UNIVERSIDAD NACIONAL DE

CUYO
FACULTAD DE EDUCACIÓN
PROFESOR UNIVERSITARIO DE EDUCACIÓN INICIAL

LENGUA EXTRANJERA: ENGLISH

STUDENT: LILIANA ALISARES

 ASSIGNMENT # 5

We will continue working with grammar structures to be able to analyse texts.

1. Let´s have a look at “Reading academic English”, again.

2. First, go to page 106. There, you will find the key concepts about
compound sentences.

How do we put two basic sentences together? Have a look at the

examples and solve exercises:

We put two basic sentences together and between the sentences we

put connecting words such as and, or, but, yet, while, whereas or so.

Practice #6:

Practice #6: Can you find the two sentences?

Circle the connecting word and underline the two sentences in each of the
following.
(The first one has been done for you.)
1. The experiment was successful and he became famous.
2. These two events don't seem to be connected but they have a lot in
common.
3. Parents may worry about how the teacher is treating the child or they may
worry about the child's social adjustment.
4. Stress is a much overused word and it is often used to describe situations
which are more exciting than stress-inducing.
5. Children who need help may not get it while children who do not need it may
unnecessarily be placed into special programs.
6. Equality of the sexes is required by law, yet outmoded ideas about gender
are still rooted in our culture.
7. Some were failing in school while others were excellent students.
8. Social isolation and loneliness often begin at an early age, so it is vital to
catch these problems early on.
9. Negative relationships limit us whereas healthy relationships give us
freedom.
10. Children mimic what they see, so teachers and parents should be careful to
model appropriate behavior.

Practice #7: Can you find the list?

Underline and number the elements in the list. (The first one has been
done for you.)
1. Multiple choice tests cannot measure personal qualities such as
perseverance, ability to work with others and creativity.
1 2 3

2. If we want teachers to do good work with students, they must be given the
resources, support and freedom to do the job. (What are the 3 things we must
1 2 3
give them?)
3. Young children will develop ties with others depending upon proximity,
1
recognition, body language, availability, voice tone, odor and other factors.
2 3 4 5 6 7

(What are the factors that guide young children in developing ties?)

1 2 3 4
4. Teachers, parents, other adults and older siblings should positively model
appropriate behaviors of affection, sensitivity and cooperation.
1 2 3

(What are the 4 groups that should model appropriate behavior? What are the 3
behaviors they should model?)
5. There are performances which are hard for a right-handed person to

demonstrate to a left-handed child – throwing, drawing, pouring from a ladle

1 2
with the lip on only one side, knitting, tying a tie or a bow, playing a stringed
3 4 5 6
instrument, etc.

(What are the 6 performances that are hard to demonstrate?

6. Research shows that people who create stress response, who choose to

engage in what we might call exhilarating, adrenaline-pumping activities and

1 2
who go after challenges, cope much better in life. (What are the 3 types of
3
people who cope better in life?)

7. Society provides us with all sorts of methods of practicing this skill, from

childhood dares to rites of passage to fairground rides, and from spectator

1 2 3 4
sports to the theater.
5
(What are the 5 examples of practicing this skill?)

After you finish the practices, go to page 22. There you will
find a text. Its title is MY MORNING.

In groups of 4 solve the activities. Use a PDF

editor and send your work to my e-mail, please.

Deadline: Friday 29th

TEXT 2: MY MORNING
1. BEFORE YOU READ
a. Look at the title.
1. What do you think this text is about?
It’s about a whole in the morning.
2. What is your routine in the morning?
My morning routine is to get up early, have breakfast and clean the house.
b. Skim the article very quickly, to get a general impression.
Is this a description of types of morning people or is it a personal anecdote?
It is a personal anecdote.
c. Vocabulary - These words and phrases will help you understand the text:
call in sick, look forward to, happen, imagine, mood, on time, possibilities, rested, (to)
ring, set a clock ahead, (to) snooze, solution, take a shower, tremendously
2. WHILE YOU READ
Think about these questions:
1. What's the speaker's problem?
2. How many solutions has the speaker found?
 MY MORNING

The same thing happens to me every single

workday morning – I can't seem to get out
of bed. When I hear the alarm clock ring,
I imagine all kinds of possibilities, such
as calling in sick or at least saying I'll be
late. However, being a practical person, I
somehow get out of bed and go to work.
How do I do it? I have found a few solutions
to my morning problem.
First of all, I go to sleep early every weekday
night, so that I will get plenty of sleep.
Although most people only need six to
eight hours of sleep, I have found that eight
to nine hours is better for me. When I get
enough sleep, I feel rested, and I'm even in a
better mood. Secondly, I prepare everything
the night before, such as making my lunch

sandwiches and putting out the clothes

that I'm going to wear the next morning.

However, there is always one thing that I
leave for the morning – taking a shower; my
morning shower helps me wake up faster.
Actually, the shower is the only thing I look
forward to when I get up in the morning.
Finally, I set the alarm clock 30 minutes
ahead, so that I'll have 30 minutes to snooze.
That extra snoozing time makes me feel as
though I'm sleeping late. These three simple
steps have helped me tremendously. Believe
it or not, I've even come to work on time for
the last two weeks.
Adapted from Reading Skills for Beginners 1,
Bar-Ilan University, 1998.

3. AFTER YOU READ

a. How much did you understand?
1. What goes through the speaker's mind when the alarm rings?
When the alarm goes off, the speaker imagines all kinds of possibilities like
being sick or at least saying that he will be late.
2. Does the speaker go to sleep late or early on weekdays?
The speaker go to sleep early on weekdays.
3. What kinds of things does the speaker do the night before?
The speaker, the night before like making lunch sandwiches and putting on the
clothes you will wear the next morning.
4. What does he/she leave for the morning? Why?
In the morning, he takes a shower. To wake up faster.
5. Why does he/she set the alarm 30 minutes ahead?
Sets the alarm 30 minutes in advance, so has 30 minutes to snooze.
b. Text Analysis Questions
1. Text 2 gives a three-step solution to the problem of waking up in the morning.
List the steps.
- First of all, I go to sleep early every weekday night.
- Secondly, I prepare everything the night before
- Finally, I set the alarm clock 30 minutes ahead
2. What is the writer's aim in this text?
(What does the writer give us in this text? Is there a message?)
The objective of the writer in this text is to count one day in the morning. Gives
us solutions to the problems of the morning.
4. CLOSE READING (Text 1 & 2)
a. Markers: See the Skills section, Discourse Markers, pages 139-145
1. What do these signal? Choose from: contrast, list, example
Three types… the first type… the second type… the last kind
First of all… Secondly… Finally

2. Look at this sentence: "However, there is always one thing that I leave for the
morning – taking a shower (Text 2, lines 20-21)
Why does the speaker use "However"? Choose from: to show contrast,
purpose, reason

3. Find these markers in the texts: such as, although, actually, so that.
• Which one signals that we are getting an example? Although
• Which one signals that we are getting the purpose? For What
• Which one signals that there is a contrast? How
• Which word is similar in meaning to "in fact"? Actually

3. Look at the two sentences below. Underline the main clause and circle the
additions in each one.
What question does the addition answer? Choose from: For what purpose? In
spite of what?
• "Although most people only need six to eight hours of sleep, I have found that
eight to nine hours is better for me." (Text 2, lines 12-14) In spite of what
• "Finally, I set the alarm clock 30 minutes ahead, so that I'll have 30 minutes to
snooze." (Text 2, lines 25-26) for what purpose
c. Vocabulary:
Find words in Text 1 and Text 2 with meanings similar to the following:
type kinds but actually
jobs work not tired rested
even though however any other person people