Repblica Bolivariana de Venezuela

Misin Sucre Aldea Universitaria Majaguas

San Rafael de Onoto - Portuguesa

INGLS I
CDIGO: 11107 UC: 2
AGROALIMENTARIA
II TRIMESTRE
TRAYECTO II, III Y VI

Prof. Roberto Alvarado

C.I: 9.655.704
Telfono: 0426-2991856
Correo: inglesmisionsucresro@gmail.com

Unudad 1: UNIDAD
Ingls

Muestreo.

Prediccin.

Confirmacin.

Descarte.

Finalizacin

Estrategias Cognoscitivas para la Comprensin de Textos en

Activity 1: Preview the following readings and answer these questions in spanish.
1) What are the basic reading strategies in English?

2) How can they help you understand a text in English?

Repblica Bolivariana de Venezuela

Misin Sucre Aldea Universitaria Majaguas
San Rafael de Onoto - Portuguesa

1. Automatic decoding. Being able to recognize a word at a glance.

2. Previewing and predicting. Giving the text a quick once-over to be able to guess what is to
come.
3. Specifying purpose. Knowing why a text is being read.
4. Identifying genre. Knowing the nature of the text in order to predict the form and content.
5. Questioning. Asking questions in an inner dialog with the author.
6. Scanning. Looking through a text very rapidly for specific information.
7. Recognizing topics. Finding out what the text is about.
8. Classification of ideas into main topics and details. Categorizing words and ideas on the
basis of their relationships; distinguishing general and specific.
9. Locating topic sentences. Identifying the general statement in a paragraph.
10. Stating the main idea (or thesis) of a sentence, paragraph or passage. Knowing what the
authors point is about the topic.
11. Recognizing patterns of relationships. Identifying the relationships between ideas; the
overall structure of the text.
12. Identifying and using words that signal the patterns of relationships between ideas. Being
able to see connections between ideas by the use of words such
as first, then, later.
13. Inferring the main idea, using patterns and other clues.
14. Recognizing and using pronouns, referents, and other lexical equivalents as clues to
cohesion.
15. Guessing the meaning of unknown words from the context. Using such clues as
knowledge of word parts, syntax, and relationship patterns.
16. Skimming. Quickly getting the gist or overview of a passage or book.
17. Paraphrasing. Re-stating texts in the readers own words in order to monitor ones own
comprehension.
18. Summarizing. Shortening material by retaining and re-stating main ideas and leaving out

Repblica Bolivariana de Venezuela

Misin Sucre Aldea Universitaria Majaguas
San Rafael de Onoto - Portuguesa

details.
19. Drawing conclusions. Putting together information from parts of the text and inducing new
or additional ideas.
20. Drawing inferences and using evidence. Using evidence in the text to know things that are
unstated.
21. Visualizing. Picturing, or actually drawing a picture or diagram, of what is described in the
text.
22. Reading critically. Judging the accuracy of a passage with respect to what the reader
already knows; distinguishing fact from opinion.
23. Reading faster. Reading fast enough to allow the brain to process the input as ideas
rather than single words.
24. Adjusting reading rate according to materials and purpose. Being able to choose the
speed and strategies needed for the level of comprehension desired by the reader.
Tomado de: Teaching Reading in a Second Language ByBeatrice S. Mikulecky, Ed.D.
Page 4 Reading Skills at:
http://www.longmanhomeusa.com/content/FINAL-LO%20RES-Mikulecky-Reading%20Monograph%20.pdf

1. Previewing the text to get an overview

What is it? Previewing a text means that you get an idea of what it is about without actually reading
the main body of the text.
When to use it: to help you decide whether a book or journal is useful for your purpose; to get a
general sense of the article structure, to help you locate relevant information; to help you to identify the
sections of the text you may need to read and the sections you can omit.
To preview, start by reading:
the title and author details
the abstract (if there is one)
then read only the parts that jump out; that is: main headings and sub headings, chapter
summaries, any highlighted text
examine any illustrations, graphs, tables or diagrams and their captions, as these usually
summarise the content of large slabs of text
the first sentence in each paragraph
Tomado de: https://student.unsw.edu.au/reading-strategies

Repblica Bolivariana de Venezuela

Misin Sucre Aldea Universitaria Majaguas
San Rafael de Onoto - Portuguesa

Making Predictions: A Strategy for Reading and Science Learning

Reader. Image courtesy of bowmanlibrary, Flickr.

Making predictions is a strategy in which readers use information from a text (including titles,
headings, pictures, and diagrams) and their own personal experiences to anticipate what they are about
to read (or what comes next). A reader involved in making predictions is focused on the text at hand,
constantly thinking ahead and also refining, revising, and verifying his or her predictions. This strategy
also helps students make connections between their prior knowledge and the text.
Students may initially be more comfortable making predictions about fiction than nonfiction or
informational text. This may be due to the fact that fiction is more commonly used in early reading
instruction. Students also tend to be more comfortable with the structure of narrative text than they are
with the features and structures used in informational text. However, the strategy is important for all
types of text. Teachers should make sure to include time for instruction, modeling, and practice as
students read informational text. They can also help students successfully make predictions about
informational text by ensuring that students have sufficient background knowledge before beginning to
read the text.
Tomado de: http://beyondweather.ehe.osu.edu/issue/the-sun-and-earths-climate/makingpredictions-a-strategy-for-reading-and-science-learning
Cross-checking, confirming, and self-correcting (discard the prediction an make
correction)
Teachers need to show beginning readers how to monitor their own reading. The reader needs to crosscheck predictions to ensure that they make sense and fit with other information already processed.
When children detect or suspect an error, they need to have strategies to fix it. For example, a
beginning reader may notice that there is a mismatch between what they have read and what is in the
picture or in the print. Noticing the problem is the first step; knowing what to do to fix it is the next.
Readers cross-check by drawing on their prior knowledge and on the syntactic, semantic, and visual
and grapho-phonic information in the text. Cross-checking often involves turning a partially correct
response into a correct one.
For beginning readers, cross-checking usually involves checking that their prediction of an individual
word fits and makes sense. Their checking and confirming often take time and are quite deliberate.
For fluent readers, cross-checking usually involves further searching for information to confirm their
initial understanding. In skilled reading, predictions are usually checked swiftly and automatically.
As readers progress, they learn that cross-checking, confirming, and self-correcting are among the
habits of a good reader and take responsibility for using these strategies. Cross-checking, confirming,
and self-correcting may involve the learner in doing some or all of the following.

Repblica Bolivariana de Venezuela

Misin Sucre Aldea Universitaria Majaguas
San Rafael de Onoto - Portuguesa

Tomado de: http://literacyonline.tki.org.nz/Literacy-Online/Teacher-needs/Reviewedresources/Reading/Comprehension/ELP-Years-1-4/Cross-checking-confirming-and-selfcorrecting

Activity 2: Translate the definitions of the basic reading strategies into spanish
ESTRATEGIAS DE LECTURA
Existen diferentes propsitos para leer, lo cual indica que no siempre nuestra aproximacin al
texto (forma de lectura) es la misma. Por ejemplo, cuando hojeamos una revista, le damos
una leda por encima a los diferentes artculos que all aparecen como para ver de qu se
trata cada uno de ellos. Lo que obtenemos es una idea general de cada texto. Si lo que
estamos buscando es un nmero de telfono en una gua, nuestra manera de aproximarnos
al texto es completamente diferente. Ya no leemos a vuelo de pjaro, sino que buscamos
con detenimiento una informacin especfica. Estas dos estrategias de lectura reciben en
ingls los nombres de skimming y scanning.
~ skimming ] leer en bsqueda de ideas generales (lectura exploratoria, en castellano)
~ scanning ] leer en bsqueda de informacin especfica (lectura analtica, en castellano)
Hay otras estrategias de lectura que usamos cuando leemos. Algunas de las ms comunes
son las presentadas por Goodman (Goodman, Kenneth; 1984):
a estrategias de iniciacin ~ tambin conocidas como de reconocimiento de la tarea. Se
utilizan cuando el lector identifica algo susceptible de ser ledo (interesante o necesario). En
este caso, se produce una determinacin de su parte que activa los esquemas y estrategias
apropiados.
b estrategias de muestreo ~ (sampling, en ingls) el lector no utiliza toda la informacin
accesible en el texto, si lo hiciese, su disco duro se saturara. Elige slo la que le es til de
acuerdocon los esquemas de comprensin (conocimientos) que l posee.
c estrategias de prediccin ~ estas estrategias se relacionan con la habilidad del lector para
anticipar o predecir la informacin que se presentar ms adelante en el texto. Estas
predicciones se basan en las estrategias de muestreo, las experiencias y los conocimientos
previos del lector.
d estrategias de inferencia ~ estas estrategias le permiten al lector hacer conjeturas acerca
de informacin que no se encuentra de manera explcita en el texto, a partir de lo que s est
presente. El lector hace inferencias tanto a nivel lingstico (qu palabra, o tipo de palabra,
debera aparecer delante de otra) como a nivel de contenido (preferencias, valoraciones,
relaciones). Estas estrategias son las que permiten decidir, cuando hay un error de imprenta,
la palabra correcta que debera aparecer. Se dice que son tan naturales que muchas veces
no es posible recordar si lo que se recuerda acerca de un texto estaba realmente all o fue

Repblica Bolivariana de Venezuela

Misin Sucre Aldea Universitaria Majaguas
San Rafael de Onoto - Portuguesa

inferido por el lector.

e estrategias de confirmacin o desaprobacin ~ basndose en la informacin explcita en
el texto y en sus predicciones e inferencias, el lector construye una hipottica representacin
mental del texto (interpretacin), la cual deber ser confirmada como una forma de controlar
la comprensin. El lector busca claves en el texto que le indiquen si su interpretacin es o no
correcta. Si se confirman sus conclusiones, el lector sigue adelante con el proceso de lectura.
En caso de no encontrar las claves mencionadas, o de encontrar elementos que le muestren
que su interpretacin (lograda a partir de la seleccin de partes del texto, las estrategias de
prediccin y / o las de inferencia) es incorrecta, deber utilizar las estrategias de correccin.
f estrategias de correccin ~ el objetivo de estas estrategias es solucionar los problemas
que hayan surgido en la comprensin. Hay dos maneras de efectivizarlas. Una es
reconsiderar la interpretacin que se ha asignado a la informacin; la otra consiste en volver
a leer el texto en bsqueda de ms informacin que permita cambiar la interpretacin
asignada.
g estrategias de terminacin ~ estn relacionadas con la decisin del lector de ponerle fin al
proceso de lectura.
Tomado de: http://investigaycreasigloxxi.blogspot.com/p/comprension-de-textos-en-ingles.html
Activity 3: Use the basic reading strategies to answer these questions about the
following reading in spanish
1) What are the benefits of the countries which sign the trade agreemente with the USA?
2) What's the growth of exports from the USA to the countries which sign the trade with the
USA?
3) What is crucial to the continued success of the U.S. agricultural sector?
4) What are the trades that the USA are negotiating now?
5) Who are going to benefit from the signature of those trades?
U.S. Agriculture Benefits from Trade Agreements April 2015
In countries where the United States has free trade agreements, exports of U.S. farm
and food products have grown significantly. Between 2004 and 2014 , U.S. agricultural
exports to
those countries increased more than 145 percent from $24 billion to $59 billion.
Continued expansion of international markets is crucial to the continued success of the
U.S. agricultural sector. New trade agreements create opportunities to increase international
sales by stripping away trade barriers, eliminating tariffs, opening markets, and promoting
investment and economic growth.

Repblica Bolivariana de Venezuela

Misin Sucre Aldea Universitaria Majaguas
San Rafael de Onoto - Portuguesa

Right now, the United States is negotiating two critical trade agreements the TransPacific Partnership (TPP) and the Transatlantic Trade and Investment Partnership (T-TIP).
Trade Promotion Authority will help ensure that Americas farmers, ranchers, and food
processors receive the greatest benefit from these negotiations.
COLOMBIA, PANAMA, AND SOUTH KOREA
The United States most recent trade pacts with Colombia, Panama, and South Korea
took effect in 2012. Since then, U.S. exports of many food and agricultural products have
seen significant gains.

Soybeans, soymeal, and soy oil exports to Korea, Colombia, and Panama increased
from less than $595 million in 2011 to over $960 million in 2014.

CENTRAL AMERICAN AND THE DOMINICAN REPUBLIC Under the Dominican RepublicCentral America Free Trade Agreement (CAFTA-DR), the United States free trade
relationships with the Dominican Republic and five Central American countriesCosta Rica, El
Salvador, Guatemala, Honduras, and Nicaragua began between 2006 and 2009. Our
exports to those countries have more than doubled from $1.9 billion in 2005 to $ 4.4 billion in
2014.
Wheat exports grew from less than $260 million in 2005 to more than $500
million in 2014.
Taken from: http://www.fas.usda.gov/sites/default/files/2015-04/us_ag_benefits_from_trade_agreements_apr_2015.pdf