Cuadernillo de Clases Ingles 1 Unr Año 2016

CUADERNILLO DE CLASE
INGLES 1
Año 2016
Cuadernillo de textos y actividades para la lecto-comprensión de textos en Inglés,
aplicados a la Cs. Sociales, para alumnos principiantes
Autores:
Prof. Responsable de la cátedra: Prof. Dra. Ma. Ines de Juano
Prof. Mgter. Valquiria Fazzi – JTP ordinario
Prof. Laura Mitelberg – JTP interino
1
Pre- reading
¿Conoce el significado de estas palabras? Luego lea y verifique.
A. SISTER- IN-LAW: ……………………………………………………………………

B. MAISONETTE: ………………………………………………………………………
C. SUBURB: ……………………………………………………………………………….
D. BRUNCH: ………………………………………………………………………………
E. GO OUT: ……………………………………………………………………………….
F. DISSERTATION: …………………………………………………………………….
Reading
Hi! My name´s Mary-joe. I´m American. I´m 25 and

I´m single, with no children. I live with my brother and
sister-in –law ( and my little black Yorkshire feli) in a
large maisonette in Pellham, which is a suburb of
NYC.
I work as a receptionist for the Sheraton ´s Hotel &
Towers at NYC. Every morning, I go to work by train. At 11.30 am, I stop to have brunch
(I don´t eat lunch). I get home about 6.30 am. In the evening I usually go out with my
friends-to see a movie, go to a disco or nightclub if it is Friday.-or if it is not, go to the
library to find information about my dissertation. I´m a post graduate student at New
York University. Sometimes I go to shows or music plays with my friends. I have recently
seen Evita. In New York, there´s something to do every evening!
Complete the chart with information from the text:
Full name
Nationality
Age
Family
job
Evening activities
2
The Old Corner of Edinburgh
Pre- reading
¿Cuál de estas imágenes relaciona con Edinburgo? ¿Por qué? Intercambie ideas con sus compañeros.
Reading
Ahora leemos y verificamos si las ideas están incluidas en el texto:
1 The city of Edinburgh has many facets: classical architecture, valleys, Georgian crescents,
graceful bridges, green parks and a medieval fortress. It represents the dual face of an old city,
the Old Town, and a new neo-classic urban development, the New Town.
Castle Rock is in the heart of the Old Town. Today, it is a historic monument and also a
5 working military establishment.
Inside the castle you can admire Saint Margaret’s chapel, an old, small Norman chapel. It
is approximately 1000 years old and it is still in use.
The castle is the symbol of the Scottish monarchy. In the Crown Room you can see the
ancient honours of Scotland – the crown, sceptre and sword of slate. Nearby, is the Great Hall.
10 It has an ornate wooden ceiling and an interesting collection of weapons and armour.
In August, the Castle Esplanade is the venue of the world-famous Edinburgh Military Tattoo.
There, the Scottish regiments host a lively programme of military music, marching and historical
enactment. Leaving the Castle Esplanade, there is the Royal Mile. These historical streets are
the symbol of Edinburgh’s medieval times.
15 At the other end of the Royal Mile is the Palace of Holyroodhouse. It represents the union of
Scotland and England to make Great Britain.
(Carlassare, Jorgelina with Harris, Michael & Mower, David & Sikorzynska, Anna; Art and
communication on stage Elementary; Longman 2001)
3
1) Contextual reference. What do these words in the text refer to?:
It (line 2) :__________________________________________________
It (line 4):__________________________________________________
the castle (line 6):__________________________________________
It (line 6):__________________________________________________
It (line 9):_________________________________________________
There (line 12):_____________________________________________
These (line 13):_____________________________________________
It (line 15):_________________________________________________
2) Complete the chart with information from the text:
NAME of the country where Edinburgh is

located: …………………………………….
Characteristics of the city:

. ------------------------------------------
.------------------------------------------
. -----------------------------------------
. -----------------------------------------
. -----------------------------------------
. -----------------------------------------
.classical architecture
a) Old Town
Dual face of Edinburgh:
b) ……………..
a) ………….
b)…………..
Names of some rooms in the castle:
c) …………..
………………………..
Place where Scottish regiments host a
programme of military performance:
A symbol of Edinburgh´s medieval times:

………………………………..
4
3) Are these sentences TRUE (T) or FALSE (F)? Correct the false statements:
1) Edinburgh is divided into the Old and the New Town.

2) Castle Rock is located in the New Town.
3) Saint Margaret’s chapel is no longer used.
4) Castle Rock symbolizes Scottish monarchy.
5) Edinburgh Military Tattoo is held at the Royal Mile.
4) Answer the following questions:
1) What is Castle Rock known for today?

2) What is Saint Margaret´s chapel like?
3) Which elements are the ancient honours of Scotland?
4) Where can you see a collection of weapons and armour?
5) What does the Palace of Holyroodhouse represent?
5) Choose the best translation:
a new neo-classical a) un nuevo desarrollo b) un nuevo desarrollo c)un nuevo desarrollo

urban development urbano neoclásico neoclásico urbano clásico y urbano
(line 3)
working military a) establecimiento militar b) establecimiento de c) trabajo militar de

establishment (line 4/5) en funcionamiento trabajo militar establecimiento
an ornate wooden a) un cielo de madera b) un cielorraso de c) un techo de madera

ceiling con flores madera muy ornado muy florido
(line 10)
the symbol of a) el símbolo en b) el símbolo de los c) el símbolo de

Edinburgh´s medieval Edinburgo de los tiempos medievales de Edinburgo está en los
times tiempos medievales Edinburgo tiempos medievales
(line 14)
5
Look at the following plan
Figure A
Read the following:
The gymnasium is located on the right of the

sports area
There is a circular building on the left of the

parking lot. (14).
6
Parking lot (13 ) is beside building (6) and viceversa.
Building (6) is between building (9) and parking lot

(13)
Building (4) is above building (8) and consequently

building (8) is below building (4).
Read the following:
1. Figure A is the plan of a university.

2. The university is located in a Latin American country.
3. The university was constructed in 1974.
4. There are different buildings with different shapes.
5. Number 1 in the plan is the administrative offices.
6. These administrative offices are surrounded by several rectangular buildings.
7. On the left of the rectangular buildings, there is a hexagonal building.
8. The building is the gymnasium.
9. Beside the gymnasium there is a sports area.
10. On both sides of the main entrance there are parking lots, with space for 500 cars each.
11. Between the parking lots there are two buildings.
12. The square building is the school of communication sciences, the circular building is the cafeteria.
13. Behind the parking lot on the right, there are four triangular fields.
14. In the first three, agricultural products are cultivated by agronomy students.
15. In the last one, domestic animals are raised by veterinary students.
7
Read the following and notice the underlined words
Figure A is the plan of a university. (2) It is located in a Latin American country.
IT in sentence (2) replaces a university from sentence (1)
(1) Figure A is the plan of a university. (2) It is located in a Latin American country. (3) Its campus was
constructed in 1974. (4) There are different buildings with different geometrical shapes. (5) Number 1 is the
administrative offices. (6) These are surrounded by rectangular buildings, there is a hexagonal one. ( 7 ) On
the left of the rectangular buildings, there is a sports area. (8) This is the gymnasium. (9) Beside it there is a
sports area. (10) On both sides of the main entrance there are parking lots with space for 500 cars each.(11)
Between these lots there are two buildings. (12) The squares one is the school of communication sciences; the
circular building is the cafeteria. (13) Behind the parking lots on the right, there are four triangular fields. (14) In
the first three, agricultural products are cultivated by agronomy students. (15) In the last one, domestic animals
are raised by veterinary students.
Exercise I
Identify the building or space by writing the appropriate number in the parentheses. Example:
In the plan the school of architecture (4) is just above the cafeteria (8)
1- The social sciences building ( ) is located between the communication sciences building ( ) and the
biological sciences building ( ).
2- The library ( ) is just on the left of these buildings ( )
3- The area of breeding domestic animals ( ) is located on the extreme right of the university campus.
4- The biological sciences building ( ) is located between the gymnasium ( ) and the administrative
offices ( ).
5- The parking lot ( ) is below the sports area ( ).
6- The laboratories occupy the only rectangular building ( ) parallel to the library.
7- The areas for cultivating agricultural products ( ) are just above the parking lot on the right.
8- The sports area ( ) is beside the gymnasium ( ) and above the parking lot.
Beside building (3) is a hexagonal building.
This building is the gymnasium.
This can be written as one sentence:
Beside building (3) is a hexagonal building, which is the gymnasium
8
Exercise II
Are these sentences TRUE (T) or FALSE (F)? Correct the false ones.
1. ___ Below the sports area there is a rectangular site which is was constructed to accommodate 500
cars.
2. ___ On the right side of the campus there are some areas which have agricultural products and
domestic animals
3. ___ A circular building which is the school of communication sciences can be found below a
rectangular one.
4. ___ The agricultural fields are on both sides of the campus.
5. ___ Two parking lots, which are rectangular, are on one side of the campus.
Exercise III
Circle the best option:
1.
a) A triangle has three sides and 3 angles.

b) A triangle has 3 points not in a straight line.
c) A triangle has 3 equal sides and 3 equal angles.
2.
a) A square has 4 equal sides.

b) A square has 4 sides and 4 equal angles.
c) A square gas 4 equal sides and 4 equal angles.
3.
a) A line is vertical or horizontal.

b) A line is on the right.
c) A line is a series of connected points.
4.
a) A rectangle has 2 equal angles and 2 equal sides.

b) A rectangle has 4 equal angles with 2 short sides and 2 long sides.
c) A rectangle has 2 short sides, 2 long sides and 2 angles.
9
Exercise IV
Choose the best answer:
1. Where is the school of communication sciences?
a) It is just below building (5).
b) It is below parking lot (13)
c) It is beside the empty space (16)
2. Where is the sports area?
a) It is beside the cafeteria.
b) It is above a parking lot.
c) It is beside the cafeteria and above parking lot (15).
3. Where are the agricultural fields?
a) They are on the right above the parking lot.
b) They are on the right below the parking lot (14).
c) They are on the right of the campus.
4. Where is the parking lot?
a) It is below the sports area.
b) It is below the agricultural fields.
c) They are two, located on both sides of the campus.
5. What is beside the sports area?
a) A rectangular building, the cafeteria.
b) A hexagonal building, the cafeteria.
c) A hexagonal building, the gymnasium.
10
Exercise V
Read the following descriptions on three university plans. Identify them and write down the letters of
the plans in the parenthesis.
These are the plans of three universities. The administrative offices are located in pentagonal buildings which
are on the top left of each campus.
There is a sports area in the centre of the campus of each university. The cafeterias are hexagonal buildings at
the bottom on the right. At the bottom on the left are square building which are gymnasiums. Above the sports
areas are several rectangular buildings. In the plan of this particular university there are to rectangular
buildings which are vertical and one which is horizontal ( ). One of the other universities has two rectangular
buildings: a horizontal one and a vertical one ( ). The other university has two horizontal buildings and a
vertical one ( ).
Exercise VI
Read the following:
This is the diagram of a college of technology. In the centre of the diagram there is a circle which contains the
administrative office. Beside the circle, on the left and on the right are two long rectangles: the engineering
school and the computer centre. Below these two buildings are two big squares which are laboratories. The
small square between these two building is the auditorium. Above the administrative offices there is a large
triangle. This contains the cafeteria. The small triangle on the right of the cafeteria is the gymnasium and the
one on the left is the business school.
Draw and label the figure described above:
11
Look at figure A and read the following:
(1) This is the plan of a university. (2) This university was constructed in 1974. (3) But there are other very old
universities. (4) Examples of these are the University of Lima, the University of Mexico and the University of
Santo Domingo. (5) Some people argue that this last University is the oldest in America. (6) Nevertheless,
these three universities were the first founded in this continent.
Exercise VII
Refer to the previous text. What do these words replace?
1) This (sentence 1) replaces ______________________

2) This university (sentence 2) replaces ______________________
3) These (sentence 4) replaces ______________________
4) This last university (sentence 5) replaces ______________________
5) These three universities (sentence 6) replaces ______________________
6) This continent (sentence 6) replaces ______________________
Exercise VIII
Take a pencil. Draw a plan of the university described below. Use any geometrical shapes to represent the
buildings. In the centre draw the administrative offices. Draw the cafeteria on one side of these offices and the
library on the other. Above the cafeteria draw the sports area and beside this the gymnasium.
Beside the library draw three identical buildings, one for the school of biological sciences, one for that of social
sciences and one for that of engineering sciences. Draw an auditorium with three identical spaces for parking
lots around it.
12
Pre- reading
Las fotos corresponden a niños pobres. ¿Cuál cree que es la diferencia entre los dos grupos (Street children/
Street-working children)? ¿Puede unir las imágenes con la correcta clasificación? ¿Puede agregar otras?
Street children
Street-working children
Reading
Leamos y verifiquemos la información:
Rob Thompson reports
1 Eduardo Drío, aged 16, does voluntary work with street children in his home city of Manila, the
capital of the Philippines.
“Over 100 million children in the world live on the streets because they have no home. I do voluntary work
with “Street Rescue”, an organization which helps street children to leave the streets and a have a normal
5 life.
You mustn´t confuse “street children” and “street- working children”. Street - working children make money
by selling sweets, chewing gum, flowers and things like that. Then they go home. They`re lucky! They
don´t have to sleep on the streets at night.
Street children haven´t got a home. They have to work and live on the streets all the time. They have to
10 beg, steal or sell things to make money and they have to sleep in shop doorways and in bus shelters. The
city is a dangerous place, especially at night, and these children mustn´t relax for a moment.
Here in Manila, there is an area of the city where there are lots of street children. First we talk to them and
give them food and medicine. Slowly, they begin to trust us and we persuade them to come to our hostel
to eat and sleep. Most of the children hate answering questions about their family or where they come
15 from. They prefer talking about their life on the street. That´s ok with us. They don´t have to tell us things if
they don´ t want to but if they want to talk, we listen.
Finally there is an education programme to give kids a chance to find work. We want them to improve their
lives. They mustn´t stop trying.”
13
1) Read the passage and match each concept with the appropriate description.
Street Children a) don´t have to sleep in the Street

Street-working children b) is an organization
“Street Rescue” c) haven´t got a home
d) helps children to leave the streets
e) sell things in the street
f) beg, steal or sell things
g) gives food and medicine to children
h) don´t have to tell about their family
2) Fill in the chart with more information from the text.
Street Children Street working Both “Street Rescue”

children
_________in doorways _______ ____ home. Work ____ _____ Gives children _____,
and shelters. _____. ______ ______ _______.
Haven´t got a Sell ______ ______ ______ ________ ______have a

___________. In the streets. to answer questions. normal life.
3) Are these sentences TRUE (T) or FALSE (F)? Correct the false ones.
a) ___ Street children are lucky because they have got a home.
b) ___ Street children must pay attention at night because the city is dangerous.
c) ___ There aren´t many street children in Manila.
d) ___ Eduardo is a street child and sells sweets in the streets.
e) ___ Street working children go home after work.
4) Find words with the same meaning and translate them into Spanish.
doing something because you want (line 1):

ask for money or food (line 10):
place to protect yourself from rain, danger, etc.(line 10):
confidence in something or somebody (line 13)
children (line 17):
14
Studying in Australia
Pre- reading
 ¿Le gustaría estudiar en Australia? ¿Por qué?
 ¿Qué ventajas y desventajas cree que tendría estudiar inglés allí?
Reading
Lea y verifique si hay coincidencias con sus respuestas
1 With rising fees at European universities, Australia

is now becoming a definite option for people who
want to save money and have new experiences
while studying. Universities are based on the
5 British model in terms of structure and teaching
and links with Britain are still strong. However they are not just imitations of the older
universities; they now have a noticeable and academic and organisational flavour of their own.
Educational standards are high and in many ways Australia is ahead of Britain in the
development of world class higher education. What about living in Australia? People from all
10 over the world are warmly welcomed and accepted as equals. People work hard but know how
to relax and have a good time. As for the cost of living, Australia is cheaper than Britain for food,
rent and basic clothing but other things are not such good value, for instance, imported clothing
and cars. Australia is definitely worth considering for a good time and a world class degree.
a) ___ European universities are cheaper than Australian ones.
b) ___ British and Australian universities are similar in terms of structure and teaching.
c) ___ Academically and organisationally, Australian universities are unique.
d) ___ Britain is better than Australia in developing world class higher education.
e) ___ Australians do not like foreigners.
f) ___ Australians can balance work and spare time.
g) ___ Food, rent and basic clothing are more expensive in Britain.
h) ___ It is very convenient to buy imported clothing and cars in Australia.
15
2) Complete the chart:
Advantages of studying in Australia:
 Educational standards:________________________________________
 World class higher education: __________________________________
 Local residents: _____________________________________________
 Cost of living: _______________________________________________
3) Contextual reference. What do these words refer to?
they (line 6): __________________________________

the older universities (line 7):____________________
their (line 8): __________________________________
4) What do these discourse markers indicate?
However (line 6) introduces: contrast addition exemplification

for instance (line 13) introduces: exemplification addition conclusion
Australia is now becoming a definite option:

1) Australia es la opción definitiva
2) Definimos a Australia como una opción
3) Australia se perfila como una opción concreta
other things are not such good value:

1) otras cosas no valen tanto
2) otras cosas no son tan convenientes económicamente
3) otras cosas no están bien valoradas
Australia is definitely worth considering:

1) Vale la pena considerar a Australia
2) Australia está definitivamente bien considerada
3) Australia es un lugar de alto costo
16
Pre- reading
 ¿Puede completar el cuadro sobre información del TSUNAMI en Japón?
Date
Affected cities
Victims
Consequences
Recovery
Reading
Lea y verifique si hay coincidencias con sus respuestas
Aug. 13, 2012
1 Japan is still recovering from the devastating earthquake and tsunami of March 11, 2011, and the
nuclear crisis and huge leaks of radiation it set off. The road to recovery has been a long one. The
northern coastal towns that were struck by waves have cleaned up millions of tons of debris and they
are beginning to rebuild.
5 But it is the nuclear accident at the Fukushima Nuclear Power Station that has a more lasting
impact. Japan is just beginning to have a decades-long radiation cleanup of the evacuated areas
around the plant. About 90,000 residents lost their homes and they are desperate.
Now, the nation is trying to find effective ways to monitor health and protect its food supply from
contamination by the accident.
10 The crisis began when an earthquake struck off the east coast of Japan causing a devastating
tsunami that swept over cities and farmland in the northern part of the country. Recorded at 9.0 on
the Richter scale, it was the most powerful earthquake ever to hit Japan.The tsunami killed as many
as 20,000 people.
As the nation struggled with a rescue effort, it also faced the world’s worst nuclear crisis since
15 Chernobyl. Explosions of radioactive gas took place in three reactors at the Fukushima nuclear plant.
Was the accident simply the result of an unpredictable natural disaster or something that could
have been prevented?
Adapted from article in New York Times website :
Source:http://topics.nytimes.com/top/news/international/countriesandterritories/japan/index.html
Glossary
Debris : basura Supply: suministro
Leaks : goteos / pérdidas Swept (past of sweep)= barrer
Set off : originar Struggle: luchar
17
1) Choose the best title for the text:
a) Recovering from a natural disaster

b) A destroyed nuclear plant
c) The Tsunami and its consequences
2) Contextual reference what do the underlined words refer to?
They (line 3): __________________________________
They (line 8): __________________________________
It (line 12): __________________________________
It (line 14): __________________________________
3) Decide whether the following statements are true (T) or false (F). Justify the false ones:
a. ___ The recovery from the tsunami continues.
b. ___ Some towns in the north of Japan disappeared with the tsunami.
c. ___ The worst problematic situation is the Nuclear Power Station.
d. ___ The cleaning of the plant has finished.
e. ___ Japanese people are worried about contamination in food.
f. ___ The north and the south of Japan were devastated by the tsunami.
g. ___ This disaster was similar to Chernovil.
4) What do these discourse markers indicate? Choose the right option:
AND (line 3) indicates: a) contrast b) addition c) conclusion
BUT (line 5) indicates: a) contrast b) consequence c) addition
ALSO (line 14) introduces: a) addition b) consequence c) similarity
18
Essential skills for life
Pre- reading
a. Cuando termine de estudiar, ¿Qué habilidades cree que debería desarrollar para enfrentar el mundo no
académico? Por ejemplo, ¿Sabe depositar dinero en una cuenta en forma virtual?
b. ¿Haría un curso para aprender estas habilidades?
Reading
Leamos y veamos qué ofrece este curso:
1 From next year, every student in the final year of our school will study for a compulsory
Diploma of Practical Achievement. This will be in addition to the normal examinations. Up to
now, the course has been optional, but from now on every student must take it.
The aim is to equip students with “life skills”, which the Diploma divides into eight
5 categories. These cover a range of things relevant to life beyond school, from sending an e-mail
to giving presentations to an audience. Under the heading “survival”, for example, students can
learn car maintenance, first aid and cooking. We have discovered that many students cannot do
simple things such as mend a puncture or boil an egg. At the other extreme, the Diploma
includes such things as how to design a webpage and how to cope if someone has a heart
10 attack. It has been called a “Diploma in Common Sense” On the course, the students will not be
taught in the traditional way, but rather will be guided and encouraged to do things for
themselves. This is above all a practical “hands-on” course. To a greater or lesser extent, good
schools have always tried to develop these skills. Unfortunately students have not always shown
much interest because such skills are not directly related to passing exams for higher education.
15 We hope this will change now that we have a proper course that will lead to a recognised
diploma.
(Stanton, Alan & Stepehens, Mary; Fast track to FCE Coursebook, Pearson Longman 2001)
this (line 2): ___________ These (line 5): __________

it (line 3): ______________ It (line 9): _______________
which (line 4): _________ This (line 11) _____________
19
a) ___ The Diploma of Practical Achievement will be obligatory for final year’s students.
b) ___ The abilities students learn in the course apply only to school.
c) ___ This course is only theoretical.
3) List the skills that you can develop in the course:
a) __________________________________________________________
b) __________________________________________________________
c) __________________________ : d) ____________________________
e)___________________________ : f) _____________________________
g)___________________________ : h) ____________________________
i) ___________________________________________________________
a. From next year (line 1)

i. El año que viene
ii. A partir del año que viene
iii. Hasta el año que viene
b. Up to now (line 2)
i. A partir de ahora
ii. Ahora
iii. Hasta ahora
c. from now on (line 3)

i. A partir de ahora
ii. Ahora
iii. Hasta ahora
20
Pre- reading
¿Quiénes son estos tres personajes famosos? ¿Qué sabe sobre ellos? Escriba algunas palabras claves sobre
cada uno:
____________ ______________ _______________
Reading
Una los nombres de los personajes famosos con los párrafos:
1  __________________ was born near Florence in 1492. He was a painter, but he was also a great
scientist and a mathematician. He painted some famous pictures, like the “Mona Lisa”. He worked
in Milan for Lodovico Sforza. He did not paint many pictures there. He designed war machines.
Afterwards he went to France. He died there in 1519.
5  _______________ lived in England in the sixteenth century. He left home when he was a young
man and went to London. He became an actor and wrote plays. They were very popular and he
earned a lot of money. He bought a big house in Stratford-on-Avon and lived with his wife and
daughters. He died on the 23rd April, 1616.
 _______________was Spanish. He was a soldier when he was young. He fought at the battle of
10 Lepanto. Later he was a prisoner in Algiers. He returned to Spain and wrote plays, but they were
not very successful. When he was fifty, he started his great novel “Don Quixote”. He was an
old man when he became famous. He died on the 23rd April, 1616 – the same day as
Shakespeare.
21
1) Choose the best title:
a) Great contemporaries.
b) Three famous artists in history.
c) Important writers in history.
2) Complete the following chart with information from the text.
NAME of the artist or writer COUNTRY where ACTIVITIES during

he was from his life time
..........................................
..................................... .................................... ...........................................
..........................................
..................................... ENGLAND *Writer of plays
………………………….
....................................... ……………………………
SPAIN …………………………….
……………………………..
He (line 1): ________________________________________
there (line 4): ________________________________________
he (line 5): ________________________________________
they (line 6):________________________________________
he (line 10): ________________________________________
22
4) Are these sentences TRUE (T) or FALSE (F)?
a) ___ Leonardo Da Vinci was not only a painter but also a great scientist and a mathematician.
b) ___ Leonardo painted many pictures while he was in Milan.
c) ___ Shakespeare left his home when he was young.
d) ___ During his life, Shakespeare made a lot of money.
e) ___ Cervantes `s plays were very successful from the beginning of his career as a writer.
f) ___ Cervantes and Shakespeare died on different days.
5) Correct the following sentences only if necessary:
 Leonardo Da Vinci only painted one famous picture: “The Mona Lisa”
 Shakespeare lived in Stratford – upon- Avon.
 Cervantes became famous ever since he was young.
 He wrote “Don Quixote” when he was middle-aged.
BUT (line 1) introduces addition contrast exemplification
AFTERWARDS (line 4) introduces time sequence an explanation consequence
LATER (line 10) introduces consequence addition time sequence
AND (line 10) introduces explanation transition an addition
23
Pre- reading
Escriba 5 preguntas que le gustaría saber sobre el primer Emperador Chino:
Reading
Veamos si las respuestas a sus preguntas están respondidas en el texto:
1 China has a long history. Its civilizations date back more than three thousand years.
Through the centuries of its earliest history, the region was divided into separate kingdoms,
with armies that fought each other. As time passed, one especially ambitious king took
opportunities to gain greater power. This king moved beyond controlling his own small 1
5 western kingdom, and conquered other kingdoms to the northeast, southeast, and east. The
king, who became known as Qin Shih Huang-di, declared himself ruler of the entire region in
221 B.C. The original kingdom was called Qin, or Ch’in, and its name is the source of the
name China.
Qin Shih Huang-di was the first emperor of China. His dynasty lasted only fifteen years.
10 Yet he was, and is, an important figure because of his role as the founder of China. In
addition to creating a centralized government, Qin Shih Huang-di organized the rebuilding of 2
a defense system that would grow into the famous Great Wall of China. He also had a tomb
built for himself, and was buried with a life-sized army of thousands of soldiers and horses
made of pottery. The tomb, uncovered for the first time in the 1970s, is one of the greatest
15 archaeological finds of all time.
24
1) Match the facts and details to the paragraphs:
Facts and Details
Qin Shih Huang-di Great Wall, tomb 1970’s
three thousand years, Places such as western founding of China, centralizing

221 B.C. kingdom, northeast, government
southeast, and east,
Its (line 1): ________________________________________
himself (line 6): ________________________________________
His (line 9):________________________________________
one of the greatest archaeological finds of all time. (lines 14/15):……………………………
3) Fill in the web with information about Qin Shih Huang-di´s life:
Qin Shih Huang-di
Emperor
4) Find words with the same or similar meanings and translate them into Spanish:
realms (line 2):
chances (line 4):
person who governs a country (line 6):
first (line 7):
with great popularity (line 12):
25
PABLO NERUDA
Pre- reading
a. ¿Cuánto sabe sobre la vida de Pablo Neruda? ¿Verdadero o falso?
___Neruda was born in Uruguay.

___ Neruda lived in the 19th Century.
___ He wrote novels and poems too.
___ He was only a writer.
___ He died in Chile
___ He was killed.
Reading
b. Lea y verifique si sus respuestas son correctas:
1 The poet, Pablo Neruda, was born Ricardo Eliecer Neftalí Reyes Basoalto in
the Chilean town of Parral in 1904. He is one of the most renowned Latin
American poets of the 20th Century. He was born in Chile in 1904. His father
worked on the railways, His mother, who died when he was only one month old,
5 was a teacher.
As a teenager, Neruda began to write poetry, and when he was nineteen, he
wrote a book of poems called Crepusculario “Twilight.” His early poems were truly romantic. His second
book of poems, “Twenty Poems of Love and a song of Desperation,” was very successful. It contains the
kind of poems that a boy writes when he falls in love for the first time. Neruda sold over a million copies of
10 the book all over the world.
Neruda´s later poems were often political, and more serious. His most famous poem is “Canto
General” (1950). This is a long poem about the history of the Latin American continent. It tells of the fight
for freedom and has illustrations by the two famous Mexican painters, Diego de Riviera and David Alfara
Siqueiros.
15 Neruda was also a diplomat and politician. He represented Chile in Asia, Latin America, France and
Spain. He was a senator in Chile from 1945 to 1948 and in 1970 he ran for president. He won the Nobel
Prize for Literature in 1971, only two years before he died in Santiago, Chile. Though his death was
officially attributed to prostate cancer, there have been allegations that the poet was poisoned, as he died
right after the rise of dictator Augosto Pinochet to power.
20 In the 1990s, an Italian film, II Postino (The Postman) described Neruda´s visit to a beautiful Italian
island and created a new interest in his poetry.
26
1) Read the text and complete the factfile:
Full name
Date and place of birth
First book
First success
Most famous poem
Diplomatic career
Political career
Most famous prize
Date and place of death
His (line 3): ________________________________________
who ( line 4): _______________________________________
It (line 8): __________________________________________
This (line 12): _______________________________________
he ( line 16): ________________________________________
admired (line 2):
absolutely (line 7):
more than (line 9):
accusations (line 18):
ascension (line 19):
27
ConfuCius
Pre- reading
Complete con información que sabe sobre CONFUCIO:
 Century he lived?
 Nationality?
 Job?
 Personality?
 Activities?
 Main characteristics?
 Famous for?
Reading
Lea y verifique si sus respuestas son correctas:
1 Master Kong Qiu, as his name translates from Chinese, lived from 551 to 479 BC, and remains the
most important single philosopher in Eastern history. He espoused significant principles of ethics and
politics, in a time when the Greeks were espousing the same things. We think of democracy as a Greek
invention, a Western idea, but Confucius wrote that the best government is one that rules through ‘rites’
5 and the people’s natural morality, rather than by using bribery and coercion. This may sound obvious to us
today, but he wrote it in the early 500s to late 400s BC. It is the same principle of democracy that the
Greeks argued for and developed: the people’s morality is in charge; therefore, ruled by the people.
Confucius defended the idea of an Emperor, but also advocated limitations to the emperor’s power.
The emperor must be honest and his subjects must respect him, but he must also deserve that respect. If
10 he makes a mistake, his subjects must offer suggestions to correct him, and he must consider them. Any
ruler who acted contrary to these principles was a tyrant, and thus a thief more than a ruler. Confucius
also devised his own, independent version of the Golden Rule, which had existed at least a century in
Greece before him. His phrasing was almost identical, but then furthered the idea: “What one does not
wish for oneself, one ought not to do to anyone else; what one recognizes as desirable for oneself, one
15 ought to be willing to grant to others.” The first statement is in the negative, and constitutes a passive
desire not to harm others. The second statement is much more important, constituting an active desire to
help others. (The only other philosopher of antiquity to advocate the Golden Rule in the positive form is
Jesus of Nazareth.)
28
He (line 2): ________________________________________
We (line 3): ________________________________________
his (line 10 ): ______________________________________
promoted (an idea, an aim, etc ) (line 2):
ceremonial religious acts (line 4):
supported (line 8):
a person who is under the dominion of another (line 9):
give (line 15):
wish (line 16):
THEREFORE (line 7) introduces addition contrast consequence

ALSO (line 8) introduces time sequence an explanation addition
THUS (line 11) introduces explanation conclusion an addition
BUT (line 13) introduces consequence addition contrast
4) Answer the questions:
1- Which was the concept of democracy according to Confucius?

2- How must an Emperor be according to Confucius?
3- Explain the concept of “The Golden Rule “.
4- Where did “The Golden Rule “originate?
29
CHRISTOPHER COLUMBUS SETS SAIL
Pre- reading
Las siguientes palabras y fechas tienen que ver con Cristóbal Colon. ¿Podría armar oraciones con ellas?
1451 Italy Indies expensive Santa Maria Pinta/ Niña

round Queen Isabella 1492
Reading
Ahora leamos y verifiquemos la información.
1 Christopher Columbus, born in 1451, grew up in the great

center of Genoa, Italy. Then he moved to another port city- Lisbon,
Portugal – the center of an Atlantic Ocean trade that extended all the
way from Northern Europe down the coast of Africa. Columbus sailed
5 on ships that made these voyages, and when he looked westward
across the ocean, he imagined the Indies.
China and other lands of Asia were known as the Indies. wealthy Europeans paid high
prices for the spices, jewels, silks and other treasures of the Indies. The only way that European
merchants could get these items was by taking dangerous and lengthy overland routes eastward.
10 Columbus had read the geography books of the time. It was well known that the world was
round, so Columbus was sure that a ship sailing west from Europe would reach the same lands
that overland travelers reached by heading east.
A voyage of exploration was enormously expensive. Columbus tried to persuade the
rulers of Europe to sponsor him. The king of Portugal said no. The king chose instead to sponsor
15 explorers such as Bartolomeu Dias, who in 1488 found a sea route to the east by sailing around
the southern tip of Africa.
Queen Isabella of Spain seemed interested in Columbus`s plan. But it took years for the
financial arrangements to be made. Finally, Columbus had a large ship, the Santa Maria, and two
smaller vessels, the Niña and the Pinta. On August 3, 1492, the ships set sail from the coast of
20 Spain on a voyage west. Columbus did not know that the world was much bigger than
geographers estimated, and that the Indies were not across the western coast. Columbus did not
know that his voyage would change the lives of everyone in the world.
30
1) Fill in the chart with information from the text:
Places Genoa,….
People Columbus,…
Geographical Ocean, ..
words
Ideas and The world was round,….
beliefs
Objects Jewels, …
2) Rearrange the sentences in the correct sequential order according to the text:
a) Columbus tried to persuade European rulers to help him

b) Columbus didn´t know that the Indies were not across the western ocean.
c) Columbus was born in 1451.
d) Isabella of Spain gave Columbus three ships.
e) He sailed on ships from northern Europe down the coast of Africa.
f) On August 1492 the ships sailed from the coast of Spain on a voyage west.
commerce (line 3):

very rich (line 7):
something that costs a lot of money (line 13):
help economically (line 14):
small ships (line 19):
THEN (line 2) introduces addition sequence consequence.
SO (line 11) introduces addition consequence contrast
BUT (line 17): introduces addition purpose contrast
AND (line 21): introduces addition consequence purpose
31
The Legend of Beowulf
Pre- reading
Mire la historieta ¿Recuerda la leyenda de Beowulf? ¿Quién era Beowulf? ¿y Grendel?
Reading
Lea y verifique si sus respuestas son correctas:
1 Once upon a time, there was a horrible monster called Grendel. He was half-man and half-
monster. He lived in Denmark. One day he went to the king´s castle. The king and his men tried
to kill the monster but their swords were not useful. A knight called Beowulf heard about the
problem and went to Denmark to help the king.
5 That night, Beowulf and his men took off their armour and put away their swords and went to
sleep. The monster came into the castle and killed a knight. Beowulf woke up and fought the
monster – he pulled off an arm!. Grendel went back to his home in a lake and died. Grendel´s
mother was very angry so the next night she went to the castle and killed a knight.
In the morning, Beowulf went to the lake. He killed Grendel´s mother with a special sword.
10 When he came back, the king was very happy and he gave Beowulf presents and money.
Beowulf returned to his country and became king. He was king for fifty years. But one day, a
dragon came to his country, and it attacked people. It lived in a cave with a treasure. The dragon
was very big and breathed fire. The knights were afraid and they did not want to fight the
dragon. King Beowulf was an old man but he put on his armour again and walked into the
15 dragon´s cave with his men. When they arrived, the dragon came out of the cave. They were
afraid and they all escaped. Only one knight stayed with Beowulf.
Beowulf killed the dragon with his knife, but he did not get the treasure. In the end, he also
died. his last words were: “Look after my country”.
32
1) What field does this text belong to?
_____________________
He ( line 1): ______________________________________
their (line 3): _____________________________________
his ( line 5): ______________________________________
he ( line 7): ______________________________________
his ( line 7): ______________________________________
she ( line 8): ______________________________________
he ( line 10): ______________________________________
it ( line 12): ______________________________________
they ( line 13): ____________________________________
his last words ( line 18): ____________________________
3) Are these sentences TRUE (T) or FALSE (F)?
a) ___ Beowulf was Danish.

b) ___ The king and his men killed Grendel.
c) ___ Beowulf was the name of the monster
d) ___ Beowulf was king in his country for a short period of time.
e) ___ Beowulf loved his country.
f) ___ Both Grendel and Grendel´s mother killed a knight.
g) ___ Grendel lived in a castle.
h) ___ The dragon lived in a cave.
i) ___ Beowulf killed the dragon with a sword.
AND (line 2) introduces addition contrast consequence.
SO (line 8) introduces addition consequence contrast
BUT (line 14) introduces contrast logical order result.
ALSO (line 17) introduces addition example contrast
33
5) Complete the chart with the description of Beowulf’s enemies:
Name of the category Description Where he lived Other

enemy characteristics
GRENDEL ---------------- and

half man
Very big
-----------------
6) Look for three key words from the text:
---------------- ---------------------- ----------------------
34
Japanese Prints
Pre- reading
¿Fue alguna vez a una exhibición de arte? ¿Cuándo? ¿Dónde? ¿Qué tipo de arte había?
Reading
Lea este folleto. ¿Le interesaría ir a esta exhibición? ¿Por qué si/ no?
Japanese Prints
This exhibition starts on 1 July at the Newman gallery in Dinham

and ends on 15 September. At 6.00 pm on Friday 3 July there is a
talk onJapanese painting by A. Enwright. In August come and
enjoy talks on Japanese culture.
Opening times: Mon- Sat from 10.00 am to 6.00 pm.

Admission: free
1. The breaking wave off Kanagawa – Hokusai 2. Rain shower on the Ohashi bridge
Hiroshige
1. The Ukiyo-e (or every day) was a school of printing in Japan during
the eighteenth and nineteenth centuries. The printings show landscapes or
scenes from everyday Japanese life. These printings influenced
Western artists like Degas and Van Gogh.
2. Hokusai (1760- 1849) was a well-known artist of the Ukiyo-e

school. He produced Thirty-six Views of Mount Fuji between
1826 and 1833. One print from this series, The Breaking Wave
Off Kanagawa, shows a huge wave above a fishing boat. The wave
is moving across the picture, showing the power of a storm at sea.
Under the wave, the men in the boat look tiny. Behind the waves, in the
background of the picture, we can see Mount Fuji. Hokusai brilliantly uses dark colours and strong, clear lines
in this print.
3. Hiroshige (1797-1858) was another artist of the Ukiyo-e school. Rain shower on the Ohashi Bridge is a
good example of his work. In the picture there are people going across a bridge, in heavy rain. Near the bridge
there is a fisherman in a boat and in the background, there are trees along the river. The fishing boat is
between the bridge and the trees. In this print, Hiroshige uses dark green and grey colours to show a rainy day
in nineteenth century Tokyo.
35
Dates of exhibition:
Place of exhibition:
School of printing:
Names of artists:
Subjects of prints:
Name of the lecturer:
2) Are these sentences TRUE (T), FALSE (F) or NS (NOT STATED)?
a) ___ Visitors have to pay to see the exhibition.

b) ___ Visitors can’t see the exhibition on Sundays.
c) ___ Both prints show a rainy landscape.
d) ___ In August A Enwright is giving a talk on Japanese culture.
e) ___ The Breaking Wave Off Kanagawa shows some trees along the river.
natural scenery or an imitation of it (paragraph 1):

occasion of violent weather conditions (paragraph 2):.
structure of wood, stone, etc carrying a road across a river, canal etc. (paragraph 3):
allowed to be seen (paragraph 3):
36
Snapshot of a famous pl ace
Pre- Reading
¿Escucho hablar de las Ruinas de Stonehenge? ¿Qué sabe sobre ellas?
A
1. Why was it built? Stonehenge is Britain´s most famous 1
monuments. It is a group of enormous stones
situated on Salisbury Plain in the south of
England. It was built between 2000 BC and 1400
BC and many of the original stones are still 5
2. How was it built? standing today.
B
There are two main circles of stones. One of
them inside the other. In the centre, the stones
3. Where is it situated?
are in a horseshoe shape around a central block.
The whole monument is surrounded by a ditch. 10
C
4. What does it look Some of the stones weigh 50 tonnes. They were
like? brought to the area from a distance of 30
kilometers. The stones were then shaped before
they were erected.
D
No one is sure why Stonehenge was built. Some 15
people say it was used as a temple to worship
the sun and that the brick in the centre was an
altar. But archeologists now think that it was an
astronomical observatory to study the
movements of the sun, moon and stars.
37
1) Read the text and match the paragraphs with the questions.
It (line 2): _____________________________________
them (line 8): ___________________________________
they (line 11): __________________________________
it (line 16): _____________________________________
3) Use the words from the box to complete the summary about Stonehenge:
origin ditch stones south 3000 circles
Stonehenge is a monument in the _____________ of England. It is more than _____________ years old and
there are still some of the first _____________ standing there. Stonehenge consists of two principal
________________ of stones and they are surrounded by a ________________. Nobody exactly knows the
_______________ of Stonehenge.
4) Circle the correct information:
a. The stones are heavy/ light.

b. The monument is in the south / east of England.
c. Archaeologists think it was a tourist / scientific centre to observe / film the stars.
d. Some scientists / people think it was a religious / tourist place to worship the sun / God
popular (line 1):

very big (line 2):.
first (line 5):
principal (line 7):
historical place (line 10):
religious place or building (line 16):
people who study historical places (line 18):
place from where you can see the stars (line 19):
38
Every gesture tells a story
Pre- reading
¿Cree que los gestos y lenguaje corporal son importantes a la hora de interactuar con alguien?¿Cuál
considera usted positivos en una interacción comunicativa?
Reading
Leaning in one 1 WHEN WE THINK about language and communication we usually

side. This think of speaking. But our gestures and movements, in other words, our
expresses body language, says much more about us than our words.
understanding Body language tells us what others are really thinking or feeling, too.
and 5 Psychologist, Susan Quilliam says that words make up only seven per
support.
cent of the communicating we do, while 93 per cent comes from silent
signals. Children understand it naturally, but as we grow up the emphasis
shifts towards words and we lose the knack of picking up these silent
signals. Adults become very good at saying things they don’t necessarily
10 mean. Body language works together with verbal language, but
sometimes the two can be contradictory. For example, people may say
Leaning back and they agree with you, at the same time tilting their chair back and leaning
tilting the
away from you. By physically distancing themselves from you, they are
chair back. This
actually expressing disagreement.
shows
15 ‘Some people are extremely good body language liars,’ says Susan
disinterest and
distance from Quilliam. For example, politicians learn to use certain gestures to create
the speaker. the right impression. But maybe they are not as successful as they hope.
Before believing what you see in a person’s face you should move further
back to see their whole body. The further you get from their face the
20 more truthful people become. Feet are a really good indicator. Tapping
them show restlessness and desire to escape.
Some facial gestures, however, we do instinctively. For instance, the
pupils in our eyes dilate when we are attracted to someone. So much
body language happens unconsciously. If we want to use and understand
25 gestures successfully we need to be aware of them and their different
meanings. Watching out for body language in ourselves and others helps
us communicate better. If you learn to decipher and use body language
well, you will become as fluent with it as you are with verbal language
Cupping hands. Used when
speaking precisely.
Extending the forefinger. Used when

speaking threateningly.
39
We (line 1): _____________________________________
they (line 9): ___________________________________
the two (line 11): __________________________________
they (line 17): _____________________________________
them (line 21): _____________________________________
2) Read the passage and complete the following:
a) Communicating is a combination of words, _______________ and _____________.
b) The combination of these elements is called ___________________.
c) Gestures and movements are also called _____________ signals.
d) The process of communication includes 93 % of _________ _________ and 7% of _____________.
To form (line 5):

To become adult (line 7):
To change position or direction (line 8):
Opposite of win (line 8):
People who don´t tell the truth (line 15):
Full (line 19):
Making quick rhythmical movements (line 20):
In continuous excitement and movement (line 21):
1- ___ Words and body language are equally important in communication.
2- ___ Children can´t understand body language or gestures.
3- ___ Adults may say they agree with you while their body shows the opposite.
4- ___ Politicians only make use of words to sound convincing.
5- ___ If you are attracted to someone, you are conscious of your body language reaction.
6- ___ Understanding body language and gestures can help control them more consciously and
communicate more fluently.
40
Fulbright – Ministry of Education Grants
Name of Applicant: Country: Argentina
Foreign Language Teaching Assistant Exchange Program
Attach a photograph taken within the last six months. Make sure your full name is written on the back in case the photograph is
accidentally detached
Name of applicant (Enter Full Name; underline family name)
EXACTLY AS APPEARS IN PASSPORT
First: Middle: Last:
Gender: Male Female
Present Address (Street address and number; city, state/province)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Present telephone number
Permanent Address (Street address and number; city, state/province)
_____________________________________________________________________________________
_____________________________________________________________________________________
Permanent telephone number:
Place of birth (city or town and country):
Date of birth (month/day/year):
Country of your present citizenship:
Marital status (single, married, widowed or divorced):
Age of children, if any:
How did you learn about this Program?
41
Are you willing to perform actual classroom teaching duties? Yes No
OR
Do you prefer to have primarily an assistant role (e.g. language lab supervision, tutoring, animating conversation groups, etc.?)
Yes No
Both options are acceptable to you: Yes
OBJECTIVES: Write a clear and detailed description of your objectives. Give

reasons for wanting to participate in the program. Explain how the FLTA Program
fits with your previous education/training and your future objectives. Describe your
future plans.
THIS STATEMENT IS AN IMPORTANT PART OF YOUR APPLICATION.
FUTURE PLANS: DESCRIBE THE CAREER YOU PLAN TO PURSUE AFTER COMPLETION OF A
YEAR IN THE U.S. e.g. teaching, government, business, industry, or any plans of continued research
in your home country. Also, indicate if you will be returning to former employment, or if you have been
promised a position in your home country after completing the U.S. experience. If yes, please describe.
NON-ACADEMIC INTERESTS: Please list any non-academic interests (e.g. sports,

music, art, etc) Include information about your experience in these areas.
Language Proficiency (If you have taken any standard test of English language proficiency, please provide copy of the
test results. At most U.S. institutions, TOEFL results are preferred.
Test Taken_______________ Date Taken________ Results (Please attach copy)_________
EDUCATION: LIST EDUCATIONAL INSTITUTIONS ATTENDED
42
Name of Major Field Dates Actual Name of Degree Date Received or
of Study (Month and year) or Diploma (Do not Expected
Institution/Location
From To
translate)
University or
Professional
Secondary
LIST SCHOLARSHIPS OR FELLOWSHIPS HELD AT PRESENT OR IN THE PAST:

(Give source or sponsor, amount, where held, and duration and year)
INDICATE ACADEMIC HONORS OR PRIZES WHICH YOU HAVE RECEIVED:

Knowledge of languages including English: Rate yourself Excellent, Good, Fair or Poor. Include all languages in which you have
some competence. Indicate mother tongue.
Name of Language Reading Writing Speaking
OCCUPATIONAL EXPERIENCE: LIST POSITIONS HELD (begin with most recent employment, if any)
43
Name and address Type of Work Dates Reason for leaving
of Employer (Position Held)
LIST PROFESSIONAL SOCIETIES, FRATERNITIES OR OTHER ORGANIZATIONS IN WHICH YOU NOW HOLD MEMBERSHIP OR IN WHICH YOU
HAVE BEEN ACTIVE IN THE PAST (Indicate if you have held elective office)
IF YOU HAVE TRAVELED OR LIVED IN ANY COUNTRY OTHER THAN YOUR OWN INDICATE PLACES, DATES AND REASONS.
________________________________________________________________________
Provide the name, address and telephone number of individuals to be notified in case of emergency
In Home Country In the United States List Below any close relatives or
friends in the United States
(name, address, and relationship)
Please describe any physical impairment you may have (This information is gathered for statistical purposes and to ensure
appropriate placement. The program does not discriminate on the basis of race, color, religion, sex, national origin, and/or
physical impairment)
APPLICATION FOR FOREIGN LANGUAGE TEACHING ASSISTANTSHIP
CURRICULUM VITAE
The curriculum vitae should be a narrative statement concerning your personal history and future plans; it
should not be a mere listing of facts. It should include information about your background education, practical
experience, special interests, career plans, and your purpose in applying for this teaching assistantship in the
United States. Describe any significant influences on your personal and educational development. Comment on
the number of years of practical experience already completed in your field and describe briefly the most
advanced courses already pursued.
44
CONFIDENTIAL LETTER OF REFERENCE
This letter of reference must be written by a teacher under whom the applicant has studied or by someone
who has supervised the applicant in work, athletics or other relevant activity. This letter must be in
English. If not in English, then an accurate translation must be attached.
Name of Applicant __________________________Country _______________________________
Name of Referee ___________________________________________________________________
1. How long have you known the applicant?
2. In what capacity have you known the applicant?
Teacher or Professor Employer or Job Supervisor
School Counselor Other (please specify)
3. Please provide a candid evaluation of the applicant’s past performance and ability to pursue and
successfully complete a teaching assistantship in the United States. Your statement will be given
considerable importance by the American universities/colleges reviewing this application, and should,
therefore, be as complete and detailed as possible.
CONFIDENTIAL LETTER OF REFERENCE FOR___________________________(continued)
4. In the rating chart below please evaluate the applicant in comparison with other students whom you have known
during your professional career.
Excellent Very Good Average Below Average
Creative
Motivation
Self-confidence
Independence, initiative
Intellectual ability
Academic achievement
Disciplined work habits
45
Adaptability to New
Situations
Leadership Qualities
Potential for growth
5. Please indicate where the applicant would rank among students/employees currently or recently in
your department/organization.
________________________________________________________________________________
Name and Title (print)
________________________________________________________________________________
School, Company or Organization
________________________________________________________________________________
Signature ________________________________________ Date ___________________________
Please return directly to the Selection Committee in the applicant’s home country. Under no circumstances should
the completed form be returned to the applicant.
46
Superstitions
Pre- reading
¿Qué supersticiones relaciona con estos dibujos? ¿Conoce otras?
Reading
1 Many scholars believe that our superstitions were once part of ancient religions. Common
examples of superstitions are throwing salt over the left shoulder after accidentally spilling some,
bowing to the new moon while turning over the money in our pocket or purse, avoiding walking under
a ladder, and saying “Bless you” when someone sneezes.
5 Some superstitions come from the belief that similar actions produce similar results. Many people
believe that a newborn baby must be carried upstairs before being carried downstairs. This is to make
sure the child rises in the world and has a successful life. In Japan, a sick person should be given a
potted plant instead of cut flowers. A live plant represents hope for the patient´s recovery, But cut
flowers soon die.
10 Many superstitions are related to important events in our lives, such as birth, entering adulthood,
marriage, pregnancy, and death. They ensure that we pass safely from one stage of our life to the
next. For example, a person born on a Sunday will always have 15 luck. A bride and groom will have
bad luck if they see each other on their wedding day before the ceremony.
A pregnant woman must eat the right food, or she will give her child an unwanted birthmark. After a
15 person dies, the doors and windows of the room should be opened so the spirit can leave.
We can only guess about the origin of most superstitions. For instance, some people think that
wearing the colour green is unlucky. This could be because green was supposed to be the colour worn
by the little people, or fairies, and for a person to wear it would make the fairies jealous and so likely to
do the wearer harm. The number 7 may be unlucky because it is the sum of 3 and 4, which are
20 numbers many ancient peoples associated with male and female. Many people believe that the more
modern superstition that lighting cigarettes for three people from one match will bring bad luck comes
from the First World War. At night, a match that stayed lit long enough to light three cigarettes gave a
target for the enemy.
Whatever their origin, superstitions will probably be with us all the time people fear other and are
25 uncertain about the future.
47
a) Why must new babies be carried upstairs?
b) When do babies get unwanted birthmarks?
c) When do fairies harm people?
d) What do the numbers 3 and 4 represent?
e) Why was lighting three people´s cigarettes from one match dangerous in the past?
our (line 1) : ________
they (line 11): ________
their (line 13): ________
she (line 14): _______
it (line 18): _______
which (line 19): _______
1) ancient (line 1) a ancianas b antiguas c históricas
2) rises (line 7) a se cría b se desarrolla c asciende
3) live (line 8) a candente b en vivo c viva
4) stage (line 11) a etapa b escena c escenario
5) likely (line 18) a apropiadamente b prometedora c probablemente
6) peoples (20) a pueblos b gente c personas
7) long enough (22) a suficientemente grande b tiempo suficiente c tiempo prolongado
8) whatever (line 29) a lo que b cualquiera c alguno
48
Tutankhamun’s tomb
Pre- reading
Relacione las siguientes palabras con Tutankamón?
Ancient Egypt gold mummy King Carter tomb
Reading
Leamos ahora y verifiquemos la información:
1 The tomb that Howard Carter stood in front of that November day did
indeed turn out to be that of Tutankhamun. Carter, even though he
had dreamed of this moment, for half his life, was still amazed by
what he found when he broke the seal and entered Tutankhamun’s
5 tomb. Rooms full of treasure –the king’s throne, golden furniture,
musical instruments made of silver, and gold-plated chariots– lay
before him. But perhaps the greatest find was the mummified body of
the king himself. Tutankhamun’s body was encased inside a series of
coffins, two of which were gold-plated. The innermost coffin was
10 crafted of solid gold inside, a golden mask shielded the king’s face
and his body was wrapped in layers of linen cloth. Carter’s search for
an undisturbed tomb was over. A lifetime of pursuing his fervent
interest in ancient Egypt had been fulfilled. In one sense Carter’s work was over; but in another sense,
it had just begun. The treasure discovered inside Tutankhamun’s tomb would be measured not only by
15 the amount of gold it held, but also by what it could reveal about ancient Egypt.
1) Fill in the blanks with vocabulary from the box:
found mummified throne discovery believe furniture
Egyptian in important
When Carter entered Tutankhamun`s tomb he couldn´t________________ what there was _______. He not
only _____________ the King´s __________, __________ and instruments, but also the _________ body of
the King.
The _____________ of the treasure was ___________ because it revealed about ____________ history.
49
2) Complete the pyramid with information from the text:
materials
metals
objects
3) Correct the information if necessary:
a) Carter became interested in Egyptian history when he found Tutankhamun`s tomb.
b) There was more than one room in Tutankhamun´s tomb.
c) Tutankhamun´s body was encased in only one coffin.
d) Many important objects were wrapped in layers of linen cloth.
e) There was a great treasure before the mummified body.
result (line 2)=
very surprised (line 3)=
kept (line 8)=
chest for a dead body to be buried in (line 9)=
protected (line 10)=
ended (line 13)=
quantity (line 15)=
contained (line 15)=

50
Fly by day, fly by night
Pre- Reading
¿Qué diferencias y similitudes tienen las mariposas y las polillas? Piense sobre:
Color / body size/ life / food / activities / migration
1 Many people think that the biggest difference between butterflies and moths is their appearance. The
most important difference is how they live. The butterfly is usually active during the day. The moth is usually
active during the night. Butterflies and moths get the energy to stay active from flower nectar. They may also
feed on tree sap or very ripe fruit. Butterflies and moths use their sense of sight and their sense of smell to
5 find food. Because butterflies are active during the day when it is light, they mostly use their sense of sight to
find food. Moths, however, have to depend mostly on their sense of smell to locate food.
Most butterflies and moths have two sets of wings. The wings are covered by tiny scales that can only be
seen with a microscope. Butterflies usually have bright, colorful markings on their wings. These bold designs
make butterflies, such as the Monarch butterfly and the Painted Lady butterfly, look like living works of arts.
10 On the other hand, moths that flit around porch lights at night are pale and drab in comparison. When resting
on the bark of the tree, they may not even be noticed. Yet not all moths are dull-looking. Some are quite
colorful and even splendid. The Luna moth is light-green in color. Its wings are marked with red, white, yellow,
and maroon. The Luna moth can be as wide as four and a half inches when its wings are spread. The Luna
moth is not the largest moth in the world, though. The Atlas Moth has a wing span of one foot! The largest
15 butterfly, the Queen Alexandra birdwing, is only a little larger.
Some differences between a butterfly and the moth are not easy to see. For instance, butterflies and
moths both have a pair of antennae that protrude, or stick out of the top of their bodies. The tips of the
butterfly’s antennae are rounded and knobby. The tips of a moth‘s antennae are feathery. Another difference
between butterflies and moths is the way they hold their wings when they rest. A butterfly at rest holds its
20 wings up and clapped together above its body. A moth at rest holds its wings across its body.
Many butterflies and moths migrate. That means that they travel to different places at different times of the
year. The Monarch butterfly is the most famous migrating butterfly. Monarchs do something that no other kind
of butterfly or moth does. The same Monarch butterflies that fly south in the fall, fly north in the spring. Other
species of moths and butterflies migrate one way. No others make the return trip.
25 Butterflies and moths share many features. Yet they are different in ways that make each a very special
creature.
1. Read the passage and find different types of butterflies and moths and complete the chart:
Type Characteristics In common
Butterflies  ……………………..  ……………………..

 ……………………..  ……………………..
 ……………………..  ……………………..
 …………………….  …………………….
Moths
 …………………….  ……………………
51
they (line 3): _____________________________________

their (line 6): _____________________________________
they (line 11): ____________________________________
some (line 11): ___________________________________
its (line 13): ______________________________________
HOWEVER (line 6) introduces addition contrast consequence
SUCH US (line 9) introduces example consequence contrast
THOUGH (line 14) introduces addition consequence contrast
FOR INSTANCE (line 16) introduces addition example contrast
YET (line 25) introduces contrast consequence addition
give food to (line 4):

power of seeing (line 4):
very small (line 7):
to fly very quickly (line 10):
colourless (line 10):
pale, not deep or dark in color (line 12)::
opposite of difficult (line 16):
to have things in common (line 25):
52
The Mind and the Brain
Pre- reading
¿Puede relacionar las ¿Conoce alguna teoría
palabras del dibujo? relacionada al gráfico?
¿Tienen algo en ¿Está de acuerdo con

común? estas ideas?
Reading
Leamos el texto:
1 Many hundreds of years ago, there was a man called Daruma, who was the founder of Zen Buddhism.
One day he sat in front of a blank wall and meditated. A disciple approached him and said, “I have searched for a
long time and still my mind has no peace. Please give my mind peace.” Daruma replied, “Give me your mind and I
will give it peace.” Daruma’s answer illustrates a problem that humanity has been trying to solve for more than
5 2500 years: What and where is the mind? Our own minds are very real to us, and yet the mind does not seem to
have a physical existence. That is, it cannot be located in space. What is the relationship between the mind and
the body?
Dualists (believers in two) believe that both the body and the mind exist. According to the dualists, the
body is made of matter and exists in time and space, and the mind is not made of matter and exists outside of
10 time and space. To the dualists, the body is like a machine that runs according to the laws of physics and
chemistry, but the mind is not controlled by these laws. (One philosopher called the mind “the ghost in the
machine”.)
Some philosophers called materialists say that only matter exists and that the mind is an illusion. Other
philosophers called mentalists say that only mind exists and that matter is an illusion. One humorist summed up
15 both these arguments by saying, “No matter, never mind.”
Many philosophers and scientists have tried to decide where the mind is located in the human body. Two
Greek philosophers, Empedocles and Aristotle, said that it was in the heart. Another Greek, Hippocrates, said that
it was in the brain. A doctor, Galen, thought the mind was located in the fluid inside the brain.
At the beginning of the nineteenth century, a subject called Phrenology was popular. According to
20 Phrenology, different functions of the mind were located in different parts of the brain. Phrenologists also believed
that the bumps on a person’s head revealed things about the brain (and mind) of that person.
Many modern scientists believe that the mind and the brain are connected, or that possibly the mind is the
result of what the brain does. Modern scientists who study the nervous system (neurologists) believe also that a
thin layer on top of the cerebrum (called the cerebral cortex) is responsible for thinking and consciousness.
53
him (line 2): _____________________________________
it (line 4): _____________________________________
us (line 5): _____________________________________
it (line 6): _____________________________________
these laws (line 11): _____________________________________
2) Read the text and complete the information about the different theories:
Materialists Mentalists Dualists
* ______________________
* only mind exists * Both body and mind exists
* Body is made of ___________

* ______________________ And it ___________ in ___________
* _________________ and space.
* ___________exists outside of
_________ and _________.
AND (line 5) introduces addition contrast consequence.
THAT IS (line 6) introduces addition explanation contrast
BUT (line 11) introduces cause explanation contrast
OR (line 22) introduces alternative explanation contrast
4) Use the words in the box to complete the passage:
heart – years –
For many ______________ philosophers and _____________ have investigated about the
believed- location –
_____________ of the mind in the _____________ body. Empedocles and Aristotle
Phrenology – parts –
_________________ it was in the ___________, but Hippocrates said it was in the
scientists – human – _______________. ______________became popular at the beginning of the 19thC. It stated
brain – functions that different ____________ of te mind were located in different ______________ of the brain.
54
BEFORE THEY WERE PRESIDENT
Pre- reading
a. Para convertirse en presidente, ¿se necesita tener un título universitario en Argentina? ¿En otros países?
Una las ocupaciones anteriores con los presidentes.
Maduro actor
Mitre teacher
Evita bus driver
Reagan factory operator
Lula da Silva actor
b. ¿Conoce ocupaciones anteriores que tuvieron otros presidentes?
Reading
1 What do a rancher, a real-estate salesman, a miner, a peanut farmer, an actor, a

tailor and a football player have in common? Give up? Each of these workers one
day became president of the United States.
Before he became president in 1901, Theodore Roosevelt had spent two
5 years as a rancher in the Dakota territory. So during his presidency, he worked
hard to protect our forests and natural resources. As a result, many people called him the conservation
president.
Ullysses Grant was our eighteenth president. He had once worked as a real-estate salesman.
Unfortunately, he had not been a very good salesman.
10 Herbert Hoover, who was president from 1929 to 1933, had once worked as a gold miner in
California and Australia.
Jimmy Carter, president from 1977 to 1981, had been a peanut farmer. He loved the land. After he
left his office, he wanted to help needy people in America. Today, he and his wife help build houses for
people who cannot afford houses.
15 Several presidents had been once in the news and entertainment business before they were
president. Warren Harding, our twenty-ninth president, had owned and edited a newspaper in Ohio.
Lyndon Johnson had owned a radio station in Texas. Ronald Reagan, our fortieth president, had been a
sportscaster and a movie star.
Some presidents had been in the fashion industry. Before he became president in 1865, Andrew
20 Johnson had been a tailor,. Harry Truman, president from 1945 to 1953, had owned a men clothing´s
store in Kansas city.
Two presidents had also been football players. Our thirty fourth president, Dwight Eisenhower, had
been a star football player at West Point Military Academy. And Gerald Ford, president from 1974 to 1977,
had played football for the University of Michigan. Ford had also coached football and boxing at Yale
University.
55
1) Think about what you´ve read and answer the questions:
1. The article is mostly about
a. what presidents do after they are no longer presidents

b. the jobs some presidents had before becoming president.
c. why some men become president.
d. How hard presidents work.
2. Why was Theodore Roosevelt called the conservation president?
a. He was a rancher in the Dakota territory.

b. He loved the land.
c. He worked to protect our forests.
d. He was once a farmer.
3. Which of these is an opinion?
a. Ullyses Grant was our 28th president.

b. Ullyses Grant was not a very good salesman.
c. Herbert Hoover was president from 1929 to 1933.
d. Herbert Hoover once worked as a gold miner in California.
4. Which president worked for the needy after leaving office?
a. Jimmy Carter.
b. Warren Harding.
c. Lyndon Johnson.
d. Harry Truman.
5. In the article, which word gives a clue to the meaning of the word fashion?
a. future
b. president
c. business
d. clothing
6. In what way were Dwight Eisenhower and Gerald Ford alike?
a. They both were generals.

b. They both coached boxing.
c. They both played football.
d. They both went to Yale University.
56
7. From the article, you can tell
a. Ullyses Grant was always successful.

b. Jimmy Carter knows a lot about growing peanuts.
c. Ronald Reagan did not enjoy acting.
d. Andrew Johnson made all his own clothes.
8. Which of these men was president last?
a. Warren Harding.
b. Dwight Eisenhower.
c. Ullyses Grant
d. Ronald Reagan.
9. From the article, you can predict that future presidents will all
a. Have different backgrounds.

b. Be interested in sports.
c. Have worked the land.
d. Have owned their own businesses.
10. The author wrote the article mainly to
a. persuade readers that anyone can be president.

b. tell an entertaining story about Theodore Roosevelt.
c. explain what some men did before becoming president.
d. Describe what it feels like to be elected president.
he ( line 5): _____________________________________
our (line 6): _____________________________________
who (line 10): _____________________________________
his (line 13): _____________________________________
they (line 15): ___________________________________
he (line 19): _____________________________________
57
3) Complete the missing information about the presidents and their occupations before they were
presidents:
PRESIDENT PREVIOUS OCCUPATION
 Roosevelt  __________
 _________  Gold miner
 _________  Peanut farmer
 Grant  __________
 _________  Owned a radio
 Reagan  __________
 _________  __________
 _________ and ________  Footballers
 _________  Owned a men´s store
 Harding  __________
Person who works the land (line 5):
Area covered with trees (line 5):
Person selling goods (line 8):
Very poor (line 12):
Pay for something (line 13):
58
Pre- reading
¿Qué técnicas utiliza para recordar vocabulario? ¿Utiliza estos métodos?
 ……..
 …….
 …….
Reading
Leamos ahora sobre técnicas de revisión de vocabulario:
REVISING VOCABULARY
1 Probably the commonest fault among students is failure to realize that learning is essentially an active process.
Too many students sit for hours passively reading and re-reading notes and textbooks, without ever attempting
actively to recall what they have read. The fallacy of this method has been amply shown by experiments.
The same principles apply to more advanced forms of learning: for effective memory, some form of active
5 expression is essential. The student, therefore, should read through the material he wants to master with close
attention and should then reproduce the main points aloud or produce a written summary ... An hour's
concentrated work of this kind is more effective than three hours' passive reading.
(From A Modern Introduction to Psychology. Rex and Margaret Knight).
When you revise a unit, first read it through. Then look at anything you wrote in your
10 vocabulary notebook connected with the unit. Then, and most importantly, try to do something different with the
new words and expressions in that unit in order to help fix them in your memory.
Here are some suggestions:
• Highlight (or underline) any words and expressions that you had forgotten or were not sure about.
• Look at the unit and choose ten words and expressions that you particularly want or need to learn. Write them
15 down.
• Look up any words that you selected in an English-English dictionary. Do these words have any other uses or
associations that might help you learn them? Looking up the verb, wish, for example, might lead you to
wishbone or wishful thinking. Write anything that appeals to you in an appropriate phrase or sentence.
• Perhaps the dictionary can also help you find some other words based on the same root. Looking up the
20 noun, employment, will lead you to the verb, employ, to the nouns, employer and employee, and, perhaps, to
the adjectives employable, unemployed and self- employed.
• Write down the words and expressions you wish to learn in phonetic script. Use a dictionary to help you.
• Write down the words and phrases from a unit in your notebook in a different way – put them into a network or
a table, perhaps.
25 • The next day, ask yourself again: How much can I remember?
• Test yourself. Cover part of a word or phrase. Can you remember the complete word or phrase?
• When you have done all the steps above that you feel will be useful to you, close your book and notebook
and remind yourself of what you have been studying. How much can you remember?
59
1) TEXT A. Find words with the same or similar meanings and translate them into Spanish:
Opposite of success (line 1):

Quietly (line 2):
False or mistaken belief (line 3):
That brings about the intended result (line 4):
Principal (line 6):
2) TEXT A. Cross out the incorrect information:
 Some students don´t READ/ REALISE that learning is an ACTIVE/ PASSIVE process
 VERY FEW / TOO MANY learners spend hours reading and re reading but they don´t try to READ /
REMEMBER what they have read.
 For effective memory the students should read the material with CONCENTRATION/ PRODUCTION
and try to CONCENTRATE / REPRODUCE the main IDEAS / PRINCIPLES.
 Finally they should LISTEN/ REPRODUCE the principal points aloud, and WRITE / READ a summary.
3) TEXT B. Read the tips for revising vocabulary and answer:
 Do you know any of these suggestions when you read?

 If you do, which ones?
 If you don´t which one/ones do you consider important?
4) In TEXT B there are some verbs suggesting some ways of revising. Fill in the blanks:
a. _____________ any word or expression. choose

b. _____________ the unit and ___________ ten cover
words look at
c. _____________any words in a dictionary.
put
d. ____________ the words in your notebook.
e. ____________ the words in a table. look up
f. ____________ yourself. write down
g. ____________ part of a word or phrase. test
highlight
60
Reading
Lea el texto y trate de adivinar quién es la Reina:
1 Her Majesty …………………………. styled HM The Queen, born April 21, 1926, is the Queen regnant
and Head of State of the United Kingdom of Great Britain and Northern Ireland and fifteen other
Commonwealth countries. Besides, she is Head of the Commonwealth, Supreme Governor of the Church
of England, Commander-in-Chief of the UK Armed Forces, and she is the Lord of Mann.
5 She has reigned since February 6, 1952. About 125 million people live in the country of which she is
Head of state. Before her succession, she held the titles of a British princess and by marriage, Duchess of
Edinburgh. The Queen has never given press interviews, and her views on political issues are largely
unknown except to those few heads of government who have private conversations with her. She is also
regarded privately as an excellent mimic.
10 Rather conservative in dress, the Queen is well-known for her solid-colour overcoats and decorative
hats. She has some leisure interests like horse racing, photography, and dogs, especially her Pembroke
Welsh Corgis.
Her former prime ministers speak highly of her. As a Queen , she spends an average of three hours
every day "doing the boxes"—reading state papers sent to from her various departments, embassies, and
15 government office.
1) Read the biography and complete the following chart:
Name
Nationality
Present Titles
Years like Queen
exercising authority (line 1):

ruler or leader (line 4):
points (line 7):
not famous (line 8):
famous / popular (line 10):
free time (line 11):
previous (line 13):
61
she (line 3): ___________________________
which (line 5): _________________________
who (line 8): _________________________
1- ___ The Queen has often given press interviews.

2- ___ Her hobbies are horse riding, photography, and dogs.
3- ___ She reads foreign newspapers an average of three hours a day.
4- ___ Over 125 million people live in her country
5- ___ She dresses in a traditional way.
6- ___ She was a princess and a Duchess before becoming a Queen
ALSO (line 8) introduces addition contrast consequence.
BESIDES (line 3) introduces addition consequence contrast
LIKE (line 11) introduces comparison consequence example
62
Pre- reading
¿Cuál de estos personajes es TINTIN? ¿Por qué lo conoce? ¿Qué sabe sobre él?
Reading
The Tintin books
1 The Tintin books have been published in 32 different languages and have sold a total of more than
100 million copies worldwide. They have been around for more than half a century. Many of the
children who started to collect and read them fifty years ago have continued to read them ever since.
The hero Tintin has crossed continents, cultures and the Cosmos looking for adventure.
5 His creator was an illustrator from Belgium called Georges Rémi who later became known as the
famous Hergé. He was born in 1907 and spent an incredibly boring childhood in Etterbeek, a dull
suburb of Brussels. Luckily he loved drawing.
Hergé based the character of Tintin on his childhood dreams and games. Tintin went to the moon,
ridden sharks, visited Tibet, captured gangsters, had adventures with cowboys and Indians, traveled in
10 Egypt, fought in China, hunt and found treasure, and many more things.
However, from 1948 onwards Hergé started to feel imprisoned by Tintin. When he tried to draw, his
hands would get a skin disease. He had terrible nightmares and his marriage broke up. He had fallen
out of love with Tintin.
But his achievements were enormous. Hergé was responsible for creating a particularly European
15 tradition of comic illustration, and wrote about history in many of his books. Since Herge´s death (1983)
readers of all ages, races and religious have bought and loved his books. He has given immense
enjoyment to millions of people.
63
1) Read the text more carefully and then answer the questions:
1. The text is about
a) Tintin
b) Hergé
c) Tintin and Hergé
2. Tintin gave more pleasure to
a) Hergé than to his readers.

b) His readers than Hergé
3. Hergé had
c) a happy childhood.
d) An exciting childhood.
e) A dull childhood.
4. Hergé was
a) French.
b) Belgian.
c) British
person who makes drawing for books, etc. (line 5):

popular (line 5):
tedious/ boring (line 6):
person in a story, novel, etc. (line 8):
early period of time in people´s life. (line 8):
Illness / disorder of body. (line 12):
came to an end / finished. (line 12):
the acts of doing something successfully and with effort (line 14):
pleasure / satisfaction (line 17):
3) Are these sentences TRUE (T), FALSE (F) or not stated (NS)? Correct the false ones.
1- ___ Tintin books have two authors: Remi and Hergé.
2- ___ Remi didn´t live in the center of Brussels.
3- ___ Hergé traveled to Egypt.
4- ___ Tintin represented the author´s dreams and games.
5- ___ Hergé created a particular American tradition of comic illustration.
6- ___ Hergé also included historical facts in many books.
7- ___ Hergé´s books are only for children.
8- ___ People has always enjoyed Tintin´s adventures.
64
Pre- reading
“Man’s Search for Meaning” es un libro. ¿De qué género cree que es?
 De Filosofía
 De Historia
 De Religión
 De Geografía
 De Arte
 De Psicoanálisis
¿Qué palabras en el título lo hizo pensar en ese género?
Reading
Man’s Search for Meaning

1 Dr. Victor Frankl’s book, “Man’s Search for Meaning” (New York: Washington Square press, 1966)
is both an autobiographical account of his years as a prisoner in Nazi concentration camps and a
presentation of his ideas about the meaning of life. The three years of deprivation and suffering he spent
at Auschwitz and other Nazi camps lead to the development of his theory of Logotherapy, which very
5 briefly, states that the primary force in man is “a striving to find a meaning in one’s life”(154). Without a
meaning in life, Frankl feels, man experiences an emptiness and loneliness that lead to apathy and
despair. This need for meaning was demonstrated to Frankl time and again with both himself and other
prisoners who were faced with the horrors of camp existence. Frankl was able to sustain himself partly
through the love he felt for his wife. In a moment of spiritual insight, he realized that his love was stronger
10 and more meaningful than death, and would be a real sustaining force within him even if he knew his wife
was dead. Frankl's comrades that endured also had reasons to live that gave him strength. One had a
child waiting for him; another was a scientist who was working on a series of books that needed to be
finished. Finally, both Frankl and his friends found meaning through their decision to accept and bear their
fate with courage. He says that the words of Dostoyevsky came frequently to mind: "There is one thing
15 that I dread: not to be worthy of my suffering."
When Frankl's prison experience was over and he returned to his profession of psychiatry, he found
that his theory of meaning held true not only regarding the prisoners but with all men. He has since had
great success in working with patients by helping them to locate in their own lives meanings of love, work,
and suffering.
“Man’s Search for Meaning” in Langan, John, English Skills, New York:
Mc Graw-Hill Company, 1977.
65
a state of loss (line 3):
state of being alone (line 6):
people in jail (line 8):
suffered (line 11):
person dedicated to science (line 12):
destiny (line 14):
1- ___ Dr. Frankl was in prison in New York.

2- ___ He spent a very difficult time when he was a prisoner.
3- ___ The theory of logotherapy deals with the search in man´s life for loneliness.
4- ___ His spiritual force helped him to go on living.
5- ___ When he went out of prison he didn´t work as a psychiatrist.
his ( line 3): ____________________________________
which (line 4): __________________________________
who (line 8): ____________________________________
him (line 11): ___________________________________
one (line 11): ___________________________________
their (line 13): __________________________________
them (line 18): _________________________________
66
4) Use the words in the box to complete the blanks. (there are TWO extra words):
mind
The book “Man´s Search for Meaning” is an
suffering
autobiographical ______________ of the ____________ concentration
prisoner
experience as a _______________ in the
account
_________________ camps and ideas about the theory
meaning
__________________ of life. His ______________ in
develop
prison helped him ______________ his author´s
primary
_______________ of logotherapy.
5) Find some KEY WORDS in the text:
___________ ___________ __________
___________ ___________ __________
67
Pre- reading
Trate de definir lo que es una IMAGEN (en Arte) con 5 PALABRAS CLAVES.
Reading
Lea y verifique si esas palabras aparecen en el texto:
FUNCTIONS OF THE IMAGES

WHAT IS AN IMAGE? “It is a likeness imitation of a person or thing sculptured, drawn or painted”
IT CAN ALSO BE: “A mental picture or something seen in the mind”
Images are used as a means of communication and they have reflected the different
concepts in history. They can be classified according to three important functions:
Symbolic function: in ancient times and the Middle Ages one of the functions of art
was to represent religious symbols. Images expressed the sacred: fertility idols, gods, Christian
iconography. In modern societies some images still work as symbols. The white dove, for
example, is a symbol of peace.
Informative function: Images can carry information. Since World War II photographs
are used to transmit facts and news about the world. Other examples are maps, paintings of
historical events, etc.
Aesthetic function: An image may offer pleasure to the eye, transmitting an idea of
beauty or taste, or communicating the inner state of the artist.
Pablo Picasso painted

Guernica between May
and June 1937, for an
international exhibition
in Paris. The painting was
inspired by the dramatic
bombing of Guernica city
during the Spanish Civil
War and it denounces the
people´s suffering.
68
Function Age or time Past symbols
 Symbolic _______________  __________

(represented _______________  __________
religious symbols)  __________
IMAGES  __________
 ____________ WW II  __________
(carried  __________
information)
 Aesthetic Images offered pleasure

(transmitted an to the eye
___________
___________
of an artist)
2) Another function of the language can be the exemplificative one. Can you find examples in the text?
 Eg. The sacred

 ___________
 ___________
 ___________
 ___________
3) Look at Picasso`s picture, read the information and answer the questions:
a. When did Picasso paint “Guernica”?

b. Where did he exhibit it?
c. What does the picture represent?
4) Contextual reference. Read about Picasso`s picture, What do these words refer to?
The painting (line 5): _____________________________________
It (line 9): ________________________
69
Pre- Reading
Con estas palabras, ¿puede hablar de Pablo Picasso?
Spain
Paris
Cubism
Guernica
1881
1973
Olga
Jacqueline
Reading
1 Pablo Diego José Francisco de Paula Juan Nepomuceno María de los Remedios Cipriano de la
Santísima Trinidad Ruiz y Picasso, known as Pablo Picasso was born on 25 October 1881 in Spain. He
was a painter, sculptor, printmaker, ceramicist, stage designer and perhaps the most recognized figure in
twentieth-century art. He is best known for starting the Cubist style which challenged conventional forms
5 of representation. Among his most famous works is the painting of the German bombing of the Spanish
city of Guernica during the Spanish Civil War. In 1937, The Spanish Republican Government
commissioned Picasso to create a large mural for the Spanish display at the International Exposition at
the World's Fair in Paris. It was shown there for more than six months.
Picasso was born into a middle-class family. He took after his father, who was also a painter and a
10 professor of art. From the age of seven, Picasso had formal art lessons from his father. Picasso threw
everything into art and so his school grades suddenly went down. Aged sixteen, the family sent Picasso
to study at Madrid’s Royal Academy of Art. However, he disliked formal instruction and quit attending
classes. After that, Picasso moved to Paris. At first, it was truly difficult for him to earn his living. In 1911,
he was questioned by the police because it was said that he had stolen the Mona Lisa.
15 In the summer of 1918, Picasso married ballerina Olga Khokhlov who was a Ukrainian-Russian
dancer. They had a son, Paulo. Olga introduced him to the rich people of Paris in the 1920s. Soon, he
became a celebrity and a very respected artist. A few years after divorcing Olga, he married a beautiful
young model called Jacqueline Roque in 1961. It was Picasso´s second and last marriage.
Picasso also acted in movies and always played himself in his film appearances. He became
20 famous for his anti-war views. His painting Guernica showed the horror of war. He publicly opposed
America’s involvement in the Korean War. Pablo Picasso died in 1973 in Mougins, France, while he and
his wife Jacqueline entertained friends for dinner. His final words were "Drink to me, drink to my health,
you know I can't drink anymore." After his death, the French state kept many of his paintings. Today,
much of his work hangs in a collection at the Musée Picasso in Paris.
70
1) Choose the best title for the text
 Picasso´s best pictures

 Picasso´s life
 A day in the life of Picasso
2) Complete this chart with information from the text:
Real name
Artistic name
Nationality
Marital status
Job/s
Place/s of residence
Name of his most outstanding work
Legal problems
he ( line 2): _____________________________________
which (line 4): ___________________________________
his (line 5): _____________________________________
there (line 8): ___________________________________
who (line 9): ____________________________________
that (line 13): ____________________________________
They (line 16): ___________________________________
it (line 18): ___________________________________
AND (line 3) introduces contrast addition conclusion

SO (line 11) introduces contrast consequence explanation
HOWEVER (line 12) introduces addition consequence contrast
BECAUSE (line 14) introduces consequence reason contrast
ALSO (line 19) introduces addition consequence comparison
71
1- ___ Picasso joined Cubism and imitated its techniques.

2- ___ He only represented wars in his paintings.
3- ___ He painted a mural that was exhibited in Paris.
4- ___ Picaso was influenced by his father who was an artist too.
5- ___ Picaso wanted to live in Paris so he left his studies in Madrid.
6- ___ He was accused of stealing a painting.
7- ___ In films, he preferred having autobiographical roles.
Why was Picasso so popular?
____________________________________________________________
Was he wealthy?
____________________________________________________________
How did he become popular in France?
____________________________________________________________
How did he die?
____________________________________________________________
What happened to his works after he died?
____________________________________________________________
72
Pre- Reading
Marque con una cruz las palabras que relaciona con el movimiento artístico del IMPRESIONISMO:
19 th century France
Romanticism 20th century
Nature Emotions
Germany Realism
Reading
Lea y verifique la información:
Impressionism
1 There are many varieties of impressionism. This art movement gained importance during the second half
of the 19th century, especially in the development of French painting. The most remarkable artists of this
movement were Degas, Sisley, Manet, Monet, Renoir, Cézanne and Camille Pisarro. They usually met in
the cafes of Montmartre in Paris. This is the artists´ neighbourhood. Even now you can go there at any
5 time and buy copies of paintings, or see artists drawing or painting in the streets. Someone will surely
offer to paint your portrait.
Impressionism was a reaction against Romanticism. The Romantics wanted to communicate emotions.
Nature was secondary for them. But Impressionists were completely different. Their main interest was
nature and life. They tried to be impersonal and objective. Impressionist works resemble very informal
10 photographs.
They did not use grey o black to paint shadows. They used a colour complementary to the colour of the
object. They worked in bright sunlight (during the day). Traditional artists primed their canvases with
brown paint. Impressionists primed their canvases with white. They used pure colours for luminosity. All
this resulted in big contrasts and brilliance. These were the two principal characteristics of the
15 Impressionist landscape.
Edgar Degas (1834 – 1917) was an Impressionist but he preferred to work in his studio. He was an
observer of women. He portrayed women in a natural and spontaneous way (as natural and spontaneous
as in a photograph).
Van Gogh, an Expressionist, came to Paris in 1886. His contact with Impressionism revolutionized his
20 style. In 1888, he painted more than 200 canvases in 15 months!. He tried to combine the reproduction of
visual appearances with a profound expression of his own human nature.
The French composer Claude Debussy led the Impressionist movement in music. Musical Impressionism
emphasized tonal colour and mood. Debussy ´s piano music required new performing techniques. These
new techniques included abundant use of the pedals. Other impressionist composers were: Frederick
25 Delius and Ralph Vaughan. Williams in England, Ottorino Respighi in Italy and Manuel de Falla in Spain.
73
1) What field does this text belong to?
_____________________
this art movement (line 1): _____________________________________
they (line 3): ______________________________
this (line 4): _______________________________
them (line 8): ______________________________
these (line 14): _____________________________
he (line 16): ________________________________
These new techniques (line 24): _____________________________________
3) Complete with information from the text:
 Movement:……………………………………………..
 Time:………………………………………..
 Representatives:……………………………………………………………………
 ……………………………………………………………………………………………
 Place where it started to develop:……………………………
 Reaction against:………………………………………
 Main interest: ………………………………………….
 Characteristics of impressionists ´ Works of arts:
a)……………………………………
…………………………………..
 Technique for luminosity:……………………………………………..
74
1.- ____ Cézanne painted women as natural and spontaneous as in a photograph.
2 .- ____ Van Gogh was an impressionist painter.
3.- ____ Van Gogh was a prolific painter.
4.- ____ Debussy introduced the impressionist movement in painting.
5.- ____ Impressionist composers lived only in France.
5) Match the sentences with concepts from the text:
1 The representative artists of a) were only concerned with nature

impressionism
2 Romantics b) in the way they communicated emotions
3 Impressionists differed from the c) came from France

romantics
4 impressionists did not prime their d) in the same manner traditional artists
canvases did.
OR (line 5) introduces addition alternative contrast
BUT (line 8) introduces addition contrast consequence
AND (line 14) introduces result contrast addition
7) Look for three key words from the text:
---------------- ---------------------- ----------------------
75
Pre- lectura
1. ¿Qué es una fábula? ¿Qué fabulas conoce? ¿Qué tienen las fábulas en común? ¿Conoce alguna
Fábula de Esopo?
2. ¿Cuál de estos adjetivos usted relaciona con estos animales? Una con flechas:
hardworking
Ant (hormiga) active
sensitive
Grasshopper (saltamontes) passive
energetic
intelligent
skilful
lazy
Lectura
Ahora, leemos y verificamos las personalidades de los animales según el texto.
Aesop
The Ant and the Grasshopper
In a field one summer's day a Grasshopper was hopping about, chirping and 1
singing to its heart's content. An Ant passed by, bearing along with great toil an
ear of corn he was taking to the nest.
"Why not come and chat with me," said the Grasshopper, "instead of toiling and
moiling in that way?" 5
"I am helping to lay up food for the winter," said the Ant, "and recommend
you to do the same."
"Why bother about winter?" said the Grasshopper; "We have got plenty of food
at present." But the Ant went on its way and continued its toil.
When the winter came the Grasshopper had no food and found itself dying of 10
hunger - while it saw the ants that were distributing every day corn and grain from
the stores they had collected in the summer. Then the Grasshopper knew: It is
best to prepare for days of need.
76
Characters
Place
Season
Moral
2) Choose the best translation for these words:

Field (line 1) campo sembrado terreno
to its heart’s content (line 2) porque lo ponía según lo que le dictaba a su antojo
(colloquial) contento el corazón
with great toil con gran esfuerzo con esfuerzo muy con mucho esfuerzo
(line 2) grande
plenty of food (line 7) mucha comida lleno de comida con suficiente comida
dying of hunger (line 9) muriendo de hambre hasta la muerte Con hambruna

hambre
its (line 2): _____________________________________

he (line 3): _____________________________________
me (line 4): _____________________________________
I (line 69: _____________________________________
the same (line 7): _____________________________________
its (line 9): _____________________________________
it (line 11): _____________________________________
they (line 12): ____________________________________
INSTEAD OF (line 4) indicates: addition contrast consequence
BUT (line 9) indicates: reason alternative contrast
THEN (line 12) indicates: addition cause consequence
77
BIBLIOGRAFÍA:
Abbs, Freebain & Barrer. Snapshot. Snapshot of a famous Place. London. Longman (1998): 118
Acevedo & Coger. High Flyer Intermediate. The Tintin Books. England, Longman. (1998): 9
De Rueda, M. A y D´Angelo, D., Visual Arts & Communication (Level I) Richmond Publishing. Ediciones Santillana.
Argentina, 2000.
Copage, Luque- Mortimer & Stephens. Get on Track to FCE. Communication. Every Gesture Tells a Story. England
(2004): 50,51
De Rueda, M.A. y Pittella, Flavia., Visual Arts & Communication (Level 2) Richmond Publishing. Ediciones Santillana.
Argentina 2000.
Harris, Mower & Sikorzynska. Opportunities Pre- Intermediate. A Matter of Taste. London, Longman (2003): 98
Ian Josephs. The Regency School of English. The town, school, courses and exams. England. (2001)
Unknown author Extensions in Reading Advanced Curriculum Associates. Climate Change: Hotter? Colder? Wiser?.
North Billerica MA (2002): 40-41
Langan John English skills,. Man´s Search for Meaning. New York: Mc Graw- Hill Company. (1977)
Linley, Abbs, Freebain & Barrer. In Focus 3. Children of the Streets. England. (2001): 34
Mc Carthy & O´Dell. English Vocabulary in Use. Revising Vocabulary. Cambridge CUP (1995): 12
Unknown author. Extensions in Reading Advanced Curriculum Associates
Unknown author. Extensions in Reading Advanced Curriculum .Fly by Day Fly by Night. North Billerica MA
(2002): 50-51
Unknown autor. Making Reading Connections. Egyptian Tombs. North Billerica MA 01862. (2003): 30
Unknown author. Extensions in Reading Advanced Curriculum Associates.
Unknown author. Extensions in Reading Advanced .Curriculum Associates.
Unknown author. More Reasons for Reading. The Mind and the Brain.
Unknown author. Tutankhamun´s Tomb.
Unknown author. Comprehensive Assessment of Reading Strategies. Book 5 Curriculum Associates MA. Emma
Lazarus and the statue of Liberty
The First Emperor. North Billerica MA (2002): 14-15
Before they were Presidents. North Billerica MA (2002): 124
Chistopher Columbus Sets sail. . North Billerica MA (2002): 14
78
Material de referencia y consulta:
 Alexander, L.G. Longman English Grammar. Longman Group UK, 1988.

 Avendaño, Celeste. Dossier de gramática para inglés I, 2011.
 de Juano, María Inés. Selección y Explotación de textos, 2013.
 Fazzi, Valquiria. Selección y explotación de textos. Trabajo de adscripción, 2015.
 Holten, C. & Marasco J, et al. Looking Ahead. Mastering Academic Writing. Heinle & Heinle Publishers,
Washington, 1998.
 Parkinson de Saz, Sara M. "A University English Grammar for Spanish Speakers" Madrid: Empeño, 1983.
 Persig, Alejandra. ¿Comprendemos cuando leemos? Trabajo de adscripción, 2008.
 Swan, Michael, “Practical English Usage”. Oxford: Oxford University Press, 1980.
DICCIONARIOS:
 Appleton ´s New Cuyas Dictionary (Ingles- Español / Español – Inglés, 1966.

 Collins Diccionario Inglés. Inglés – Español / Spanish – English Editorial Grijalbo, 5º edición,
Barcelona, 1999.
 Larousse Gran Diccionario Español – Inglés / Inglés Español. Larousse S.A. México, 1993.
 Longman Dictionary of Contemporary English. New Edition Longman, 1989.
 MARIA MOLINER Diccionario de Uso del Español – edición en CD Rom. Madrid: Gredos, 1996.
 Oxford Spanish Dictionary (Oxford CD-Rom) , OUP, 1997.
 Simon & Schuster´s International Dictionary English – Spanish / Spanish – English, Prentice Hall .N.Y.,
1997.
 www.wordreference.english.
 www.wordrefence English Spanish
79

Cuadernillo de Clases Ingles 1 Unr Año 2016

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CUADERNILLO DE CLASE

Cuadernillo de textos y actividades para la lecto-comprensión de textos en Inglés,

aplicados a la Cs. Sociales, para alumnos principiantes

Prof. Responsable de la cátedra: Prof. Dra. Ma. Ines de Juano

Prof. Mgter. Valquiria Fazzi – JTP ordinario

Prof. Laura Mitelberg – JTP interino

¿Conoce el significado de estas palabras? Luego lea y verifique.

A. SISTER- IN-LAW: ……………………………………………………………………

Hi! My name´s Mary-joe. I´m American. I´m 25 and

Complete the chart with information from the text:

Ahora leemos y verificamos si las ideas están incluidas en el texto:

2) Complete the chart with information from the text:

NAME of the country where Edinburgh is

Characteristics of the city:

A symbol of Edinburgh´s medieval times:

1) Edinburgh is divided into the Old and the New Town.

4) Answer the following questions:

1) What is Castle Rock known for today?

5) Choose the best translation:

a new neo-classical a) un nuevo desarrollo b) un nuevo desarrollo c)un nuevo desarrollo

working military a) establecimiento militar b) establecimiento de c) trabajo militar de

an ornate wooden a) un cielo de madera b) un cielorraso de c) un techo de madera

the symbol of a) el símbolo en b) el símbolo de los c) el símbolo de

Read the following:

The gymnasium is located on the right of the

There is a circular building on the left of the

Building (6) is between building (9) and parking lot

Building (4) is above building (8) and consequently

Read the following:

1. Figure A is the plan of a university.

Figure A is the plan of a university. (2) It is located in a Latin American country.

IT in sentence (2) replaces a university from sentence (1)

Beside building (3) is a hexagonal building.

This building is the gymnasium.

This can be written as one sentence:

Beside building (3) is a hexagonal building, which is the gymnasium

4. ___ The agricultural fields are on both sides of the campus.

Circle the best option:

a) A triangle has three sides and 3 angles.

a) A square has 4 equal sides.

a) A line is vertical or horizontal.

a) A rectangle has 2 equal angles and 2 equal sides.

Choose the best answer:

1. Where is the school of communication sciences?

a) It is just below building (5).

b) It is below parking lot (13)

c) It is beside the empty space (16)

2. Where is the sports area?

a) It is beside the cafeteria.

b) It is above a parking lot.

c) It is beside the cafeteria and above parking lot (15).

3. Where are the agricultural fields?

a) They are on the right above the parking lot.

b) They are on the right below the parking lot (14).

c) They are on the right of the campus.

4. Where is the parking lot?

a) It is below the sports area.

b) It is below the agricultural fields.

c) They are two, located on both sides of the campus.

5. What is beside the sports area?

a) A rectangular building, the cafeteria.

b) A hexagonal building, the cafeteria.

c) A hexagonal building, the gymnasium.

Haven´t got a Sell have a

this (line 2): _ These (line 5):

_____