PLAN DE MEJORA”

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CENTRO INSDURTIAL DE MANTENIMIENTO Y MANUFACTURA
“CIMM”

Name: _______wilman ferney poveda Ramirez ___ Final date: 2021

Program: ______Mantenimiento electromecnico industrial______
Program’s number: ________________________________________________

The words that change what colours we see

Depending on what language you speak, your eye perceives colours – and the world – differently
than someone else.

The human eye can physically perceive millions of colours. But we don’t all recognise these colours in
the same way.

Some people can’t see differences in colours – so called colour blindness – due to a defect or
absence of the cells in the retina that are sensitive to high levels of light: the cones. But the
distribution and density of these cells also varies across people with ‘normal vision’, causing us all to
experience the same colour in slightly different ways.

Besides our individual biological make up, colour perception is less about seeing what is actually out
there and more about how our brain interprets colours to create something meaningful. The
perception of colour mainly occurs inside our heads and so is subjective – and prone to personal
experience.

Take for instance people with synaesthesia, who are able to experience the perception of colour with
letters and numbers. Synaesthesia is often described as a joining of the senses – where a person can
see sounds or hear colours. But the colours they hear also differ
from case to case.

Another example is the classic Adelson’s checker-shadow

illusion. Here, although two marked squares are exactly the
same colour, our brains don’t perceive them this way.
Squares A and B are exactly the same
Since the day we were born we have learnt to categorise
colour – but our brains think otherwise
objects, colours, emotions, and pretty much everything
(Credit: Wikimedia Commons)
meaningful using language. And although our eyes can perceive
thousands of colours, the way we communicate about colour – and the
way we use colour in our everyday lives – means we have to carve this huge variety up into
identifiable, meaningful categories.

Painters and fashion experts, for example, use colour terminology to refer to and discriminate hues
and shades that to all intents and purposes may all be described with one term by a non-expert.

Different languages and cultural groups also carve up the colour spectrum differently. Some
languages like Dani, spoken in Papua New Guinea, and Bassa, spoken in Liberia and Sierra Leone,
only have two terms, dark and light. Dark roughly translates as cool in those languages, and light as
warm. So colours like black, blue, and green are glossed as cool colours, while lighter colours like
white, red, orange and yellow are glossed as warm colours.
 The Warlpiri people living in Australia’s Northern Territory don’t even have a term for the word
“colour”. For these and other such cultural groups, what we would call “colour” is described by a rich
vocabulary referring to texture, physical sensation and functional purpose.

Remarkably, most of the world’s languages have five basic colour terms. Cultures as diverse as
the Himba in the Namibian plains and the Berinmo in the lush rainforests of Papua New Guinea
employ such five term systems. As well as dark, light, and red, these languages typically have a term
for yellow, and a term that denotes both blue and green. That is, these languages do not have
separate terms for “green” and “blue” but use one term to describe both colours, a sort of “grue”.

Historically, Welsh had a “grue” term, namely glas, as did Japanese and Chinese. Nowadays, in all
these languages, the original grue term has been restricted to blue, and a separate green term is
used. This is either developed from within the language – as is the case for Japanese – or through
lexical borrowing, as is the case for Welsh.

Russian, Greek, Turkish and many other languages also have two separate terms for blue – one
referring exclusively to darker shades, and one referring to lighter shades.

The way we perceive colours can also change during our lifetime. Greek speakers, who have two
fundamental colour terms to describe light and dark blue
(“ghalazio” and “ble”), are more prone to see these two
colours as more similar after living for long periods of
time in the UK. There, these two colours are described in
English by the same fundamental colour term: blue.

This is because after long term everyday exposure to an

Greek speakers have separate words for shades of blue –
English-speaking environment, the brain of native Greek
and see those shades as more different than do English
speakers starts interpreting the colours “ghalazio” and
speakers (Credit: Getty Images)
“ble” as part of the same colour category.
But this isn’t just something that happens with colour. In
fact different languages can influence our perceptions in all areas of life. In our lab at Lancaster
University we are investigating how the use of and exposure to different languages changes the way
we perceive everyday objects. Ultimately, this happens because learning a new language is like
giving our brain the ability to interpret the world differently – including the way we see and process
colours.

Source: http://www.bbc.com/future/story/20180419-the-words-that-change-the-colours-we-see

The words that change what colours we see – activities

Do you remember...? Re-read the text and find, at least, one example of the following:
● Present Simple: we perceive colours can also change during our lifetime Present Continuous:
The Warlpiri people living in Australia’s Northern Territory
● Present Perfect: we have to carve this huge variety up into identifiable, meaningful categories.
● Past Simple: Synaesthesia is often described as a joining of the senses
● Passive Voice: There, these two colours are described in English by the same fundamental
colour term: blue.
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● Modals: what we would call “colour” is described by a rich vocabulary referring to texture,
physical sensation and functional purpose.

1.Answer the following questions

1) What’s the difference between Colour Blindness and Synaesthesia?

Some people cannot see the differences in colors, which is called color blindness, and
synesthesia is often described as a union of the senses, where a person can see sounds or
hear colors.

2) What causes us to experience colours in different ways?

In addition to our individual biological makeup, color perception is less about seeing
what's really out there and more about how our brain interprets colors to create something
meaningful. The perception of color occurs mainly within our heads and is therefore
subjective and prone to personal experience.

3) Is there any people that don’t use any words for describing colours?
The Warlpiri people who live in the Northern Territory of Australia don't even have a term
for the word "color". For these and similar cultural groups, what we would call "color" is
described by a rich vocabulary that refers to texture, physical feel, and functional purpose.

4) Always referring to the subject, what’s the connection between the Welsh, the Japanese and
the Chinese?
Welsh had a “grue” term, namely glas, as did Japanese and Chinese

5) What’s the effect of the exposure to a different language?

the use of and exposure to different languages changes the way we perceive everyday
objects. Ultimately, this happens because learning a new language is like giving our brain
the ability to interpret the world differently – including the way we see and process colours.

2.Complete these sentences with the SIMPLE PRESENT.

1) I (like) ___like______ pizza.
2) He (hate) ____hates_____ garlic.
3) My sister (prefer) ____prefers______ tea to coffee.
4) I (want) ____want___ to get away from here.
5) She (not / understand) __does not understand______me.
6) I (not / believe) ____do not believe_____ it.
7) I (not / know) _do not know___________why you are so mean.
8) We (not / think) __do not think_________that this is right.
9) What (mean / it) _____means it_____?
10) (you / hear) __Do you hear_________themusic?

3.Complete these sentences with the PRESENT PROGRESSIVE.

Example: ___ he ______ the newspaper? (to read)

Answer: Is he reading the newspaper?
1) _____Is______Richard _____working________in the garden? (to work)
2) ________Is___she ______having______a cup of tea? (to have
3) _________Are_____-the children _______doing_______their homework? (to
do)
4) _______Are_______you ______cleaning______the kitchen, Tom? (to clean)
5) ____Is_____the cat _____sleeping______in the basket? (to sleep)
6) ___Are______Cliff and Oliver _____meeting_____friends? (to meet)
7) ____Are_____your mother __making__________sandwiches? (to make)
8) ____Are______the birds _____drinking_____-water? (to drink)
9) ______Is______Carmen _____wearing_________a pullover? (to wear)
10) _______Are________they ____eating______a pizza? (to eat)

4.Complete with there is/ there are depending on the case.

1) There ___are___ many animals in the zoo.

2) There ____is___ a snake in the window.
3) There ___is____ a zebra in the grass.
4) There ___are____ lions in the zoo, too.
5) There ____are___ many baby lions near their parents.
6) There ____is___ a bird next to the tree.
7) There ___are____ many monkeys in the trees.
8) There ____is___ an elephant in the zoo.
9) There ____are___ some water in the lake near the elephants.
10)There ___are___ birds in the zoo.
11)There ___are___ many people visiting the animals today.
12)There ___are___ manychildren, too.
13)There ___is___ a gorilla in the tree.
14)There __is____ some grass under the tree.
15)There ___are___ bananas in the tree with the gorilla.

5. GOING TO / WILL

1- My brother is 16 years old. Next month he __going to be__________ (be) 17

2- Look at those black clouds. It ___will rain____________ (rain)
3- There’s no milk left! OK I _________will get_________ (get) some from the shop
4- I can’t open this box. Don’t worry. I ___going to do_____________ (do) it
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5- Has James decided what to do when he finishes school? Yes. Everything is settled. He
________going ti take______________ (take) a vacation for a few weeks, and then he
_______will start_______________ (start) a computer programming course
6- The population of London _____going to reach_______________ (reach) 3 million by the year
2012
7- I’ve to go to the dentist this morning _______will_____ you ____come_____ (come) with me?
8- What would you like to have: coffee or tea? I ____will have_________ (have) tea, please
9- When _____will_____ she ______have_____ (have) another party?
10-Let’s have a coffee on Friday morning. Sorry. I can’t. I _going to see_____ (see) the doctor by
then
11-I’ve decided to paint my room? And what colour __will______ you _____paint_______ (paint)
it?
12-Look! There is smoke coming out that house. It’s on fire! Oh no I ___going to
call______________ (call) the fire brigade
13-In the future people ______will not have ________ ( not have) nothing to eat
14-If we miss the bus, we ________going to not arrive______ ( not arrive) on time
15-Next month I ____going to buy_________(buy) a new car
16-The ceiling in this room doesn’t look very safe. No it looks as if it _____going to
fall______________ (fall) down
17-In twenty years’ time cars ________will be___________ (be) electric
18-What _______will____ you ______do_____ (do) tomorrow morning?
19-Where are you going? Are you going shopping? Yes I __going to buy_____ (buy) some
cigarettes
20-I don’t know how to use this camera. It’s easy. I _____going to show______ (show) you
21-In the future , people _____will work_______ (work) at home , they ______going to not
have___________ (not have) to go to work
 WHAT’S WRONG WITH
YOU? Fill in the crossword and find the hidden words.
1

1 c o u g h
2

2 f e v e r 3

3 a s t h m a

4 4 s w o l l e n t h u m b

5 h e a d a c h e

6 b r o k e n l e g
7
7 f l u 6

8 p i l l s

9 c o l d
9
10 t o o t h a c h e

11 i n j e c t i o n

5 !
 Writing Clinic: Creative
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Writing
The LastPrompts
Movie I Saw 8

10

11
*Director: Lasse Hallström
*Performers: Richard Gere, Joan Allen, Sarah Roemer, Cary-Hiroyuki Tagawa
*Year: 2009, Sony
*Genre: Drama

A puppy of the Akita breed is sent by his Japanese breeder to the United States on
request. But in the transport of the dog, the cage falls from the vehicle and goes to a train
station. There, a college professor named Parker Wilson (Richard Gere) finds the missing
and slightly injured dog. Try to help him and find where to leave him. He talks to the
controller of the train station, but he prevents him from keeping it, so he decides to take
him home until he finds the owner who claims for him. Days go by and no one claims the
puppy and there is no one who wants to adopt it. Professor Parker is fond of the pet, but
his wife refuses to keep it, until a beautiful bond began to be created between the pet and
the teacher, and his wife, seeing how fond of her husband was with him. puppy ended up
agreeing to stay with them. After days of play and mutual affection, the teacher and the
puppy established a very strong bond. To such an extent that, when he had to go to work,
"Hachi", as he baptized his puppy, accompanied him every day to the train station. When
he saw his owner disappear into the crowd, he waited for him at the same station until
they returned from work, they would meet again to walk home together. Parker had tried
very hard to keep his pet home while he went to work, but nothing worked. The dog
ended up escaping to accompany him to the train station and from there he did not move
until his owner finished his workday and returned to the station. One day, teaching at the
university, Professor Parker suffered a heart attack and died. His dog continued to wait for
him at the station, until a relative took him back home. Despite this, the next day Hachi
escapes and returns to the station to wait for his master, seeing that he does not arrive, he
spends there day and night.
Professor Parker's wife sells the house, moves in with her daughter, and takes the dog. But still far
from the house where they resided, the dog escapes on his way to the old house. However, seeing that
another unknown family was living, he returned to the train station in search of his beloved owner.
There he continues waiting for hours, but when he sees that his master does not appear, he remains
wandering around the area and sleeps under the carriages of an abandoned train. He survives thanks
to a hot dog vendor, a friend of the late professor, who feeds him.
Years go by and Hachi continues to go to the train station every morning to wait for his owner and thus
spends the long days of his life. The professor's family witnessed how after many years, Hachi was still
waiting for his owner at the usual station, looking old and weak. At the end of a cold night under the
carriages of a train, Hachiko dies, dreaming moments before of the presence of his owner at the
station. The professor's daughter tells her 10-year-old son the story of his father and his loyal pet. The
child learns what true love and loyalty is and tells about it at school in an exercise where they are made
to explain who they consider a hero.

This movie leaves us with a very

deep teaching about friendship,
filthiness, loyalty and true love.