ACADEMIC AREAS Cuadernillo Cursillo 2019

IES Nº28 “Olga Cossettini”
Profesorado de Inglés
Introductory Course 2019
I.E.S. Nº 28
"Olga Cossettini"
CURSO INTRODUCTORIO OBLIGATORIO

2019
1
Materials design
Selection and Organization of Material
Part 1: English Sessions

Prof. Nardone, Magalí
Prof. Neirotti, Alejandrina
Prof. Premoli, Florencia
Part 2: Academic Areas
Grammar
Prof. Del Greco, Verónica
Prof. Lavagna, Ana María
Prof. Sánchez, Lilia
Language
Prof. Aramburu, Soledad
Prof. Tobler, Elina
Prof. Viale, Florencia
Phonology
Prof. Racelis, Marcela
Social Studies
Prof. Mestre, Claudia
2
Contents
Part 2: Academic Areas
English Grammar …………………………………………… pages 4-13
English Phonology …………………………………………. pages 14-17
English Language ……….…………………………………. pages 18-22
Social Studies .……………………………………………….. pages 23-33
3
English Grammar
Before this class read Chapters 1 and 2 from Kroeger, Paul 2005 Analyzing Grammar: An
Introduction - Cambridge University Press

Introduction:
Students of English, especially those who are training to be teachers, need firmly based
knowledge of the ways English sentences are organized to construct meaning. The
systematic study of the major constructions of English should make students aware of the
range of grammatical options available to them and of the special syntactic and semantic
characteristics of the language. This has always been the field studied by Grammar.
TASK 1
Look for definitions of Grammar in an English dictionary:
http://www.ldoceonline.com/
To discuss in class
Language analysis:
Grammarians examine a language to find out what kind of units speakers are organizing
into utterances; they try to work out how these units are combined and/or structured and
how these units correspond to the basic meaning -content- of the utterances .
Grammarians consider the relations of the different kinds of units to each other and seek
to determine the general grammatical principles that govern the structures and processes
of the language, structures and processes that enable language to be produced and
understood.
Grammar thus deals with forms and meanings and the ways they are interconnected. We
may say that the major components of grammar are:
Syntax: The grammatical principles, units and relations involved in sentence

structure.
4
Lexicon: The set of individual words, suffixes and prefixes (cf. Morphology).
Semantics: The meanings associated with the lexicon of a language and with the units and
relations in sentence structure.
The components necessarily interact. The

grammatical principles determine the kinds
of units the language has, the order in
which these units can be arranged and the
kind of functions they can have. From the
Lexicon come the actual words, suffixes and
prefixes that fit into the slots provided by
the Syntax while the semantic component
determines the range of interpretations
associated with each lexically filled
syntactic structure.
TASK 2
Which sentences are correct and which are ill-formed?
Tom died.
Tom died the old man.
Tom killed the old man.
A stroke killed the old man.
A thief assassinated a dental technician last night.
A terrorist assassinated Rabin last year.
The children quarrelled.
The cupboard quarrelled.
The critic enjoyed the show.
The turnips enjoyed the show.
"Everything's going to be all right. You'll see". Jenny looked undoubtful.
Can you identify which component is the problem?
However, sentences do not occur in a vacuum: the ways our real world knowledge and
beliefs affect language use and structure are explained in the discipline known as
Pragmatics. Pragmatics deals with the meaning of linguistic expressions when uttered
within particular types of situations.
Grammar, Meaning and Pragmatics.
Speakers of a language associate meaning with its form. The core meaning of a sentence
is usually referred to as the propositional content, which is the most literal dimension of
language. It depends crucially on the interaction of syntax, lexicon and semantics.
e.g. Tom Smith has finished his thesis.
5
Propositional Content
Semantics, the study of meaning, includes both the study of meaning within a single word
(word internal semantics) and the study of the meaning relationships that a word or
phrase has with other parts of a sentence (external semantics). But meaning has other
dimensions too.
TASK 3:
What does “he” refer to in the following sentences?:
1- The inspector refused the arrested man’s request because he had suspected an escape
attempt.
2- The inspector refused the arrested man’s request because he had made an escape
attempt.
TASK 4:
Here is another example:
Your desk is a mess.
Said by a mother to a teenager son , is this simply a piece of information? Which is the
propositional content of the sentence? Which is the communicative force (Pragmatic meaning) of
the utterance? How is the latter obtained?
Compare these two situations. Are the propositional contents of the underlined sentences the
same? And the pragmatic meanings?
A: Let’s go for a walk A: Bye Mom. I’m going to the office.
B: It’s raining. B: It’s raining.
Speakers of a language use their non-linguistic knowledge to make inferences. The

examples above show us that propositional content is not enough to communicate.
Situational factors are important and this kind of study is part of Pragmatics rather than
Grammar.
Important as situational factors are they are not the core subject matter of grammatical
study in the way propositional content is. Propositional content arises fairly directly from
the syntactic and lexical features of a sentence. This will be our main object of study in
the subject: English Grammar.
Nevertheless, where necessary, we will introduce Pragmatics in our study of formal rules.
Our theoretical treatment will be eclectic since we will draw on different linguistic
6
approaches (Traditional Grammar, Case Grammar, Pragmatics, etc.) since the overriding
concern is comprehensiveness rather than theoretical purity.
The units of analysis in Grammar
Scale of rank
free
The morpheme prefix derivational only
bound
inflexional
suffix
derivational
INFLEXION (OR ACCIDENCE) AND DERIVATION (OR WORD FORMATION):
INFLEXION is a change made in the form of a word to express its relation to other words
in the sentence. The set of inflections (or declensions or conjugations or endings) that a
word may take is called a paradigm (or model of formation). In English,
a) plural number
1) the NOUN paradigm involves:
b) genitive case
7
a) third person singular (present indefinite tense)
b) the past tense
2) the VERB paradigm involves c) the “ing” form (gerund and present participle)
d) the past participle
a) the comparative degree
3) the ADJECTIVE paradigm involves
b) the superlative degree
a) comparative
4) the ADVERB paradigm involves
b) superlative
a) person (first, second and third)
b) number (singular and plural)
5) the PRONOUN paradigm involves c) case (nominative, objective and genitive)
d) gender
NOUN VERB ADJECTIVE ADVERB PRONOUN

boy show small fast (case)
boys shows smaller faster Nom.: I
boy’s showed smallest fastest Obj.: me
boys’ showing Gen.:my/mine
shown
Gender:He/She/It
TASK 5
Which of the following are inflected. Can you identify the type of inflection?
whom book biological

varieties addressee addressee’s
hers whose classifying
believes bigger Charles’
obvious eaten closed
somebody marriage friendly
8
DERIVATION is the formation of new words from the existing words (roots, bases or
stems).
Examples:
nouns ------------- adjectives season ----------- seasonal

verbs -------------- nouns sing -------------- singer
verbs -------------- adjectives accept ----------- acceptable
adjectives -------- adverbs slow ------------- slowly
adjectives -------- verbs tight -------------- tighten
noun -------------- verb bed --------------- embed
verb -------------- adjective sleep ------------- asleep
...and so on.
TASK 6
Identify suffixes and prefixes
unacceptable unacceptability lioness

waitress autobiography biochemistry
content (open classes)
The word reciprocally exclusive
function (closed classes)
reciprocally defining
WORD CLASSES OR PARTS OF SPEECH: content words and function words:
CONTENT WORDS (or form words, or full words) are the nouns, verbs, adjectives and
adverbs. They make up “open classes” and cannot be listed exhaustively because they are
very many in number. Items belong to a class in that they have the same grammatical
properties and structural possibilities as other members of the class (that is, as other
9
nouns, or verbs, or adjectives, or adverbs respectively), but the class is “open” in the
sense that it is indefinitely extendable; new items are constantly being created.
FUNCTION WORDS (or structure words) are the prepositions, auxiliaries, conjunctions,
pronouns, articles and demonstratives (and interjections). They make up “closed classes”
or “closed system” items. That is, the sets of items are closed in the sense that they
cannot normally be extended by creation of additional members.
The items are said to constitute a “system” in

being: a) reciprocally exclusive: the decision to
use one item in a given structure excludes the
possibility of using any other (thus one may
have the book or a book, but not * a the
book)
b) reciprocally defining: it is less easy to
state the meaning of any individual item than to
define it in relation to the rest of the system.
This may be clearer with a non-linguistic
analogy. If we are told that a student came third
in an examination, the “meaning” that we
attach to “third” in a set of four is a very
different meaning from “third” in a set of thirty.
Function words are so called because they have little or no meaning of their own (Nelson
Francis).
Their meaning tends to be closely bound up with that of the construction of which they
are a part.
TASK 7
Identify function words and content words in the following passage:
Sir Walter Raleigh did not die in the Tower of London, but he was a prisoner there for a
long time, from 1603 to 1616. Sir Walter was a favourite of Queen Elizabeth I ; he was a brave
sailor, and one of the most famous men of the Elizabethan Age. But Elizabeth died in 1603, and the
new King, James I , did not like Raleigh. He sent him to the Tower as a prisoner.
10
headed structures
The phrase
non-headed structures
Phrases are called by the name of the word class to which all their most dominant
constituent belongs, e.g. verb phrase
NOUN PHRASES
a dog
dogs
some dogs
the dog with a broken leg
a better story than that
the first man to arrive
The NP consists of a head, which is typically a noun, and of elements which (either
obligatorily or optionally) determine the head and (optionally) modify the head; or
complement another element in the phrase.
VERB PHRASES
has run
has been running
may have been running
The VP consists of a main verb which either stands alone as the entire VP or is preceded
by up to four verbs in auxiliary function.
ADVERB PHRASES
quickly
more carefully
rather fast
carefully enough
The Adv. Ph consists of an adverb as head, optionally preceded and followed by modifying
elements. Sometimes an obligatory or optional complementation is added.
ADJECTIVE PHRASES
so sorry
prompt to act
so sorry to leave
exceedingly beautiful
tall enough
interested in music
sure that he will come
The Adj. Ph consists of an adjective as head, optionally preceded and followed by
modifying elements. Sometimes an obligatory or optional complementation is added.
PREPOSITIONAL PHRASES
11
in the kitchen
in the deep of the night
at the refreshment bar
The Prep Ph consists of a preposition followed by a prepositional complement, which is
normally a NP.
TASK 8
Identify the kinds of phrases. If they are headed, underline the head.
1- on the rough cardboard surface

2- the person who discovers a fire
3- prone to accidents
4- young people driving cars
5- rather shyly
6- should have been writing
The clause - The sentence
The clause can be defined as a unit

consisting of at least a NP and
a VP which have the Subject/Predicate
relation between them.
1) The girl / yelled.
NP VP
In this case “clause” and “sentence”
coincide. We may say this is a
sentence consisting of one
clause.
The sentence can be classified into:

Simple
complex (involves subordination)
Multiple
compound (involves co-ordination)
Compare sentence 1) with the following example:
2) ( The girl / yelled ) but ( her mother / smiled ).
NP1 VP1 NP2 VP2
In this case we have:
NP1 + VP1 “but” NP2 + VP2. In fact we have 2 clauses but only 1 sentence.
12
Let’s have a look at the third example.
3) When / the girl / yelled, / her mother / smiled.
NP1 VP1 NP2 VP2
Here again there are 2 clauses in one sentence. Which is the difference between 2) and
3)?. The difference lies in the different type of relationship between the two clauses.
21) The girl yelled. (But) her mother smiled.
31) * When the girl yelled. Her mother smiled.

Can you separate the clauses in sentence 2) . Why?
Can you separate the clauses in sentence 3) . Why not?
You must have realized that * When the girl yelled cannot stand on its own, it depends
on (it is subordinate to) the other clause. The 2 clauses in 2) can work as independent
clauses because the link is a co-ordinator and the clauses are on the same hierarchical
level. This is not so in 3).
TASK 9:
Say which sentences are simple and which are multiple- JUSTIFY YOUR ANSWER
Sir Walter Raleigh did not die in the Tower of London, but he was a prisoner there for a
long time, from 1603 to 1616.
Sir Walter was a favourite of Queen Elizabeth I
He was a brave sailor, and one of the most famous men of the Elizabethan Age.
But Elizabeth died in 1603, and the new King, James I , did not like Raleigh.
He sent him to the Tower as a prisoner.
Bibliography:
13
Biber, Douglas; S Conrad; G Leech; 2002. Longman Student Grammar of Spoken and
Written English. Essex. Pearson Education Limited.
Celce Murcia Marianne and Diane Larsen Freeman 1999 The Grammar Book An
ESL/EFL Teacher’s Course (2nd. edition). Boston. Heinle and Heinle Publishers
Cowan; Ron 2008. The Teacher’s Grammar of English –A Course Book and Reference
Guide Cambridge: Cambridge University Press
Kroeger, Paul 2005 Analyzing Grammar: An Introduction - Cambridge University Press

English Phonology
Phonology is the study of how

efinition sounds are organized and
D
: used in natural languages.
The phonological system of a language

includes
● an inventory of sounds and their

features, and
● rules which specify how sounds
interact with each other.
Phonology is just one of several aspects of language. It is related to other aspects such
as phonetics, morphology, syntax, and pragmatics.
Here is an illustration that shows the place of phonology in an interacting hierarchy of

levels in linguistics:
Comparison: Phonology and phonetics
14
Phonetics … Phonology …
Is the basis for Is the basis for further

phonological work in morphology,
analysis. syntax, discourse, and
orthography design.
Analyzes the Analyzes the sound

production of all patterns of a particular
human speech language by
sounds,
regardless of ● determining
language. which phonetic
sounds are
significant, and
● explaining how
these sounds
are interpreted
by the native
speaker.
INTROSPECTING ABOUT YOUR OWN LEARNING
Think about learning English as a foreign language.

1- What pronunciation obstacles have you faced in learning this language? If you have not
achieved a target-like pronunciation, which of the following do you feel help to account
for this? Check the statements that apply.
a) I don’t know where my pronunciation problems lie. I don’t notice them.

b) I know that I transfer sounds from my native language.
c) I can’t hear the difference between some of the target language sounds and my first
language sounds.
d) I can’t produce the difference between some of the sounds in my native language and
similar sounds in the target language.
e) It’s not important for me to improve my pronunciation. People understand me without
trouble.
f) Even though I can produce some of the target language sounds, it takes too much
effort or concentration when I’m speaking.
g) I like my own accent. I don’t want to be like a native speaker or sound like one.
h) Native speakers of the language comment that my foreign accent is “cute” or
“charming”. I don’t have any motivation to change.
i) I haven’t had enough contact with native speakers. My pronunciation would improve if I
had more exposure.
j) There wasn’t enough training or practice in pronunciation when I learned the language.
k) I learned the language too late. Only younger people can acquire a foreign language
without an accent.
15
Now discuss these factors with another student. Give specific examples for each item that
you checked. To what degree are your experiences the same as your partner’s? To what
degree are they different?
2- For each of the following statements, write the letters that best represent your belief:
AT (ALWAYS TRUE), ST (SOMETIMES TRUE), NT (NEVER TRUE), U (UNSURE). Be
prepared to support your choices during subsequent discussion.
a) Imitating a native-speaker model facilitates the acquisition of a targetlike pronunciation.

b) In order to correctly produce the sounds of English, NonNative Students require a
detailed description of the sound system of English.
c) It is possible to change the pronunciation of a fossilized learner.
d) A student’s first language plays a significant role in his/her phonological acquisition of a
second language.
e) Children acquire nativelike pronunciation of a second language more readily than
adults.
f) Some students have a better “ear” for language than others, and are thus more gifted
in the area of pronunciation.
g) Motivation and personality play a larger role in determining success in the area of
pronunciation than aptitude.
h) A learner’s desire to socially integrate into a society may determine his/her level of
accuracy in second language phonology.
3- Look at the following sentences and work out their pronunciation. What problems did
you encounter?
16
http://www.learnenglish.de/pronunciation/pronunciationnonsense.html
Your teacher will write the phonemic transcription of the conflictive words. Practice their
pronunciation. Why are they pronounced differently?
Below is the phonemic chart for the sounds of English:
17
Phonemic chart
For practice: http://cambridgeenglishonline.com/Phonetics_Focus/ Click on Phonemic Chart
4- Make a list of the symbols that represent the English sounds:
Vowels:
Consonants:
Dipthongs:
5- Work in pairs. Write the following words in the correct place in your list. Pay attention to the
part of the word that is highlighted. Then say the word aloud.
1-pencil 2- bag 3- ticket 4- door 5-key 6- Greece
7- five 8- vocabulary 9- sit 10-lives 11-like 12-man
13- no 14- hot 15- read 16- we 17- yellow 18- three
19- that 20-shoe 21- television 22-choose 23-jeans 24- sing
25- tea 26- is 27-bed 28- hand 29-start 30-not
31-your 32- good 33- do 34- love 35-girl 36-sister
37-day 38-go 39-why 40-down 41- noise 42-beer
Sources:
http://www-01.sil.org/linguistics/GlossaryOfLinguisticTerms/WhatIsPhonology.htm
http://cambridgeenglishonline.com/Phonetics_Focus/ Click on Phonemic Chart
18
English Language
PRE-READING
1. You are going to read the introduction to a very well-known story by Roald Dahl (1916-1990).
But before you do so, let us explore a little about the title.
a) Understanding a foreign language has a great deal to do with understanding how words
work, what they mean and how they are used in real life situations. To discuss this work
with a partner on Appendix 1 (What is in your [Oxford] dictionary?).
b) To make sure you understand the significance of the title, work with your own dictionary
now and check for the words “lamb” and “slaughter.” Jot down in your notebooks any
necessary information about them.
c) The title, however, is made up of what we call in English an IDIOM. What is an idiom?
Check for definitions in your dictionary. Then look for the meaning of the idiom in the title.
How much did your understanding of the words in isolation help work out the meaning of
the expression as a whole?
2. Now read the selected extract and do the activities that follow.
Lamb to the Slaughter

The room was warm and clean, the curtains drawn, the two table lamps alight-hers and the one by the empty chair opposite.
On the sideboard behind her, two tall glasses, soda water, whiskey. Fresh ice cubes in the Thermos bucket.
Mary Maloney was waiting for her husband to come him from work.
Now and again she would glance up at the clock, but without anxiety, merely to please herself with the thought that each
minute gone by made it nearer the time when he would come. There was a slow smiling air about her, and about everything
she did. The drop of a head as she bent over her sewing was curiously tranquil. Her skin -for this was her sixth month with
child-had acquired a wonderful translucent quality, the mouth was soft, and the eyes, with their new placid look, seemed larger
darker than before. When the clock said ten minutes to five, she began to listen, and a few moments later, punctually as
always, she heard the tires on the gravel outside, and the car door slamming, the footsteps passing the window, the key turning
in the lock. She laid aside her sewing, stood up, and went forward to kiss him as he came in.
"Hullo darling," she said.
"Hullo darling," he answered.
She took his coat and hung it in the closer. Then she walked over and made the drinks, a strongish one for him, a weak one for
herself; and soon she was back again in her chair with the sewing, and he in the other, opposite, holding the tall glass with both
hands, rocking it so the ice cubes tinkled against the side.
For her, this was always a blissful time of day. She knew he didn't want to speak much until the first drink was finished, and
she, on her side, was content to sit quietly, enjoying his company after the long hours alone in the house. She loved to luxuriate
in the presence of this man, and to feel-almost as a sunbather feels the sun-that warm male glow that came out of him to her
when they were alone together. She loved him for the way he sat loosely in a chair, for the way he came in a door, or moved
slowly across the room with long strides. She loved intent, far look in his eyes when they rested in her, the funny shape of the
mouth, and especially the way he remained silent about his tiredness, sitting still with himself until the whiskey had taken some
of it away.
"Tired darling?"
"Yes," he said. "I'm tired," And as he spoke, he did an unusual thing. He lifted his glass and drained it in one swallow although
there was still half of it, at least half of it left.. She wasn't really watching him, but she knew what he had done because she
heard the ice cubes falling back against the bottom of the empty glass when he lowered his arm. He paused a moment, leaning
forward in the chair, then he got up and went slowly over to fetch himself another.
"I'll get it!" she cried, jumping up.

19
"Sit down," he said.
When he came back, she noticed that the new drink was dark amber with the quantity of whiskey in it.
"Darling, shall I get your slippers?"
"No."
She watched him as he began to sip the dark yellow drink, and she could see little oily swirls in the liquid because it was so
strong.
"I think it's a shame," she said, "that when a policeman gets to be as senior as you, they keep him walking about on his feet all
day long.”
He didn't answer, so she bent her head again and went on with her sewing; bet each time he lifted the drink to his lips, she
heard the ice cubes clinking against the side of the glass.
"Darling," she said. "Would you like me to get you some cheese? I haven't made any supper because it's Thursday."
"No," he said.
"If you're too tired to eat out," she went on, "it's still not too late. There's plenty of meat and stuff in the freezer, and you can
have it right here and not even move out of the chair."
Her eyes waited on him for an answer, a smile, a little nod, but he made no sign.
"Anyway," she went on, "I'll get you some cheese and crackers first."
"I don't want it," he said. She moved uneasily in her chair, the large eyes still watching his face. "But you must eat! I'll fix it
anyway, and then you can have it or not, as you like."
She stood up and placed her sewing on the table by the lamp.
"Sit down," he said. "Just for a minute, sit down."
It wasn't till then that she began to get frightened.
"Go on," he said. "Sit down."
She lowered herself back slowly into the chair, watching him all the time with those large, bewildered eyes. He had finished the
second drink and was staring down into the glass, frowning.
"Listen," he said. "I've got something to tell you." ….
POST-READING
About the story
1. We will introduce you to some key elements that will prove useful for the analysis of
stories. Go to APPENDIX 2 and work with a partner.
About the characters
20
2. At the beginning of the text, how does Dahl describe Mary’s characteristics? What textual
evidence does the author use to describe Mary and her house in order to achieve this
effect?
3. Describe Patrick’s characteristics. What textual evidence does the author use to describe
him in order to achieve this effect?
4. At pivotal moments of the text, the author carefully uses language to portray the emotions
and the changing emotions of the characters. Trace the emotions of Mary and Patrick
throughout the text and the language that the author uses to convey these emotions. Look
at not only actions but dialogue as well. (Share with your classmates and teacher)
FOLLOW-UP ACTIVITY
- “I´ve got something to tell you” says Patrick Maloney.
Why are we not told exactly what this “something” is?
Share with a partner what you think Patrick might have said to his wife to make her so shocked.
Begin “I hope you won´t blame me too much, but…”
21
Appendix 1
22
Appendix 2
23
Social Studies

K: geographical facts
http://resources.woodlands-junior.kent.sch.uk/geography/britain.html
The British Isles
The British Isles rise from a continental shelf, an under water ledge of land extending into the
Atlantic Ocean from northwestern Europe
What is the British Isles?
The British Isles is a geographical term which includes two large islands, Great Britain and
Ireland, and 5,000 small islands, most notably the Isle of Man which has its own parliament and
laws.
Which is the largest British Isles island?
The largest island in the British Isles is Great Britain (England, Wales and Scotland).
The British Isles are occupied by two nations:
1. United Kingdom - a union of:
● England
● Scotland
● Wales
● Northern Ireland
2. Republic of Ireland
The Irish Sea separates Britain and Ireland.
24
Where is Great Britain?
Great Britain is an island lying off the western coast of Europe,

comprising the main territory of the United Kingdom.
What is Great Britain?
Great Britain is the official name given to the two kingdoms of

England and Scotland, and the principality of Wales.
Britain is only 35 km from France and is now linked by a tunnel

under the English Channel. The south of Britain is mostly
low-lying land, with hills and agricultural land; the north of
England, Wales and Scotland are mostly covered in moorland
and mountains
Great Britain is made up of:
● England - The capital is London.

● Scotland - The capital is Edinburgh .
● Wales - The capital is Cardiff.
Great Britain is divided into small regions called counties.
Is Great Britain the same as the UK?
No, Great Britain and the United Kingdom refer to different areas.
Great Britain is very often, but incorrectly, used as a synonym for the sovereign state properly
known as the United Kingdom of Great Britain and Northern Ireland or the UK for short.
If you look at the full name of the UK, you will see that the UK includes Great Britain AND
Northern Ireland.
Great Britain United

Kingdom
The name Britain goes back to Roman times when they called England and Wales "Britannia" (or
"Britannia Major", to distinguish it from "Britannia Minor", i.e. Brittany in France). The Roman
25
province of Britannia only covered the areas of modern England and Wales. The area of modern
Scotland was never finally conquered.
Great Britain is a political term which describes the combination of England, Scotland, and Wales,
the three nations which together include all the land on the island. It is also a geographical term
referring to the island on which the greater parts of England, Wales and Scotland are situated.
Where is the UK?
The UK is situated north-west of the European continent between the Atlantic Ocean and the
North Sea. It has a total land area of 244,100 square kilometres, of which nearly 99% is land and
the remainder inland water. From north to south it is about 1,000 kilometres long.
The UK is part of Europe and is a member of the European Union (EU).
What is the official name of the UK?

The official name of the UK is the "United Kingdom of Great Britain and
Northern Ireland".
What countries make up the UK?
The name refers to the union of what were once four separate nations: England, Scotland, Wales
and Ireland (though most of Ireland is now independent. Only Northern Ireland is part of the UK
now).
The United Kingdom is made up of:
● England - The capital is London.
● Scotland - The capital is Edinburgh.
● Wales - The capital is Cardiff.
● Northern Ireland - The capital is Belfast.
England, Scotland and Wales together form Great Britain.
Great Britain and Northern Ireland together form the "United Kingdom of Great Britain and
Northern Ireland" (UK)
26
What is the capital city of the UK?
The capital of the UK is London.
Why is the whole of Ireland not in the UK?
Before 1922 the UK included Ireland in the definition, but when the Irish Free State ceased to be
part of the Union the title changed to include 'Northern Ireland'.
When was the UK formed (made)?
The United Kingdom (UK) was formed on January 1, 1801 and constitutes the greater part of the
British Isles.
What are people called in the UK?
People in the UK are called British although they have different nationalities.
The Union Flag, popularly known as the Union Jack, symbolizes the union of the countries of the
UK. It is made up of the individual flags of three countries in the Kingdom.
The Story of the Making of the United Kingdom

The present Union Flag (Union Jack) represented the political union of three kingdoms
● England,
● Scotland and
● Ireland (now only Northern Ireland)
Most of the world assumes that British people are

"English" unless specified otherwise.
This of course is wrong. British people can be Scottish, Welsh, Irish (living in Northern
Ireland) or English. The Scots and the Welsh are proud of their separate identities and tend
to be more forward about referring to themselves as Scottish or Welsh.
Message from one of our visitors

"Hey, I am from Scotland or Great Britain, I like to say that I am British but it seems that if I
do that, some foreigner will automatically assume that I am from England. It really annoys
me because I would like to say I am British, but the majority of the world's population does
not understand, so I find it necessary to revoke my identity and call myself Scottish.... "
Cameron
Interesting Facts
● The English language is a West Germanic language, originating from England.

● Over fifty percent of the English language is derived from Latin
● English is the third most common "first" language (native speakers), with around 402
million people in 2002.
27
Wales
People in Wales speak a completely different language. About 25% of the people there still
speak in their native Celtic tongue called Welsh.
Shwmae? in Welsh means How are you?
Hoffet ti ddiod? means Would you like a drink?
Scotland
In some regions of Scotland, Gaelic is used as a first language (particularly in some areas
of the Highlands and the Western Isles). All over Scotland, the accent varies, some words
are different but overall it is not too difficult to understand.
EMBLEMS OF BRITAIN
Each country in Britain has its own patron saint and floral emblem:
England - St. George and the Rose
The national flower of England is the rose. The flower has been
adopted as England’s emblem since the time of the Wars of the Roses -
civil wars (1455-1485) between the royal house of Lancaster (whose
emblem was a red rose) and the royal house of York (whose emblem
was a white rose).
Scotland - St. Andrew - the Thistle and Scottish Bluebell

The national flower of Scotland is the thistle, a prickly-leaved purple
flower which was first used in the 15th century as a symbol of defence.
The Scottish Bluebell is also seen as the flower of Scotland.
Wales - St. David and the Daffodil

The national flower of Wales is the daffodil, which is traditionally worn
on St. David’s Day. The vegetable called leek is also considered to be a
traditional emblem of Wales. There are many explanations of how the
leek came to be adopted as the national emblem of Wales. One is that
St David advised the Welsh, on the eve of battle with the Saxons, to
wear leeks in their caps to distinguish friend from foe. As Shakespeare
records in Henry V, the Welsh archers wore leeks at the battle of
Agincourt in 1415.
Northern Ireland - St. Patrick and the Shamrock
The national flower of Northern Ireland is the shamrock, a
three-leaved plant similar to clover. An Irish tale tells of how Patrick
used the three-leafed shamrock to explain the Trinity. He used it in his
sermons to represent how the Father, the Son, and the Holy Spirit
could all exist as separate elements of the same entity. His followers
adopted the custom of wearing a shamrock on his feast day.
28
The Royal Coat of Arms carries the symbols representing England, Scotland and Ireland, the
Sovereign's motto and the lion and the unicorn.
http://www.royal.gov.uk/MonarchUK/Symbols/UnionJack.aspx
The Union Flag, or Union Jack, is the national flag of the United Kingdom.
It is so called because it combines the crosses of the three countries united under one Sovereign -
the kingdoms of England and Wales, of Scotland and of Ireland (although since 1921 only
Northern Ireland has been part of the United Kingdom).
The flag consists of three heraldic crosses.
The cross of St George, patron saint of England since the 1270's, is a red
cross on a white ground. After James I succeeded to the throne, it was
combined with the cross of St. Andrew in 1606
The cross saltire of St Andrew, patron saint of Scotland, is a diagonal

white cross on a blue ground.
The cross saltire of St Patrick, patron saint of Ireland, is a diagonal red

cross on a white ground.
This was combined with the previous Union Flag of St George and St Andrew, after the Act of
Union of Ireland with England (and Wales) and Scotland on 1 January 1801, to create the Union
Flag that has been flown ever since.
29
The Welsh dragon does not appear on the
Union Flag. This is because when the first
Union Flag was created in 1606, the
Principality of Wales by that time was
already united with England and was no
longer a separate principality.
The Union Flag was originally a Royal flag. When the present design was made official in 1801, it
was ordered to be flown on all the King's forts and castles, but not elsewhere.
It is today flown above Buckingham Palace, Windsor Castle and Sandringham when The Queen is
not in residence.
The Royal Arms of Scotland (Lion Rampant)

is flown at the Palace of Holyroodhouse and
Balmoral when The Queen is not in
residence.
On news of a Royal death, the Union Flag (or the Royal Arms of Scotland (Lion Rampant) where
appropriate, is flown at half-mast.
The Royal Standard is never flown at half-mast, as the Sovereign never dies (the new monarch
immediately succeeds his or her predecessor).
The Union Flag is flown on Government buildings on days marking the birthdays of members of
the Royal Family, Commonwealth Day, Coronation Day, The Queen's official birthday,
Remembrance Day and on the days of the State Opening and prorogation of Parliament.
The term 'Union Jack' possibly dates from Queen Anne's time (r. 1702-14), but its origin is
uncertain.
It may come from the 'jack-et' of the English or Scottish soldiers, or from the name of James I who
originated the first union in 1603.
30
Another alternative is that the name may be derived from a proclamation by Charles II that the
Union Flag should be flown only by ships of the Royal Navy as a jack, a small flag at the bowsprit;
the term 'jack' once meant small.
Ireland
President: Michael D. Higgins (2011)
Taoiseach (Prime Minister): Enda

Kenny (2011)
Capital (2009 est.): Dublin, 1.084

million
Monetary unit: Euro (formerly Irish

pound [punt])
National name: Éire
Languages: English, Irish (Gaelic)

(both official)
Religions: Roman Catholic 88%,

Church of Ireland 3%, other Christian
2%, none 4%
National Holiday: Saint Patrick's Day,

March 17
Geography
Ireland is situated in the Atlantic Ocean and separated from Great Britain by the Irish Sea. Half the
size of Arkansas, it occupies the entire island except for the six counties that make up Northern
31
Ireland. Ireland resembles a basin—a central plain rimmed with mountains, except in the Dublin
region. The mountains are low, with the highest peak, Carrantuohill in County Kerry, rising to 3,415
ft (1,041 m). The principal river is the Shannon, which begins in the north-central area, flows south
and southwest for about 240 mi (386 km), and empties into the Atlantic.
Government
Republic.
Flag
The Irish flag dates from the 1800's and it is reputed to have been designed by Thomas
Francis Meaghar from Waterford. It is based on the French flag and is known as the Tricolour. The
Green represents the country's republican traditions, the Orange the Unionist tradition from
Northern Ireland and the White represents Unity.
https://www.ordnancesurvey.co.uk/mapzone/games/puzzle-adventure
32
33
34
Label the British Isles
Label the British Isles on the map below.
Atlantic Ocean - the body of

water in which the British Isles
are located
Belfast - the capital of Northern
Ireland
Cardiff - the capital of Wales
Celtic Sea - the sea south of
Ireland
Dublin - the capital of Ireland
England - the largest area in the
United Kingdom; it is attached
to Scotland and Wales
Edinburgh - the capital of
Scotland
English Channel - the body of
water off southern England
which separates it from France
Hebrides - islands off the
northwest coast of Scotland
Ireland - (the Republic of
Ireland) - a country west of
England across the Irish Sea (not part of the United Kingdom)
Irish Sea - the body of water that separates England and Ireland
Isle of Man - an island in the Irish Sea
Isle of Wight - an island off the southern coast of England
London - the capital of England (and the capital of the United Kingdom)
North Sea - the body of water northeast of the British Isles separating it from northwestern
Europe
Northern Ireland - a part of the United Kingdom bordering the Republic of Ireland on the
northeast
Orkney Islands - islands off the northeast coast of Scotland
Scotland - a part of the United Kingdom bordering England on the north
Shetland Islands - islands far off the northeast coast of Scotland
Wales - a part of the United Kingdom bordering England on the southwest

35

ACADEMIC AREAS Cuadernillo Cursillo 2019

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

ACADEMIC AREAS Cuadernillo Cursillo 2019

Uploaded by

Copyright:

Available Formats

IES Nº28 “Olga Cossettini”

CURSO INTRODUCTORIO OBLIGATORIO

Selection and Organization of Material

Part 1: English Sessions

Part 2: Academic Areas

Part 2: Academic Areas

English Grammar …………………………………………… pages 4-13

English Phonology …………………………………………. pages 14-17

English Language ……….…………………………………. pages 18-22

Social Studies .……………………………………………….. pages 23-33

Syntax​: The grammatical principles, units and relations involved in sentence

The components necessarily interact. The

Which sentences are correct and which are ill-formed?

Grammar, Meaning and Pragmatics.

e.g. Tom Smith has finished his thesis.

What does “​he”​ refer to in the following sentences​?:

Here is another example:

Your desk is a mess.

A: Let’s go for a walk A: Bye Mom. I’m going to the office.

B: ​It’s raining​. B: ​It’s raining​.

Speakers of a language use their non-linguistic knowledge to make inferences. The

The units of analysis in Grammar

The morpheme prefix derivational only

INFLEXION (OR ACCIDENCE) AND DERIVATION (OR WORD FORMATION):

1) the NOUN paradigm involves:

b) the past tense

d) the past participle

a) the comparative degree

3) the ADJECTIVE paradigm involves

b) the superlative degree

4) the ADVERB paradigm involves

a) person (first, second and third)

b) number (singular and plural)

5) the PRONOUN paradigm involves c) case (nominative, objective and genitive)

NOUN VERB ADJECTIVE ​ADVERB​ ​PRONOUN

whom book biological

nouns ------------- adjectives season ----------- seasonal

Identify suffixes and prefixes

unacceptable unacceptability lioness

content (open classes)

The word reciprocally exclusive

function (closed classes)

WORD CLASSES OR PARTS OF SPEECH: content words and function words:

The items are said to constitute a “system” in

Identify function words and content words in the following passage:

1- on the rough cardboard surface

The clause​ - ​The sentence

The clause can be defined as a unit

The sentence​ can be classified into:

Compare sentence 1) with the following example:

2) ( The girl / yelled ) but ( her mother / smiled ).

NP​1​ VP​1 NP​2 VP​2

In this case we have:

3) When / the girl / yelled, / her mother / smiled.

NP​1 VP​1 NP​2 VP​2

2​1​) The girl yelled. (But) her mother smiled.

3​1​) * When the girl yelled. Her mother smiled.

Sir Walter was a favourite of Queen Elizabeth I

He sent him to the Tower as a prisoner.

Phonology is the study of how

The phonological system of a language

● an inventory of sounds and their

Here is an illustration that shows the place of phonology in an interacting hierarchy of

Comparison: Phonology and phonetics

Syntax: The grammatical principles, units and relations involved in sentence

What does “he” refer to in the following sentences?:

B: It’s raining. B: It’s raining.

NOUN VERB ADJECTIVE ADVERB PRONOUN

The clause - The sentence

The sentence can be classified into:

NP1 VP1 NP2 VP2

NP1 VP1 NP2 VP2

21) The girl yelled. (But) her mother smiled.

31) * When the girl yelled. Her mother smiled.

"Listen," he said. "I've got something to tell you." ….

1. United Kingdom - a union of:

● England - The capital is London.

Great Britain is divided into small regions called counties.

England, Scotland and Wales together form Great Britain.

● The English language is a West Germanic language, originating from England.

Scotland - St. Andrew - the Thistle and Scottish Bluebell

Wales - St. David and the Daffodil

President: Michael D. Higgins (2011)

Taoiseach (Prime Minister): Enda

Capital (2009 est.): Dublin, 1.084

Monetary unit: Euro (formerly Irish

National name: Éire

Languages: English, Irish (Gaelic)

Religions: Roman Catholic 88%,

National Holiday: Saint Patrick's Day,

Atlantic Ocean - the body of