UNIVERSIDAD NACIONAL DE LA MATANZA

CUADERNILLO TUTORÍA INGLÉS I

2° CUATRIMESTRE 2023

DISEÑO:

PROF. DE ANSERIS, FLORENCIA

LIC. NOYA, MARISOL
MG. KONICKI, BÁRBARA
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SECTION 1
DIVERSITY, INCLUSION AND EQUITY

VOCABULARY BUILDING

1. Write the Spanish version of the following college student statuses.

COLLEGE STUDENT STATUS SPANISH EQUIVALENT

Fresher

Sophomore

Advanced

Undergraduate

Junior

Senior

2. Now, complete the following definitions with the right word from the chart
above.

a. A ______________ is a student in the second year of a program of study in a

college, university, or high school.
b. A _______________ is a student in the fourth and final year of a program of
study in a college, university, or high school.
c. A _______________ is a student in the third year of a course that lasts for
four years at a school or college.

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d. A ________________ is a student who has recently started studying at a

college or university.
e. An _______________ is a student who is studying for their first degree at a
college or university.
f. An _______________ student has learned the basic facts of a subject and is
doing more difficult work.

What about you? What year are you attending at UNLaM?

……………………………………………………………………………………………………………………………………………………………

GRAMMAR POINT 1

Read about the students’ experiences at Leeds University and do the exercises
below.

“I’m Fernanda and I am studying Social Work. This is my first year at university. I’m
not working at the moment, but I’m not wasting my time. I’m studying hard and
attending six subjects this term… My parents are helping me financially and
emotionally now… My plan is to start working in two or three years. I want to work
with people with disabilities and their families.”
Fernanda, from Argentina

1. Decide if these ideas about Fernanda are true (T) or false (F). Correct the
false sentences.

a. _____ Fernanda is a sophomore.

_____________________________________________________________

b. _____ She is studying a lot.

_____________________________________________________________

c. _____ She is working at present.

_____________________________________________________________

d. _____ Fernanda’s family is helping her.

_____________________________________________________________

e. _____ She is looking for a job now.

____________________________________________________________

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Glossary:
look for a job= buscar un trabajo

“My name is Andrew and I’m taking International Trade at Leeds University. I’m a
sophomore. Leeds is one of the best universities in England. The staff is great and
this university has lots of facilities for International Trade students such as a very
complete library. At present, the university is equipping most rooms with adaptive
technology.”
Andrew, from England

2. Answer these questions about Andrew.

a. What programme is Andrew taking?

__________________________________________________________
b. What year is he attending?

__________________________________________________________
c. What is the university doing at present?

__________________________________________________________

Desde el punto de vista de la estructura, ¿qué tienen en común los verbos

resaltados en negrita en los dos textos anteriores?

_________ + _________________ + ________________________________

¿Cómo se llama este tiempo verbal?

_______________________________________________________________

¿Qué expresa este tiempo verbal?

_______________________________________________________________

PRESENTE CONTINUO

Uso
Este tiempo de verbo es usado para describir acciones que están ocurriendo en el
momento de relatarlas o que son temporarias.

Estructura
✔ Oraciones afirmativas
Sujeto + am/is/are + verbo con “ing”

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Ejemplo:
Fernanda is attending six subjects this term.

✔ Oraciones negativas
Sujeto + am/is/are + not + verbo con “ing”
(’m not/isn’t/aren’t)

Ejemplo:
Fernanda isn’t working at the moment.

✔ Oraciones interrogativas
(Palabra Interrogativa: WH-) + am/is/are + verbo con “ing”?

Ejemplos:
What programme is Andrew taking? He’s taking International Trade.
Is Mark working hard for his next exam? No, he isn’t.

Ortografía
Cuando trabajamos con cualquier sujeto, el verbo principal cambia de acuerdo a
las siguientes reglas:

A. Agregamos “–ing” a la mayoría de los verbos.

work working
study studying

Ejemplo:
Fernanda isn’t working now, but she is studying a lot.

B. Cuando el verbo termina en “–e”, eliminamos la “–e” y agregamos “–ing”.

write writing

Ejemplo:
Fernanda is writing her term paper at present.

Este tiempo de verbo requiere el uso de adverbios. Los adverbios más usados son now,
right now, at the moment, today, this year, this term. Estos se ubican al comienzo
o al final de la oración.

Ejemplos:
✔ Andrew is finishing his term paper now.
✔ At the moment, the University of Leeds is offering free activities for the
community, such as theatre and drawing classes.

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Let’s focus on making questions!

MAKING QUESTIONS - FORMULACIÓN DE PREGUNTAS

Yes/No Questions Wh- Questions
Son aquellas Son aquellas preguntas cuyas respuestas requieren información o

preguntas que pueden datos. Comienzan con una palabra interrogativa. Por ejemplo:

ser respondidas por sí ● WHERE? = ¿DÓNDE?

o por no. Comienzan ● WHO? = ¿QUIÉN?

con un verbo auxiliar. ● WHAT? = ¿QUÉ?

● HOW? = ¿CÓMO?

● WHY? = ¿POR QUÉ?

● WHEN? = ¿CUÁNDO?

● WHICH? = ¿CUÁL?

● HOW MANY? = ¿CUÁNTOS/AS? (Para cuando se

pregunta por un sustantivo contable)

● HOW MUCH? = ¿CUÁNTO/A? (Para cuando se pregunta

por un sustantivo incontable)

● HOW FAR? = ¿CUÁN LEJOS? ¿A QUÉ DISTANCIA?

● HOW LONG? = ¿CUÁNTO TIEMPO?

A continuación, presentamos un repaso de cómo se formulan las preguntas utilizando el

Presente Continuo:

Present (Palabra Verbo Resto

Continuous interrogativa am/is/are Sujeto principal
“Wh-”) con
“-ing”
Wh-question What is Andrew taking? ---
programme
Yes/No --- Is Andrew attending International
question Trade?

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PRACTICE 1

1. Read the following conversation between two friends and complete the blanks
with the correct form of the verbs. Use the Present Continuous tense.

Maria: Hi, Paulina! What 1_______________________________________(you/do)?

Paulina: I 2_________________________(write) my Latin term paper, but I’m tired...

Maria: Well... It’s 11 right now!

Paulina: Really? What 3__________________________(you/do) at this time of night?

You usually go to bed earlier, don’t you?

Maria: Yes, but I’m not having classes tomorrow because the teacher
4
____________________________(attend) a seminar on Human Rights at a

university in Aberdeen at the moment.

Paulina: How strange! I know that when the teacher is absent, the assistant takes over…

Maria: You’re OK. Mr. Smith has two assistants: Mr. Green and Ms. Rose. They can’t be
5
in charge of the class because they _____________________(do) some

important research on Dyslexia and Inclusion at the moment. Mr. Green

6
____________________(interview) some important people and he can’t

postpone that and Ms. Rose 7___________________(investigate) the topic in a

specialized library far away and she can’t come for just one class. Why
8
_________________________________(you/ask) all these questions? Don’t

you want me to have a free Wednesday?

Paulina OK. No more questions then! I 9___________________________(finish) my

paper tonight but I have nothing to do tomorrow at midday.

Maria Why don’t we have lunch at that new restaurant in town then?

Paulina OK. 12.30 at the bus stop. Try to be punctual!!

Maria Bye.

Paulina Bye, dear.

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2. Put the words in the correct order to make questions. Then, answer them.

a. are / attending / you / for the first time / university / ?

_____________________________________________________________

_____________________________________________________________

b. at UNLaM / what / are / programme / you / studying / ?

_____________________________________________________________

_____________________________________________________________

c. attending / this term / how many subjects / you / are / ?

_____________________________________________________________

_____________________________________________________________

d. is / how many subjects / your seatmate / taking / this term / ?

_____________________________________________________________

_____________________________________________________________

e. taking / this term / you / are / computing classes / ?

_____________________________________________________________

_____________________________________________________________

f. attending / your seatmate / this term / is / computing lessons / ?

_____________________________________________________________

_____________________________________________________________

g. working / you / are / at present / ?

_____________________________________________________________

_____________________________________________________________

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GRAMMAR POINT 2

Read the following paragraph and say if the sentences below are True or False.
Justify your choices.

There are universities around the world that apply a policy of diversity, inclusion and
equity. For example, UK universities are inclusive places that admit disabled and
non-disabled students. They are legally required to make their facilities on campus
accessible to all and not to discriminate against disabled students. These laws apply, in
the same way, to international students and students who are UK citizens.

a. ___ UK universities apply policies of diversity, inclusion and equity.

______________________________________________________________
b. ___ Some UK universities discriminate against disabled students.
______________________________________________________________
c. ___ There are laws that require universities to have accessible on campus facilities.
______________________________________________________________
d. ___ Only UK citizens can use accessible on campus facilities.
______________________________________________________________

¿Qué expresa la frase resaltada en negrita en el párrafo anterior?

______________________________________________________________

¿Cuál es la regla gramatical?

______________ + sustantivo singular

______________ + sustantivo plural

A partir de la siguiente oración afirmativa con el verbo en singular, escribir la

forma negativa y la interrogativa:

(+) There is a disability programme for the inclusion of disabled students at UNLaM.

(-) _____________________________________________________________

(?) _____________________________________________________________

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A partir de la siguiente oración afirmativa con el verbo en plural, escribir la

forma negativa y la interrogativa:

(+) There are universities around the world that apply a policy of diversity, inclusion

and equity.

(-) _____________________________________________________________

(?) _____________________________________________________________

PRACTICE 2

Use “is there” or “are there” to complete the following questions about UNLaM.
Then, answer them.

a. What facilities ____________ for disabled students at UNLaM?

__________________________________________________________

__________________________________________________________

b. How many programmes _____________ in UNLaM’s Welfare Department?

__________________________________________________________

__________________________________________________________

c. ____________ a department that helps students financially?

__________________________________________________________

__________________________________________________________

d. ____________ specific resources for blind students at the library?

__________________________________________________________

__________________________________________________________

e. What resources ____________ for deaf students users of Argentinian Sign

Language?

__________________________________________________________

_________________________________________________________

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GRAMMAR POINT 3

Read the following paragraph and answer the question below.

Cornell University in New York, US, has a welcoming staff that meet with disabled
students and discuss personal access needs. They offer adaptive technology and
other resources to grant them ultimate access and inclusion to all campus resources.
Besides, they are always kind and respectful to all students.

¿En qué tiempo verbal están expresados los verbos resaltados en negrita en el

párrafo anterior? ¿Por qué?

_______________________________________________________________

_______________________________________________________________

PRESENTE SIMPLE

USO:
Este tiempo verbal se usa para expresar hábitos y acciones permanentes.

ESTRUCTURA CON EL VERBO “TO BE”:

(+) We/You/They ARE discriminatory.

(-) We/You/They AREN’T discriminatory.
(?) ARE we/you/they discriminatory? Yes, they are. / No, they aren’t.
…………
(+) She/He/It IS discriminatory.
(-) She/He/It ISN’T discriminatory.
(?) IS she/he/it discriminatory? Yes, she is. / No, she isn’t.
…………
(+) I AM discriminatory.
(-) I’M NOT discriminatory.
(?) AM I discriminatory? Yes, I am. / No, I’m not.

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ESTRUCTURA CON OTROS VERBOS:

Oraciones ✔ UNLaM and Cornell University have/offer adaptive technology.
afirmativas ✔ UNLaM has/offers adaptive technology.

¡Atención!
Con tercera persona del singular (he/she/it), no olvide conjugar el
verbo con “-s”.
Oraciones Se utilizan los auxiliares do/does, más la partícula negativa NOT.
negativas
✔ UNLaM and Cornell University do not have/offer the same
adaptive technology.
✔ UNLaM does not have/offer the same adaptive technology as
Cornell University.

¡Atención!
A menudo se utilizan las formas contraídas de los auxiliares
negativos en Presente Simple.

✔ UNLaM and Cornell University don't have/offer the same

adaptive facilities.
✔ UNLaM doesn't have/offer the same adaptive facilities as
Cornell University.

¡Atención!
Recuerde omitir la “-s” en el verbo principal en la tercera persona
del singular en la forma negativa.

Oraciones Se utilizan los auxiliares do/does.

interrogativas
✔ Do UNLaM and Cornell University have/offer similar adaptive
facilities?

Yes, they do. / No, they don’t.

✔ Does UNLaM have/offer the same adaptive technology as

Cornell University?

Yes, it does. / No, it doesn’t.

¡Atención!
Recuerde omitir la “-s” en el verbo principal en la tercera persona
del singular en la forma interrogativa.

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Ortografía

Cuando trabajamos con la tercera persona del singular (he/she/it o equivalentes), el

verbo cambia de acuerdo a las siguientes reglas:

A. Agregamos “–s” a la mayoría de los verbos.

offer offers

Ejemplo:
UNLaM offers adaptive technology.

B. Agregamos “–es” si el verbo termina en “–o”.

go goes
do does

Ejemplo:
My student does his homework with an assistive screen reader.

C. Agregamos “–es” si el verbo termina en “–s/-ss”, “-sh”, “-ch” o “–x”.

pass passes

wash washes

watch watches

relax relaxes

Ejemplos:
My student is hard-working and passes his exams easily.

D. Si el verbo termina en “–y” y está precedido por una vocal, agregamos “–s”

play plays

Ejemplo:
John plays in the wheelchair basketball team.

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Si el verbo termina en “–y” y está precedido por una consonante, cambiamos la “–y”
por la “i” y agregamos “–es”.

study studies

Ejemplo:
John studies hard for all his subjects at university.

E. Algunos verbos son irregulares.

have has

Ejemplo:
UNLaM has assistive and adaptive technologies.

El Presente Simple requiere del uso de adverbios y expresiones de frecuencia.

Los adverbios de frecuencia más usados son always, often, usually, sometimes y
never. Estos se ubican entre el sujeto y el verbo principal, siempre y cuando no
sea el verbo “to be” ya que éste requiere que el adverbio esté ubicado tras él.

Ejemplo: Mark always arrives on time and Peter is always late.

Las expresiones de frecuencia más usadas son las combinaciones con every como:

every day
week
year
Saturday

Otras expresiones de frecuencia son las siguientes:

once month
twice a week
three times year
four times
…

Las expresiones de frecuencia siempre se ubican al final de la oración.

Ejemplo:
I study English every day, but I attend classes once a week.

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PRACTICE 3

1. Complete the following text with the verbs between parentheses in the
correct Present Simple form.

1
For many young people, college _________(be) often the first time they
2
_________(have) the chance to meet and socialize with people with different

abilities, disabilities, and educational, sociocultural or ethnic backgrounds. This

context usually 3____________(provide) students with important experience when

they 4___________(begin) the next phase of their lives. This 5___________(help)

them to develop their critical thinking. There 6__________(be) universities around

the world that apply a policy of diversity, inclusion and equity. For example, UK

universities 7__________(be) inclusive places so they 8__________(admit) disabled

and non-disabled students.

2. Choose the correct form for each blank.

Leopoldo Marechal Library

UNLaM’s Library 1_____________ an area of 1,690 m2 and 2_____________ a

capacity of 850 readers. Users 3____________ access to approximately 20,000

books and more than 75,000 volumes of bibliographic materials. Besides, it

4
____________ access to hundreds of subject-specific databases. All the library

resources 5_____________ available to students and academic staff both on and

6
off campus. Because UNLaM ___________ a policy of inclusion, the library
7
____________ an area for visually impaired students. They 8_____________ and

do research through audio and Braille systems. At present, engineers from the

Department of Engineering and Technological Research 9____________ hard to

create a digital and electronic repository of academic productions.

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1. cover occupy occupies

2. have has is having

3. have has are having

4. offers offer is offering

5. is are am

6. is following are following follows

7. contains contain doesn’t contain

8. don’t study doesn’t study study

9. are working don’t work work

BY THE WAY…

Nouns as pre-modifiers

En inglés resulta usual encontrar el caso en el cual un sustantivo aparece delante de

otro sustantivo, modificándolo. En otras palabras, ese sustantivo no funciona como

sustantivo sino como adjetivo ya que describe o da una característica acerca del

sustantivo que le sigue. Es un sustantivo pre modificador de otro sustantivo.

Ejemplo: UNLaM does not allow gender discrimination.

Tanto “gender” (= género) como “discrimination” (= discriminación) son sustantivos

pero en el caso de “gender”, éste actúa como adjetivo de “discrimination” porque

indica de qué tipo de discriminación se está hablando, es decir, discriminación de

género.

¿Cómo se leen las siguientes frases sustantivas?

a. scholarship programme

a. health support

b. library resources

c. disability programme

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Utilice las frases anteriores para completar las siguientes oraciones:

1. All students in marginal locations are provided with psychosocial support,

recreational activities and _________________, including dental and mental

care services.

2. __________________ are those materials, both print and non-print, found

in school libraries which support curricular and personal information needs.

3. Our company’s _________________ offers social welfare services to

persons with disabilities, their families and caregivers.

4. BEC.AR is a _______________ for overseas training of Argentine

professionals in the fields of science, technology and productive innovation

that bear a strategic relevance for the country's sustainable development.

SECTION 2
POLICY ON INCLUSION: ATTENTION TO LOW-PERFORMERS

GRAMMAR POINT 1

1. Read this extract about UNLaM’s Tutoring System.

UNLaM offers students a Tutoring System that provides students with a more
personalized support because tutors are aware that there are students with different
abilities, for example, students who are cleverer at History than others; some are
better at English or Maths; or students who are more organised with their study
materials.

2. Look at the adjectives cleverer, more organised and better. They are in the
comparative form. How is that form different? Do you know their superlative
forms?

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Un adjetivo es una palabra que acompaña y modifica al nombre. Puede ampliar,

complementar o cuantificar su tamaño. Son palabras que nombran o indican cualidades,

rasgos y propiedades de los nombres o sustantivos a los que acompañan.

Para poder establecer una comparación en el idioma inglés, se utilizan

diversas cualidades, es decir, adjetivos que se pueden expresar a través de sus formas

comparativas o superlativas.

¿Qué es la forma comparativa?

La forma comparativa se usa para comparar diferencias entre los dos objetos o personas

a los que modifica, por ejemplo, cleverer (= más listo), better (= mejor), more organised

(= más organizado). Se emplea en oraciones donde comparamos dos nombres (o

sustantivos):

● Some students are cleverer at History than others.

Algunos estudiantes son más listos en Historia que otros.

El segundo término de la comparación (es decir, than + sustantivo) puede omitirse si se

entiende a partir del contexto:

● John is clever but Sophie is cleverer.

Juan es listo pero Sofía es más lista (se entiende, por el contexto, que es más

lista que Juan).

¿Qué es la forma superlativa?

El superlativo se emplea para describir un objeto o persona que se encuentra en el

extremo superior o inferior de una cualidad, por ejemplo, the cleverest (= el más listo),

the best (= el mejor), the most organised (= el más organizado). Se utiliza en oraciones

en las que comparamos un sustantivo con un grupo de sustantivos:

● Sophie is the cleverest student in the History class.

Sofía es la estudiante más lista en la clase de Historia.

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El grupo con el que se efectúa la comparación puede omitirse si se entiende a partir del

contexto:

● All my friends are clever but Sophie is the cleverest.

Todos mis amigos son listos pero Sofía es la más lista (se sobreentiende que de

entre todos los amigos que se mencionaron al inicio de la oración).

Hay reglas para formar el comparativo y superlativo de un adjetivo.

Adapted for pedagogical purposes from:

https://www.ef.com.es/recursos-aprender-ingles/gramatica-inglesa/comparativo-superlativo/

Para adjetivos de una sílaba:

Comparative Superlative

Agregamos "-er" a FAST= FASTER Agregamos "-est" a FAST=FASTEST

Para adjetivos de una sílaba que terminan en "e":

Comparative Superlative

Agregamos "-r" a NICE =NICER Agregamos "-st" a NICE=NICEST

Para adjetivos de una sílaba que terminan en consonante + vocal + consonante:

Comparative Superlative
Agregamos consonante + "-est" a
Agregamos consonante + "er" a HOT=HOTTER
HOT=HOTTEST

Para adjetivos de dos sílabas que terminan en "y":

Comparative Superlative

Sustituimos "y" por "-iest" en

Sustituimos "y" por "-ier" en FUNNY=FUNNIER
FUNNY=FUNNIEST

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Para adjetivos de dos o más sílabas:

Comparative Superlative

Agregamos "more" a BEAUTIFUL=MORE Agregamos "the most" a BEAUTIFUL=THE

BEAUTIFUL MOST BEAUTIFUL

Adjetivos irregulares:
Base Form Comparative Superlative
good
better the best
(bueno)
bad
worse the worst
(malo)
little
less the least
(poco)
much
more the most
(mucho)
far
farther/further the farthest/the furthest
(lejano)

COMPARISON OF (IN)EQUALITY

Para comparar y expresar igualdad, se utiliza la siguiente estructura:

Subject + BE + (not) as + adjective + as …

Ejemplo:
➔ Disabled students are as welcome as the rest of their peers.
➔ Other universities are not as inclusive as UNLaM.

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PRACTICE 1

1. Complete the following text with the adjectives between brackets in the
correct comparative and superlative forms.

The faculty at UNLaM is aware that there are students with different abilities, for
1
example, students who are __________ (dedicated) to their studies and
2
__________ (hard-working) than others; some are 3__________ (smart) at Maths

than others; some are 4_________(good) at Chemistry or English; or students who are
5
__________ (organised) with their study materials. Also, there are students who are
6
__________ (little/capable) academically than their peers and some who are
7
__________ (not attentive) in class as others.

The academic staff is considered 8__________(good) in the western area of Buenos

Aires because it is committed to attending students with disabilities. Professors believe

that equality within diversity is an integral part of inclusion.

2. Read the information about four UNLaM students and write sentences to compare
their abilities. Use the adjectives in the box. Also, you can make comparisons of
equality and inferiority.

GOOD - QUICK - ATTENTIVE - RESPONSIBLE

Responsibility Level of Level of Speed of

English attention work

Laura +++ ++++ ++ +++

Jessica ++ +++ ++ +

Jonathan ++ + ++++ +++

Maria ++++ + +++++ ++

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a. _________________________________________________________.

b. _________________________________________________________.

c. _________________________________________________________.

d. _________________________________________________________.

e. _________________________________________________________.

GRAMMAR POINT 2

VERBOS MODALES

Los verbos modales –también llamados modales o modales auxiliares– son una categoría
de verbos auxiliares.

Los modales se utilizan para expresar el modo de los verbos, en otras palabras,
manifiestan la actitud del que escribe o habla ante la idea que está expresando. Los
modales pueden expresar capacidad, posibilidad, probabilidad u otra condición del verbo
principal, el cual siempre debe estar presente y queda en forma de infinitivo sin “to”.
Otra característica de los modales es que no cambian con los distintos pronombres y se
pueden usar en oraciones afirmativas, negativas e interrogativas.

A continuación se presentan dos verbos modales con sus significados más usuales:
- CAN: Expresa posibilidad y habilidad.
- WILL: Expresa predicciones acerca del futuro.

1. Lea las siguientes oraciones y ubíquelas en los tres cuadros que aparecen a
continuación. Complete la regla para cada tipo de oración. Observe el ejemplo.

a. Universities will become more inclusive when they adopt a mentality of

tolerance and respect.
b. An exclusive education system will not avoid the reproduction of inequality.
c. Disabled students can’t study in unaccommodated facilities.
d. Can any person enrol at this university?
e. What will disabled students do if universities don’t make the necessary
accommodations?
f. Inclusion can give equal opportunities to everyone, especially marginalised
groups.

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ORACIONES AFIRMATIVAS CON MODALES

+ + + Resto

Inclusion can give equal opportunities to everyone,

especially marginalised groups.

ORACIONES NEGATIVAS CON MODALES

+ + NOT +
(____N’T)

ORACIONES INTERROGATIVAS CON MODALES

[ ] + + + + ?

PRACTICE 2

Complete the statements below with the most suitable modal verbs.

WILL - WON’T - CAN - CAN’T

a. A: What can I do to make UNLaM more inclusive?

B: Well… you __________ assist peers that may need a favour.

b. If all universities become aware of students’ diverse needs, education

__________ become more inclusive.

c. If you want to respect others, you __________ make jokes about a disability.

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d. Any person that passes the admission exam __________ enrol at UNLaM

university.

e. Disabled students __________ study in a place that hasn’t got ramps for

wheelchair access.

f. In the future, universities that do not adjust to the needs of disabled students

__________ play a significant role in society.

SECTION 3
FICTION TIME: HARRISON BERGERON

After reading Part 1 of the story, complete the following

activities.

1. Unscramble the questions. Then, answer them.

a. there - diverse - society - a - is - ?

__________________________________________________________

__________________________________________________________

b. does - wear - why - radio - a - George - ?

__________________________________________________________

__________________________________________________________

c. does - take place - story - when - the - ?

__________________________________________________________

__________________________________________________________

d. characters - are - who - the - ?

__________________________________________________________

__________________________________________________________

e. do - ensure - equality - how - the authorities - ?

__________________________________________________________

__________________________________________________________

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2. Read each situation and complete.

a. Tell Hazel and George what possible course of action they can

take to change their lives.

__________________________________________________________

__________________________________________________________

b. Make a prediction about the ending of the story.

__________________________________________________________

__________________________________________________________

c. Compare George and Hazel. Think of different ways to make the comparison

(in terms of superiority and equality).

__________________________________________________________

__________________________________________________________

SECTION 4
INTRODUCTION TO ACADEMIC LITERACY: THE ABSTRACT

1. Match the three columns: concept, definition, and translation into Spanish.

Concept Definition Translation into Spanish

1) Academic a) A newspaper or magazine that i) Resumen, sumario,

literacy deals with a particular subject or extracto o sinopsis
professional activity.

2) Journal b) It refers to being proficient in ii) Revista de publicaciones

reading and writing about científicas o de
academic subjects. It means you divulgación científica
can discuss and analyze formal,
academic and subject-specific
jargon.

3) Abstract c) A summary of a text, scientific iii) Alfabetización académica

article, document, speech, etc.

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¿Qué es la alfabetización académica?

La alfabetización académica se refiere a ser competente en la lectura y escritura

sobre temas académicos. Ser capaz de discutir y analizar la jerga formal, académica y

específica de cada materia permite que las personas con conocimientos académicos

contribuyan productivamente a las conversaciones en curso dentro de campos

académicos específicos.

¿Por qué es importante?

La alfabetización académica desarrolla habilidades de pensamiento complejas de

orden superior, como el análisis crítico y la reflexión. La alfabetización académica

aumenta la confianza académica y ayuda a desarrollar la propia voz académica.

¿Qué es un abstract?

Se trata de un breve resumen de un artículo científico, una ponencia o una

comunicación, que suele publicarse junto con el texto completo.

2. Reread Abstract 2 in your study material and answer the questions below.

Research article
_______________________________________________________________
Factors that influence the university's inclusive educational processes:

perceptions of university professors

Nuria González-Castellano a, María Jesús Colmenero-Ruiz a, Eulogio Cordón-Pozo b

a University of Jaen, Department of Pedagogy, Faculty of Humanities and Education Sciences, Jaen, Spain

b University of Granada, Department of Business Organization II, Faculty of Economics and Business, Granada, Spain

ABSTRACT

Training in attention to diversity is a key aspect for achieving the inclusion of

students with special educational needs in higher education for these students to
have access to the same rights as any other student. The purpose of this study is to
determine, through the perceptions of university professors, if the existence of
barriers that arise in the teaching-learning process is determined by various factors
of interest, such as gender, training in attention to diversity, and the attitudes that
the professors present before the inclusion of these students. The research was

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carried out in eight universities in Andalusia (Spain), using as the main method of
data collection a validated survey, the APTD Scale (Accessibility, Processes,
Training, Demand), with the participating sample of 580 university professors. The
university professors generally agree to perform inclusive actions in their
teaching-learning process, although there is a significant association between
variables. The study includes a series of perceptions that may help other university
professors to make their practice more inclusive.

Keywords: Higher education, University professor, Inclusive process, Special

educational needs
_______________________________________________________________
Adapted for pedagogical purposes

a. What is the title of the article?

__________________________________________________________

b. Who are the authors?

__________________________________________________________

c. What is the topic?

__________________________________________________________

d. What is the objective of the study?

__________________________________________________________

e. How many universities and professors participated in the study?

__________________________________________________________

f. What do university professors have in common?

__________________________________________________________

g. Does the abstract finish with a conclusion?

__________________________________________________________

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SECTION 1
WOMEN BEHIND A MAN’S NAME

Lea las siguientes oraciones relacionadas con los textos trabajados en el material

del curso y ubíquelas en los tres cuadros que aparecen a continuación. Complete

la regla para cada tipo de oración.

1) Eliot became the editor of a leading journal for philosophical radicals.

2) Why did they conceal their identity?

3) They did not declare themselves women because they had the impression that

female writers were looked on with prejudice.

4) The Brönte Sisters thought that people did not take women’s work seriously.

5) Did you know that women had to use male pseudonyms to sign their

productions?

6) People did not take women’s work seriously.

ORACIONES AFIRMATIVAS

+ + Resto

Eliot became the editor of a leading journal for

philosophical radicals.

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ORACIONES NEGATIVAS

+ + +

ORACIONES INTERROGATIVAS

[ ] + + + + ?

GRAMMAR POINT 1

PASADO SIMPLE: VERBOS REGULARES E IRREGULARES

Uso

El Pasado Simple se utiliza para describir una actividad o situación que comenzó y

terminó en el pasado. Hay verbos regulares e irregulares –los cuales, usualmente, van

acompañados de expresiones en el pasado tales como yesterday, last

class/month/week, two days/months/years ago.

Estructura

EN EL CASO DE LOS VERBOS REGULARES…

A. Agregamos “–ed” a la mayoría de los verbos.

conceal --- concealed

Example: In the past, many women concealed their identity.

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B. Agregamos “–d” si el verbo termina en “–e”.

encourage --- encouraged

Example: Lewes encouraged Eliot to write.

C. Si el verbo termina en “–y” y está precedido por una vocal, agregamos “–ed”.

enjoy --- enjoyed

Example: As young girls, The Brönte Sisters enjoyed writing stories.

D. Si el verbo termina en “–y” y está precedido por una consonante, cambiamos

la “–y” por la “i” y agregamos “–ed”.

deny --- denied

Example: George Eliot denied her identity to ensure her works were taken seriously.

E. Cuando el verbo tiene una sílaba solamente y termina en una consonante, se

duplica la letra que se encuentra antes de “-ed”.

plan --- planned

Example: Many authors planned to publish their works under a male name to prevent
prejudice.

F. Cuando el verbo tiene más de una sílaba y la última sílaba termina en

consonante, se duplica la última letra solamente si esa sílaba está acentuada.

admit --- admitted

Example: George Sand admitted disguising as a man to gain access to those parts of
Paris where it was not decorous for ladies to go.

EN EL CASO DE LOS VERBOS IRREGULARES…

El Pasado Simple de los verbos irregulares se forma de diferentes maneras. Para

conocerlos, se debe recurrir a la lista de verbos irregulares.

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write--- wrote
begin--- began
bring--- brought

Examples:
George Sand wrote novels.
They began to write stories at an early age.
The popularity of Eliot's novels brought social acceptance.

PASADO SIMPLE: VERBO “TO BE”

Ahora, preste atención al pasado simple del verbo “to be”. En los ejemplos,
complete los blancos con la forma correcta del verbo.
A. En Pasado Simple, el verbo “to be” tiene dos formas: was y were.

- Cuando el sujeto es I, He, She, It o equivalentes, usamos “was”.

- Cuando el sujeto es We, You, They o equivalentes, usamos “were”.

Ejemplos:

- Lewes _____ married and their relationship caused a scandal.

- The Brönte sisters ____ often alone at home.

B. Para formar oraciones negativas, usamos “was not/wasn’t” o “were

not/weren’t”.

Ejemplos:

- It ______ decorous for ladies to go to certain parts of Paris.

- Many novels _____ successful because some female authors didn’t conceal their

identity.

C. Para formar preguntas, no usamos auxiliar. Sólo anteponemos “was” o “were”

al sujeto.

Ejemplos:

- Who _____ George Sand?

- Why _____ the novels successful?

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PRACTICE 1

1. Complete the text with the verbs between parentheses in the correct
past simple form.

George Sand (1)_____(write) novels, autobiography, literary criticism, and

dramatic works. She championed women’s rights and (2)_____(advocate) marriage

based on mutual love rather than property, wealth, or status. Sand also

(3)_____(become) involved in social and political campaigns and associated with

Karl Marx for a time. George Sand’s life (4)_____(be) unconventional in numerous

ways: she was fond of dressing up in men’s clothing to gain access to those parts of

Paris where it (5)_____ (not be) decorous for ladies to go. She scandalised

Parisian society by smoking in public. Sand’s love affairs (6) _____ (include) a

relationship with the composer Frédéric Chopin.

2. Put the words in order to make questions on the text “Women behind a
Man’s Name”. Then, answer them.

1. George Eliot - why - a male pen name - did - use - ?

__________________________________________________________

__________________________________________________________

2. did - begin to write - The Brönte Sisters - when - stories - ?

__________________________________________________________

__________________________________________________________

3. born - George Eliot - was - where - ?

__________________________________________________________

__________________________________________________________

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4. did - publish - what - The Brönte sisters - in the 1800s - ?

__________________________________________________________

__________________________________________________________

3. Let’s share opinions! Answer the following questions.

a. Why did some women conceal their identity?

__________________________________________________________

__________________________________________________________

b. What do you think about this?

__________________________________________________________

__________________________________________________________

c. Why did “George Sand” disguise as a man?

__________________________________________________________

__________________________________________________________

BY THE WAY…

EL CASO POSESIVO

El caso posesivo (también conocido como “caso genitivo”) indica posesión.

-USO:

En español para expresar posesión, usamos la preposición “de”, por ejemplo:

El seudónimo de Aurore Lucile Dupin de Dudevant era George Sand.

Para expresar esta idea de posesión en inglés se utiliza el caso posesivo o genitivo:

Aurore Lucile Dupin de Dudevant’s pseudonym was George Sand.

-ESTRUCTURA:

Para expresar posesión, se debe colocar el “apóstrofo + s” al final del sustantivo al que

algo le pertenece.

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Ejemplos:

- Sand’s love affairs.

- Women’s work.

¡ATENCIÓN!

● Si el “poseedor” es más de una persona el “apóstrofo + s” solo se pondrá en la

segunda persona que se menciona.

Ejemplo:

- Lewes and Eliot's home.

● Si el sustantivo que posee el objeto es plural terminado en “s”, solo se agrega el

apóstrofo.

Ejemplo:

- The sisters’ publications were really famous. (= Las publicaciones pertenecen a las

hermanas.)

Ahora, observemos el siguiente ejemplo:

-The sister’s publications were really famous.

En este caso se da a entender que las publicaciones solo pertenecen a una de las

hermanas.

PRACTICE 2

Put the words below in the correct order and place the ( ‘s ) or just the ( ‘ ) in

the correct place.

Ejemplo:

_Lewes_ and _Eliot’s_ _house_ became a meeting place for writers and

intellectuals.

1. Charlotte Bronte was __________ and ______________

______________.

2. Fréderic Chopin was one of __________ ________________.

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3. The popularity of __________ ________________ brought social

acceptance.

4. __________ ________________ made it possible to publish their works.

a. Elliot / novels

b. lovers / Sand

c. pseudonyms / female authors

d. sister / Emily & Ann

e. house / Lewes and Eliot

SECTION 2
ARGENTINE WOMEN WHO CHANGED OUR HISTORY

GRAMMAR POINT

PREGUNTAS DE SUJETO

Uso:

Se utilizan para identificar el sujeto de una acción. Por ejemplo, en la oración

“Julieta Lanteri got a degree in Pharmacology”, “Julieta Lanteri” es el sujeto de la
oración.

Estructura:

En las preguntas de sujeto, no se utiliza un verbo auxiliar ni en el Presente Simple ni

en el Pasado Simple. El orden de las palabras sigue el orden afirmativo (es decir,
pronombre interrogativo + verbo conjugado + resto de la oración).

Who got a degree in Pharmacology?

Pronombre interrogativo + verbo conjugado + resto de la oración

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Julieta Lanteri.

O bien…

Julieta Lanteri did.

El pronombre interrogativo suele ser WHO (aunque también pueden ser WHICH y

WHAT). El sujeto explícito NO es parte de estas preguntas (a diferencia del resto

de las preguntas) ya que es justamente la información que NO tenemos y que

queremos averiguar. Podemos decir que, en las preguntas de sujeto, el pronombre

interrogativo es el sujeto de la oración interrogativa.

Ejemplos:

● Who created a foundation to help poor families?

Eva Perón. Or… Eva Perón did.

● Who was an important figure of feminism in Argentina?

Alicia Moreau de Justo. Or… Alicia Moreau de Justo was.

● What happened in 1947?

The fight for women’s vote came to an end.

PREGUNTAS DE OBJETO

Uso:

Se utilizan para identificar el objeto de un verbo. Por ejemplo, en la oración

“Macacha Güemes helped her brother”, “her brother” es el objeto del verbo,
“helped”.

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Estructura:

En las preguntas de objeto se utiliza la estructura habitual para la formulación de

preguntas, es decir, “Pronombre interrogativo + auxiliar + sujeto + verbo principal
+…?”. Por ejemplo:

Who did Macacha Güemes help?

Pronombre interrogativo + auxiliar + sujeto + verbo principal?

Macacha Güemes helped her brother.

PRACTICE

1. Unjumble the questions. Then, match them to the answers.

1. was - a sculptress - who - ?

__________________________________________________________

2. when she was only 5 - who - to read - learnt - ?

__________________________________________________________

3. who - discrimination - suffered - for being a woman - ?

__________________________________________________________

4. who - all the requirements - had - to vote - ?

__________________________________________________________

5. one of the first women – became - who - to get a medical degree - ?

__________________________________________________________

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a. Lola Mora did.

b. Julieta Lanteri did.

c. Alicia Moreau de Justo did.

d. Macacha Güemes did.

e. Lola Mora was.

2. Complete the questions using the words below. Some are subject questions
and some follow the regular formula. Then, answer them.

used - suffered - had – discriminate - help – did (x2) - created

1. Who ________ an active role in politics when Juan Domingo Perón was

president?

__________________________________________________________

2. Who ___________ Eva Peron’s foundation _____________?

__________________________________________________________

3. Who _________________________ a foundation to help poor families?

__________________________________________________________

4. Who_________________ discrimination in a world for men?

__________________________________________________________

5. Who_____________ the conservatives of B.A.____________ against?

__________________________________________________________

6. Who _______________ her articles to discuss gender prejudices?

__________________________________________________________

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SECTION 3
FICTION TIME: HARRISON BERGERON

After rereading Part 2 of the story, complete the following

activities.

1. Complete the chart with the following regular and irregular verbs. Then, write

down their past form.

have / look / know / interrupt / carry / break / suggest / hear / think / resemble

2. Now, complete this text with regular verbs (RV) and irregular verbs (IV) from
the table above.

Hazel and George were watching ballerinas dance on TV. For a few moments, George

reflected on the dancers: They 1/RV____________(RV)weights to reduce their grace

2/IV
and wore masks to conceal their beauty. They ____________ handicaps so that

TV viewers didn’t feel bad about their appearances. Because of their handicaps, the

dancers weren’t very good.

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3/RV
A noise ____________ George’s thoughts. Hazel said that she would like to hear

the noises that the handicappers created. George didn’t agree. The narrator
4/RV
explained that Hazel ____________ Diana Moon Glampers, Handicapper General.

Hazel said she would be a good Handicapper General because she 5/IV____________
6/IV
what normality was. George ____________ of his son, Harrison, and there was

another noise.

7/RV
George ____________ exhausted so Hazel told him to lie down and rest his

“handicap bag,” which was forty-seven pounds of weight in a bag and locked around
8/RV
George’s neck. Hazel ____________ that he should take a few of the weights
9/IV
out of the bag, but he said that if everyone ____________ the law, society
10/IV
would return to its old competitive ways. George ____________ another noise

and couldn’t remember the conversation.

3. Look at The Bergeron’s family tree and write true sentences using the

genitive case (‘s). Use the following words.

MOTHER - FATHER - HUSBAND - WIFE - SON

a. Harrison was ___________________________________________.

b. George was ____________________________________________.

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c. Hazel was _____________________________________________.

d. George was ____________________________________________.

e. Hazel was _____________________________________________.

4. Unscramble the following questions and answer them.

a. wear - the ballerinas - did - why - handicaps - ?

__________________________________________________________

__________________________________________________________

b. was - Diana Moon Glampers - who - ?

__________________________________________________________

__________________________________________________________

c. perform - did - well - the dancers - ?

__________________________________________________________

__________________________________________________________

d. the dancers - good - weren’t - why - ?

__________________________________________________________

__________________________________________________________

e. interrupted - what - thoughts - George’s - ?

__________________________________________________________

__________________________________________________________

f. Hazel - how - George - feel - did - and - ?

__________________________________________________________

__________________________________________________________

5. Look at the structure of question “e” in the previous exercise. How and why

is it different from question “f”?

_______________________________________________________________________
_______________________________________________________________________

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SECTION 4
ACADEMIC LITERACY: THE ABSTRACT

Según Swales (1993)1 los resúmenes de artículos académicos (abstracts) tienen,

normalmente, una organización retórica definida. Dicha organización se ve reflejada

en los movimientos retóricos (moves) que se pueden observar dentro del resumen que

presenta un trabajo de investigación: contexto (background), objetivo (aim),

metodología (method), resultados (results), y conclusiones (conclusions).

Cada uno de esos movimientos tiene un claro propósito comunicativo. Los mismos se

encuentran descritos a continuación:

MOVE MOVIMIENTO PROPÓSITO COMUNICATIVO

(IN ENGLISH) RETÓRICO
(EN ESPAÑOL)

BACKGROUND ANTECEDENTES Proporcionar al lector orientación acerca

CONTEXTO del área de conocimiento en la cual se
realiza la investigación y cuál es el objeto
de estudio específico.

AIM OBJETIVO Describir las características generales del

trabajo o presentar el propósito del
estudio.

METHOD METODOLOGÍA Indicar el diseño del estudio en términos

de sujetos, procedimientos, materiales,
variables, según el tipo de
experimentación.

RESULTS RESULTADOS Resumir brevemente los hallazgos

principales de la investigación e indicar
cómo se manipularon los datos.

CONCLUSIONS CONCLUSIONES Realizar afirmaciones en base a los

hallazgos reportados.

1
Swales, J. (1993). Genre Analysis. English in Academic and Research Settings. Cambridge: Cambridge
University Press.

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Este patrón organizativo resalta las transiciones del texto. En algunos resúmenes no

es posible encontrar todas las transiciones o movimientos retóricos y, en otros casos,

el orden de los mismos puede variar. Asimismo, una transición puede tomar una o más

oraciones así como en una misma oración puede haber más de un movimiento retórico.

Por ende, es necesario leer cuidadosamente el texto para poder llevar a cabo la

identificación de las transiciones. Esta clasificación puede utilizarse como modelo

para la escritura de abstracts.

Observemos cómo los movimientos retóricos descritos en el cuadro anterior se

encuentran presentes en el Abstract N°4 trabajado en clase:

_______________________________________________________________________
Gendering Urban Namescapes: The Gender Politics of Street Names in an

Eastern European City

Abstract

The gender relations of power embedded within the urban landscape and materialized

in street nomenclature remain an underexplored topic in place-name studies

(BACKGROUND)
. This paper situates the gendered spaces of street names within the

broader investigation of identity politics played out in the public space. Drawing on

scholarship from “critical toponymies”, this article diachronically examines the

gender patterning of urban nomenclature in a city from Eastern Europe (Sibiu,

(AIM)
formerly Hermannstadt, Romania) . For this purpose, a dataset was compiled

from the entire street nomenclature of the city across seven successive historical
(METHOD)
periods, from 1875 to 2020 (n = 2,766) . The statistical analyses performed

on this dataset revealed a “masculine default” as a structuring principle underpinning

(RESULTS)
Sibiu’s urban namescape for the two centuries investigated . As this analysis

demonstrates, contrary to the overall democratization of the Romanian post-socialist

society, Sibiu’s streetscape continues to tell a patriarchal story informed by

(CONCLUSION)
hegemonic masculinity .

_______________________________________________________________________

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Ahora, analicemos de la misma manera el Abstract N°5 presentado en el

cuadernillo de clase. ¿Qué transiciones o movimientos retóricos se pueden
identificar en este resumen? ¿Hay alguna relación entre los movimientos y la
cantidad de oraciones?

_______________________________________________________________________
Street naming practices: A systematic review of urban toponymic scholarship

Abstract

Street names (odonyms) and their academic study constitute an important part of

onomastic research. This paper takes stock of the growing literature on street

naming processes and provides a meta-analytical systematic review of odonymic

scholarship. To this purpose, a collection of 121 peer-reviewed articles on street

names published in English language academic journals in the social sciences and the

humanities were identified in the Scopus database. The statistical analyses

conducted on these materials indicate (1) the temporal dynamics of knowledge

production and the geographical hotspots in toponomastic scholarship, (2) the

geopolitical settings and historical contexts framing these studies, (3) the

theoretical perspectives employed to conceptualise street naming practices, and (4)

the methodological outlines characterising the research done on street names in the

literature. The conclusions point out four main clusters of toponomastic research and

indicate directions for future inquiry in street name scholarship.

Keywords

Street names, street renaming, toponomastics, odonyms, place names

_______________________________________________________________________

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ITY EQUA
SECTION 1
DOS AND DON’TS

1. What are your weaknesses when you prepare for exams or when you attend a

subject? Make a tick on the ones that apply to you. You can add more items

if necessary. Be ready to talk about yourself!

a. __ I find it difficult to finish my assignments within the expected time.

b. __ I tend to leave things until the last minute.

c. __ I find it difficult to stop thinking about the exam.

d. __ I never have well-organized notes for my subjects and I don’t understand

my own notes.

e. __ I usually get distracted when I am studying.

f. __ …………………………………………………………………………………………………………………………………………

g. __ …………………………………………………………………………………………………………………………………………

2. What would a friend say to you in each of the situations above? Read again
and match.

a. __ Eliminate distractions. Don’t use your cellphone when you are preparing

for an exam.

b. __ Relax. It’s difficult to study if you’re stressed.

c. __ Make to-do lists and follow them. Don’t procrastinate.

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d. __ Pay attention in class. Ask a classmate for his/her notes.

e. __ Use a calendar and study planner. Write down all the deadlines on the

first day of the semester.

¿En qué forma están expresadas las sugerencias que tu amigo/a te puede dar?

_______________________________________________________________

_______________________________________________________________

GRAMMAR POINT 1

EL MODO IMPERATIVO

El imperativo es una forma verbal sin marcas de persona o de tiempo que se utiliza

normalmente para dar instrucciones y órdenes, exigir una acción, hacer sugerencias y

pedidos, advertir, y aconsejar. Ejemplos de oraciones imperativas afirmativas y

negativas:

- Don’t wait till the day before the exam to start revising.

- Begin studying well ahead of the exam date.

- Don’t drink too much coffee when you are preparing for your exams.

- Take breaks frequently so that you don’t get worn out.

- Study in groups so that you can exchange viewpoints with other classmates.

- Don’t study all night before the exam.

Ahora, ubique las oraciones de arriba en los siguientes cuadros y complete la

regla:

ORACIONES IMPERATIVAS AFIRMATIVAS

+ Resto

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ORACIONES IMPERATIVAS NEGATIVAS

+ + Resto

¡IMPORTANTE!

La forma imperativa es invariable para las personas del singular y del plural. Es decir,

se puede usar para la segunda persona del singular y para la segunda persona del

plural PERO el sujeto “you” NO es expresado.

PRACTICE 1

1. Complete the following text with imperative verbs from the box.

The Do’s: Study – Prepare – Take – Find out

The Don’ts: Don’t study – Don’t forget – Don’t procrastinate – Don’t assume

THE

OF EXAM PREPARATION

The Do’s

a. _______________ your professor’s style of exams. It’s a good idea to know

what types of exams and questions he or she can ask.

b. _______________ a checklist and use it to help memorize key terms and

definitions.

c. _______________ for open book exams in the same way your prepare for

closed book exams.

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d. _______________ as many practice exams as you can under exam-like

conditions. Then, you can check your answers with model answers or with your

friends’ answers.

The Dont’s

a. _______________ that an open book exam requires less study time. You

should study hard, too!

b. _______________ for long periods of time without taking breaks. Studies

show that the average person can only concentrate for 50 minutes.

c. _______________. You must start studying well ahead of your exam date.

d. _______________ successful study techniques you used before. Apply them!

Source:

https://www.kentlaw.iit.edu/Documents/Academic%20Programs/ASP/DosDontsExamPrep.pdf

2. Put the words in order to make positive and negative imperative statements.

a. enough food, sleep, and exercise / while you are studying / get

__________________________________________________________

b. all night / don’t / before an exam / study

__________________________________________________________

c. a study schedule / create / and stick to it

__________________________________________________________

d. like flashcards or flowcharts / try / alternative study techniques

__________________________________________________________

e. wait / to start studying / don’t / till the last minute

__________________________________________________________

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GRAMMAR POINT 2

SHOULD/SHOULDN’T

“Should” es un verbo modal. Los verbos modales –también llamados modales o modales

auxiliares– son una categoría de verbos auxiliares.

Los modales se utilizan para expresar el modo de los verbos, en otras palabras,

manifiestan la actitud del que escribe o habla ante la idea que está expresando. En

el caso de “should” se usa para expresar consejo, sugerencia o recomendación del

verbo principal, el cual siempre debe estar presente y queda en forma de infinitivo sin

“to”.

Otra característica de los modales es que no cambian con los distintos pronombres y se

pueden usar en oraciones afirmativas, negativas e interrogativas sin auxiliares.

A continuación se presentan tres oraciones con los elementos desordenados.

Ordénelas y transcríbalas en los cuadros de abajo para formular la regla de

construcción:

1. should / what / I / do / I / get distracted / when / ?

2. a quiet place / should / you / find / to study

3. your cell phone / next to you / you / have / when you study / shouldn’t

ORACIONES INTERROGATIVAS CON “SHOULD”

[ Wh- ] + should + + + … resto ?

ORACIONES AFIRMATIVAS CON “SHOULD”

+ + + …resto

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ORACIONES NEGATIVAS CON “SHOULD”

+ + + …resto

PRACTICE 2

Complete the sentences with "should" or "shouldn't" based on context.

a. If you want to meet a deadline, you _____________ do things ahead of time

instead of leaving things until the last minute.

b. You _____________ prioritize tasks instead of trying to multitask, which

can cause you to get distracted.

c. Students _____________ waste their time if they want to do well in school.

d. If you tend to get distracted easily, you _____________ use your time

wisely and avoid doing things that can pull your attention away from your

tasks.

e. If you want to be productive, you _____________ get started on your tasks

instead of putting them off until later.

f. “What ___________ I do if don’t have enough time to study?” “First of all,

you ____________ panic. Relax and make a study planner to prioritize

contents.”

g. You _____________ leave things until the last minute if you want to meet a

deadline.

h. If you want to be successful, you _____________ get things done on time

and not procrastinate.

i. People who get distracted easily _____________ try to break their tasks

into smaller parts to make them more manageable.

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SECTION 2
STUDY HABITS

GRAMMAR POINT 1

EXPRESSING FREQUENCY

Las oraciones en Presente Simple normalmente incluyen adverbios y expresiones de

frecuencia. Las mismas indican, precisamente, la frecuencia con la cual se realiza la

acción que predica el verbo. Observemos el siguiente texto:

“I consider myself a good student. I always take down notes and then revise them at

home. Also, I am usually very attentive when professors deliver their lessons. I think

that I am an effective learner because I organize my time and design a study planner

every term.”

Adverbios de frecuencia

Las palabras que están en negrita son adverbios de frecuencia. Los más usuales, en

orden decreciente de frecuencia, son los siguientes:

Always Siempre

Usually Generalmente, normalmente

Frequently Frecuentemente

Often A menudo

Sometimes A veces

Occasionally Ocasionalmente

Seldom Casi nunca

Rarely Rara vez

Never Nunca

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● Los adverbios de frecuencia se ubican delante del verbo principal (salvo que

éste sea “to be”). Ejemplo: I always take down notes and then revise them at

home.

● Los adverbios de frecuencia se ubican detrás del verbo “to be”. Ejemplo: I am

usually very attentive when professors deliver their lessons.

Expresiones de frecuencia

La frase del texto que está subrayada es una expresión de frecuencia. Estas

expresiones están compuestas, por lo general, por dos o más palabras y se ubican al

final de la oración. Ejemplo: I organize my time and design a study planner every

term.

A continuación se presentan las expresiones de frecuencia más usadas:

● Las combinaciones con every como por ejemplo: every day / week / year /
Saturday, etc.
● Otras expresiones de frecuencia son las siguientes: once a week, twice a
month, three times a year, four times a week, etc.

La palabra interrogativa para preguntar por la frecuencia de una acción es HOW

OFTEN…? (= ¿Con qué frecuencia…? ¿Cuán a menudo…?). Ejemplo:

A: How often do you study in the library?

B: I never study in the library. I don’t like it. It’s too silent!

PRACTICE 1

1. Rewrite the following sentences using the adverb or expression of frequency

that best describes you. Be careful! Adverbs and expressions occupy
different positions in the sentence.

Example: I meet my classmates in the canteen. (always, rarely, never)

I never meet my classmates in the canteen.

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a. I am late for classes. (always, never, sometimes)

__________________________________________________________

b. My classmates take down notes during class. (sometimes, usually, never)

__________________________________________________________

c. I attend English tutorial lessons. (once a day, twice a week, once a week)

__________________________________________________________

d. I am critical of my peers' differences. (always, often, never)

__________________________________________________________

e. I stereotype people based on their appearance. (often, sometimes, rarely)

__________________________________________________________

f. We use our mobile phones in class. (usually, always, seldom)

__________________________________________________________

g. I pay attention to the professor in class. (always, usually, never)

__________________________________________________________

h. I study in the library. (once a month, once a year, never, often)

__________________________________________________________

i. I am helpful with my classmates when they need it. (always, sometimes, rarely)

__________________________________________________________

j. I attend English tutoring lessons. (once a month, every Saturday, three times

a week)

__________________________________________________________

2. Put the following words in order to make questions and then answer them.

a. you / how often / the / do / classmates / meet / in / canteen / your / ?

__________________________________________________________

__________________________________________________________

b. you / how often / critical / are / your / of / differences / peers’ / ?

__________________________________________________________

__________________________________________________________

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c. how often / use / study / you / do / technique / a / ?

__________________________________________________________

__________________________________________________________

GRAMMAR POINT 2

ORACIONES CONDICIONALES

El uso del condicional implica que el que una acción suceda depende a su vez de que

otra acción se cumpla. Ejemplo: If you are determined, you’ll fulfill all your dreams

(es decir, la acción de cumplir todos los sueños está supeditada a que se cumpla la

acción de tener determinación).

Los condicionales se utilizan para hablar sobre situaciones reales o irreales. En

general, las oraciones condicionales llevan la palabra “if” (“si”). Existen distintos tipos

de oraciones condicionales y el uso de uno sobre otro refleja la probabilidad de la

acción.

CONDICIONAL TIPO 1

El Condicional Tipo 1 se utiliza para expresar hipótesis o suposiciones acerca del

futuro e implica que es muy probable que la condición se cumpla (es decir, expresa una

situación probable o posible en el futuro).

CONDICIÓN RESULTADO

IF SUJETO + PRESENTE SIMPLE , SUJETO + WILL/WON’T + INFINITIVO

(‘LL / WON’T)

If you organize your time, you’ll have better academic results.

Es posible invertir la frase condicional de tal manera que la palabra “if” aparezca en el

medio de la oración. Es decir, puede aparecer primero el resultado (manteniendo el

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Futuro Simple) y luego la condición (manteniendo el Presente Simple). En este caso, no

se utiliza la coma.

RESULTADO CONDICIÓN

SUJETO + WILL/WILL NOT + INFINITIVO IF SUJETO + PRESENTE SIMPLE

(‘LL / WON’T)

You’ll have better academic results if you organize your time

También es posible formular preguntas en Condicional Tipo I.

RESULTADO CONDICIÓN
IF
(WH-) + WILL/WON’T + SUJETO + INFINITIVO SUJETO + PRESENTE SIMPLE

Information questions:
What will students achieve if they organize their time?

Yes-No questions:
Will students pass English I if they study hard?

PRACTICE 2

Fill in the gaps with the correct verb form (base form or present simple) to
complete the Conditional Type 1 sentences.

a. If you __________ the SQ3R technique, you __________ your reading

comprehension skills. (use, improve)

b. You __________ more productive and focused if you __________ the

Pomodoro technique. (be, practise)

c. If you __________ the Spaced Repetition technique, you __________

information for a longer period. (implement, remember)

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d. If you __________ breaks every 25-30 minutes while studying, you

__________ burnout and maintain concentration. (take, avoid)

e. You __________ your retention of important facts if you __________

flashcards and quiz yourself regularly. (create, enhance)

f. If you __________ planning your study schedule early, you __________ well

prepared for exams. (not start, not be)

g. If you __________ the material at spaced intervals, you __________ your

learning and prevent forgetting. ( review, reinforce)

h. If you __________ specific goals for each study session, you __________ a

clear idea of what to do. (not set, not have)

BY THE WAY…

MODALITY - VERBOS MODALES

Los verbos modales se utilizan para comunicar una actitud personal en relación a

un mensaje. Es decir, expresan actitudes, opiniones y juicios de valor de la

persona que expresa la idea. Ejemplos:

● He can use the Pomodoro Technique. (Posibilidad: Puede usar la técnica

Pomodoro.)

● He should use the Pomodoro Technique. (Consejo: Debería usar la técnica

Pomodoro.)

Son verbos auxiliares. Son siempre la primera palabra en una frase verbal y se

ubican delante del sujeto en el caso de las preguntas. Ejemplos:

● She will review the material at spaced intervals. (Probabilidad: Repasará el

material en intervalos espaciados.)

● Will she review the material at spaced intervals? (Probabilidad: ¿Repasará el

material en intervalos espaciados?)

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Normalmente, no indican el tiempo en el cual ocurre una acción. Ejemplo:

● He should change his study techniques (now/next semester). (Consejo:

Debería cambiar sus técnicas de estudio… ahora/el semestre que viene.)

A continuación se presentan dos verbos modales (que se suman a los estudiados

anteriormente) con sus significados más importantes:

● May: Posibilidad

My students may benefit from using new study techniques. (= Mis estudiantes

pueden beneficiarse de usar nuevas técnicas de estudio.)

● Would: Situación hipotética

My students would benefit from using new study techniques. (= Mis

estudiantes se beneficiarían de usar nuevas técnicas de estudio.)

SECTION 3
FICTION TIME: HARRISON BERGERON

After reading Part 3 of the story, complete the following

activities.

1. Unscramble the questions. Then, answer them.

a. the announcer with a speech impediment - what - did - when - do - he couldn't

read the news report?

__________________________________________________________

__________________________________________________________

b. the ballerina - how - did - start reading the news report?

__________________________________________________________

__________________________________________________________

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c. why - the ballerina - did - while reading the news report - switch to an awful

voice?

__________________________________________________________

__________________________________________________________

d. did - what - the news report - about Harrison - say?

__________________________________________________________

__________________________________________________________

e. did - Harrison - what - in the photo that appeared on the screen - have on?

__________________________________________________________

__________________________________________________________

f. Harrison - did - why - a red rubber nose and black caps over his teeth - wear?

__________________________________________________________

__________________________________________________________

2. Complete the following Conditional Type 1 sentences.

a. If the announcer ______________(practise) really hard, he

________________ (overcome) his speech impediment.

b. The police ____________(send) Harrison to prison if they

_____________(catch) him.

c. If the ballerina ___________(continue) to use her natural, beautiful voice,

the Handicapper General __________(make) her wear a handicap to distort

it.

d. If Harrison ____________(remove) his handicaps, he _____________(be)

stronger, more intelligent, and more physically attractive than the others.

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SECTION 4
ACADEMIC LITERACY: THE ABSTRACT

Read the abstracts below and match each numbered part with its corresponding

move.

Activity 1

Academic Procrastinators and Their Self-Regulation

Seung Won Park, Rayne A. Sperling Department of Educational and School Psychology and Special Education, The

Pennsylvania State University, University Park, USA

(1) Previous procrastination research has provided considerable support for

procrastination as a failure of self-regulation. However, procrastination has rarely

been examined in relation to models of self-regulated learning. (2) The purpose of

this study was to understand the motives and reasons for academic procrastination

from a self-regulated learning perspective. (3) The current study employed a

mixed-methods design in which participants completed several survey instruments of

academic procrastination, self-regulation, and academic motivation and participated

in semi-structured interviews. (4) Findings indicated that academic procrastination

was related to poor self-regulatory skills and defensive behaviors including

self-handicapping strategies. Only limited support for students’ demonstration of

procrastination as an adaptive behavior (or, active procrastination) was also

indicated. Limitations and implications for future research are discussed.

Keywords: Academic Procrastination; Self-Regulation; Active Procrastination;

Self-Handicapping
Source: Published Online January 2012 in SciRes (http://www.SciRP.org/journal/psych)

(a) __ Background (b) __ Aim (c) __ Method (d) __ Results (e) __ Conclusions

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Activity 2

Study habits of Nigerian university students

Love M. Nneji
Nigerian Educational Research & Development Council, Abuja, Nigeria. majorleen@yahoo.com

Abstract:

(1) The purpose of this study is to investigate the study habits of university

students in Nigeria. (2) The sample consists of 441 education students chosen from

four federally owned universities in Nigeria. They responded to a 35 item (3 – point

scale) questionnaire which elicited students’ study habits. Time put into studies,

method used in studying and contents of studies were used as the frame of

reference for measuring study habits. (3) Descriptive analysis of data showed that

students put some reasonable length of time into reading; some students used

memorization technique; majority of the students depended on their course handouts

or lecture notes as the main sources of information and read mostly for the purpose

of passing examinations or tests. They read to absorb information as given by their

lecturers and not necessarily to search for new or additional information. (4) It was

concluded that although university students in Nigeria read mostly for the purpose

of passing examinations and they do not seem to pursue their studies correctly and

thoroughly, they were found to be diligent. Some recommendations were made as to

how to make university education in Nigeria more beneficial.

Source: https://www.herdsa.org.au/system/files/Nneji.pdf

(b) __ Background (b) __ Aim (c) __ Method (d) __ Results (e) __ Conclusions

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Activity 3

Match the following ideas to remember some important concepts about

abstracts.

1. According to Swales (1996), research a) …in abstracts and their order can

abstracts are usually written following… vary.

2. That inner pattern is organized into what b) …an inner pattern which is usually

Santos (1996) called… the same.

3. Every move of the abstract c) …background – aim – method –

accomplishes… results – conclusion.

4. The usual order of moves is… d) …moves.

5. Not all the moves appear… e) …a specific purpose.

¡RECORDEMOS ALGUNOS CONCEPTOS IMPORTANTES SOBRE LOS ABSTRACTS!

1. Según Swales (1996), los resúmenes de investigación suelen redactarse

siguiendo un patrón interno que suele ser el mismo.

2. Ese patrón interno se organiza en lo que Swales (1996) llamó movimientos

retóricos o transiciones.

3. Cada movimiento del resumen o abstract cumple un propósito específico.

4. El orden habitual de los movimientos es el siguiente: contexto (background) -

objetivo (purpose) - método (method) - resultados (results) - conclusión

(conclusion)

5. No todos los movimientos retóricos aparecen en todos los resúmenes y su

orden puede variar.

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SECTION 1
MUSIC IN OUR LIVES

VOCABULARY BUILDING

1. Have a look at the following list of adjectives. Can you classify them
according to whether their connotation is positive or negative? What is the
Spanish equivalent for these words?

amused - annoyed - anxious - calm - peaceful - dreamy - energized - pumped up -

defiant - joyful - cheerful - sad - depressed - scary - fearful - triumphant - heroic

Positive connotation Spanish Negative connotation Spanish

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2. Now, answer the questions below.

a. When did you become interested in music?

__________________________________________________________

b. How often do you listen to music?

__________________________________________________________

c. Does music have an impact on your mood? Why (not)?

__________________________________________________________

d. What kind of music makes you feel energized?

__________________________________________________________

e. What songs make you feel depressed?

__________________________________________________________

f. Are there songs that make you feel fearful?

__________________________________________________________

g. Can you mention a song that makes you feel calm?

__________________________________________________________

h. In your opinion, is music the universal equalizer? Why (not)?

__________________________________________________________

SECTION 2
A CHALLENGING OR CONTROVERSIAL SONG?

Listen to the song “Flowers” by Miley Cyrus again. Put the following words in
order to ask questions. Then, answer them. Remember to justify your answers!

a. she / who / talking to is / ?

__________________________________________________________
b. did / what problem / have / they / ?
__________________________________________________________
c. did / how / she / the / problem / overcome / ?
__________________________________________________________
d. feel / how / she / does / ?
__________________________________________________________

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e. independent / an / is / she / woman / ?

__________________________________________________________
f. self-esteem / she / does / have / a / high / ?
__________________________________________________________
g. make / how / does / the / song / feel / you / ?
__________________________________________________________

SECTION 3
FICTION TIME: HARRISON BERGERON

After reading Part 4 of the story, complete the following

activities.

1. Put the words in order to make questions. Then, answer them.

a. walked / into / who / the room / ?

………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………

b. the studio / enter / did / peacefully / he / ?

………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………

c. he / what / say / did / ?

………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………

d. take off / what / he / did / ?

………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………

e. a ballerina / his empress / why / did / become / ?

………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………

f. did / her handicaps / he / remove / ?

………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………

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g. order / did / he / the musicians to do / what / ?

………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………

h. did / do / what / after listening to the music / Harrison and his empress / ?

………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………

2. Make questions on the following answers based on the last part of the story.

a. ……………………………………………………………………………………………………………………………………………?

Diana Moon Glampers came into the studio.

b. ……………………………………………………………………………………………………………………………………………?

She killed Harrison and the empress with a shotgun.

c. ……………………………………………………………………………………………………………………………………………?

It went dark.

d. ……………………………………………………………………………………………………………………………………………?

When George went back into the room, he noticed that Hazel had been crying.

e. ……………………………………………………………………………………………………………………………………………?

Hazel said to him that something sad happened on TV.

f. ……………………………………………………………………………………………………………………………………………?

No, she couldn’t remember the event on TV.

g. ……………………………………………………………………………………………………………………………………………?

George told Hazel not to remember sad things.

h. ……………………………………………………………………………………………………………………………………………?

An unusually bad noise sounded in George’s head.

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3. Complete Kurt Vonnegut’s biography with the bracketed verbs in the Past
Simple form.

Kurt Vonnegut, in full Kurt Vonnegut Jr., was born on

November 11, 1922, in Indianapolis, U.S. and died on April 11,

2007, in New York, U.S.

He 1_________(be) an American writer noted for his ironic,

satirical novels. He frequently 2_________(use) postmodern

techniques as well as elements of fantasy and science fiction

to highlight the horrors and ironies of 20th-century

civilization. Much of Vonnegut’s work is marked by an essentially fatalistic worldview

but, at the same time, it embraces modern humanist beliefs.

Vonnegut 3__________(grow up) in Indianapolis in a well-to-do family. As a teenager,

he 4_________(write) for his high-school newspaper, and he 5_________(continue)

the activity at Cornell University in Ithaca, New York, where he 6________(major)

in biochemistry. In 1943, he 7_________(enlist) in the U.S. Army. Captured by the

Germans during World War II, he was one of the survivors of the firebombing of

Dresden, Germany, in February 1945. After the war, Vonnegut 8________(take)

graduate courses in anthropology at the University of Chicago while he

9
________(work) as a reporter. Later, he had a job as a public relations writer in
10
upstate New York, but he ________(not be) happy about this profession so he

devoted full-time to fiction writing.

In the early 1950s Vonnegut 11_________ (begin) publishing short stories. Many of

them were concerned with technology and the future, so some critics classified
12
Vonnegut as a science fiction writer, but he _________ (resist) the label. Also, he

wrote some plays.

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By the late 1960s, Vonnegut’s work was already very popular but the publication of

Slaughterhouse-Five; or, The Children’s Crusade (1969; film 1972)

13
_________(cement) his reputation. In fact, he was elected a member of the

American Academy of Arts and Sciences in 1973.

14
In 2010 the Kurt Vonnegut Memorial Library _________(open) in Indianapolis. In

addition to promoting the work of Vonnegut, the nonprofit organization

15
_________(serve) as a cultural and educational resource centre, including a

museum, an art gallery, and a reading room.

Source:

Britannica, The Editors of Encyclopaedia. "Kurt Vonnegut". Encyclopedia Britannica, 7 Apr. 2023,

https://www.britannica.com/biography/Kurt-Vonnegut. Accessed 20 June 2023.

SECTION 4
ACADEMIC LITERACY: THE ABSTRACT

¿Recuerdan los conceptos sobre abstracts trabajados en el Módulo 3?

Repasemos…

a. Según Swales (1996), los resúmenes de investigación suelen redactarse

siguiendo un patrón interno que suele ser el mismo.

b. Ese patrón interno se organiza en lo que Swales (1996) llamó movimientos

retóricos o transiciones.

c. Cada movimiento del resumen o abstract cumple un propósito específico.

d. El orden habitual de los movimientos es el siguiente: contexto (background) -

objetivo (purpose) - método (method) - resultados (results) - conclusión

(conclusion)

e. No todos los movimientos retóricos aparecen en todos los resúmenes y su

orden puede variar.

¿Cuáles de estos conceptos se ven reflejados en el último abstract del material y

cuáles no? ¿Por qué?

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BACKGROUND

AIM

METHOD

RESULTS

CONCLUSIONS

_______________________________________________________________

Equality versus Freedom in ‘‘Harrison Bergeron” by Kurt Vonnegut:

A Study of Dystopian Setting

Abstract

This article is devoted to the analysis of one of Kurt Vonnegut’s dystopian short

stories, Harrison Bergeron, through the setting analysis focusing mainly on the use of

media as a means of creating mono logical setting and discussing the dance scene as

an act of escape from this mono logical setting. Kurt Vonnegut, a contemporary

American novelist and short story writer, using his experiences during World War II,

reflects on the post war American society especially through his satirical works

about power structures. And in this short story he satirizes the forced equality in an

imaginary American society.

_______________________________________________________________

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