Cartilla Inglés Ies 2016

8/17/2019 Cartilla Inglés Ies 2016

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INSTITUTO DE EDUCACIÓNSUPERIOR

N°6043

MATERIA:

TALLER DE INGLÉS

CARRERA: PROFESORADO DETERCER CICLO Y DE LA

EDUCACIÓN POLIMODAL ENLENGUA

CURSO : 4º AÑO1º SEMESTRE, 2016

1

1


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INTRODUCCIÓN

UNIDAD 1Lo primero que hacemos antes de leer el texto detenidamente es, tal vez, leer losttulos, o!servar las "#uras $si las ha%& % la or#anizaci'n del texto()l si#uiente dia#rama presenta estrate#ias de aproximaci'n al texto, es decir lasdistintas maneras de acercarnos al mismo, las que nos a%udar*n a predecir eltema del texto, su +unci'n $intenci'n del autor& % destinatarios $lectores& delmismo(

-RO.I/CIÓN L

T).TO

trav0s de la(((

O!servaci'n de((( Lectura de(((

1I2UR3 T4TULO 5 Ilustraciones, +otos, 3U6T4TULO3#r*"cos, mapas, ta!las

TI-O2R14 -L6R3 TRN3-R)NT)3 Tipo, tama7o, color, $parecidas al espa7ol&resaltado, ma%8sculas, 5 CONOCID3 % min8sculas $las que %a conocen en in#l0s&

N9/)RO3 NO/6R)3 -RO-IO3Ci+ras, +echas, precios((( ciudades, personas, ros, etc(

3I2NO3 D) 6R):ITUR3 5 -UNTUCIÓN 3I2L3

34/6OLO3 1U)NT) utor, nom!re del li!ro,

volumen, captulo, secci'n, OR2NI;CIÓN D)L T).TO a7o, editorial % lu#ar de

3ecciones pu!licaci'n(

-*rra+os :i7etas, etc(

-redecir T)/ D)L T).TOD)3TINTRIO 1UNCIÓN

2

2


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Con lo anterior se tiene una idea de como acercarse a un texto( )ste es elmomento de aplicar lo aprendido al texto /ERGONOMICS/ para predecir sutema, +unci'n % destinatario( Tema= ((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((>>>>>>>>>>>>>>>>> 1unci'n= (((((((((((((((((((((((((((((((((((((((((((((((((((((((((>>>>>>>>>>>>>>>>(( Destinatario= (((((((((((((((((((((((((((((((((((((((((((((((((((>>>>>>>>>>>>>>>>((

a& ?@u0 relaci'n ha% entre el texto % el dia#ramaA!& ?Cu*ntos tipos de letra se encuentran en el textoAc& Los n8meros ?qu0 indicanAd& Los si#nos de puntuaci'n que aparecen ?para qu0 sirvenA Leer el si#uiente

cuadro(

Nota: signos de untuaci+n

os dos untos ! ! se usan ara introducir una lista de -tems El unto y coma !! ! se usa ara searar -tems en una lista.

El arntesis ! " # ! se usa ara dar informaci+n adicional aclaratoria.

El gui+n corto ! / ! se usa en alabras comuestas &ue a %eces modifican a otra.

0imilar al arntesis: agrega informaci+n a la oraci+n.

e& ?Cu*l es la or#anizaci'n del textoA ?)s com8n encontrar textos de este tipoA+& ?-or qu0 es importante leer el ttuloA#& l leer las +rases, se de!en su!ra%ar las pala!ras transparentes % conocidas(h& ?Cu*l es la +uente del textoA 2eneralmente la +uente del texto est* incluido al

principio o al "nal del mismo(

B( ESTRUCTURA Y TRADUCCIÓN

Una vez que se tiene una idea de lo que trata el texto, se considera la estructura delas +rases de las listas % su posi!le traducci'n( )stas +rases se llaman frases nominales%a que su n8cleo es un nom!re o sustantivo que no puede +altar( su vez este n8cleopuede ser modi"cado por otras pala!ras que lo preceden $premodi"cadores& %o que losi#uen $postmodi"cadores&

O!serve los modi"cadores del n8cleo de las +rases nominales que aparecen en estecuadro( 3e o!serva que ha% pre % postmodi"cadores acompa7ando al n8cleo(

-R)/ODI1ICDOR)3

N9CL)O -O3T

/ODI1ICDOR)3 Determinantes The ----------- #$*(' The recovery *)& #$'& of motion

)s necesario prestar mucha atenci'n a las explicaciones % e


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Los determinantes se7alan el comienzo de una +rase nominal % anuncian

la presencia de un sustantivo $n8cleo&( Cuando est*n presentes en la +rase nominal se

traducen primero, de lo contrario se comienza a traducir por el n8cleo( )


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Determinantes

ota:

os determinantes ueden ser:

1/ Art-culos: the )el, la, los, las* a )un, una*

"/ Ad#eti%os osesi%os:

my )mi, mis* our )nuestro!a!os!as* your )tu, tus, su, sus* your )su, sus, de 2ds.*

his )su, sus, de l*

her )su, sus, de ella* their )su, sus, de ellos!as*

its )su, sus, de ello ! ella*

$/ Ad#eti%os demostrati%os:

this )este, esta* that )ese, esa, a&uel, a&uella*

these )estos, estas* those )esos, esas, a&uellos, a&uellas*

3/ Ad#eti%os numerales:

one - two - three - ... uno / dos / tres / ...

first - second - third - ... rimero / segundo / tercero

4/ Ad#eti%os indefinidos o cuantificadores:

all )todo!a / todos!as* each )cada uno!una* some )algunos!as* etc.

)s com8n que adjetivos calicativos acompa7en al sustantivo n8cleo pero se de!etener presente que el n8cleo de!e traducirse primero( )


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Los post-modicadores del n8cleo de la +rase nominal van muchas vecesintroducidos por una preposici'n como= in - on - of - for - with etc( % pueden ser unao varias pala!ras( )n este 8ltimo caso tam!i0n tienen n8cleo % modi"cadores( )


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PLURAL DE LOS SUSTANTIOS:

O7%& &+ %**&'& .$#(:

SUSTANTIOS SINGULARES

SUSTANTIOS PLURALES

)spa7ol

In#l0s

#re#as

#re#aes

Terminaen y

Cam!iapor ies

Termina enf

Cam!iapor ves

+actor +actor +actors

en+ermedad illness illnesses

lastimadura

in


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3i#ns ((((((((((((((((((( ((((((((((((((((((( %#ienists (((((((((((((((((((( ((((((((((((((((((( Tools (((((((((((((((((((( ((((((((((((((((((( 1iremenKomen (((((((((((((((((((( (((((((((((((((((((


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CASO GENITIO O POSESIO:

3e utiliza el caso #enitivo para expresar posesi'n o relaci'n(

3e denota posesi'n en in#l0s=

( #re#ando ap'stro+e s al poseedor=

a person's ability the earth3s rotation la ha!ilidad & una persona la rotaci'n & la tierra

Cuando el poseedor es un sustantivo terminado en EsE o plural s'lo sea#re#a la ap'stro+e=

4harles3s injury hy!ienists3 theory La lastimadura & Carlos la teora & los hi#ienistas(

6( Con la preposici'n of #pplication of .hsychophysics La aplicaci'n & la -sico+sica(

CTI:IDD= Teniendo en cuenta lo que se ha visto so!re las "#$%&% '()*'$+&% % sus)(*-.$(#&%, su!ra%ar el n8cleo % lue#o traducir las si#uiente +rases=B( Identi"ed risM +actors (((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((( /usculosMeletal Disorders (((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((G( Occupational )r#onomics -ro#rams ((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((H( -osture evaluation ((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((( ctive surveillance methods (((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((P( Control strate#ies ((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((Q( International 3tandards (((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((

O#(% C$%(% & F#$%&% N()*'$+&%:

)xisten las +rases nominales con varios n8cleos, todos de la mismaimportancia( 2eneralmente se encuentran unidos por las con


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PRCTICA

1- Leer el Siguiente Artículo.2- Subrayar lo a!"eti#o.3- $ncerrar en un círculo to!o lo utanti#o %ue act&an como a!"eti#o4- Leer el te'to nue#amente y repon!er la iguiente pregunta:

()u* !earrollo +ameron,

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--

(+ule on lo punto !e #ita acerca !e la cali!a! !ecripto,

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--

(A %u* hace reerencia un/a %uality o organiation culture0,

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5- ra!ucir la rae ominale.

9A UALITY CULTURE TYPOLOGY;

im Cameron $BSSB BSSG& has developed a qualit% culture pattern

in Khich three dierent +ocusespoints o+ vieK a!out qualit% are

descri!ed= error detection, error anticipation and creative qualit%(

These are points o+ vieKs +ocused toKards qualit%, and constitute the

Ka%s o+ means that explain Khat or#anisations thinM o+ qualit% and

hoK the% de"ne it( That means that a qualit% o+ or#anisation culture

maMes re+erence to its values and interpretations a!out qualit% tools

or techniques such as statistical process control, qualit% +unction

development, continuous improvement c%cles, experiment desi#nin#,

etc( Dierences in cultural pro"les o+ qualit% do exist in or#anisations,

the% are a +act and, a accordin# to Cameron, are Kidespread

throu#hout various industrial and service companies(

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TERMINACIONES DE LOS AD


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>>>>>>>>>>>>>>>>>>>>>>>>>>>>>(((((((((((((((((((((((((

(((((((((((((((((>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

( s ph%sical activit% increases, the demand +or the chemicals that poKer

use+ul muscles also increases

(((((((((((((((((((((((((((((((((((((((((((

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>(((((((((((((((((((((

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>(((((((((((((((

((((((((((((((((((((

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>(((((((((((((((

G( The immense need +or trained pu!lic relations support Kas apparent

even !e+ore the events o+ 3eptem!er BB(

>>>>>>>>>>>>>>((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((

(((((((((((

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>((((((((((((((((((((((((((((((((((((((((((

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

H( In recent %ears, several accidents occurred Khere li#htnin# strucM

+acilities Kith Famma!le su!stances(

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>((((((((((((((((((((((>>>>>>((((((((((((((((((((

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>(((((((((((((((

((((((((((((((((((((((((((((((((((((((((((

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

( our volunteers Kill assist Kith Kritin# pu!lic service announcements or

trainin# videos throu#hout the %ear(

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>((((((

((((((((>(>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>((((((((((((((((((((((((((((((((((((((((((

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

P( In our neKshun#r% societ%, it is imperative to have a strate#ic and

use+ul plan(

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((


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(((((((((((((((((((((( ((((((((((((((((((((((((((((((((((((((((((

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

!djetivos terminados en "ing y "ed

♦ /uchos ad &5#&%%*' > &B.**' > "#*@&'*' > *'&%*' >

%@(.*' > %#5#*%*' > #*"*' > *#*' > &+.()*' > (##*'

• the alarming price o pot gra!uate coure on uman6eource. .....................................................................................

77777777777777777777• the astonishing increae o price 7777777777777777777777777• a shocking protecti#e peronal e%uipment 8it 7777777777777777777• an interesting intruction manual 7777777777777777777777777..• a worrying aety an! hygiene iue 777777777777777777777777.• an alarming amount o !i#orce

7777777777777777777777777777..

2. Se utili9an alguno a!"eti#o termina!o en –ing para !ecribir algo %ue contin&a !urante un perío!o

!e tiempo.

decreasing – existing – living – booming – increasing – remaining – ageing

• an increasing !eman! - 777777777777777777777777777777..• a booming company o inurance - 77777777777777777777..• an existing ire e'it -

77777777777777777777777777777777.

• the decreasing wil! or oret ire 7777777777777777777777777..• the remaining human component 777777777777777777777777.


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3. ucho a!"eti#o termina!o en –ed !ecriben lo entimiento !e la gente. ienen un igniica!o pai#o. ;or e"emplo a discouraged fire fighter e un bombero !eanima!o o !ecora9ona!o por algo.

Alarmed – amused – astonished – bored – depressed – disappointed – excited frightened –

interested – satisfied – shocked – surprised – tired – troubled

• the $+$#)& "re !ri#ade chie+

>>>>>>>>>>>>>>>>>>>>>>>>>>>(

• an &B.*& #eneral mana#er

>>>>>>>>>>>>>>>>>>>>>>>>>>>>(

• The $)%& old lad%

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>(

• %#5#*%& and $+$#)& police inspector

>>>>>>>>>>>>>>>>>>>>>>

T((% +(% $=&*8(% %& 5&&' *+*?$#=• Delante de un sustantivo,

• Despu0s del ver!o to !eV $am W is W are&

PALARAS UE PUEDEN FUNCIONAR COMO REFERENTES

.ronombres .ersonales

F'.*' S=&(= se encuentran siempre antes del ver!ocon


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It 0l, ella, $cosa ' animal&( /uchas veces no setraduce( &e nosotrosas #ou ustedes, vosotros, hey ellosas

F'.*' O7=&(= se encuentran siempre despu0s del ver!ocon


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hat ella, lolas, los queX quienesX ella cual, loslascuales &hich ella, lolas, los queX ellalo cual, loslas cuales &ho que, quienesX ella cualX loslas cuales &hom queX quienesX de quienesX a quienes &hose de quienesX cu%oaosas

P#('()7#&% D&)(%#$*8(%: se re"eren a cosas ' personas enparticular=

his 0ste, 0sta, esto( hat 0se, 0sa, eso, aqu0l, aqu0lla, aquello( hese 0stos, 0stas( hose 0sos, 0sas, aqu0llos, aqu0llas(

A=&*8(% D&)(%#$*8(%: expresan la noci'n de cercana ole


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ANE!O II

CONECTORES LÓGICO > SEMNTICOS

Los conectores l'#ico W sem*nticos indican relaci'n de ideas entresectores del texto= proposiciones, oraciones % p*rra+os( )llos puedenser con


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Y( %( $%H como paraXS( $% +(' $%:siempre % cuandoXmientras $que&XBZ( *' @$: %a queX

por cuantoX porqueXBB( @*% *% @: porestoX esta es la raz'n porla queX!I

!II 7JI'*.$'C('*.*':

B( *": si (((( *' .$%&: por siacasoX en caso de queXG( 5#(8*& @$J:siempre queX a condici'nqueX con tal queXH( '+&%%: a menosqueX a no ser queX( @&': cuandoXP( @&'&8: cada vezqueX

!III!I! .J

I'*.$'R&%+$(E" &.(:

B( $% $ #&%+:como resultadoX

( $% $.('%&&'.&: comoconsecuenciaX

G( .('%&&'+:en consecuenciaX porlo tantoX

H( @&'.&: por lotantoX por estoX

( %( @$: demanera queX de modoqueX

P( @$ *% @: poresoX esa es la raz'nX

Q( @&"(#&: porlo tantoX porconsi#uienteX

Y( %(: de modoqueX asX

S( @&': lue#oXentoncesX

BZ( @&7: por lotantoX

..(!!I JI'*.$'5#(5%*(:

B( *' (# @$: paraX( *' (# (: paraXG( "(# @*% 5#5(%&: con

este prop'sitoX paraestoXH( %( @$: paraX a "n de

queX para queX( %( $% (: paraX a "n

deX

..II(..III(

..I:(

$$%& ANE$O II ' (IS!!I

!!II CONECTORES LÓGICO > SEMNTICOS..:III( )stos son los mismos conectores l'#icosem*nticos pero

en orden al+a!0tico=..I.(...( $": $adv(& despu0sX

$con


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...:II( $% $ #&%+: comoresultadoX

...:III( $% *": como sX

...I.( $% +(' $%:mientras,

.L( $% +(' $%: siempre %cuandoX mientras $que&X

.LI( $% %((' $%H tan prontocomo,

.LII( $% @(@: como sX

.LIII( $% &++ $%: as como,como tam!i0n,

.LI:( $% &++: tam!i0n

.L:( $%: a medida que,cuando, al in"nitivo delver!o

.L:I( $%: %a queX puesto queXcomo

.L:II( 7&.$%& (": de!ido aX

.L:III( 7&.$%&: porqueX

.LI.( 7&"(#&: $adv(& antes,anteriormente, previamente,

L( 7&"(#&@$': deantemano,

LI( 7&%*&%: adem*s,LII( 7: pero, sin em!ar#oX

LIII( .('%&&'+: enconsecuenciaX por lo tantoXLI:( &%5*&: a pesar deXL:( & (: de!ido aXL:I( &*@ K (#: ' >( ÓL:II( , &*@: tampoco,L:III( &8&' *": aunqueX a8n

cuandoX incluso siXLI.( &8&' %(: a8n siXL.( &8&' @(@: aunqueX

a8n cuandoX

L.I( &8&'$++: "nalmente,L.II( -'$++: "nalmente,L.III( -#%-#%+: primero

%&.(': en se#undo lu#ar etc(

L.I:( "(# &B$)5+&: pore


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.C:I( '( ('+ K7 $+%(J:no solo >( sino $tam!i0n&

.C:II('(= ahora

.C:III( (' $..(' (":de!ido aX

.CI.( (' @& (@ @$': porel otro lado(((C( ('.&= una vez,CI( 5#(8*& @$J:

siempre queX a condici'nqueX con tal queX

CII( %*'.&= desde,CIII( %*'.&: %a queX puesto

queX en vista de queXCI:( %( $% (: paraX a "n deXC:( %( $%H como paraXC:I( %( @$: de manera queX

de modo queXC:II( %( @$: paraX a "n de

queX para queXC:III( %(: de modo queX asXCI.( %*++: sin em!ar#oX con

todoX no o!stanteXC.( %.@ $%: tal comoX tales

como(C.I( @$ *% *&J: es decirX o

seaXC.II( @$ *% @: por esoX esaes la raz'nX

C.III( @&'= lue#o,C.I:( @&': lue#oX entoncesX

C.:( @&7: por lo tantoXC.:I( @&"(#&: por lo tantoX

por consi#uienteXC.:II(@*% *% @: por estoX

esta es la raz'n por la queX

C.:III( ( .('.+&= paraconcluir,C.I.( ( %))$#*?&= para

resumir,C..( ($= ho%,C..I( ((: tam!i0n(C..II('+&%%: a menos queX a

no ser queXC..III( '+*&: a di+erencia

deXC..I:( '*+= hasta,C..:(@&'= cuando(C..:I( @&': cuandoXC..:II( @&'&8: cada vez

queXC..:III( @&$%: mientras

queX en tanto queXC..I.( @&@ K (# '(:

%a sea que > o queX tantocomo si > o noX

C...( @*+&= mientras

$que&, a medida que,C...I( @*+&: mientras,C...II( &: a8n, m*s,

peroX sin em!ar#oX

CXXXIII. Verb to e !"er #$star en el %resente del &odo Indicativogeneralmente'

CXXXIV.CXXXV. ( %ara negar se agrega el )not* al verbo to be.CXXXVI. Affirm

ativeCXXXVII. +egative CXXXVIII. Interrogative

+re

+L@. ?ou

are/?ou>re

+L@=. hey

+L@==. e are not/ e aren>t/ e>re

not

+L@===. ?ou are not/ ?ou

aren>t/?ou>re not

+L


23/48

are/hey>re +L=t/

hey>re not

+L my bet rien!.

===. e>re Spanih teacher but we aren>t $nglih teacher yet.=@. = am eighteen year ol! an! my iter i twel#e year ol!. She> 1DE cm an! = am

5>1F>>.

@. ;olice are in the police tation while ireighter are in the iretation.

@=. he people rom Salta are helpul an! attenti#e. oreo#erC they>re alo goo!

inger an! !ancer.

@==. Lon!on i the capital city o the Gnite! Hing!om an! at the ame timeC it> the

capital o $nglan!.

C,XIV.C,XV.

C,XVI. %resent "imple or "imple %resent !%resente del &odo Indicativo

generalmente'C,XVII.

C,XVIII. ( ,os verbos solo en oraci-n afirmativa para he she it cambian ytoman una )s* )es* o )ies* de acuerdo a la terminaci-n del verbo.

C,XIX. ($n el aspecto negativo y en las preguntas el verbo /ueda sincambios para he she it.

C,XX. Affirmative !he she it 0 )s*'

C,XXI. +egative !don1t – doesn1t'

C,XXII. Interrogative!do – does'

+L


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@. Ioe he wa8e up at !awn, Ioe he ha#e a lot o wor8, ?eC he ha a lot o

wor8.

@=. $#erybo!y loo8 imilar in my amily. =t eem cra9y though.

@==. y !og !oen>t eat bee but it eat ih.

@===. e practice tae 8won !o an! he e#en practice 8arate.

CXCVIII.CXCIX.CC.

CCI. %ast "imple or "imple %ast++==.

CCIII. !$/uiparable al %ret2rito %erfecto "imple a veces al %ret. Imperfecto del&odo Indicativo'

CCIV.CCV. ( $xisten dos tipos de verbos regulares !terminan en )ed*' e )irregulares*

!cambian3 segunda columna'CCVI. ( $n la negaci-n se usa el auxiliar didn1t !did not' y en la pregunta el

auxiliar )did* el verbo vuelve a a su estado sin cambios es decir el infinitivo!primera columna o sin ed'.

CCVII.CCVIII. Affirmativ

e !he she it 0 )s*'CCIX. +egative !didn1t 4 did not' CCX. Interrogative

!did'++


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++/ha

wor8e!/been in Salta.

++/ha


++/ha


++t wor8e!/been in

Salta.

+++=. =t ha not/han>t wor8e!/been in

Salta.

+++==.a he wor8e!/b

Salta,

+++===. a

wor8e!/been in Sa

+++=@. a i

wor8e!/been in [email protected]>#e/ha#e


+++@=. ?ou>#e/ha#e


+++@==. hey>#e/ha#e


+++@===. e ha#e not/ha#en>t


+++=t


+++t wor8e!/been

in Salta.

+++


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+++L.hey ha! wor8e! in

Salta.

+++L===. hey ha! not/ hey ha!n>t

wor8e! in Salta.

+++L@=. a! th

wor8e!/been in Sal

CCC,VII.CCC,VIII.+++L=


28/48

+I


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+I


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wor8ing in Salta.IL


31/48

DC.LI( )n in#l0s cuando comparamos dos sustantivos utilizamos losad


32/48

;C,XXVIII. 6. "%$>,A?IV= ;$ I+8$>I=>I;A;;C,XXIX.

DCLXXX. Calculato#s a#e te least used devices today. Las calculado#as son los dispositivosmenos usados oy.

I+L&I+A;=" $+ )L*

DCCVII.

DCCVIII. )y siste#s a#e appie# tan my "#ote#s. )is e#manas son m(s felices $ue mis

e#manos.

I++=&I+A;= $+ )L* 0)I$>* ;CCXI.adective – y 0 ier 0 than !mJs B /ue'

DCC.II(


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a( Craz% W % ier= e is crazier than !e+ore(DCC.III( [[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[

[[[[[[[!( Laz% W % ier= /% cat is lazier than %ours(

DCC.I:( [[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[ [[[[[[[c( 1riendl% W % ier= -eople in the countr%side are +riendlier than people

in cities(DCC.:( [[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[

[[[[[[[d( U#l% W % ier= -aper !a#s are u#lier than plastic !a#s(

DCC.:I( [[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[ [[[[[[[e( -rett% W % ier= /% handKritin# is prettier than m% !rother\s(

DCC.:II( [[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[ [[[[[[[+( Dr% W % ier= 5our #rass is drier than m% #rass(

DCC.:III( [[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[ [[[[[[[I++*;CCXXVII. A;E$?IV= ?$>&I+A;= $+

)$* 0 )>*

;CCXXVIII. adective 0 er 0 than !mJs B /ue';CCXXIX. adective 0 r 0 than !mJs B /ue'

I++


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DCC.L:( [[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[ [[[[[[[!( /ore interestin#= iphop is more interestin# than A?IV= ;$ A;E$?IV=" I>>$@,A>$";CC,II.

I++L===. hi plan goe urther than the pre#iou plan. $te plan #a m all %ue el anterior plan.I++L=@.

;CC,V.Adetivos irregulares 2ood 6ad 1ar

;CC,VI. Adetivos comparativosirregulares !etter than Korse than +arther than +urther than

I++L@==.

a( This road +arther than the shortcut(DCCL:III( [[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[

[[[[[[[!( /% results Kere Korse than %ours(

DCCLI.( [[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[ [[[[[[[c( /essi is !etter than Ronaldo(

DCCL.( [[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[ [[[[[[[

DCCL.I(DCCL.II(DCCL.III(;CC,XIV. P. "%$>,A?IV= ;$ A;E$?IV=" &=+="H,A="9

DCCLXV.

DCCLXVI. %is is my oldest toy. ste es mi juguete m(s viejo.

I++L


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e( The polite st= nimals are the politest creatures(DCCC:I( [[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[

[[[[[[[I+++@==.I+++@===.;CCCIX.

;CCCX. @=";CCCXI.I+++,A?IV= ;$ A;E$?IV=" I>>$@,A>$";CCCXXV.I+++


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mencionar &uin o &u hace la acci+n. Es m;s normal encontrar en esa9ol formas con


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'D88. Cuture

'D888. erfect'D87. will ha%e been B

C1#. 4ur baby will have been born before

Christmas.

C1#%. &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&.

'D788.

'D7888.

'D86. (ara decir &uin hac-a la acci+n o &u la causaba, usa 4/54 "-or#.• This house was built by my mother. ! 5sta casa fue construida $or mi madre.

• Washington was bombed by (akistan. ! ,ashin/ton fue bombardeado $or

0a+istán.C/.(C/.I(C/.II(C/.III(C/.I:(C/.:(C/.:I(C/.:II(C/.:III(C/.I.(C/..(C/..I(C/..II(C/..III(C/..I:(C/..:(C/..:I(C/..:II(

CM$$%III& Eng*is. ' t.e 0niversa* *ang0age on t.e Internet6

'D6686. >enerally seaking, English is the uni%ersal language on the 8nternet,but it doesn=t ha%e official status. The reasons for the osition of English are theimerialism and economical and olitical imortance of English/seakingcountries. inguistically, English is extremely unsuitable for internationalcommunication, and the actual wide use of English tends to olarize the worldinto 8nternet users and 8nternet illiterates.

'D666. The osition of English only can only change through ma#or world/scale olitical and economical changes, such as the increasing imortance of

the Euroean 2nion or a coalition between aan and 'hina. Those owerscould romote a language other than English, ossibly a constructed language,for international communication.

'D6668. 5uring the history of mankind, there ha%e been se%eral more or lessuni%ersal languages or lin/ua francas, such as atin )and >reek* in the Fomanemire, mediae%al atin in Western Euroe, later Crench and English.2ni%ersality is of course relati%eG it means uni%ersality in the Hknown worldH or Hci%ilized worldH, or #ust in a large emire. o language has been reallyuni%ersal )global*, but the current osition of English comes closest.

CM$$$II& E77e1ts o7 t.e im-ortan1e o7 t.e Internet an, Eng*is.


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'D666888. The imortance of the 8nternet grows fast in all fields of human life,including not only research and education but also marketing and trade as wellas entertainment and hobbies. This imlies that it becomes more and moreimortant to know how to use 8nternet ser%ices and, as a art of this, to readand write English.

'D66687. If course, the ma#ority of mankind cannot use the 8nternet nowadaysor in the near future, since they li%e in countries which lack the necessaryeconomical and technological infrastructure. Jut the 8nternet causesolarization in de%eloed countries, too: eole are di%ided into 8nternet usersand 8nternet illiterates, and as the use of the 8nternet grows and often relacestraditional methods of communication, the illiterates may find themsel%es in anawkward osition.

'D6667. 8n general, it is easy to learn to use 8nternet ser%ices. The worstroblems of 8nternet illiteracy are, in addition to lack of economical resources of course, wrong attitudes. Ilder eole are usually not accustomed to a world of continuous and raid change, and they may not realize the imortance of the8nternet or the easiness of learning to use it.

'D66678. Jut although 8nternet ser%ices are, generally seaking, easy to learnand use, you find yourself isolated on the 8nternet if you are not familiar withEnglish. This means that knowledge or lack of knowledge of English is one of the most se%ere factors that cause olarization.

'D666788. Adated from: htts:!!www.cs.tut.fi!K#korela!lingua/franca.html

C&XXXVIII.

C&XXXIX.C&X,. ?he R%eter %an "yndrome1

C&X,I.+ aect people who !o not want or eel unable to grow upC

people with the bo!y o an a!ult but the min! o a chil!. hey !on>t 8now how or !on>t want to top

being chil!ren an! tart being mother or ather.+


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+L=@. =n literatureC tream o concioune i a metho! o narration that

!ecribe in wor! the low o thought in the min! o the character.

+L@.

+L@=. ;ychologit illiam Qame initially coine! thi term in hi reearch

he ;rinciple o ;ychology0. e wrote: 7 it i nothing "oine!R it low. A

Mri#er> or a Mtream> i the metaphor7tream o thoughtC conciouneC or ub"ecti#e lie.0

+L@==.

+L@===. Another appropriate term or thi !e#ice i =nterior monologue0 where

the in!i#i!ual thought proce o a character aociate! to hi or her action appear

a a monologue that a!!ree the character himel or herel. hereoreC it i

!ierent rom the !ramatic monologue0 or Solilo%uy0 where the pea8er

a!!ree the au!ience or the thir! peron.

+L=


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+L


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D. Malf sunk, a shattered %isage lies, whose frown,

D8. And wrinkled li, and sneer of cold command

D88. Tell that its scultor well those assions read

D888. Which yet sur%i%e, )stamed on these lifeless things,*

D87. The hand that mocked them and the heart that fed:

D7. And on the edestal these words aear:

D78. HDy name is Izymandias, king of kings:D788. ook on my works, ye Dighty, and desairNH

D7888. othing beside remains. Found the decay

D86. If that colossal wreck, boundless and bare

D6. The lone and le%el sands stretch far away.

D68.

D688. 0ources: htt:!!www.sonnets.org!basicforms.htm

D6888. htt:!!www.oets.org!oetsorg!text!oetic/form/sonnet

/.I:(/.:(

M$%I& E2am-*es o7 SonnetsM$%II&

M$%III& Petrar1.an sonnet T.e New Co*oss0s /5 Emma La)ar0sM$I$&D66. Ine of the most enduring oems in American history is a (etrarchan sonnet. 8n

1@O$, this oem was engra%ed on a la&ue and laced on the lower le%el of the 0tatueof iberty, where it can still be found today. The rhyming attern can be abba, abba,cdecde or cdcdcd.

D668.D6688. ot like the brazen giant of >reek fame, )a*

With con&uering limbs astride from land to landG )b*Mere at our sea/washed, sunset gates shall stand )b*

A mighty woman with a torch, whose flame )a*8s the imrisoned lightning, and her name )a*

Dother of Exiles. Crom her beacon/hand )b*>lows world/wide welcomeG her mild eyes command )b*The air/bridged harbor that twin cities frame. )a*

D66888.Pee, ancient lands, your storied omN cries she )c*

With silent lis. >i%e me your tired, your oor, )d*Qour huddled masses yearning to breathe free, )c*

The wretched refuse of your teeming shore. )d*0end these, the homeless, temest/tost to me, )c*

8 lift my lam beside the golden doorN )d*D6687.

M$$%&M$$%I&S-enserian sonnet Sonnet N9:; /5 E,m0n, S-enser

M$$%II&

D667888. The rhyme scheme )abab bcbc cdcd ee* comes from 0enser=s famouseic oem he 6aerie 7ueen. Mere we ha%e the sonnet di%ided into three &uatrains

)four lines*, followed by a rhyming coulet. 0onnet R4 seems to be about theauthor=s attemts to immortalize his wife or the lo%e of his life.

D6686.D666. 0onnet R4

D6668.D66688. Ine day 8 wrote her name uon the strand, )a*

SSJut came the wa%es and washed it away: )b*SS Again 8 wrote it with a second hand, )a*Jut came the tide, and made my ains his rey. )b*


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D666888.7ain man, said she, that doest in %ain assay )b*

SS A mortal thing so to immortalize, )c*SSCor 8 myself shall like to this decay, )b*

And eek my name be wied out likewise. )c*D66687.

ot so )&uoth 8*, let baser things de%ise )c*SSTo die in dust, but you shall li%e by fame: )d*SSDy %erse your %irtues rare shall eternize, )c*

And in the hea%ens write your glorious name. )d*D6667.

SSWhere whenas 5eath shall all the world subdue, )e*SSIur lo%e shall li%e, and later life renew. )e*

D66678.

D666788. 0ources: htt:!!www.hymntime.com!tch!htm!m!o!s!mostglor.htm

D6667888. htt:!!study.com!academy!lesson!etrarchan/sonnet/rhyme/scheme/format/examle/oems.html

D66686. htts:!!oemshae.wordress.com!"OO@!O1!11!what/is/shakesearean/senserian/am/etrarchan/sonnets!

D6. htt:!!study.com!academy!lesson!senserian/sonnet/definition/form/examles.html

/.LI(M!LII *(%/.LIII(


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considered as a pioneer in )n#lish literature( /an% "lms and pla%sare availa!le at present(

/L:( amlet is the prince o+ DenmarM( e is stud%in# in 2erman%Khen his +ather, the Min#, dies( e #oes !acM to DenmarM in order

to attend his +ather^s +uneral( Completel% in #rie+, amlet !ecomeseven more upset !ecause his mother marries his uncle`herhus!and\s !rother( amlet thinMs she doesn\t seem to !e ver% sada!out his +ather\s death( 1or him, the hast% marria#e also meansthat his uncle, noK in# Claudius, sits upon the throne instead o+ himsel+( amlet suspects +oul pla%(

/L:I( One ni#ht, amlet sees the #host o+ his +ather, Kho tells himthat his death Kas not natural( Rather he Kas Milled, and sa%s hisdeath Kas a E+oul and most unnatural murder(E

/L:II(The #host o+ amlet^s +ather tells -rince amlet that he Kasmurdered !% his oKn !rother, in# Claudius, Kho noK Kears histhrone and is even married to his Ki+e( e tells amlet to seeMreven#e o+ his dead +ather^s murder( amlet sKears to aven#e himand to Mill in# Claudius( 6ut later, amlet +aces a dilemma( Canhe trust the #hostA Is the vision o+ a spirit enou#h reason to Mill hisuncle, the Min#A

/L:III( Later in 3haMespeare^s #reat literar% KorM, amletconsiders man% options to escape his unhapp% situation, includin#

suicide( The pla% includes man% philosophical situations and heartKrenchin# scenes(

/LI.( &hat is a solilo+uy,

/L.( The term E3oliloqu%E is #enerall% used as a means o+ characterrevelation or character mani+estation to the audience or the readero+ the drama( 3oliloqu% is used as a tool or process !% Khich thedramatist conve%s the secret thou#hts andor intentions o+ thecharacter, to the audience or the reader o+ the drama, !ut it alsopreserves the secrec% o+ those thou#hts +rom the other characters

o+ that drama(

/L.I( soliloqu% is #enerall% made Khen the character is alone, orKhen heshe thinMs to !e alone, in order to preserve the secrec%+rom other characters(

/L.II( dapted +rom= hun!!elmeer(hu!pa#es(com

/L.III(

&,XIV. Introduction to "hakespeareSs "onnets

&,XV.


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thee.

L


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+=@.

&CV. XVIII

(A un !ía !e #erano compararte,

hermoura y ua#i!a! poee.

iembla el brote !e ayo ba"o el #iento

y el etío no !ura cai na!a.

A #ece !emaia!o brilla el o"o

olarC y otra u te9 !e oro e apagaR

to!a belle9a alguna #e9 !eclinaC

a"a!a por la uerte o por el tiempo.

;ero eterno er el #erano tuyo.

o per!er la graciaC ni la uerte

e "actar !e enombrecer tu pao

cuan!o cre9ca en #ero inmortale.

@i#ir mientra alguien #ea y ientay eto pue!a #i#ir y te !* #i!a.

illiam Sha8epeareC Sonetos. ra!uccin !e anuel

u"ica Laine9C $!itorial Loa!aC Bueno AireC 1OE4

+@=. XVIII

(;or %u* igualarte a un !ía !e #erano

i ere m hermoo y apacible,

$l #iento a9ota lo capullo mayo

y el t*rmino eti#al no tar!a en ireR

+@==. i a #ece ar!e el culo olarC

m #ece u !ora!a a9 e nubla

y e norma %ueC por obra natural

o !el a9arC lo bello al in ucumba.

+@===.a no e nublar tu etío eterno

ni per!er la gracia %ue poeeC

ni te ten!r la muerte por troeo

i eterna on la línea !on!e crece:

&CIX. abien!o %uien repire y pue!a #erCto!o eto igue #i#o y t& tambi*n.

illiam Sha8epeareC Sonetos 1 Lamento de

una amanteC tra!uccin !e An!r* $hrenhauC

$!itorial ;ara!ioC Bueno AireC 2FFO

+


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8t closes e%ery sentence enned.8nsert a comma for short auses and breaks,

And also for lists the writer makes.5ashes / like these / are for thoughts.

They ro%ide additional information )so do brackets, of course*.These two dots are colons: they ause to comare.

They also do this: list, exlain and reare.The semicolon makes a breakG followed by a clause.

8t does the #ob of words that linkG its also a short ause. An aostrohe shows the owner of anyones things,

8ts &uite useful for shortenings.8m gladN Mes madN 5ont walk on the grassN

To show strong feelings use an exclamation markN A &uestion mark follows Where? When? Why? What? and Mow?

'an 8? 5o you? 0hall We? Tell us nowNHuotation marksH enclose what is said.

Which is why they are often called Hseech marksH instead.D'6688.

1C""%%%. 9onathan :abay is an author- s$ea+er- co$yriter and business consultant.

2e teaches at the Chartered %nstitute of 1ar+etin/. Source;htt$;eorge Dac5onald, and idol of 5odgson=s, who had the erfect litmus test for the story=s merit: Me read it to his ownchildren, who lo%ed it. Encouraged, 5odgson re%ised the story for ublication, retitling it to Alice=s Ad%entures in Wonderland and adding the now/famous scene of the Dad Matter=stea arty and the character of the 'heshire 'at for a grand total nearly twice as long as themanuscrit he had originally sent to Alice iddell.

D'666888.D'66687. Taken from: htt:!!www.brainickings.org!index.h!"O1"!OR!O3!story/of/alice!

MC$$$%&MC$$$%I& %o1a/0*ar5

• 8n order to entertain: (ara entretener, A fin de entretener

• To make its way to: abrirse camino

• he had originally sent to: el hab-a mandado en rinciio a

• litmus test: rueba decisi%aMC$$$%II&

+

Cartilla Inglés Ies 2016

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