes conectores
Because of if However as

Fuente: [Link]
TEXTO 5

The Top 7 Mental Benefits of Sports

 Improve mood
 Concentration
 Reduce stress
 Sleep
 Healthy weight
 Confidence
 Leadership
 Benefits for kids
 Keep in mind
 Bottom line

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 Overview

You already know that sports are beneficial for your physical health. But there’s more good news. In
recent years, research has also found that sport participation can positively affect your mental
health. Here’s how.

 Improve mood

1. Sports improve your mood

Want a burst of happiness and relaxation? Get involved in a physical activity. Whether you are playing
sports, working out at a gym, or taking a brisk walk, physical activity triggers brain chemicals that
make you feel happier and more relaxed. Team sports in particular provide a chance to unwind and
engage in a satisfying challenge that improves your fitness. They also provide social benefits by
allowing you to connect with teammates and friends in a recreational setting.

 Concentration

2. Sports improve your concentration

Regular physical activity helps keep your key mental skills sharp as you age. This includes critical
thinking, learning, and using good judgment. Research has shown that doing a mix of aerobic and
muscle-strengthening activities is especially helpful. Participating in this kind of activity three to five
times a week for at least 30 minutes can provide these mental health benefits.

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 Reduce stress

3. Sports reduce stress and depression

When you are physically active, your mind is distracted from daily stressors. This can help you avoid
getting bogged down by negative thoughts. Exercise reduces the levels of stress hormones in your
body. At the same time, it stimulates production of endorphins. These are natural mood lifters that
can keep stress and depression at bay. Endorphins may even leave you feeling more relaxed and
optimistic after a hard workout. Experts agree that more quality research is needed to determine the
relationship between sports and depression.

 Sleep

4. Sports improve sleep habits

Sports and other forms of physical activity improve the quality of sleep. They do this by helping you
fall asleep faster and deepening your sleep. Sleeping better can improve your mental outlook the next
day, as well as improve your mood. Just be careful not to engage in sports too late in the day. Evening
practices within a few hours of bedtime may leave you too energized to sleep.

 Healthy weight

5. Sports help you maintain a healthy weight

The Centers for Disease Control and Prevention (CDC) recommend sports participation as a healthy
way to maintain weight. Individual sports, such as running, cycling, and weightlifting, are all particularly
effective ways to burn calories and/or build muscle. Staying within a recommended weight range
reduces the likelihood of developing diabetes, high cholesterol, and hypertension.

 Confidence

6. Sports boost your self-confidence

Sports provide you with a sense of mastery and control, which often leads to a feeling of pride and
self-confidence. The regular exercise that comes with playing sports can boost your confidence and
improve your self-esteem. As your strength, skills, and stamina increase through playing sports, your
self-image will improve as well. With the renewed vigor and energy that comes from physical activity,
you may be more likely to succeed in tasks off the playing field as well as on it.

 Leadership

7. Sports have been linked to leadership traits

Team sports such as soccer, baseball, and basketball are breeding grounds for leadership traits.
Studies done in high schools reveal a correlation between sports participation and leadership
qualities. Because of the opportunity to train, try, win, or lose together, people involved in sports are

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naturally more inclined to adopt a “team mindset” in the workplace and in social situations. The team
mindset leads to strong leadership qualities over time.

 Benefits for kids

Benefits for children

Sports can benefit children in many of the same ways that they benefit adults. The biggest difference
is that when children start participating in sports at a young age, they are far more likely to stay active
as they grow older. The same source suggests that participating in a team sport improves academic
performance and results in more after-school participation.

 Keep in mind

What to keep in mind

Some popular team sports, including American football and ice hockey, commonly result in injuries.
Frequently reported sports injuries include sprains, contusions, and broken limbs. Most sports injuries
will result in a complete recovery if there is proper medical attention. However, some injuries, such
as brain trauma and concussion, can cause permanent, lifelong damage to the athlete.

Concussions have gotten more attention from the sports community in recent years as their
occurrence has increased. The CDC has specific guidelines about how to avoid and recover from
contusions related to sports. Repeated head trauma can completely reverse the benefits of sports
participation, leading to depression, reduced cognitive function, and suicidal tendencies.

Exercise-induced asthma is another condition reported by many athletes. If you are practicing a sport
several times a week and begin to develop asthma symptoms, it’s important to pay attention. Ask your
doctor or a training specialist about breathing exercises and practice them. They may help you avoid
developing chronic asthma. Your doctor may suggest taking medications prior to exercise to help
reduce asthma symptoms as well.

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TRABAJO DE INTEGRACION DE LA UNIDAD DE REPASO

TEXTO 6

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"Girls' education, gender equality, and climate change are not separate issues. Girl's
education and gender equality can be used as solutions against climate change," Malala
told an online event by British think-tank Chatham House.

Before the COVID-19 pandemic, some 130 million girls worldwide were already out of
school, according to the United Nations cultural agency UNESCO, which said more than
11 million may not return to classes after the pandemic.

"When we educate girls ... they can become farmers, conservationists, solar technicians,
they can fill other green jobs as well. Problem-solving skills can allow them to help their
communities to adapt to climate change."

From sexual violence in displacement camps to extra farm work, women and girls
shoulder a bigger burden from worsening extreme weather and other climate pressures
pushing people to move for survival, global aid group CARE International says.

Scientists expect forced displacement to be one of the most common and damaging
effects on vulnerable people if global warming is not limited to an internationally agreed
aim of 1.5 degrees Celsius.

Climate disasters have also been linked with early marriage, school drop-outs, and teen
pregnancies, says UN children's agency UNICEF.

Malala also called on world leaders to pay attention to youth climate activists, citing
movements like "Mock COP" in November when young people launched a two-week
event designed to mirror the format of the delayed UN climate talks.

"Listen to young people who are leading the climate movement. Young people are
reminding our leaders that climate education and climate justice should be their
priority.” Earlier this week, Malala expanded her partnership with Apple Inc. to produce
dramas, children's series, animation, and documentaries that will air on the tech giant's
streaming service.

Apple produced a documentary about Malala in 2015 and teamed up with her Malala
Fund in 2018 to promote secondary education to girls across the globe.

Malala Yousafzai Says Girls' Education Is Key to Fighting Climate Change ([Link])

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ANTES DE LEER

1. Recorra el texto que está a punto de leer para determinar el tópico y la fuente.
2. Lea el título y luego complete:
Malala Yousafzai dice que……………………………………………………………………………….
3. Explique el uso de las cursivas en el cuerpo principal del texto.
4. ¿Está completo el texto? Justifique su respuesta.
[Link] qué información le suministran los siguientes índices tipográficos:
a. Marzo 15, 2021:
b. 11 millones:
c. 1.5 degree Celsius:
d. 2012
e. [Link]

MIENTRAS LEE

1- ¿Cuáles son las dos cuestiones que Malala considera claves para lograr el cambio climático?
2- ¿Qué describe Malala con respecto a la situación de las niñas previo a la pandemia?
3- Justifique la falsedad del siguiente enunciado:

Malala demandó a Apple Inc. por haber producido obras de teatro virtuales sin la consulta previa
a la organización.

4- ¿Cuál es, según la entrevistada, la relevancia de escuchar a los jóvenes?

5- ¿Qué sucedió en 2009 y en 2012 y como están estos hechos conectados?

DESPUES DE LEER

1- Vuelva al texto para determinar las REFERENCIAS subrayadas.

2- Localice una instrucción en la conclusión del artículo.
3- Analice los conectores recuadrados y menciona que información conectan.
4-

UNIDAD 2: LAS SECUENCIAS TEXTUALES

La secuencia textual hace referencia a la estructura interna del texto. Esta organización está
relacionada con el tipo de texto y el tema que aborda y posibilita el despliegue temático del mismo.
Existen varios tipos de secuencias y cada una de ellas tiene marcas lingüísticas predominantes.

 Descriptiva
 Narrativa
 Expositiva
 Instructiva
 Argumentativa
 Conversacional.

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La secuencia o trama descriptiva se caracteriza por ser una narración en donde predomina el uso
de adjetivos, verbos imperfectivos, adverbios de modo y de lugar, y verbos de estado. Los textos
descriptivos describen objetos, lugares, personajes, animales y recrean espacios y situaciones.

La secuencia narrativa comunica hechos o acontecimientos organizados en una secuencia

cronológica. Los géneros prototípicos de la narración son las novelas, los cuentos, las leyendas y los
mitos. Las marcas lingüísticas predominantes son los verbos perfectivos, los adverbios y los
conectores temporales.

La secuencia expositiva tiene como objetivo desarrollar de forma ordenada y precisa un contenido
y su propósito es el de explicar y difundir conocimiento. Los textos expositivos son claros y objetivos
y en general, predominan los géneros de divulgación científica, las entradas de enciclopedia, etc. Las
marcas lingüísticas predominantes son los verbos en presente, los conectores de causa y
consecuencia y los adverbios.

La secuencia argumentativa es un tipo de discurso que tiene un doble propósito: el de tomar posición
acerca de un tema y a la vez influir sobre el interlocutor en relación a ese tema. La organización
textual presenta una serie de argumentos y al finalizar, la conclusión.

La secuencia conversacional reproduce de manera literal los dichos o palabras de los personajes
de la historia. Encontramos esta trama en las obras de teatro, las entrevistas periodísticas y los
fragmentos de diálogos dentro de cuentos o novelas. En relación a las marcas lingüísticas
predominantes, abundan las modalidades interrogativas, aseveraciones y exhortaciones.

Por último, la secuencia instructiva hace referencia a cómo llevar a cabo una acción determinada.
Está compuesta por pasos que tienen que cumplirse para obtener el resultado esperado. El lenguaje
es claro y directo y predominan los verbos en imperativo y los conectores de orden.

 Recorra los textos 7 al 12 que se encuentran a continuación para determinar la fuente, el género y el
tópico. Luego identifique la secuencia textual predominante y enumere algunos de los marcadores
lingüísticos característicos de cada una de ellas.

TEXTO 7
Who wants to live forever? Three arguments against
extending the human lifespan
Martien A M Pijnenburg and Carlo Leget
Author information ► Article notes ► Copyright and License information ►

This article has been cited by other articles in PMC.

Abstract

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The wish to extend the human lifespan has a long tradition in many cultures.
Optimistic views of the possibility of achieving this goal through the latest
developments in medicine feature increasingly in serious scientific and
philosophical discussion. Focusing on interventions in biological ageing, one can
distinguishbetween research that is first and foremost aimed at prolonging life by
slowing or even arresting ageing processes and research that is directed at
combating the diseases that seem to be intrinsically connected with biological
ageing.6 We are not opposed to the latter interventions but focus on the former,
increasing human life expectancy beyond the average as a primary goal, merely
because there exists, as Glannon puts it, “the deeper conviction that there is
intrinsic value in living much longer than we presentlydo, given that being alive
is intrinsically valuable”
Although we agree that being alive is intrinsically valuable, we think that there is
a fundamental difference between the desirability of being alive within the limits
of the average life expectancy and the desirability of being alive beyond those
limits. In the first case, we deal with the possession and continuation of something
we have a right to maintain. In the second case, we are dealing with a kind of
enhancement7 to which the concept of a “right to” is ill‐suited, and that raises a
series of philosophical and ethical questions. Reflecting on the desirability of
research that is explicitly aimed at life extension, we shall present three serious
objections, relating to justice, to the community and to the meaning of life. They
differ as regards their nature and cogency. We begin with the most compelling
argument—justice.

El género abstract tiene como función sintetizar las ideas centrales de un artículo
y proveer al lector de un primer contacto con la investigación que se está llevando a cabo. La
importancia de que su escritura esté adecuadamente elaborada es que, a partir de su lectura, el
lector decide continuar con la lectura del artículo o no. El propósito de la investigación debe estar
expresada en el abstract, lo mismo que el objetivo, el para qué, cómo se realizó el estudio, y lo que
éste reveló.

"A well-prepared abstract can be the most important single

paragraph in an article"
The rhetorical organization of research article abstracts in education

[Link]

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TEXTO 8

Nurse practitioner (NP)

A nurse practitioner (NP) is a nurse with a graduate degree in advanced
practice nursing. This type of provider may also be referred to as an ARNP
(Advanced Registered Nurse Practitioner) or APRN (Advanced Practice
Registered Nurse).

Information
The NP is allowed to provide a broad range of health care services, which may include:

Taking the person's history, performing a physical exam, and ordering laboratory tests and
procedures

Diagnosing, treating, and managing diseases

Writing prescriptions and coordinating referrals

Providing education on disease prevention and healthy lifestyles

Performing certain procedures, such as a bone marrow biopsy or lumbar puncture

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Nurse practitioners work in a variety of specialties, including:

 Cardiology 

• Nephrology

• Oncology

• Pediatrics

• Primary care

• Psychiatry

• School health

 Emergency

 Family practice

 Geriatrics

 Neonatology

 Women's health

Their range of health care services (scope of practice) and privileges (authority granted
to a provider) depends on laws in the state that they work. Some nurse practitioners
may work independently in clinics or hospitals without doctor supervision. Others work
together with doctors as a joint health care team. Like many other professions, nurse
practitioners are regulated at two different levels. They are licensed through a process
that takes place at the state level under state laws. They are also certified through
national organizations, with consistent professional practice standards across all
states.

LICENSURE

The laws on NP licensure vary greatly from state to state. Today, more states are
requiring NPs have a master's or doctorate degree and national certification. In some
states, NP practice is completely independent. Other states require that NPs work with
an MD for prescriptive practice privileges or to get licensed.

CERTIFICATION

National certification is offered through various nursing organizations (such as the

American Nurses' Credentialing Center, Pediatric Nursing Certification Board, and
others). Most of these organizations require that NPs complete an approved master's or
doctorate-level NP program before taking the certification exam. The exams are offered
in specialty areas, such as:

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 Acute care
 Adult health
 Family health
 Geriatric health
 Neonatal health
 Pediatric/child health
 Psychiatric/mental health
 Women's health
To be recertified, NPs need to show proof of continuing education. Only certified nurse
practitioners may use a "C" either in front of or behind their other credentials (for
example, certified Pediatric Nurse Practitioner, FNP-C, and Certified Family Nurse
Practitioner). Some nurse practitioners may use the credential ARNP, which means
advanced registered nurse practitioner. They may also use the credential APRN, which
means advanced practice nurse practitioner. This is a broader category that includes
clinical nurse specialists, certified nurse midwives, and nurse anesthetists.
[Link]

TEXTO 9
[Link] › argentina

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At least seven people were injured and 15 more missing on Wednesday as forest fires ripped
through Patagonia, official sources said. Some 200 people had to be evacuated and around 100
homes were damaged by fire in an area of forests and lakes popular with tourists close to the
Andes mountain range. Locations affected by the flames include Lago Puelo, El Bolsón, El
Maitén, Epuyén, Futaleufú and El Hoyo.

"I'm going to file a criminal complaint because it was an intentional fire," said Environment
Minister Juan Cabandié at a press conference. President Alberto Fernández wrote on Twitter
that the national government had "sent two helicopters, three fire hydrant planes, 12 fire
engines, support vehicles and 62" firefighters to tackle the blaze.

Seven people were injured, one seriously, and 200 evacuated from Lago Puelo in Chubut
Province, the local municipality said. "There are 15 people missing due to the fire that affected
more than 100 homes," said Cabandié.

In nearby El Hoyo "the rains were so intense that they put out the fire," village spokesman
Alejandro Otero told AFP, although he warned that the embers were being monitored. "It's a
fire that began within the forest where there are the extreme conditions for it to expand," said
Augusto Sánchez, the mayor of Lago Puelo. Last year tens of thousands of hectares of forest
were destroyed in fires in Argentina. In 95 percent of those cases, the fires were started by
people and in some cases caused huge damage to farmland and buildings, the government said.

TEXTO 10 You are here: Home » Activities and Groups » Information Society » Publications »

How To Spot FakeNews

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How to Spot Fake News

Critical thinking is a key skill in media and information literacy, and
the mission of libraries is to educate and advocate its importance.

Discussions about fake news has led to a new focus on media literacy more broadly,
and the role of libraries and other education institutions in providing this.
When Oxford Dictionaries announce post-truth is Word of the Year 2016, we as
librarians realise action is needed to educate and advocate for critical thinking – a crucial
skill when navigating the information society.
IFLA has made this infographic with eight simple steps (based on [Link]’s 2016
article How to Spot Fake News) to discover the verifiability of a given news-piece in
front of you. Download, print, translate, and share – at home, at your library, in your
local community, and on social media networks. The more we crowdsource our wisdom,
the wiser the world becomes.

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TEXTO 11

The atmosphere allows most of the visible light from the Sun to pass through and reach Earth’s
surface. As Earth’s surface is heated by sunlight, it radiates part of this energy back toward space
as infrared radiation. This radiation, unlike visible light, tends to be absorbed by the greenhouse
gases in the atmosphere, raising its temperature. The heated atmosphere in turn radiates
infrared radiation back toward Earth’s surface. (Despite its name, the greenhouse effect is
different from the warming in a greenhouse, where panes of glass transmit visible sunlight but
hold heat inside the building by trapping warmed air.)

[Link]

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TEXTO 12

Harry Potter and The Sorcerer Stone.

IDENTIFICACIÓN DE IDEAS PRINCIPALES Y

SECUNDARIAS

CONFECCIÓN DE RESÚMENES
La idea principal de un párrafo es la que expresa la información esencial para el despliegue del
tema. Por su parte, la idea secundaria expresa los aspectos derivados del tema principal.
A nivel sintáctico podemos identificar la idea principal a través de la repetición de palabras
clave, el uso de la referencia y de sinónimos. A nivel semántico, la identificación depende
de la información que aporta y si es sustento del párrafo o no. Para realizar un resumen
del texto, siga los siguientes pasos:

 Lea el texto una vez para determinar el tópico del mismo.

 Vuelva a leerlo y subraye las ideas principales de cada párrafo, generalmente
expresadas por la oración tópica.
 Identifique y subraye en color palabras conceptuales clave que tengan sentido y
contenido propio.

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TEXTO 13

[Link]
[Link]#:~:text=Pink%20Taxi%20is%20a%20Moscow,back%20to%20male%20cab%20drivers

January 2007. By David Nowak

It's 3 a.m. A girl -- pretty, drunk, wearing a bit less than might be prudent -- stumbles out of a
club. She hails a cab and voila, three Ladas line up to give her a ride. Within no time, the driver
has agreed on a price, and off they go. What happens next, said police spokesman Vladimir
Korobkov, is not unheard of: In tatters, cold, bleeding, the girl wakes up in a park a couple hours
later, having been drugged and raped. She's lucky to be alive.

Admittedly, Korobkov said, these cases are rare. But not that rare, even among established cab
companies. Now women who are tired of predatory taxi drivers -- whose behaviour ranges from
flirtatious to violent -- have a new way home.

Pink Taxi is a Moscow service run by women for women. Not only does the company
guarantee a safe ride, Pink Taxi drivers also offer advice, share gossip and make a concerted
effort to lift their passengers' spirits. Passengers say they're never going back to male cab
drivers. "I don't know where to start," said Olga Kuznetsova, 34, a mother of three who travels
with her kids in Pink Taxis at least twice a week. "The male drivers smoke, spit, play loud music,
and generally don't give a damn about the comfort of the passenger."

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Olga Fomina, 34, Pink Taxi's general director, explained their success. "By mobilizing women, we
are solving the safety problem they run into in taxis," she said. Fomina and two girlfriends
launched the cab service in August. All three women had been working in real estate but had
grown tired of their jobs. Business has been growing almost from Day One. In August, Pink Taxi
received just 20 calls. Today, the company averages 140 calls per day. Alas, demand is
outstripping supply: The company can only answer 70 of those.

As business has boomed, Pink Taxi has diversified its services. It now picks up kids from school,
buys and delivers flowers, and even takes care of the weekly run to the grocery store. Still, the
company has yet to outgrow its original corporate headquarters -- a couple of cramped, wood-
panelled offices in an industrial park on the fringes of eastern Moscow. "Before we created the
company, everyone was so sceptical about the idea," Fomina said, adding that male friends
poked fun at it. Fomina was a bored real estate agent in January 2006, when she heard a radio
dispatch on women-only taxi services in London and Tokyo. Pooling their resources, Fomina and
her two friends launched Pink Taxi.

In the beginning, the company's "fleet" of taxis, as Fomina put it, comprised two Daewoo Nexia
cars; they had two female drivers. Six months later, they have 20 Daewoos and 27 drivers. Soon,
the company will replace its cars with Volvo S40s. Barely containing a smile, Fomina said: "We're
going strong." She stressed that the passengers weren't the only ones in need of a helping hand.
Pink Taxi's drivers -- all female -- have been to university and are aged 27 to 55. Fomina noted
that for many in their mid-thirties it's tough to find work. "After having kids, what is there for a
woman to do?"

Pink Taxi's success appears to have prompted competition. In November, Ladies Red Taxi, based
in Khimki, opened. The company is getting 50 calls daily, and most of that call load comes from
foreign women, said Oksana Bolshakova, the company's deputy director. With a fleet of 10
Chevrolets, 20 female drivers aged 27 to 45 and similar, slightly above-market prices, Ladies Red
Taxi has had to differentiate itself from Pink Taxi by marketing to both women and men.

Despite the women cab companies' recent success, shuttling Muscovites around town is still
very much a man's business. There are fewer than 100 professional female cab drivers in
Moscow out of a total of 3,500. New Yellow Taxi, Moscow's biggest cab company, with a fleet
of 1,500 cars, has just 15 female drivers, said the company's marketing director, Edvard
Mkhitaryan. Besides the professional cabbies are the 40,000-plus gypsy cab drivers, noted Yury
Sveshnikov, director of the Moscow Transportation Union. Gypsy cab culture tends to be
tougher and scrappier and is dominated by men from the Caucasus and Central Asia.

Indeed, gypsy cab driver Vyacheslav Sokolnikov is against women driving at all. "They slow down
traffic," he said, "and they don't have the necessary coordination to drive a car." Women cab
companies' executives laugh off the charge that women shouldn't be driving taxis, but their
arrival on Moscow roads are raising questions about discrimination and women's rights. "What
if a guy urgently needs to get somewhere, and there are no other options available?" asked
Korobkov, the city police spokesman. New Taxi's Mkhitaryan said: "Yes, I think Pink Taxi is a good
idea. But then, communism was a good idea, too."

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Prominent feminist Maria Arbatova shrugged off the criticism. "The labeling of a taxi service for
women as sexist is paramount to calling a female restroom sexist," Arbatova added. "The
absence of such services was a manifestation of sexism." Pink Taxis is still growing strong years
later. I think it is a testament to their marketing strategy and their focus on building a niche
market that works really well.
Click here to learn more about innovative marketing strategies

ANTES DE LEER

Recorra el texto que está a punto de leer. Observe el paratexto y luego determine:

el tópico

El género

el autor y la fuente

la fecha de su publicación

¿qué información le suministran la figura

que ilustra el texto?

MIENTRAS LEE

1. Subraye las oraciones tópico de cada párrafo.

2. Identifique los subtemas de cada uno de ellos utilizando frases/palabras claves.
3. Resuma el contenido del texto.
4. Realice resúmenes de algunos de los textos trabajados hasta ahora.

DESPUES DE LEER.

Analice las frases nominales subrayadas en el siguiente párrafo.

Prominent feminist Maria Arbatova shrugged off the criticism. "The labeling of a taxi
service for women as sexist is paramount to calling a female restroom sexist," Arbatova
added. "The absence of such services was a manifestation of sexism." Pink Taxis is still
growing strong years later. I think it is a testament to their marketing strategy and their
focus on building a niche market that works really well.

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TRABAJO INTEGRADOR 1
[Link]

‘Impact of Distance Education on Adult

Learning’ project (IDEAL)
Distance education is becoming an increasingly widespread phenomenon. As many adults are
unable to participate in on-campus education, distance education offers flexible learning paths
that greatly enhance accessibility to higher education. Exploring ways of using distance
education to increase the participation of adult learners in higher education is an important
objective of European education policies. Against this background, the UNESCO Institute for
Lifelong Learning (UIL), together with the International Council for Open and Distance Education
(ICDE) and Study Portals (SP), set out to examine the potential of the distance education
programs provided by higher education institutions in Europe. The research project, which was
entitled ‘Impact of Distance Education on Adult Learning’ (IDEAL), was funded by the European
Commission’s Lifelong Learning Program. The task force for the project consisted of experts on
adult and distance education from the European Association of Distance Teaching Universities
(EADTU), the European Association for the Education of Adults (EAEA), the European Distance
and E-Learning Network (EDEN), the European Foundation for Quality in E-Learning (EFQUEL)
and the European Society for Research on the Education of Adults (ESREA). The findings of the
research, which was conducted between October 2013 and November 2015, are gathered in
three online publications and a final research report. The final research report, entitled Closing
the Gap: Opportunities for Distance Education to Benefit Adult Learners in Higher Education, is
now available.

Publications

Three online publications on the distance education offer of European higher education
institutions and the social profiles of adult learners enrolled in distance education.

Final report
Closing the Gap: Opportunities for Distance Education to Benefit Adult Learners in
Higher Education

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Report 1
Distance education offer of European higher education institutions

Report 2
Social profile of adults enrolled in distance education

Report 3
Social profile of potential distance education students

 Finland case study

 Germany case study
 Greece case study
 Hungary case study
 United Kingdom case study

Motivating and inhibiting factors affecting the participation of adult learners in distance
education. Approximately 3 million students are currently enrolled in distance higher
education. To increase the participation of adult learners in higher education, it is important to
identify the factors that encourage adult learners to avail themselves of distance education. The
most important factors motivating students to participate in distance education are as follows:

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education is easier to combine with a job (30%); it allows students to study at their own pace
(21%); and it allows them to study from home (19%). The main factors preventing students from
participating in distance education are the need for funding (54%), a shortage of time (18%), and
a lack of recognition of prior qualifications (15%).

GLOSSARY:

Enhance accessibility: FAVORECER LA ACCESIBILIDAD enrolled: INSCRIPTOS

research project: PROYECTO DE INVESTIGACION task force: LA FUERZA DE LA ACTIVIDAD

ANTES DE LEER 1- Recorra el texto y determine:

a) Género……………………. Tópico:……………………. ………Fuente: ……………………

2. Especifique qué información suministran los siguientes índices tipográficos

a) (ICDE) ……………………………………………………………………

b) (IDEAL) ……………………………………………………………………

c) (ESREA) ……………………………………………………………………

d) 30% ……………………………………………………………………

e) 18% ……………………………………………………………………

3. Indique con qué propósito se usan las imágenes y la negrita.

4. Si hay algún ejemplo de viñetas, indique qué señalan.

MIENTRAS LEE 1- ¿Cuál es la secuencia textual predominante del texto?

 Identifique tres ejemplos de marcadores lingüísticos de la misma a fin de justificar su

respuesta
 Mencione las ideas principales de cada párrafo.
 Utilizando otro color, resalte las palabras conceptuales clave que aparecen a lo largo
del texto.
 Realice un resumen del texto (50/ 60 palabras).

2- Conteste las siguientes preguntas:

a- De acuerdo al artículo, ¿que ofrece la educación a distancia a los adultos?

b- ¿Por qué la educación a distancia es un fenómeno en crecimiento?

c- ¿Cuál es el trabajo final de los hallazgos de la investigación?

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DESPUÉS DE LEER

1- Complete el texto con las frases nominales que correspondan.

Explorar los ____________________________________________ para aumentar la

___________________________________________ es _____________________ de
__________________________________. _________________________________,
___________________________________(UIL), ______________________________
________________________________ (ICDE) ____________________________(SP)
se deciden a examinar __________________________________________ impartido
por _____________________________________________________ .

Exploring ways of using distance education to increase the participation of adult learners in
higher education is an important objective of European education policies. Against this
background, the UNESCO Institute for Lifelong Learning (UIL), together with the International
Council for Open and Distance Education (ICDE) and Study Portals (SP), set out to examine the
potential of the distance education programs provided by higher education institutions in
Europe.

2- REFERENCIAS – Enumere a que/ quien se refieren las palabras recuadradas en el texto.

3- CONECTORES – Identifique que ideas se conectan a través de los conectores
subrayados.

TRABAJO INTEGRADOR 2
- BINGE EATING DISORDER
Binge eating disorder is a severe, life-threatening and treatable eating disorder characterized by
recurrent episodes of eating large quantities of food (often very quickly and to the point of
discomfort); a feeling of a loss of control during the binge; experiencing shame, distress or guilt
afterwards. It is the most common eating disorder in the United States.
BED is one of the newest eating disorders formally recognized in the DSM5.

Causes of Binge Eating Disorder.

While the exact cause of binge eating disorder is unknown, there are a variety of factors that are
thought to influence the development of this disorder. These factors are:

 Biological: Biological abnormalities, such as hormonal irregularities or genetic

mutations, may be associated with compulsive eating and food addiction.
 Psychological: A strong correlation has been established between depression and binge
eating. Body dissatisfaction, low self-esteem, and difficulty coping with feelings can also
contribute to this.

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 Social and Cultural: Traumatic situations, such as a history of sexual abuse, can increase
the risk of binge eating. Social pressures to be thin, which are typically influenced
through media, can trigger emotional eating. Persons subject to critical comments about
their bodies or weight may be especially vulnerable to binge eating disorder.

The formal diagnostic criteria are:

 An episode of binge eating is characterized by both of the following:

o Eating, in a discrete period of time (e.g., within any 2-hour period), an amount
of food that is definitely larger than what most people would eat in a similar
period of time under similar circumstances.

o A sense of lack of control over eating during the episode (e.g., a feeling that one
cannot stop eating or control what or how much one is eating).

 The binge eating episodes are associated with three (or more) of the following:

o Eating much more rapidly than normal.

o Eating until feeling uncomfortably full.

o Eating large amounts of food when not feeling physically hungry.

o Eating alone because of feeling embarrassed by how much one is eating.

o Feeling disgusted with oneself, depressed, or very guilty afterward.

 The binge eating occurs, on average, at least once a week for 3 months.

 The binge eating is not associated with the recurrent use of inappropriate
compensatory behaviors (e.g., purging) as in bulimia nervosa and does not occur
exclusively during the course of bulimia nervosa or anorexia nervosa.

 What BED is Not:

BED is not a choice.

BED is not lack of willpower.

BED does not indicate failure.

BED is not overeating at a holiday meal or special occasion.

BED IS NOT OBESITY.

REFERENCES: DSM–5, the standard classification of mental disorders used by mental health professionals in the
U.S..

 Hudson JI, Hiripi E, Pope HG Jr, and Kessler RC. (2007). The prevalence and correlates of eating disorders in
the National Comorbidity Survey Replication. Biological Psychiatry, 61(3):348-58.
doi:10.1016/[Link].2006.03.040.

 Stice E & Bohon C. (2012). Eating Disorders. In Child and Adolescent Psychopathology, 2nd Edition,
Theodore Beauchaine & Stephen Linshaw, eds. New York: Wiley.

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ANTES DE LEER

Recorra el texto que está a punto de leer y resuelva.

1. Determine el tópico y el género del texto. Justifique la secuencia lingüística a la que

pertenece.

2. Indique los distintos temas que el texto aborda.

3. Determine qué información le proveen los siguientes índices tipográficos.

BED

2013

2-hour -period

4. Explique el uso de la cursiva en las referencias bibliográficas.

MIENTRAS LEE

1- ¿Qué es BED? (defina)

2- ¿De qué origen son los factores que causan este trastorno? Mencione tres ejemplos de
cada uno.

3- ¿Cuáles son las emociones normalmente asociadas a un paciente con BED?

4- ¿Qué no debe entenderse por BED?

DESPUES DE LEER.

 Indique a que/ quien se refieren las palabras recuadradas en el texto:

 Localice en el texto los conectores que están subrayados. Determine qué tipo de
conectores son y luego explique qué ideas conectan utilizando en lo posible sus
propias palabras.
 Analice las frases nominales subrayadas.

There are a variety of factors that are thought to influence the development of this
disorder. Biological abnormalities, such as hormonal irregularities or genetic mutations,
may be associated with compulsive eating and food addiction.

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UNIDAD 3: EL RELATO HISTÓRICO Y LA

CRONICA NARRATIVA.
Una narración es el relato de hechos reales o imaginarios que les suceden a unos
personajes en un lugar y en un tiempo. Los mismos están dispuestos en una secuencia
cronológica y mantienen una jerarquía causal, es decir, algunos acontecimientos
ocurren antes que otros.
Existen dos tipos de estructuras en la narración: la externa y la interna. La estructura
externa hace referencia a la forma en que se presenta la obra: capítulos, libros o
episodios. La estructura interna se refiere al orden y distribución de los hechos que se
narran y consta de las siguientes partes:
A) Situación inicial o introducción: Se presenta a los principales personajes y se
narra el acontecimiento inicial, el que origina el conflicto desarrollado en el nudo.
B) Nudo o conflicto: Son los hechos que viven y realizan los personajes. Constituyen
el eje de la trama.
C) Desenlace o final: Es la solución al conflicto propuesto en la situación inicial y
desarrollada en el nudo.
El marco de la narración está conformado por los personajes, el tiempo, el espacio y la
acción. Los personajes realizan las acciones, en un espacio y en un tiempo. El cuerpo
principal de la historia está conformado por los acontecimientos. Los géneros más
comunes en donde predomina la secuencia narrativa son:
• Biografía
• Relato histórico
• Noticia
• Crónica
• Memorias
• Cuento
• Microrrelato.

Dentro de la narración, podemos encontrar un texto descriptivo, el cual

intenta que el lector obtenga una imagen exacta de la realidad de un objeto, persona,
paisaje, animal, emoción o todo lo que pueda ser puesto en palabras. Una característica
esencial es que, al tratarse de textos atemporales, estos no se mueven en el tiempo,
sino que lo detenemos un instante para hablar de él como un todo estático.

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En la descripción de hechos, se utilizan las comparaciones y las enumeraciones. Las

descripciones pueden ser de dos tipos:
 Técnicas: donde se describe mediante la objetividad y con el uso de un lenguaje
técnico.
 Literarias: donde se describe subjetivamente desde la realidad del escritor,
generando a través de su vocabulario una estética agradable al lector.

Comenzaremos analizando LA BIOGRAFIA

La biografía es un género textual dedicado a la vida y la actividad de una persona que

ha tenido influencia en algún momento histórico, o que fue protagonista de algún hecho
importante.
En la biografía predominan las secuencias narrativas y expositivas. Se redacta en
tercera persona (con excepción de las autobiografías) y si bien en algunos casos puede
incluir apreciaciones subjetivas, está compuesta por datos precisos como fechas,
nombres y lugares. La estructura incluye la introducción, el desarrollo y la conclusión.

TEXTO 14

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“Our house is on fire, I am here to say our house is on fire. According to the
IPCC we are less than 12 years away from not being able to undo our
mistakes.” (16 April 2019)
Early life and activism
Great Thunberg was born on 3 January 2003. Her mother is a Swedish opera singer and
her father an actor. Thunberg became aware of the threat of global warming from the
age of eight, and couldn’t understand why so little was being done about it.

From a feeling of helplessness Thunberg became depressed and often stopped talking –
a condition known as ‘selective mutism’. She was also diagnosed with Asperger
syndrome. Children with Asperger’s lack social communication and can end up with
repetitive patterns of speech and behaviour. It is often considered a mild form of autism
and overlaps with obsessive-compulsive disorder. Thunberg says she doesn’t enjoy chit
chat and for many years at school was very quiet and shy. But her personality has been,
in many ways, a blessing for her role as social activist speaking unpalatable truths.

Thunberg says that she sees things in black and white – and in particular the clarity of
real danger facing the planet. She said that the only thing that helped her to overcome
her inner turmoil and depression was to protest and speak about climate change and
environmental issues. Thunberg has said that she can’t let things go like other people,
but she feels the inner drive to keep speaking about climate change, no matter how
awkward or difficult it proves to be. Initially, the target of her activism was her parents.
Her father remembered how she was very persistent with innumerable arguments, data
and graphs. He remembers it got to a point where he said: “Over the years, I ran out of
arguments,” Her parents also were happy to see that her activism was a way out of her
depression. Greta remembers that having the power to persuade her parents gave her
confidence she could do something with her life.

“That’s when I kind of realised I could make a difference. And how I got out
of that depression was that I thought: it is just a waste of time feeling this
way because I can do so much good with my life. I am trying to do that still
now.”
In May 2018, when she was 15, she won an essay writing competition on the
environment held by a Swedish newspaper. This led to her attending meetings with an
environmental group Fossil Free Dalsland, who were committed to taking action against
climate change. Thunberg decided her contribution could be to lead a school strike to
raise awareness. She later said that she got the idea for a school strike from the example
of US students who refused to return to school after another fatal shooting at Parkland,
Florida earlier in the year.

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By: Anders Hellberg CC-BY-SA-4.0

Initially, none of her school friends wished to join her, so she decided to go ahead with
the strike on her own on the 20 August. That summer, Sweden had experienced heat
waves and wildfires so the issue was fairly prominent, but had been largely ignored by
the main political parties in the national election. Thunberg stated she would not return
to school until after the Swedish General Election on 9 September. She demanded the
Swedish government commit to reducing carbon emission to the levels agreed by the
Paris Agreement of 2016.
Initially, she cut a lone figure on the cobblestones with a hand-painted banner. Her
parents tried to dissuade her and passers-by expressed bemusement.
After the elections, she went on strike every Friday travelling to the Swedish Parliament
to protest a lack of action against climate change. Despite taking one day off a week for
protests, she caught up her homework on other days. According to her father, she
remained in the top 5 of her class. Her schoolwork combined with activism, such as
writing speeches, means she often works 12–15-hour days. Her protest soon spread on
social media to other school children of her age. It also received substantial media
coverage. Quite quickly the school strikes spread across the world and made front page
headlines.

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“Many people say that Sweden is just a small country and it doesn’t matter
what we do. But I’ve learned that you are never too small to make a
difference and if a few children can get headlines all over the world just by
not going to school then imagine what we could all do together if we really
wanted to. ” (25 Jan 2019)
Thunberg has spoken at high profile events across Europe. This included speaking at
Davos – the World Economic Forum on 23 January 2019. She arrived by train, whereas
many delegates arrived by private jet. She was characteristically blunt and to the point,
arguing that many delegates had been prioritising increasing personal wealth rather
than considering the welfare of the planet and future generations.

“Some people, some companies, some decision makers in particular have

known exactly what priceless values they have been sacrificing to continue
making unimaginable amounts of money. I think many of you here today
belong to that group of people.” (Davos 23 January 2019)
She has also spoken at the European Parliament and Austrian World Summit. In June
2019, she announced she would travel to the United Nations climate summits at the
United Nations in New York. However, she would not fly, but travel in a high-speed
racing yacht, equipped with solar panels and underwater turbines which generate zero
carbon emissions. She then plans to take the train with her father to another UN climate
conference in Chile. She is taking a sabbatical from school to spend a year campaigning
against environmental destruction.

In July 2019, she made her musical debut with the English rock group The 1975. She
recorded a long voice over on their track “Time to Rebel’ from their new album saying
the time for civil disobedience was here. Proceeds from the track will go to the protest
movement “Extinction Rebellion”

[Link]

ANTES DE LEER.

Recorra el texto que está a punto de leer y luego determine:

El tópico

La fuente

Lo que ilustran las imágenes

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MIENTRAS LEE.

Lea el texto con detenimiento y luego complete con los datos solicitados en el siguiente
cuadro:

GRETA THUNBERG
Fecha y lugar de nacimiento:

Enfermedad/es diagnosticadas que padece:

Saltó a la fama en 2018 cuando….

No está afiliada a ningún partido político, pero….

Al ganar un concurso donde escribió un ensayo con su opinión….

Sus compañeros de escuela….

Sus demandas exigían:

A pesar de no asistir a la escuela regularmente….

12-15 horas

“ You are never too small to make a difference”

The 1975

DESPUES DE LEER

1- Interprete las frases nominales faltantes en los espacios

correspondientes:

Thunberg decidió que …………………………………………………… podría llevar a

…………………….. que despertara conciencias. Ella más tarde dijo que saco la idea
de…………………………….. …………………………………… quienes se negaron a
volver a ………………… después de ………………..antes durante ese año.

. Thunberg decided her contribution could be to lead a school strike to raise awareness.
She later said that she got the idea for a school strike from the example of US students
who refused to return to school after another fatal shooting at Parkland, Florida earlier
in the year.

2- Determine a que se refieren las palabras que se encuentran

recuadradas en el texto.
3- Explique los conectores subrayados y que ideas conectan.

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UNA pill 4: Los tiempos verbales

El tiempo verbal en inglés (tense) refiere al momento en donde el verbo de una frase
ubica la acción de un acontecimiento. En ingles existen dos tiempos verbales: el presente
y el pasado. El futuro es una MODALIDAD. 1

EL PRESENTE SIMPLE se utiliza para expresar acciones del presente que se producen una
vez o repetidamente, o que tienen una validez general.

“Many people say that Sweden is just a small country and it doesn’t matter what we do.

EL PASADO SIMPLE se usa para describir acciones que ocurrieron una o varias veces
seguidas, consecutivamente o interrumpiendo una acción que ya estaba teniendo lugar.
En español el pasado simple se puede interpretar usando el pretérito perfecto simple
(acciones puntuales = fui) o por el pretérito imperfecto (acciones repetidas o
continuadas del pasado = iba).

After the elections, she went on strike every Friday travelling to the Swedish Parliament
to protest a lack of action against climate change. Despite taking one day off a week for
protests, she caught up her homework on other days. According to her father, she
remained in the top 5 of her class.

El aspecto refiere la duración de un acontecimiento dentro de un tiempo gramatical.

Existen cuatro aspectos gramaticales en inglés: simple, progresivo, perfecto y perfecto
progresivo.

El aspecto progresivo describe acciones que se desarrollan sobre un

periodo de tiempo, el cual puede ser corto o extenso, y puede llevarse a cabo en el
presente, en el pasado o en el futuro.

She is taking a sabbatical from school to spend a year campaigning against

environmental destruction.

1
MODALIDAD: veremos más en profundidad este tema en UNA PILL 6 dentro del TEXTO 26.

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El aspecto perfecto se utiliza para indicar que una acción está terminada.

She has also spoken at the European Parliament and Austrian World Summit.

TEXTO 15
Famous Young people who changed the world
A list of inspirational children and young people who have made a positive difference in
the world. These young people, from a diversity of different backgrounds, have helped
to change the world in a positive way. They stand as examples of courage and integrity.

[Link]

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¿AMPLIAMOS?
Recorra los resúmenes de biografías propuestos en el Texto 15. Seleccione uno de su
interés y encuentre dentro de la página propuesta más información relacionada con su
elección. Luego de leer el texto elegido, complete:
ANTES DE LEER

En este momento de la lectura, concéntrense en el texto completo para

1- determinar:

La fuente textual
El género
El tema que desarrolla. Justifique su
elección con 5 palabras que
considera clave en este texto.

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Los sub-temas que abordará el texto

2. explicar (se debe realizar el análisis de al menos 3 de estos ítems):

el uso de tipografía especial

(negritas, bastardilla, etc)
la información que suministran
algunos índices tipográficos
el uso de viñetas, paréntesis,
comillas, etc.
lo que ilustra/n la/s figura/s (si las
hubiere)

MIENTRAS LEE

Realice 4 preguntas abiertas/verdadero -falso/ opción múltiple que den cuenta de la

comprensión general del texto. Para esta actividad se puede concentrar en alguna
sección del texto si el mismo es muy extenso.

DESPUES DE LEER

1- Encuentre ejemplos de REFERENCIAS en el texto elegido. Explique a que/ quien

se refieren.
2- Busque 2 conectores en el texto. Determine qué tipo de conector es (contraste,
adición, consecuencia, etc.) y luego explicite qué ideas une.

LA NOTICIA
La noticia responde las 5W que provienen de las palabras interrogativas en ingles

WHAT que: es el acontecimiento, el hecho, la noticia.

WHO quién: es el personaje, o los protagonistas del hecho.
WHERE dónde: el lugar donde la acción se lleva a cabo.
WHEN cuándo: sitúa la noticia en el tiempo.
WHY por qué: explicita las razones o causas del hecho descripto.

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HOW cómo: describe la forma y circunstancias en las que tuvo lugar el acontecimiento.

Estas son las partes que conforman la noticia.

TITULAR
FOTO

EPIGRAFE

BAJADA o SUBTITULO

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LEAD o ENTRADILLA

CUERPO DE LA NOTICIA
It’s a child rights crisis - Thunberg
“Like the climate crisis, the coronavirus pandemic is a child-rights crisis”, said Ms.
Thunberg. “It will affect all children, now and in the long-term, but vulnerable groups will
be impacted the most”.
Inaugurated with an initial donation of $200,000 on behalf of Human Act and the Greta
Thunberg Foundation, campaign proceeds will go directly towards UNICEF’s emergency
programmes to fight COVID-19, including to provide soap, masks, protective equipment
and other support to healthcare systems.
“I’m asking everyone to step up and join me in support of UNICEF’s vital work to save
children's lives, to protect health and continue education”, asserted the young climate
activist who rose to global prominence through her “school strike” campaign against
global warming.
Ms. Thunberg recently received an award from Human Act, who granted her foundation
the prize money of $100,000. This sum will now go to UNICEF along with a matching
$100,000 from Human Act.
"UNICEF is very pleased that Greta and her supporters have not only chosen to take a
stand against this pandemic, but to do so in partnership with UNICEF”, said Ms. Fore.
[Link]

La trama que predomina en este género textual es la narrativa, aunque puede contener
segmentos descriptivos, explicativos, argumentativos, etc. La secuencia narrativa de la
noticia tiene la siguiente estructura:

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Planteamiento, nudo y desenlace.

TEXTO 16
[Link]
star-disappears-from-hollywood/news-story/660822fd4836130ba9f37382bbdecc1b

[Link]

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One of Emma Watson’s former co-stars confirmed a big rumour about the Harry Potter star this week. Now, he’s
done a remarkable U-turn.
Emma Watson’s name is entrenched in blockbuster folklore, as one
third of the legendary Harry Potter trio.
The films made household names of Daniel Radcliffe (as Harry Potter), Rupert Grint
(Ron Weasley) and Watson, who played the highly intelligent and unapologetic Hermione
Granger.
But in recent years Watson has turned her back on Hollywood, retiring from acting and
even letting her social media channels lay “dormant.” The message is clear: Fans
shouldn’t expect to hear from Emma Watson.
Despite this seclusion, Watson is still regular tabloid fodder, making headlines this
week after actor Seth Rogen revealed she left the set of their 2013 comedy film, This is
the End.
While speaking to British GQ, Rogen was asked about the rumoured incident in which
Watson refused to shoot a particularly edgy scene for the racy comedy.
“I mean, I don‘t look back on that and think, ‘How dare she do that?’ You know?” Rogen
said of the moment. “I think sometimes when you read something, when it comes to life
it doesn’t seem to be what you thought it was.”
Rogen backtracked on his comments the next day, saying the GQ interview was a
misrepresentation of what really happened.

ANTES DE LEER.
1. Recorra el texto que está a punto de leer para determinar:
TOPICO:
FUENTE:
EL GÉNERO:

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LA INFORMACION QUE LE SUMINISTRAN LOS SIGUIENTES INDICES
TIPOGRAFICOS:
a- 2013
b- British GQ
c- This is the End.
2- ¿Está complete el texto? Justifique su respuesta.

MIENTRAS LEE.
Recorra el texto y determine si se cumplen las 5W que conforman una noticia.

DESPUES DE LEER.
¿AMPLIAMOS?
Seleccione una noticia de un diario escrito en inglés. Busque en páginas que considere de
fuentes confiables y seguras. Seleccione el texto y complete:

ANTES DE LEER

En este momento de la lectura, concéntrense en el texto completo para

2- determinar:

La fuente textual
El género
El tema, justificando su elección con 5
palabras que considera clave en este
texto.
Los sub-temas que abordará el texto

2. explicar (se debe realizar el análisis de al menos 3 de estos ítems):

el uso de tipografía especial (negritas,

bastardilla, etc.)
la información que suministran
algunos índices tipográficos
el uso de viñetas, paréntesis, comillas,

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etc.
lo que ilustra/n la/s figura/s (si las
hubiere)

MIENTRAS LEE

Realizar 4 preguntas abiertas/verdadero -falso/ opción múltiple que den cuenta de la

comprensión general del texto. Para esta actividad se pueden concentrar en alguna
sección del texto si el mismo es muy extenso.

DESPUES DE LEER

1- Encuentre ejemplos de REFERENCIAS en el texto elegido. Explique a que/ quien

se refieren.

2- Busque 2 conectores en el texto. Determine qué tipo de conector es (contraste,

adición, consecuencia, etc) y luego explicite qué ideas une.

EL RELATO HISTORICO

El relato histórico es la narración cronológica de acontecimientos reales del pasado. Al

igual que la biografía, está compuesta por tres secciones: la introducción, el desarrollo
y la conclusión.

TEXTO 17
[Link]

STRIKES

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TEXTO 18
On April 18, 1989, after the funeral of communist leader Hu Yaobang, thousands of students
marched in Tiananmen Square in Beijing, China, to protest the oppressive communist
government. The protests continued as students called for strikes and class boycotts.

A few weeks later, on May 13, students began a hunger strike in Tiananmen Square insisting the
government begin dialogue with them. Within a few days, the number of strikers had reached
over one thousand. On May 19, a rally for political and economic change drew over 1.2 million
demonstrators, most of them university students. The Chinese government imposed martial law
on May 20 but to no avail.

Then, on June 4, Chinese police and troops opened fire on and beat the protestors. Chaos ensued
as panicked demonstrators rushed to escape. Early the next morning, tanks arrived on the scene
and plowed through any remaining dissenters. By 5:40 a.m., the protest was over.

No official death toll was ever released but some Western reporters estimated thousands
may have been killed and up to 10,000 arrested. The brutal attack brought attention to the
democratic movement in China and caused the United States to impose sanctions on the
communist state for violating human rights.

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TEXTO 19

The Velvet Revolution. Peter Turnley/Corbis/VCG/Getty Images Soviet Union

Velvet Revolution of 1989

As Mikhail Gorbachev transformed the Soviet Union’s government in the 1980s,
communist Czechoslovakia continued to firmly control its citizens and punish
government dissidents, even after the fall of the Berlin Wall.

On November 17, 1989 a student march marking International Students Day turned into
an anti-communism rally. The peaceful marchers were attacked by riot police and 167
of them were hospitalized.

Rather than squelch the student movement, the attack further united the protestors and
much of the country against the government’s tyranny. Students, actors and theatres
went on strike and massive demonstrations took place in Prague and other cities. The
next day, 75 percent of the nation went on a two-hour strike.

On November 28, the Communist Party relinquished power.

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In June, free elections were held for the first time in the new Czech Republic. The
smooth, peaceful transformation earned the uprising the name, “Velvet Revolution.”

TEXTO 20

Chris McGrath/Getty Images

Pro-democracy protesters holding umbrellas in front of police during

clashes on a street in Mong Kok on October 19, 2014 in Hong Kong.
Hong Kong’s 2014 Umbrella Protests
Hong Kong’s “Umbrella Revolution” began on September 22, 2014, as thousands of
students—most wearing a yellow ribbon—boycotted classes in support of full democratic
elections and descended on the campus of the Chinese University of Hong Kong. As
the protests gained momentum, hundreds of thousands of Hong Kong citizens joined in.
Over the next several weeks, streets, banks and other businesses were forced to close.
During the demonstrations, police often used pepper spray and tear gas to control and
disperse crowds. The protestors stood firm, however, and opened their umbrellas to
protect them from the dangerous mists, turning the umbrella into a powerful symbol of
their struggle.

The often-violent protests lasted almost three months and eventually fizzled out without
the protestors’ demand for universal suffrage being met. Still, the movement inspired an
unprecedented interest in democracy and political activism within Hong Kong.

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TEXTO 21

Bongani Mnguni/City Press/Gallo Images/Getty Images

High-school students in Soweto, South Africa, protesting for better

education, 1976.

Soweto Uprising
On June 16, 1976, thousands of high school students in Soweto, South Africa, protested
peacefully against apartheid and the Bantu Education Act, which severely limited
educational opportunities to black students and decreased education quality. As the
students headed towards a soccer stadium, police tried to disperse them with tear gas
and warning gunshots. When that didn’t work, fire was opened by the forces in charge,
killing two students and injuring hundreds.

The shootings triggered a massive uprising in Soweto. Security forces brought in

armoured tanks under orders to restore law and order. As the revolt spread across
South Africa, it exposed the brutality of South Africa’s regime to the world and
emboldened the anti-apartheid movement.

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SOURCES

Holocaust Resistance: The White Rose: A Lesson in Dissent. Jewish Virtual Library.
Hong Kong’s Umbrella Movement: A Timeline of Key Events One Year On. Australian
Broadcasting Corporation.
Hong Kong’s ‘Umbrella Revolution’ Opens Wide. USA Today.
Kent State Shootings. Ohio History Central.
Soweto Student Uprising. Michigan State University: Overcoming Apartheid.
The White Rose. Holocaust Research Project.
Tiananmen Square Fast Facts. CNN.
Tiananmen Square Protests of 1969. New World Encyclopedia.
The June 16 Soweto Youth Uprising. SAHO.
The Velvet Revolution: A Peaceful End to Communism in Czechoslovakia. Tavaana.

Citation Information
Article Title: History of Student Protests

Author [Link] Editors

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Website Name: HISTORY
URL: [Link]
Access Date: 25 de marzo de 2021
Publisher: A&E Television Networks
Last Update : May 31, 2019
Original Published Date: March 1, 2018 TAGS PROTESTSWORLD WAR II

RECORRA LOS TEXTOS 17 A 21 y DETERMINE:

1- tópico y fuente.
2- que relato histórico describe y cuáles de las 5W se ven reflejadas.
3- a que refieren las palabras recuadradas
4- que tipo de conectores son los subrayados y que ideas conectan.

RELEA EL SIGUIENTE FRAGMENTO EXTRAIDO DEL TEXTO 17. Repase sus notas
cuando lo leyó y considere el hecho que se describe, tiempo y lugar donde sucede.

1- ¿Quién/es fueron objeto de la acción expresada en el recuadro?

a- Los mismos manifestantes que estaban en la calle.
b- Las fuerzas policiales/ gubernamentales.
c- Los estudiantes.

Were killed
and….injured
.

1- ¿Quién/es realizaron la acción expresada en el recuadro?

d- Los mismos manifestantes que eran opositores.
e- Las fuerzas policiales/ gubernamentales.
f- La extrema derecha.

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UNA pill 5: La Voz Pasiva

La voz pasiva se utiliza cuando se pone el foco en la persona u objeto que es el

destinatario de una acción, en lugar de la persona quien realiza dicha acción. Por
ejemplo:

As the students headed towards a soccer stadium, police tried to disperse

them with tear gas and warning gunshots.
When that didn’t work, fire was opened by the forces in charge, killing two students
and injuring hundreds.

The forces in charge opened fire.

En ingles, la voz pasiva está compuesta por la forma apropiada del verbo TO BE + EL
PASADO PARTICIPIO. Cuando la oración en voz pasiva no incluye el agente –quien
realiza la acción- la interpretación se realiza con “se”.

No official death toll was ever released but some Western reporters estimated
thousands may have been killed and up to 10,000 arrested.

Ninguna estimación oficial de muertes se anunció, pero algunos reporteros del

oeste estimaron que miles pueden haber sido asesinados y más de diez mil
arrestados.

La voz pasiva con infinitivos: el infinitivo TO en la voz pasiva

se utiliza luego de los verbos modales y de los verbos que usualmente van
seguidos de infinitivo.

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Over the next several weeks, streets, banks and other businesses were
forced to close.

Durante las siguientes semanas, calles, bancos y otros negocios FUERON FORZADOS
A CERRAR.

¿AMPLIAMOS?
La voz pasiva la
encontramos muy
presente en noticias
periodísticas. Revise los
textos que hemos visto
en la unidad de repaso y
encontrara casos de voz
pasiva subrayados.
Luego, seleccione algún
otro texto leído
anteriormente para
detectar su uso.

TEXTO 22
[Link]

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The understanding that the spine is somehow involved in

health and wellness, as well as the practice of using manual
manipulation as a source of healing, dates back to the time
of the ancient Greek philosophers. In fact, Hippocrates once
said, "Get knowledge of the spine, for this is the requisite
for many diseases."

The First Chiropractic Adjustment

Modern chiropractic, however, marks its beginnings in the late 1800s, when a Canadian
living in the US, Daniel David Palmer, a self-educated teacher and healer, performed the
first spinal manipulation on a patient.

That patient was Harvey Lillard, a janitor who worked in Palmer's building. Lillard was
nearly totally deaf and mentioned to Palmer that he lost his hearing many years before
when he was bending over and felt a "pop" in his upper back.

Palmer, who was a practitioner of magnet therapy (a common therapy of the time) was
quite knowledgeable in anatomy and very interested in how the spine interacts with the
rest of the body's systems. He felt strongly that the two events—the "popping" in Lillard's
back and his deafness—must somehow be related.

He examined Lillard's spine and found a problem

with one of his vertebra. Palmer manipulated
Lillard's vertebra and an amazing event occurred—
Lillard's hearing was restored. Today, this procedure
is known as a chiropractic adjustment.

Palmer soon discovered that adjustments could

relieve patients' pain and other symptoms. These
problems with vertebrae have been called
chiropractic subluxations.

He began to use these "hand treatments" to treat a variety of ailments, including sciatica,
migraine headaches, stomach complaints, epilepsy, and heart trouble. In 1898, he
opened the Palmer School & Infirmary of Chiropractic in Davenport, Iowa, and began
teaching his chiropractic techniques to others.

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Initial Resistance in the Medical Community
The medical community did not immediately embrace Palmer's chiropractic theories and
techniques. The called him a "quack" and refused to acknowledge his accomplishments.
At one point, Palmer was even indicted for practicing medicine without a license and
spent time in jail for his offense.

Research has shown that Palmer was not the ignorant fish monger that some in the
medical profession claim. An investigation of this library, which he quoted liberally in his
letters, showed that he was up to date in his knowledge at the turn of the 20th century.
Of course, his theories, in the light of 21st century knowledge, look uneducated.

Chiropractic Today
Today, chiropractors are licensed in all the US states,
Canadian provinces, most European countries, Australia
and New Zealand. There are more than 50,000 practicing
chiropractors in the US alone. Despite its North American
roots, there are now more chiropractic educational
programs outside of North America. Chiropractic continues
to gain wide acceptance by the medical, legal, and patient
communities through its record of beneficial results and
ongoing research

ANTES DE LEER.
1. Recorra el texto que está a punto de leer para determinar el tópico y el género.
2. La foto que figura dentro de la sección The first chiropractic adjustment pertenece a….
3. Explique algunos de los índices tipográficos que encuentre en el texto.

MIENTRAS LEE
. Realizar 4 preguntas abiertas/verdadero -falso/ opción múltiple que den cuenta de la
comprensión general del texto.

DESPUES DE LEER
1- Indique a que se refieren las siguientes palabras recuadradas en el texto.
This its who his (vertebra) this procedure
2- Analice los conectores subrayados en el texto, indique que función tienen y que
hechos conectan.
3- Subraye las frases verbales en la siguiente oración y determine si están en voz activa o
pasiva.
Palmer manipulated Lillard's vertebra and an amazing event occurred—Lillard's hearing was
restored.

4- Finalmente, recorra el texto y encuentre donde se describe la metodología que utilizó

Palmer para resolver el problema de su paciente.

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La descripción tiene como propósito la caracterización de un objeto, una

actividad, un método, una persona, un lugar, un proceso, etc. La estructura de esta
secuencia se organiza básicamente sobre la dimensión espacial en donde se detallan las
diferentes partes de un todo y se dan sus características. Hay predominio de verbos en
presente (tiene) y en pretérito imperfecto (tenia) ya que estos describen estados que
permanecen o acciones que se repiten. Para realizar las descripciones, se utilizan
adjetivos y se recurren a los sentidos.
Esta secuencia presenta la única dificultad de que no existe ningún criterio básico que
ayude a su comprensión o producción comparada con la secuencia narrativa que ya
hemos visto. El propósito del texto es lo que define la selección y el orden de la
exposición de las características del objeto a describir, y la descripción se basa en la
coordinación y yuxtaposición de las partes que la componen.

TEXTO 23

[Link]

I am a firm believer in the theory that you can do or be anything that you wish in
this world, within reason, if you are prepared to make the sacrifices, think and
work hard enough and long enough.
– Frederick Banting

The Greeks first used the term ‘diabetes’, with the meaning ‘to pass through’, to denote
the large amount of water consumed and urine produced in diabetics. The Romans
added the term ‘mellitus’, meaning ‘sweet as honey’, when they noticed that the urine of
diabetics was sweet. In the not-too-remote past, the prognosis for children with this
affliction was very poor – most survived no more than a year past their diagnosis. In
adults, less than 20 per cent of diabetic patients lived past ten years. Sir Frederick

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Banting, a physician and scientist, was the co-discoverer of insulin, a hormone of critical
importance in regulating blood sugar levels. When insulin action is deficient, one
develops diabetes mellitus. Due to Banting’s discovery of insulin, millions of people
worldwide were able to extend their lives by decades. In 1923, Banting became the first
Canadian and the youngest person, at age 32, to receive the Nobel Prize in
Physiology/Medicine.

EARLY LIFE LESSONS

Banting was born on a farm in Ontario, Canada, on 14 November 1891. Two childhood
experiences led him to choose a career in medicine. The first was the collapse of a roof
that two men were working on. Banting quickly ran to get the town doctor, whose
presence calmed the chaotic scene. The second involved one of his closest friends,
Jane. She was bright and energetic until 14 years of age, when she started to lose weight
and complained of an unquenchable thirst. Jane passed away a few months later from
diabetes mellitus, and Banting was one of her pallbearers. Feeling the pain of such a
pointless death, he wondered how no doctor had found a cure for such a terrible disease.

NEW BEGINNINGS
Although Banting’s desire to become a doctor initially conflicted with his family’s wishes,
he was eventually able to transfer from his theology college to the University of Toronto
Medical School in Toronto, Canada. World War I briefly interrupted his education, as he
enlisted in the Canadian army, serving with an ambulance corps in France. When the
war was over, Banting returned to complete his training as an orthopaedic surgeon at
The Hospital for Sick Children in Toronto, then opened an office in London, Ontario,
Canada. As business was slow, he worked part-time at the University of Western Ontario
as a professor. One of his lectures was on the pancreas and, as part of his preparation,
Banting meticulously reviewed all known information about the gland. It was well known
that the pancreas produced various juices that flowed through tubes into the intestine to
help break down food. Yet, experiments by Dr Joseph Freiherr von Mering and Dr Oscar
Minkowski in 1890 showed that pancreatectomised dogs also exhibited many of the
features of human diabetics. In 1900, Dr Eugene Lindsay Opie commented that the
pancreas of diabetics would appear normal except for shrivelled clusters of cells named
islets of Langerhans. A report by Dr Moses Barron described an autopsy done on a
patient whose pancreatic duct had been obstructed by pancreatic stones. The acinar
cells in the gland had been destroyed, but the islet cells were preserved. This was similar
to experiments done in 1901 by Dr Leonid Ssobolew, in which the islet cells of dogs
remained viable even after the pancreatic ducts had been ligated. On the night before
his lecture, Banting was mulling over this information just before going to sleep. He
scribbled in his notebook: “Diabetus [sic]. Ligate pancreatic ducts of dog. Keep dogs alive
till acini degenerate leaving islets. Try to isolate the internal secretion of these to relieve
glycosurea [sic].”

FROM THOUGHT TO FRUITION

In previous experiments, the extract from a healthy pancreas had been given to diabetics
with no improvement. Banting proposed that the next step was to develop a purified
extract from only the islet cells. He approached Professor John James Rickard Macleod,
an expert in carbohydrate metabolism who headed a large laboratory at the University
of Toronto. Professor Macleod was initially unimpressed with Banting’s theory, but
eventually allowed him the use of the laboratory. In May 1921, Banting started the
experiment with the help of Dr Charles Herbert Best, a 21-year-old medical student.

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They first tied off the pancreatic ducts of dogs; after several weeks, they removed the
atrophied pancreas and created an extract, which they injected into the vein of a sickly
dog named Marjorie, whose pancreas had been removed several days earlier. After an
hour, there was a noted change in the dog’s demeanour. It was able to raise its head,
stand and even wag its tail. There was a dramatic decrease in the dog’s blood sugar
levels. Since the extract of islet cells was the cause of this reversal, Banting named it
‘isletin’.
However, this success was short-lived, as the drop in blood sugar was temporary.
Banting realised that he needed a larger source of pancreas extract, and soon became
aware of a new report describing how the pancreas of fetal and newborn animals had a
higher proportion of islet cells than an adult pancreas. Familiar with farm activities from
his childhood days, Banting knew that farmers impregnated cows to increase their weight
for the market. At the time of slaughter, they would discard the embryos, which he was
able to procure. To his delight, cow isletin worked just as well as the extract made from
dogs. When Professor Macleod returned from Scotland, he questioned the data and
demanded additional experiments. Banting took these criticisms as a personal rebuke
and threatened to leave for the United States to finish his work. Faculty members at the
university were able to persuade Banting to stay, although the relationship between the
two would remain forever strained.
As the experiments continued, Professor Macleod realised the importance of their
discovery and soon devoted his entire lab to the project. He also decided to change the
name of the material to ‘insulin’, Latin for ‘island’. With the help of a biochemist, Dr James
Collip, the team was eventually able to purify insulin for human use.

AWARDS, ACCOLADES AND ANIMOSITY

The exact details of how much Professor Macleod contributed to the research has
become an area of contentious debate. According to Banting’s recollection, Professor
Macleod had no part in the initial experiments and did not become involved until after he
returned from Scotland. Professor Macleod countered this claim, stating that he guided
Banting and Dr Best from the very beginning. However, it was widely known that there
was great hostility between the two men, as Banting felt that Professor Macleod was
taking more of the credit than he deserved. This bitterness came to a head in 1923, when
they were both awarded the Nobel Prize for the discovery of insulin. Banting was irate
that Professor Macleod was to be awarded the prize while Dr Best was not mentioned,
and initially refused the honour. Although he was eventually persuaded to change his
mind, Banting also decided to publically credit Dr Best and share half of his prize money
with him. Not to be outdone, Professor Macleod acknowledged Dr Collip’s contribution
to the project and shared his prize money with him.

AN EARLY DEATH AT 49
Banting loved painting, which helped him to escape from the constant pressure that the
world of medicine placed on him. He used the alias ‘Frederick Grant’ in his works of art.
In 1927, he met AY Jackson, a landscape painter belonging to the Group of Seven, a
group of Canadian artists. The two quickly became friends, and Banting frequently
travelled with these artists to remote areas of the world for inspiration. When questioned
by Jackson about possibly painting full-time, Banting responded: “When I am fifty, that’s
what I intend to do.”
When World War II broke out, Banting again served in the Canadian military, this time
as coordinating chairman of medical research, focusing on aviation medicine as well as
biological warfare. On 20 February 1941, he took a transatlantic flight to England to

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consult with his British counterparts about his new research. Shortly after the plane took
off from Newfoundland in Canada, one of its engines failed. While returning to base, the
other engine failed as well. The pilot brought the plane down in the darkness and came
within a few feet from a safe landing on a frozen lake, but a wing clipped a large tree at
the last moment. Banting sustained severe head wounds and a broken left arm. By the
time search planes spotted the crash site four days later, he had succumbed to his
injuries. Banting died at the age of 49.

BIBLIOGRAPHY
•. Banting FG, Best CH. The internal secretion of the pancreas. J Lab Clin Med.
1922;7:251–66. [Google Scholar]
•. Berger M. Famous Men of Modern Biology. New York: Thomas Y Crowell Co; 1968.
[Google Scholar]
•. Canadian Diabetes Association. Frederick Grant, Artist [online] [Accessed June 4
2008]. Available at: [Link]
artist .
•. Harris S. Banting’s Miracle: The Story of the Discovery of Insulin. Philadelphia: J B
Lippincott Co; 1946. [Google Scholar]
•. MacLeod JB, Frederick G. Banting: giving prospects for life from the past to the new
millennium. Arch Surg. 2006;141:705–7. [PubMed] [Google Scholar]
•. Frederick G. [Link]. Banting – Biographical [online] [Accessed June 4 2008].
Available at: [Link]
[Link] .
•. Rosenfeld L. Insulin: discovery and controversy. Clin Chem. 2002;48:2270–88.
[PubMed] [Google Scholar]

ANTES DE LEER2
1- Recorra el texto para determinar: tópico, fuente, género y los sub-temas que aborda el
texto.
2- Especifique que información le suministran los siguientes indicies tipográficos que se
encuentran en el texto:
Less tha 20%
32
1923
49
El uso de las viñetas y las negritas.

MIENTRAS LEE
1- ¿Cuáles eran las expectativas de vida en los enfermos de diabetes antes del
descubrimiento de Frederick Banting?
2- ¿Cuáles dos experiencias traumáticas empujan a Banting a estudiar medicina?
3- Ordene estos eventos de la vida de Banting cronológicamente.
a- Trabajo de medio-tiempo como profesor de la Universidad de Western Ontario
b- Después de la guerra, regreso a la universidad para terminar el curso de traumatólogo.
c- Conflictos con su familia por su decisión de estudiar para ser doctor …………. 1

2
Trabajo desarrollado por el Prof. Jorge Bonini.

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d- Alistamiento en el ejército canadiense para trabajar en el cuerpo de enfermería en
Francia
e- Apertura de su consultorio en Londres

4- ¿Quiénes realizaron las siguientes investigaciones previas al descubrimiento de

Banting?

a- Las células acinares en el páncreas se habían destruido pero las células islotes estaban
intactas en un paciente cuyo conducto pancreático había sido obstruido por cálculos.

b- Muchas de las características de la diabetes humana también se evidenciaban en perros

a los que se les había extirpado el páncreas.

c- Las células de islotes de los perros seguían viables aun cuando se les habían ligado los
conductos pancreáticos.

d- Con la excepción de unos grupos de células arrugadas llamadas “islotes de Langerhans”,

el páncreas de los diabéticos tenía una apariencia normal.

5- ¿Cómo pudieron Banting y su ayudante Herbert Best revertir la condición de la perra

“Marjorie”?

6- Brevemente explique el origen del nombre “insulina”.

7- ¿Cuál fue la razón del deterioro en la relación entre Banting y Macleaod?

8- ¿Por qué el texto presenta la muerte de Banting como “temprana”?

DESPUES DE LEER
1- Indique a qué sustantivos o frases nominales se refieren los siguientes pronombres
recuadrados en los siguientes extractos.

a- “Due to Banting’s discovery of insulin, millions of people worldwide were able to extend their
lives by decades. In 1923, Banting became the first Canadian and the youngest person, at age
32, to receive the Nobel Prize in Physiology/Medicine.”
Their:

b- “Jane passed away a few months later from diabetes mellitus, and Banting was one of her
pallbearers. Feeling the pain of such a pointless death, he wondered how no doctor had found a
cure for such a terrible disease.”
Her:

c- “On 20 February 1941, he took a transatlantic flight to England to consult with his British
counterparts about his new research. Shortly after the plane took off from Newfoundland in
Canada, one of its engines failed.”
Its:

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d- “A report by Dr Moses Barron described an autopsy done on a patient whose pancreatic duct
had been obstructed by pancreatic stones. The acinar cells in the gland had been destroyed, but
the islet cells were preserved.”
Whose:

 Indique con un TICK qué relación semántica establece el conector recuadrado en los
extractos de abajo.
a- “When the war was over, Banting returned to complete his training as an orthopaedic surgeon
at The Hospital for Sick Children in Toronto, then opened an office in London, Ontario, Canada.
As business was slow, he worked part-time at the University of Western Ontario as a professor.”
A- Contraste B- Simultaneidad C- Causa y efecto

b- “Banting took these criticisms as a personal rebuke and threatened to leave for the United
States to finish his work. Faculty members at the university were able to persuade Banting to
stay, although the relationship between the two would remain forever strained.”
A- Contraste B- Simultaneidad C- Causa y efecto

c- “As the experiments continued, Professor Macleod realised the importance of their discovery
and soon devoted his entire lab to the project. He also decided to change the name of the
material to ‘insulin’, Latin for ‘island’. With the help of a biochemist, Dr James Collip, the team
was eventually able to purify insulin for human use.”
A- Contraste B- Adición C- Causa y efecto

2- Lea los siguientes extractos con atención y responda.

a- “On 20 February 1941, he took a transatlantic flight to England to consult with his British
counterparts about his new research. Shortly after the plane took off from Newfoundland in
Canada, one of its engines failed. While the plane was returning to base, the other engine
failed as well.”

¿Qué se entiende de esta acción subrayada en la oración de arriba?

→ Que el otro motor del avión…
A- falló al mismo tiempo que regresaba a la base.
B- falló después de haber regresado a la base.
C- falló al mismo tiempo que falló el primer motor.

b- “The pilot brought the plane down in the darkness and came within a few feet from a safe
landing on a frozen lake, but a wing clipped a large tree at the last moment. Banting sustained
severe head wounds and a broken left arm. By the time search planes spotted the crash site four
days later, he had succumbed to his injuries. Banting died at the age of 49.”

¿Qué se entiende de esta acción subrayada en la oración de arriba?

→ que el equipo de rescate localizó el sitio del accidente…
A- pero Banting murió cuatro días más tarde.
B- pero Banting había muerto previamente a la llegada del equipo.
C- pero Banting murió al momento de la llegada del equipo.

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4- Lea los siguientes extractos con detenimiento y luego responda.
a- “However, it was widely known that there was great hostility between the two men, as
Banting felt that Professor Macleod was taking more of the credit than he deserved. This
bitterness came to a head in 1923, when both of them were awarded the Nobel Prize for the
discovery of insulin.”

¿Quién realiza la acción expresada por “were awarded”?

A- no se menciona en el extracto
B- el premio Nobel
C- el Profesor Macleod y Banting

b- “In 1900, Dr Eugene Lindsay Opie commented that the pancreas of diabetics would appear
normal except for shrivelled clusters of cells named islets of Langerhans. A report by Dr Moses
Barron described an autopsy done on a patient whose pancreatic duct had been obstructed by
pancreatic stones.”

¿Quién realiza la acción expresada por “had been obstructed”?

A- un paciente
B- los cálculos pancreáticos
C- la autopsia
D- El doctor Eugene Lindsay Opie

TEXTO 24

[Link]

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First successful use

On 11 January 1922, Leonard Thompson, a 14-year-old boy with diabetes, who lay
dying at the Toronto General Hospital, was given the first injection of insulin.
However, the extract was so impure that Thompson suffered a severe allergic
reaction, and further injections were cancelled.
Over the next 12 days, James Collip worked day and night to improve the ox-
pancreas extract, and a second dose was injected on the 23 January. This was
completely successful, not only in having no obvious side-effects, but in completely
eliminating the glycosuria sign of diabetes.

A dramatic moment
Children dying from diabetic ketoacidosis (DKA) were kept in large wards, often
with 50 or more patients in a ward, mostly comatose. Grieving family members
were often in attendance, awaiting the (until then, inevitable) death.
In one of medicine's more dramatic moments Banting, Best, and Collip went from
bed to bed, injecting an entire ward with the new purified extract. Before they had
reached the last dying child, the first few were awakening from their coma, to the
joyous exclamations of their families.

ANTES DE LEER.
1. Concéntrese para determinar

La fuente textual
El género
El tópico. Justifique su elección con 5
palabras que considera clave.
Los sub-temas que abordará el texto

2. explicar (se debe realizar el análisis de al menos 3 de estos ítems):

el uso de tipografía especial (negritas,

bastardilla, etc.)
la información que suministran algunos
índices tipográficos
el uso de viñetas, paréntesis, comillas.

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________________________________________________________________________
MIENTRAS LEE

Realizar 4 preguntas abiertas/verdadero -falso/ opción múltiple que den cuenta de la

comprensión general del texto.

DESPUES DE LEER
1- Elija un párrafo dentro del texto y analice las frases nominales que lo componen.
2- Seleccione dos oraciones que esté en voz pasiva. Subraye solamente la frase verbal y
determine quién lleva a cabo la acción expresada por el verbo. Luego traslade las oraciones al
español.
3- Busque 2 conectores en el texto. Determine su tipo (contraste, adición, consecuencia, etc.) y
luego explicite qué ideas une.
4-Finalmente, realice un RESUMEN del texto.

TEXTO 25
OBSERVE EL SIGUIENTE TEXTO Y RESUELVA:

1- ¿A qué género pertenece este texto?

2- Interprete que ideas expresa y de qué modo amplía la información leída en los
textos anteriores.

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TRABAJO INTEGRADOR 3
TEXTO 26
Science Clarified » Ma-Mu » Mass Production
[Link]

Mass production is the manufacture of goods in large quantities using standardized

designs so the goods are all the same. Assembly-line techniques are usually used. An
assembly line is a system in which a product is manufactured in a step-by-step process
as it moves continuously past an arrangement of workers and machines. This system
is one of the most powerful productivity concepts in history. It was largely responsible for
the emergence and expansion of the industrialized, consumer-based system we have
today.

While various mass production techniques were practiced in ancient times, the English
were probably the first to use water-powered and steam-powered machinery in industrial
production during the Industrial Revolution that began in the mid-1700s. But it is
generally agreed that modern mass production techniques came into widespread use
through the inventiveness of Americans. As a matter of fact, modern mass production
has been called the "American System."

________________________________-1

The early successes of the American System are often attributed to Eli Whitney. He
adapted mass production techniques and the interchangeability of parts to the
manufacture of muskets (a type of gun) for the U.S. government in the 1790s.

Some people say that Whitney's musket parts were not truly interchangeable and that
credit for the American System should go to John Hall, the New England gunsmith
who built flintlock pistols for the government. Hall built many of the machine tools needed
for precision manufacturing. He achieved a higher level of interchangeability and
precision than did Whitney.

Oliver Evans's many inventions in the flour milling process led to an automated mill that
could be run by a single miller. Samuel Colt and Elijah King Root were very successful
innovators in the development of parts for the assembly-line production of firearms.

Eli Terry adapted mass production methods to clock-making in the early 1800s. George
Eastman made innovations in assembly-line techniques in the manufacture and
developing of photographic film later in the century.

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________________________________________________________________________

__________________________________-2

 Assembly line: A sequence of workers, machines, and parts down which an

incomplete product passes, each worker performing a procedure, until the
product is assembled.
 Interchangeability: Parts that are so similar that they can be switched between
different machines or products and the machines or products will still work.
___________________________________-3

Credit for the development of large-scale, assembly-line, mass production techniques is

usually given to Henry Ford and his innovative Model T car production methods, which
began in 1908. Cars were a relatively new invention and were still too expensive for the
average person. Many were too heavy or low powered to be practical. Ford set out to
produce a light, strong car for a reasonable price.
___________________________________-4
Groups of workers at Ford initially moved down a line of parts and subassemblies, each
worker carrying out a specific task. But some workers and groups were faster or slower
than others, and they often got in each other's way. So Ford and his technicians decided
to move the work instead of the workers.
Beginning in 1913, Ford's workers stood in one place while parts came by on conveyor
belts. The Model T car moved past the workers on another conveyor belt. Car bodies
were built on one line and the chassis (floor) and drive train (engine and wheels) were
built on another. When both were essentially complete, the body was lowered onto the
chassis for final assembly.
It has been said that Ford took the inspiration for his assembly line from the meat-
processing and canning factories that moved carcasses along lines of overhead rails as
early as the 1840s. Although he was not the first to use the assembly-line technique,
Ford can certainly be viewed as the most successful of the early innovators due to one
simple fact: Ford envisioned and fostered mass consumption as a natural consequence
of mass production. His techniques lessened the time needed to build a Model T from
about 12 hours to 1 hour. The price was reduced as well: from about $850 for the first
Model T in 1908 to only $290 in 1927.
____________________________________ -5
Assembly-line techniques required changing the skills necessary to build a product.
Previously, each worker was responsible for the complete manufacture and assembly of
all the parts needed to build any single product. This work was done by hand and relied
on the individual worker's skills.
Mass production and parts interchangeability demanded that all parts be identical.
Machines rather than individuality came to dictate the production process.
Each part was duplicated by a machine process. The craft tradition, so important in
human endeavour for centuries, was abandoned. Assembly of these machine-made
parts was now divided into a series of small repetitive steps that required much less skill
than traditional craftsmanship. Modern mass production techniques changed the
relationship of people to their work. Mass production has replaced craftsmanship, and
the repetitive assembly line is now the world's standard for all manufacturing processes.

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________________________________________________________________________

Read more: [Link]

ANTES DE LEER

1. Recorra el texto para determinar género, fuente, tema que trata y subtemas si los hubiere.
[Link] qué información le suministran los siguientes índices tipográficos que se
encuentran en la Introducción.
. el uso de las negritas
. mid-1700s
. “American System”
. 1908
. 12 hours to 1 hour
. $290

[Link] los siguientes subtítulos en el texto:

 Mass production begins at Ford
 The methods of Henry Ford.
 Words to Know
 Technique puts an end to craftsmanship
 Famous American contributors to mass production

MIENTRAS LEE

Lea con detenimiento y luego conteste las siguientes preguntas.

1. Explique por qué en el texto se afirma que el sistema de la línea de montaje es uno de los
conceptos de productividad más importantes de la historia.
2. ¿Por qué se le atribuye a John Hall el crédito por el éxito del “Sistema Americano” y no a Eli
Whitney?
3. Mencione brevemente cuáles fueron las contribuciones realizadas a la producción en serie de
Oliver Evans, Samuel Colt, Elijah King Root, Eli Terry y George Eastman.
4. ¿Qué características tenían los autos antes de la producción en masa? ¿Qué tipo de auto
produjo Ford?
5. Explique el método utilizado en la producción del Modelo T.
6. ¿Por qué se lo consideraba a Ford el innovador más exitoso?
7. Explique por qué, según el texto “las técnicas de la producción en serie moderna cambiaron
las relaciones entre la gente y el trabajo”.

DESPUÉS DE LEER

1. Determine a que/quien se refieren, o qué sustituyen las siguientes palabras que se

encuentran recuadradas en el texto.

2. Localice en el texto los dos conectores que se encuentran subrayados. Primero

determine qué tipo de conectores son (de contraste, de adición, etc.) y luego explique
qué ideas conectan utilizando, en lo posible, sus propias palabras.

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________________________________________________________________________

3. Subraye los verbos modales presentes en esta oración. Indique la modalidad que
expresan y luego interprete solamente la frase verbal que los contiene.
Parts are so similar that they can be switched between different machines or products and the
machines or products will still work.

4. Marque el núcleo en las siguientes frases nominales y luego interprételas.

4.1. While various mass production techniques were practiced in ancient times, the English were
probably the first to use water-powered and steam-powered machinery in industrial production
during the Industrial Revolution that began in the mid-1700s.
4.2. Credit for the development of large-scale, assembly-line, mass production techniques is
usually given to Henry Ford and his innovative Model T car production methods, which began in
1908.

5. Interprete la siguiente oración. Indique si la frase verbal subrayada se encuentra en voz

activa o voz pasiva. Identifique la accion que es realizada y quien la realiza.

The early successes of the American System are often attributed to Eli Whitney.

Vuelva a leer y realice el mismo análisis con las frases en voz pasiva marcadas en azul dentro
del texto.

UNA pill 6: Los verbos modales

Los verbos modales se utilizan para indicar distintas variables de modalidad: posibilidad,
habilidad, obligación, permiso, consejo, sugerencia, necesidad, etc. Estas le permiten al
hablante señalar su actitud hacia lo que se dice o el efecto de lo que dice sobre el interlocutor.
Tienen la característica que no pueden ser usados sin el verbo principal, no llevan –s/-es en la
tercera persona del singular en los tiempos presentes, ni llevan la terminación –ed/–ing. El
negativo se forma poniendo la palabra NOT detrás del modal y las oraciones interrogativas se
forman anteponiendo el verbo modal al sujeto de la oración.

Los verbos modales que hemos visto en ingles 1 son can, may y will.
Los que sumaremos en este nivel 2 son: would, must, have to, should, could.

 WOULD indica que el verbo está en condicional (entendido en español como la

terminación “ría”). Se utiliza para expresar hábitos y características pasadas, hábitos
corteses, futuro en el pasado y para hipotetizar.

 MUST se traduce como deber y expresa la obligación y la necesidad impuesta por el

mismo hablante. La negación de deber se expresa como prohibición: mustn´t = no debe

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 HAVE TO también se traduce como deber y, a diferencia del anterior, no se especifica

quien impone la obligación. La ausencia de esta obligación se expresa a través de don’t/
doesn’t have to= no es necesario que
Ambos MUST y HAVE TO expresan también indistintamente deducción lógica y certeza.

 SHOULD expresa el sentido de recomendación y consejo, traducción: debería.

 COULD expresa posibilidad, permiso y habilidad en el pasado.

Determine la MODALIDAD de los verbos subrayados en negrita en el texto 26 e interprete.

TRABAJO INTEGRADOR 4

TEXTO 27
[Link]
and-prisoner-war

WILLIAM FRANK KENWOOD, CANADIAN PILOT

AND PRISONER OF WAR

“When you get back to England, say hello to the Queen for me. I used to work for her father.”

This was William Frank Kenwood’s standard salutation in his later years whenever he
would encounter anyone from the British Isles. It was one of the few references he would
make about his time as an R.A.F. airman or to the two and half years he spent as a
German prisoner of war”.

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Born in August 1922 in Westmount, Quebec, Frank Kenwood established himself early
as a formidable athlete. While he excelled at football, boxing and diving, it was for his
expertise on the rings that he would be best known. Kenwood demonstrated his abilities
at public exhibitions all around the Montreal area.

In August 1940, on his 18th birthday, Kenwood joined the air force and was soon flying
a Spitfire on sorties from England into enemy territory in Europe. He would usually
return at night, guided back by a radio operator at the base. That voice in the darkness
soon became the light of Kenwood’s life. He married the operator, Winifred Woods, in
England on 3 January 1942. The newlyweds were separated after only six months when
Kenwood was transferred to the North African theatre of operations. Shortly after his
transfer, Kenwood’s plane was shot down and he was captured and incarcerated by the
Germans. Shipped to Naval POW camp Stalag VIIIB, near the Baltic coast, Kenwood
would spend the next thirty-two months, until the end of the war, taking up the saxophone
in the prison band, studying mechanics in a prison class and trying his best to fill the
passing time. The British army finally liberated Kenwood and the rest of Stalag 8b in
1945. After a brief reunion with his wife in England, the two returned to Kenwood’s home
in Westmount, Quebec to finally begin their lives together.

Kenwood would rarely speak in detail about his experiences as a POW. His family would
witness a few extremely rare episodes when the mental scars of that time would reveal
themselves, but otherwise that chapter of his history was all but forgotten. However, not
long after his death at the age of eighty-two, his children discovered a locked away cache
of hundreds of well-preserved items relating to this pivotal part of their father’s life. That
collection of photos, clippings, drawings, notebooks, documents, letters and Nazi
souvenirs was donated to the Canadian Warplane Heritage Museum in Hamilton where
it continues to tell, in great detail, the tale of one man’s wartime sacrifice.

ANTES DE LEER

1- Recorra el texto que está a punto de leer y determine:

el género y el tópico.
la información que le suministran los siguientes índices tipográficos:
 RAF
 Winifred Woods
 thirty-two months
 POW
 el uso de las comillas que figuran al comienzo del texto.
2- Resuma brevemente lo que ilustra la imagen
3- Complete con información acerca de la vida de William F. Kenwood en los siguientes
momentos de su vida.
 1922
 1940
 1942
 6 meses después
 1945

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MIENTRAS LEE

1. ¿Cómo conoció Kenwood a la mujer que luego sería su esposa?

2. ¿Qué sucede luego de que es transferido al teatro de operaciones del Norte de África?
3. ¿Qué actividades realizaba durante el tiempo que estuvo en prisión?
4. Describa qué encontraron los hijos de Kenwood luego de la muerte de su padre. ¿Qué destino
le dieron a lo que encontraron?

DESPUÉS DE LEER

1. Indique a que/ quienes se refieren las palabras recuadradas en el texto.

2. Indique si las frases verbales subrayadas están en voz pasiva o activa y luego interprételas. En
el caso que contenga un modal, indique la modalidad.
a. The newlyweds were separated after only six months when Kenwood was transferred to the
North African theatre of operations.
b. His family would witness a few extremely rare episodes when the mental scars of that time
would reveal themselves, but otherwise that chapter of his history was all but forgotten.

Explique que accion se realiza y quien la realiza en las frases subrayadas en azul dentro del texto.

3. Defina que tipo de modalidad presentan las frases subrayadas en negrita.

TRABAJO INTEGRADOR 5

In August 2014, Argentina came to a standstill as a dignified, white-haired woman in her 80s
gave a press conference announcing that a DNA test had identified her grandson. Social media
exploded; the president herself sent her congratulations. But to understand why the reunion
between a grandmother and grandchild had such significance for the country, we need to go
further back.

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________________________________________________________________________
Estela Barnes de Carlotto was born in Buenos Aires in 1930. She became a primary school
teacher, got married and had four children, but she wasn’t politically active. Then, in March
1976, the Argentine military staged a coup, and the military junta set about persecuting its
opponents with an efficient brutality. Activists, intellectuals, students, journalists, or simply
those who were in the wrong place at the wrong time were abducted and, in most cases, never
heard from again – they became, as was the known term, the “disappeared”.

Carlotto’s daughter Laura was one of the disappeared. She was in the early stages of pregnancy
at the time. Pregnant disappeared women were typically kept alive until they gave birth, but
after this, many of them were murdered and their children given to military families or others
connected to the regime.

In August 1978, Carlotto joined other women in similar situations in the fledgling Grandmothers
of the Plaza de Mayo group (Abuelas de Plaza de Mayo). In the same month, the police informed
her that her daughter was dead, but said nothing about the child. Carlotto and the other
Grandmothers began doggedly, slowly, and in fear of losing their lives, to piece together scraps
of news from released prisoners and other sources in their search for their grandchildren.
[Link]

After I buried my daughter, a new level of struggle started. People sometimes think that
because one recovers the body one will say, “All right, enough, this is the end of the story.”
Quite the contrary. My work was just beginning. I started to search for the murderers of my
daughter and to search for my grandson. I found out that my daughter in the camp said to her
friends, “As long as my mother lives she is never going to forgive the military.” And she was
right. She knew me better than I did. If somebody had told me then that I would dedicate my
life to searching for the truth and struggling against historical amnesia, I would not have
believed it.

Over a decade, the Grandmothers became one of the leading human rights groups of Argentina
and were involved in the development of a national blood bank to identify the children born in
captivity. Carlotto, who became president of the group in 1989, was a well-known figure and
travelled the world, publicising their cause. And during this time, there were considerable

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________________________________________________________________________
successes; a first group of children were identified. But as the years passed, there remained no
sign of the boy that survivors reported Laura Carlotto had given birth to in the detention centre
and named Guido.

“When I turned 80, I begged God not to let me die before I found my
grandson”.
Then, in 2014, a 36-year-old musician called Ignacio Hurban volunteered himself for DNA testing.
The results confirmed he was the son of Laura and her partner Walmir Montoya, and the
grandson of the president of the Grandmothers. Although the Grandmothers initially tried to
retain details of his identity, he was quickly at the centre of a media storm. He has since been
able to meet both his grandmothers as well as many more members of his extended family. He’s
also taken the name of his parents and is now Ignacio Montoya Carlotto.

“The only thought I had was: Laura can rest in peace now. I felt Laura said
to me: “Mother, mission accomplished.” But there’s so much still to do. I’m
going to keep looking for the other missing ones”.
At the time of writing, the Grandmothers have just announced the identification of the
121st grandchild. These women never wanted to be famous; they came to activism out of great
personal loss. But their contribution is such an important one, and as such Estela Carlotto is
instantly recognisable from numerous press conferences and public events. For 40 years, she
has been one of the leaders of the struggle for justice in Argentina, and there’s no sign of her
stopping just yet.

ANTES DE LEER

En este momento de la lectura, concéntrense en el texto completo para

1. determinar:

La fuente textual
El género
El tópico. Justifique su elección con 5
palabras que considera clave.
Los sub-temas que abordará el texto

2. explicar (se debe realizar el análisis de al menos 3 de estos ítems):

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________________________________________________________________________
el uso de tipografía especial (negritas,
bastardilla, etc)
la información que suministran algunos
índices tipográficos
el uso de viñetas, paréntesis, comillas.
lo que ilustra/n la/s figura/s

MIENTRAS LEE

Realizar 4 preguntas abiertas/verdadero -falso/ opción múltiple que den cuenta de la

comprensión general del texto. Para esta actividad se pueden concentrar en alguna sección
del texto si el mismo es muy extenso.

DESPUES DE LEER (se deben realizar al menos 3 de estas 4 consignas

1- Frases Nominales: seleccione un párrafo dentro del texto y señale las frases nominales
que lo componen. Interprételas.
2- Verbo modales: Localizar dos verbos modales en el texto, subrayar la frase verbal que
lo contiene e indicar la modalidad.
3- Voz Pasiva: Seleccione dos oraciones que esté en voz pasiva. Subraye solamente la
frase verbal y determine quién lleva a cabo la acción expresada por el verbo. Luego
traslade las oraciones al español.
4- Conectores: Busque 2 conectores en el texto. Determine qué tipo de conector es
(contraste, adición, consecuencia, etc.) y luego explicite qué ideas une.

TEXTO 29
[Link]

Lea el siguiente extracto de una página de internet.

¿De qué manera complementa este texto al texto leído anteriormente?

PRACTICAMOS:
 Conectores: encuentra conectores dentro de este extracto y analice que
información conectan.
 Voz pasiva: Encuentre casos de Voz Pasiva y defina cual es la acción realizada,
y por quien.
 Referentes: Localice diferentes pronombres e interprete a que/ quien refieren.

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________________________________________________________________________

Realice un resumen del siguiente extracto.

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________________________________________________________________________
TEXTO 30
3597-Texto%20del%20artí[Link]

LEA DETENIDAMENTE EL SIGUIENTE ABSTRACT con todas las herramientas que

tiene para analizarlo lo más detalladamente posible.
LOCALICE:
1. ¿Cuál es el propósito de esta investigación?
2. Analice las palabras claves que describen este abstract.

TRABAJO INTEGRADOR 6
TEXTO 31

En el siguiente texto, preste especial atención al género que se propone.

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________________________________________________________________________

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________________________________________________________________________

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ANTES DE LEER

En este momento de la lectura, concéntrense en el texto completo para

1. determinar:

La fuente textual

El género
El tópico, justificando su elección con 5

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________________________________________________________________________
palabras que considera clave.
Los sub-temas que abordará el texto

La secuencia textual a la cual pertenece y

los marcadores lingüísticos que observa

2. explicar (se debe realizar el análisis de al menos 3 de estos ítems):

el uso de tipografía especial (negritas,

bastardilla, etc.)
la información que suministran algunos
índices tipográficos
el uso de viñetas, paréntesis, comillas,
etc.
lo que ilustra/n la/s figura/s (si las
hubiere)

MIENTRAS LEE

Realizar 4 preguntas abiertas/verdadero -falso/ opción múltiple que den cuenta de la

comprensión general del texto. Para esta actividad se pueden concentrar en alguna sección
del texto si el mismo es muy extenso.

DESPUES DE LEER (se deben realizar al menos 3 de estas 4 consignas

1- Frases Nominales: seleccione un párrafo dentro del texto y señale las frases nominales que
lo componen. Interprételas.

2- Verbo modales: localice dos verbos modales en el texto, subrayar la frase verbal que lo
contiene e indicar la modalidad.

3- Voz Pasiva: seleccione dos oraciones que estén en voz pasiva. Subraye solamente la frase
verbal y determine quién lleva a cabo la acción expresada por el verbo. Luego traslade las
oraciones al español.

4- Conectores: busque 2 conectores en el texto. Determine qué tipo de conector es (contraste,

adición, consecuencia, etc.) y luego explicite qué ideas une.

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________________________________________________________________________

TRABAJO INTEGRADOR 7
TEXTO 32
By Eric Nagourney July 12, 2019
[Link]

Dr. Rene G. Favaloro, a pioneer in heart-bypass surgery and a

revered figure in Argentina, was found dead on Saturday at his home
in Buenos Aires. He was 77.
The police said his death appeared to have been a suicide.

Dr. Favaloro, who left a successful career in the United States to create a top-level
teaching clinic in his home country, was distraught over his hospital’s financial problems.
The son of a carpenter and a dressmaker from a small town in Argentina, Dr. Favaloro
achieved renown on Nov. 30, 1967, when he performed an operation at the Cleveland
Clinic on a patient with a potentially deadly coronary artery blockage.
After stopping the heart, Dr. Favaloro took a section of vein from the patient’s leg and
sewed one end to his aorta. Then, much the way a driver might use a side road to go
around a traffic jam, Dr. Favaloro attached the other end to the blocked artery, beyond
the blockage.

That was not, as it turned out, the first time for the procedure. After Dr. Favaloro, a little-
known surgeon, had announced his results, two prominent surgeons said they had
already performed the procedure. One, Dr. David C. Sabiston Jr. of Duke University,
performed the first, in 1962. Two years later, Dr. H. Edward Garrett, an associate of Dr.
Michael DeBakey, performed another.

Those operations had been done in response to deteriorating conditions on the operating
table. Dr. Favaloro’s procedure was planned. It was also the first to be reported in a

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medical journal. He went on to refine the method. In one year, the clinic had performed
171 bypasses.

“He’s really the person who should get credit for introducing coronary bypass into the
clinical arena,” said Dr. Robert H. Jones, a professor of surgery at Duke who was a friend
of Dr. Favaloro.

Before Dr. Favaloro’s operation, doctors had few reliable tools to treat heart disease.
Some surgeons tried to attach muscle to the heart, in the hope that the veins would graft
and improve blood flow. Other physicians opened the artery and tried to scrape out the
blocking material.

Dr. Favaloro received numerous honors. But he took pains not to overstate his
accomplishment, telling anyone who asked that he had simply built on the work of others
before him and that in any case he had not acted alone. “I do not talk in the form ‘I,’ “ Dr.
Favaloro said in an interview in 1992. “At the Cleveland Clinic, we were a team.” Dr.
Favaloro did not remain to cash in on his fame. Four years after the operation, he
returned to Argentina
.
Rene Geronimo Favaloro was born on July 14, 1923, the son of Juan B. Favaloro and
Ida Y. Raffaelli. The lone member of the family to have a university education, according
to The Times of London, was an uncle who was a doctor, and Rene was inspired to
follow his path. After graduating from medical school, he agreed to fill in for several
months for an ailing country surgeon in Jacinto Arauz, an impoverished village 300 miles
west of the capital. Twelve years passed before he made his way to the Cleveland Clinic
where, despite lacking some credentials, he was taken on as, essentially, an apprentice,
according to Dr. Delos M. Cosgrove, co-chairman of the heart center at the clinic.
The lessons of his rural practice were never lost on him. He once told The San Diego
Union Tribune that he thought that all doctors in Latin America should be required to
work among the poor.

“They would be able to see the combination of dirt and fumes,” he said. “The people
have only one room where they cook, they live, they make love, where they have their
children, where they eat.”
When Dr. Favaloro returned to Argentina, he set to work raising money for a $55 million
heart clinic. After it was completed in the early ’90s, he treated thousands of patients,
often for no charge, and trained hundreds of surgeons.
He received numerous entreaties to run for president and was a member of a
commission formed in 1983 to investigate the disappearance of more than 6,000
Argentines under the military dictatorship.

In recent years, fortunes began to sour. Dr. Favaloro’s wife, the former Maria A. Delgado,
died several years ago. The couple had no children.

The finances of the Favaloro Foundation, as the hospital was known, became grim.
About a year ago, Dr. Cosgrove recalled, his friend told him that he could not make it to
Toronto for an important medical conference, because of financial problems.

Late last month, according to Reuters, Dr. Favaloro told Health Minister Hector
Lombardo that his clinic was having serious financial problems. In a recent letter to the
editor of La Nacion, the newspaper, he said other hospitals and state-owned medical

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centers owed the foundation $18 million.

“I am going through the saddest period of my life,” he wrote. “In the

most recent times, I have been turned into a beggar.”

Dr. Favaloro’s secretary found his body in the bathroom of his apartment. There was a
wound to his chest. A gun was nearby.

ANTES DE LEER
En este momento de la lectura, concéntrense en el texto completo para

1. determinar:

La fuente textual

El género
El tópico, justificando su elección con 5
palabras que considera clave.
Los sub-temas que abordará el texto
La secuencia textual a la cual pertenece y

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los marcadores lingüísticos que observa

2. explicar (se debe realizar el análisis de al menos 3 de estos ítems):

el uso de tipografía especial (negritas,

bastardilla, etc)
la información que suministran algunos
índices tipográficos
el uso de viñetas, paréntesis, comillas,
etc.
lo que ilustra/n la/s figura/s (si las
hubiere)

MIENTRAS LEE

Realizar 4 preguntas abiertas/verdadero -falso/ opción múltiple que den cuenta de la

comprensión general del texto. Para esta actividad se pueden concentrar en alguna sección
del texto si el mismo es muy extenso.

DESPUES DE LEER (se deben realizar al menos 3 de estas 4 consignas

1- Frases Nominales: seleccione un párrafo dentro del texto y señale las frases nominales que
lo componen. Interprételas.

2- Verbo modales: localice dos verbos modales en el texto, subrayar la frase verbal que lo
contiene e indicar la modalidad.

3- Voz Pasiva: seleccione dos oraciones que estén en voz pasiva. Subraye solamente la frase
verbal y determine quién lleva a cabo la acción expresada por el verbo. Luego traslade las
oraciones al español.

4- Conectores: busque 2 conectores en el texto. Determine qué tipo de conector es (contraste,

adición, consecuencia, etc.) y luego explicite qué ideas une.

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