Cuaderno de Inglés 2012: Guía práctica de aspectos de lectura, textuales y gramaticales Equipo de Cátedra
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INGLÉS 2012 DEPARTAMENTO DE LENGUAS EXTRANJERAS FACULTAD DE HUMANIDADES –UNNE
Comisión 1
Guía práctica de aspectos de lectura, textuales y gramaticales Equipo de Cátedra Comisión 1: Susana Schlak / Jesús A. Lenain Acosta Comisión 2: Mariana Boari Comisión 3: José M. M. Castillo / Marcela Moricet LECTO-COMPRENSIÓN EN INGLÉS 1
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INGLÉS 2012 DEPARTAMENTO DE LENGUAS EXTRANJERAS FACULTAD DE HUMANIDADES –UNNE
Este curso aborda aborda la compren comprensió siónn lectora lectora en lengua lengua inglesa, inglesa, desde desde la concepció concepciónn comunic comunicati ativa va y cogni cognitiv tivaa de la rel relac ació iónn lecto lectorr – texto texto.. Para Para esta esta cáted cátedra ra,, todo todo trabaj trabajoo de comp compren rensió siónn e interpretación interpretación de un texto en otra lengua, supone supone que el lector active diversos conocimiento conocimientoss (tanto sobre el mundo en general como sobre la lengua en sí) y emplee diferentes procedimientos cognitivos que le permitan “asignarle significado a lo que lee”. El trabajo en sí es un verdadera hermeneusis, porque se trabaja en círculos: desde lo más amplio y general (experiencia del lector y conocimientos previos) a los detalles más pequeños del texto (léxico, aspectos lingüísticos, etc.). El trabajo de aula se basa en tres núcleos organizadores:
1. Dime Dimensi nsión ón est estra raté tégi gica ca las estr estrat ateg egia iass y proc proced edim imie ient ntos os cogn cognit itiv ivos os util utiliz izad ados os en la Estrategias Estrategias cognitivas cognitivas : las interpretación de un texto nos permiten: reconocer, identificar, relacionar, analizar, inferir, constatar y modificar información. Estrategias de lectura : nos permiten leer eficientemente y dependen del tipo de texto que necesitemos leer. 2. Dimensión discursiva Considera el texto como discurso: todo texto cumple una función social o pragmática (divulgar conocimientos, instruir, entretener, etc.) y según su función o propósito se ORGANIZA de distintos modos. Conocer esa macro-organización optimiza la lectura porque sabemos dónde buscar la información que necesitamos. A su vez, esa ORGANIZACIÓN está articulada y sostenida por elementos discursivos que nos sirven para entender las relaciones entre cada parte del texto y aquellas palabras que son verdaderas señales o indicios sobre cómo discurre un argumento y cómo desea el autor que se interprete lo que dice. 3. Dimensión lingüística Referida a la gramática. Básicamente se trabaja el reconocimiento de las palabras, su formación , su ubicación en una frase u oración, la estructura de la frase y de las oraciones, sus usos, y las diferencias en significado que se derivan de las diferentes estructuras y tipos de oración. REQUISITOS DE CURSADO Y PROMOCIÓN SIN EXAMEN FINAL: 80 % asistencia, Trabajos prácticos aprobados y 3 parciales aprobados. *CRONOGRAMA DE PRÁCTICOS Y PARCIALES Comisión 1: Nº 1 Trabajo Práctico 19/04/12 Recuperatorio ---
Nº 2 31/05/12 ---
Nº 3 11/10/12 ---
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INGLÉS 2012 DEPARTAMENTO DE LENGUAS EXTRANJERAS FACULTAD DE HUMANIDADES –UNNE
UNIDAD 1 Advertencia: si bien aquí los temas se presentan por separado, en la clase se los trabaja en forma integrada
TEXTO: En este curso trabajaremos la noción de texto a partir de la definición de Teun van Dijk (1978) (cabe aclarar que otros lingüistas prefieren el término discurso ) Etimológicamente texto se refiere a un tejido de palabras . Según van Dijk, para que haya texto debemos percibirlo como una unidad de significado , es decir debe refirirse refirirse a un tema o tópico tópico y ser coherente y cohesivo .
Coherencia : se refiere a la relación de la totalidad del texto en sí y por ello hablamos de la progresión y de la adecuación entre tipo de texto, formato y propósito como elementos que dotan de temática, y coherencia a la vez que sirven de índices para la clase de lectura que realizaremos. Cohesión : está dada por las relaciones que hacen que el texto posea el entramado propio de un tejido. Hay dos clases básicas de cohesión: 1. Cohesión Gramatical: Referencia : Es la sustitución de un sustantivo por un pronombre. En la referencia existe total identidad entre el sustantivo y el pronombre que lo reemplaza. Conectores : Señalan las relaciones entre oraciones y párrafos. Tiempos Verbales : Marcan la secuencia de los hechos. Elipsis : Es la omisión de un elemento estructural, que puede ser recuperado mediante la relación entre el elemento omitido y algo ya mencionado en el texto. 2. Cohesión Lexical: Está dada por el uso de palabras generales o generalizadoras (flor - rosa), repetición lexical, sinonimia ( delgado delgado - flaco), antonimia (frío - calor)
PARATEXTO: definición, clasificación clasificación e importancia en la lecto-comprensión La etimología de la palabra paratexto nos remite a lo que rodea o acompaña al texto ( para = junto, al
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INGLÉS 2012 DEPARTAMENTO DE LENGUAS EXTRANJERAS FACULTAD DE HUMANIDADES –UNNE
Los distintos formatos (libro, diario, revista, entre otros) que toma el texto escrito utilizan distintos y variados paratextos paratextos (índices, (índices, volantas, volantas, títulos, contra tapas, primera plana, datos de autor/es, autor/es, de edición, etc.) que se interrelacionan con los modos de lectura que se deben desplegar para cada uno de ellos.
Todo proceso de comprensión textual implica llevar a cabo una serie de operaciones cognitivas de distinta complejidad: anticipación del tema del texto y de la función textual (informar, apelar al destinatario, obligarlo a algo, contactar, etc.), búsqueda en la memoria y selección de la información que tiene el lector y que se relaciona con la que supone que le va a aportar el texto, y puesta en relación de ambos tipos de informaciones (la del lector y la del texto). Los elementos paratextuales orientan orientan y ayudan al lector en las distintas operaciones; operaciones; es por esto que quien se enfrenta enfrenta a un texto no parte de cero, sino de una primera representación semántica, una hipótesis, que luego se irá reformulando durante la lectura.
Posible clasificación de los paratextos según distintos criterios. Desde un punto de vista perceptivo: (ilustrac racio ione nes, s, esque esquema mas, s, fotog fotograf rafías ías,, varia variacio cione ness tipog tipográf ráfic icas as,, para parate text xtoo icónic icónico o (ilust diagramación, etc.); paratexto verbal (título, prólogo, índice, referencias bibliográficas, notas al pie, etc.). •
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Desde el punto de vista de la emisión: paratextos a cargo del autor (en muchas ocasiones es él quien redacta el prólogo, las notas aclaratorias, los índices, los títulos y subtítulos, la dedicatoria, la bibliografía, los glosarios y los apéndices); paratextos a cargo del editor (solapas, tapas, contratapas, las que constituyen lugares estratégicos de influencia sobre el público, ilustraciones); para parate text xtos os a cargo cargo de un terc tercer ero o (en (en algun algunos os casos casos,, los los prólo prólogos gos son son escrit escritos os por por personalidades reconocidas, en ciertos libros aparecen comentarios, glosas, notas al pie hechas por especialistas con el propósito de explicar o aclarar algunos aspectos, con el propósito de facilitar la comprensión). •
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Algunos paratextos, como el título del libro y el prólogo, pueden ser el resultado de "negociaciones" entre el editor y el autor.
¿Cómo pueden los paratextos orientar la lectura? Los distintos paratextos ofrecen indicios que aportan información para orientar la comprensión. En la
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INGLÉS 2012 DEPARTAMENTO DE LENGUAS EXTRANJERAS FACULTAD DE HUMANIDADES –UNNE
usualmente con los hallados en el interior del libro o también en la contratapa y que son: ISBN, lugar y fecha de edición, a veces la clasificación del libro (disciplina/s), número de edición. Estos datos constituyen la primera aproximación a un libro (también se aplica a revistas y otros soportes textuales) y le permiten al lector anticipar su contenido y predisponerse mentalmente para su lectura . •
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La contratapa (blurb) no suele ser el paratexto más fiable en cuanto a la información que brinda, dado que su función primordial es influir sobre los posibles compradores. Sin embargo, aporta algunos datos sobre el contenido, el autor y su obra. Lo hace con el objetivo de persuadir y, por lo tanto, en muchas ocasiones incluye opiniones extraídas de reseñas (reviews) sobre el libro (obviamente, de aquellas que hacen una evaluación positiva).
índic e (table (t able of contents conten ts), que es una tabla de contenidos o de materias, está conformado El índice por un listado de los títulos según su orden de aparición, cada uno con la indicación de la página correspondiente. Este paratexto refleja la estructura lógica del texto, por lo que cumple una función organizadora de la lectura: si el lector quiere realizar la lectura completa del libro, puede prever los temas con los que se enfrentará; si, por el contrario, busca una información específica específica como parte de un proceso de investigación, investigación, se dirigirá directamente directamente hacia aquellas secciones (partes, capítulos, parágrafos) sobre las que tenga especial interés. pról ogo (prolo (pr ologue) gue) o prefacio (preface) es un discurso que el autor, u otra persona en quien El prólogo él -o el editor- delega esta tarea, produce a propósito del texto. Los prólogos, en general, tienen la función de informar sobre el contenido y objetivos del texto, presentar una posible interpretació interpretación, n, ofrecer datos sobre el origen de la obra y la "cocina" de su producción producción . Como es obvio, también tienen la finalidad de capturar la atención del lector y retenerlo. Vale la pena pena record recordar ar que que los los princi principa pales les argume argument ntos os de valori valorizac zació iónn del del libro libro suele suelenn ser ser la importancia del tema, su originalidad y novedad.
ESTRATEGIAS ESTRATEGIAS COGNITIVAS Y DE LECTURA Lectura con hipótesis Los paratextos ayudan y guían el abordaje de un texto escrito. A través de ellos, el lector, ya antes de género , campo comenzar la lectura, propone una serie de hipótesis acerca de qué es lo que va a leer: género del saber al que pertenece el libro, tema , etc. En ese sentido, lo primero que se observa en un libro es la tapa, integrada por una serie de marcas icónicas (ilustraciones , logotipo de la colección a la que género , etc.). Esta actividad implica la lectura de pertenece el texto) y verbales (título , autor , género paratextos como título y subtítulo , tipografías (negritas, cursivas, tamaños de letras) y también fotos, dibujos o esquemas si los hubiera, así como datos específicos del libro. Lectura rápida (scanning & skimming)
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INGLÉS 2012 DEPARTAMENTO DE LENGUAS EXTRANJERAS FACULTAD DE HUMANIDADES –UNNE
se dice sobre ese tema (a grandes rasgos). Este tipo de lectura permite capturar el tema o significado global del texto (skimming) así como identificar algunos datos puntuales como lugar, fecha, nombres de las personas, es decir datos fácticos (scanning) Lectura comprensiva (Detailed Reading) Este tipo de lectura implica distintas etapas de lectura y comprensión del texto que incluyen comprensión del tema , los argumentos del autor , el reconocimiento e identificación del esquema textual, las marcas textuales, las marcas de cohesión y finalmente los aspectos gramaticales .
NOCIONES GRAMATICALES DE LA UNIDAD 1: SUSTANTIVOS (NOUNS) DEFINICIÓN: Los sustantivos son palabras que nombran a las personas (Anastasia, José) , a los animales (loro, gato, león) , a las cosas (silla, teléfono, camisa) y a los sentimientos o ideas abstractas (esperanza, fe, caridad, libertad ).).
FUNCIONES Y UBICACIÓN DEL SUSTANTIVO El sustantivo es el núcleo de una frase o sintagma nominal y dependiendo de su ublicación en una oración será: a) Núcleo del sujeto: Geography is a science . (La geografía es una ciencia .).) b) Objeto directo: She bought a house (Ella compró una casa) c) Objeto indirecto como en: She gave Peter a book. (Ella le dio a Pedro un libro)
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INGLÉS 2012 DEPARTAMENTO DE LENGUAS EXTRANJERAS FACULTAD DE HUMANIDADES –UNNE
CLASIFICACIÓN: SUSTANTIVOS CONTABLES /INCONTABLES •
Una clasificación importante en inglés es de sustantivos que se pueden contar por unidades y que se los denomina COUNT (CONTABLES), es decir sustantivos que se tienen una forma de singular y otra de plural como en: a chair – 3 chairs / a student – 20 student s – a belief / many beliefs. Estos sustantivos forman el plural del siguiente modo: Cuando una palabra en singular...
Termina en consonante o vocal: dog, boy, engine Termina en –s, -ss, -ch, sh, -x, -z, -o: boss, church, box, mango Termina en consonante + y: city, lady Termina en vocal + y : boy, toy
En plural... añade –S: dogs, boys, engines añade –ES: bosses, churches, boxes, mangoes añade –IES: cities - ladies añade –S : boys, toys
Termina en “–f” o “ –fe”: cambia la terminación “f / fe” por –VES: thief, wife thieves - wives algunos sustantivos tienen formas irregulares para el plural: man men woman women child children person people •
I.
Los sustantivos que se denominan INCONTABLES (UNCOUNTABLE NOUNS) nombran cosas que no se pueden contar aunque si medir como water (agua), Money (dinero), flour (harina), etc. (equivalentes a los sustantivos de MATERIA en la grámatica del español).
Según su FORMACIÓN los sustantivos su stantivos pueden ser:
1. Simples : el sustantivo está formado por una palabra: Tree (.....................) 2. Compuestos : formado por dos o más partes. Pueden estar formados por la unión de: Sustantivo + sustantivo : Basketball (....................................) Sustantivo + verbo : Haircut (.................................................) Verbo + sustantivo : Swimming pool (……………………………………………) Preposición + sustantivo : Under ground (…………………………………….) Adjetivo + verbo : dry-cleaning (…………………………………….)
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INGLÉS 2012 DEPARTAMENTO DE LENGUAS EXTRANJERAS FACULTAD DE HUMANIDADES –UNNE
-hood -ian -ism -ist -ity -ion -ment -ness -ology -ship
Estado /etapa Profesión u ocupación Estado /tendencia Ocupación, tendencia Condición de Estado o proceso Estado o cualidad Estado o cualidad Estudio de una materia Que tiene determinado estado
Childhood Comedian Optimism Artist, feminist Flexibility Exhibition Development Happiness Biology Membership
GÉNERO La noción de género básicamente se refiere a sustantivos que INDICAN género FEMENINO , MASCULINO o NEUTRO (maestra, maestro, docente) La mayoría de los sustantivos en inglés tiene género neutro, como en castellano cuando usamos palabras como testigo, artista, intérprete . Por ejemplo ejemplo:: teacher puede ser tanto maestro como maestra . Sin embargo, algunos sustantivos dan idea de femenino o masculino cuando se refieren a: Relaciones familiares: father (padre) - mother (madre) son (hijo) - daughter (hija) brother (hermano) - sister (hermana) Ocupaciones: en las que por lo general las palabras terminadas en -ess o -woman dan la idea de femenino. waitress (camarera) actress (actriz) policewoman (mujer policía) Las plabras terminadas en -man se emplean para referirse a hombres. Chairman (presidente)
RECONOCIMIENTO RECONOCIMIENTO DE SUSTANTIVOS *Por sufijación
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This book (este libro) These mates (estos compañeros) Adjetivos posesivos My father (mi padre) Your son (tu hijo) His sister (su hermana) Her mot mothher (su madre) Our cousin (nuestro primo) Your daughter (vuestra hija) Their brother (su hermano) Adjetivos comunes A beautiful woman (una mujer hermosa) Otras palabras Existen otras clases de palabras que indican cantidad o que sustituyen al artículo y que también se colocan delante de un sustantivo, permitiendo reconocerlo. Algunas de ellas son: Some universities (algunas universidades) Any student (cualquier estudiante) Another cup of coffee (otra taza/pocillo de café) Many teachers (muchos maestros) All professors (todos los profesores)
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INGLÉS 2012 DEPARTAMENTO DE LENGUAS EXTRANJERAS FACULTAD DE HUMANIDADES –UNNE
*Por el “Caso posesivo” Se llama así a la relación particular que se establece entre dos sustantivos para indicar la noción de pertenencia o posesión, por medio del uso de apostrofo + s (‘s). Esta construcción se utiliza generalmente con sustantivos referidos a personas o animales: John’s car (el auto de Juan) The girl’s schoolbag (la mochila de la niña) *Por su posmodificación Es decir por aquellas caracterizaciones que se ubican después del sustantivo y que pueden ser: (PRE (PRE)) DETE DETERM RMIN INAN ANTE TE SUST SUSTAN ANTI TIVO VO POSMODIFICACIÓN (NÚCLEO DEL SINTAGMA NOMINAL)
A The The
book man girl
The
car
A A
house house
WITH yellow covers (FRASE PREPOSICIONAL) WHO told you the secret (cláusula relativa ) STANDING near the corner (cláusula en participio presente) SERVICED in the garage (claúsula en participio pasado) TO spend your life in ( claúsula infinitiva) SUITABLE for cats (frase adjectival)
*Por terminación en “–ing” Podemos reconocer también un sustantivo cuando se encuentra en forma de gerundio, es decir cuando termina en –ing: Teaching (enseñanza) Learning (aprendizaje)
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INGLÉS 2012 DEPARTAMENTO DE LENGUAS EXTRANJERAS FACULTAD DE HUMANIDADES –UNNE
Definición: Los pronombres son palabras que reemplazan a los sustantivos en un texto. Se clasifican en: personales (subjetivos y objetivos), reflexivos, posesivos , demostrativos, etc Clasificación POSESIVOS
REFLEXIVOS
1ª sing.
PERSONALES SUJETO OBJETO I (yo) me (me, a mi)
mine (mío, mía)
myself (yo mismo)
2ª sing.
you (tu)
you (te, a ti)
yours (tuyo-a)
yourself (tú mismo)
3ª sing.
he (él) she (ella) it (eso,esa)
him (le, a él) her (le, a ella) it (le,a eso-a)
his (suyo) hers (suya) its (su-s)
himself (él mismo) herself (ella misma) itself (eso mismo)
1ª plur.
we (n (nosotros)
us (n (nos, a nosotros)
ours (n (nuestro-a)
ourselves (n (nosotros mi mismos)
2ª plur.
you (vosotros)
you (les, a Uds)
yours (de ustedes)
yourselves (ustedes mismos)
3ª plur.
they (ellos)
them (les, a ellos)
theirs (de ellos)
themselves (ellos mismos)
DEMOSTRATIVOS SINGULAR This (esto, este, esta) That (eso, ese, esa, aquel, aquella)) INTERROGATIVOS
What? (¿Qué?)
PLURAL These (estos, estas) Those (esos, esas, aquellos, aquellas)
RELATIVOS
who (quien, quienes, que - se se usa sólo para personas)-
INDEFINIDOS
everyone - everybody ( todos/as, todo el
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INGLÉS 2012 DEPARTAMENTO DE LENGUAS EXTRANJERAS FACULTAD DE HUMANIDADES –UNNE
Anything : algo/cualquier cosa Which? (¿Cuál?)
what ( lo que)
Everything: - todo Everyone: todos One: uno/una
Who? (¿Quién?) Whom? (¿A quién?) Whose? (¿De quién?) How? (¿Cómo?)
ADJETIVOS (ADJECTIVES) Son aquellas palabras que se unen a un nombre para ampliar, complementar y cuantificar su significado.
CLASES 1. Calificativos: good (bueno) ; thin (delgado) ; dry (seco) ; bad (malo) ; short (corto) 2. Demostrativos: this (este) ; that (aquel) ; these, (estos) ; those, (aquellos) (uno y otro) ; neither (ni uno ni otro) . 3. Distributivos: each (cada) ; every (todo) ; Esther (uno y 4. De cantidad: some (algún) ; any (cualquier) ; little (poco) ; few (pocos) ; many (muchos) ; much (mucho) ; enough (bastante) 5. Interrogativos: which? (cual) ; what? ( ¿qué ?); ?); whose? ( ¿de quién ?), ?), etc. vuestro); his vuestro); his (su (de é l)l)) her (su (de ella) );); (su (de ello) );); 6. Posesivos: (mi) (
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INGLÉS 2012 DEPARTAMENTO DE LENGUAS EXTRANJERAS FACULTAD DE HUMANIDADES –UNNE
sufijo -able, -ible -al -ese -ian -ish -ful -ic -ical -ive -less -like -ous -y
indica Que se puede Relacionado con Gentilicio Gentilicio Gentilicio, semajanza, suficiencia Pleno/lleno de algo Con la cualidad de Relacionado con Que tiene la cualidad de Sin, carente de Similar a Que tiene la cualidad de Con determinada cualidad
*Por terminación derivada de participios Participio presente (–ing): Participio pasado (–ed):
ejemplo Acceptable, divisible Environmental Japanese Egyptian Irish, childish, youngish Helpful Heroic mathematical Attractive Hopeless Childlike Ambitious Cloudy A disturbing noise (Un ruido molesto) A married man (Un hombre casado)
OTRAS FORMAS DE RECONOCIMIENTO DE LOS ADJETIVOS: Por la INTENSIFICACIÓN del significado de un adjetivo mediante adverbios como VERY (muy) SO (tan) TOO (demasiado)
significado
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INGLÉS 2012 DEPARTAMENTO DE LENGUAS EXTRANJERAS FACULTAD DE HUMANIDADES –UNNE
Jim has as few books as Jane The cat has as little food as the dog Comparativo de Inferioridad Asunción is less expensive than Buenos Aires less…than menos…que Bolivia is the least expensive country the least… el menos… Comparativo de Superioridad Se forma agregando “er” y “est” a adjetivos de una sílaba, y “The more…” y “The most…” a adjetivos de dos o más sílabas. grado positive grado comparativo grado superlativo as few…as as little…as
tan pocos…como tan poco…como
tall (alto) intelligent (inteligente) Good (bien, buen) Bad (mal) Far (lejos)
taller (más alto) the tallest (el más alto) more intelligent (más inteligente) the most intelligent (el más inteligente) Formas comparativas irregulares más comunes Better (mejor) the best (el/la/los/las mejor(es)) Worse (peor) the worst (el/la/los/las peor(es)) farther / further (más lejos) the farthest / the furthest
Ejemplos A cat is fast, a tiger is faster but a cheetah is the fastest. A car is heavy, a truck is heavier, but a train is the heaviest. A park bench is comfortable, a restaurant chair is more comfortable, but a sofa is the most comfortable.
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INGLÉS 2012 DEPARTAMENTO DE LENGUAS EXTRANJERAS FACULTAD DE HUMANIDADES –UNNE
for from in in front of near of on since to under with
por, para, hacia de, desde en, dentro de delante de cerca de de sobre, el desde a, hacia, hasta bajo, debajo con
It’s for you He is from Germany The exam is in April There is a tree in front of the house The hospital is near the university Chaco is in the Northeast of Argentina See you on Saturday They have been here since Monday We went to Peter’s home The cat is under the chair Cut it with a knife
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INGLÉS 2012 DEPARTAMENTO DE LENGUAS EXTRANJERAS FACULTAD DE HUMANIDADES –UNNE
Pasado Futuro
There was There were There will be
había había habrá
There was a man running across the square. There were only two women in the classroom. There will be an earthquake tomorrow.
VERBOS Cuando relatamos las acciones o estados que alguien realiza, empleamos verbos. Los verbos se caracterizan por indicar si la acción es realizada por una sola persona, o si involucra a otras. La forma que adopta el verbo son: Infinitivo o base (es la forma que aparece en el diccionario): to be /to go /to play Participio presente caracterizada por la terminación –ing: being /playing /going Participio pasado caracterizado por la terminación “-ed/-d” en verbos regulares (Ej.: placed ) en tanto que en los irregulares es la terminación es diversa: been /gone
Sufijos comunes que denotan verbos en infinitivo sufijo indica ejemplo -ate Acción o estado determinado Activate -en Acción o estado determinado Shorten -ify Acción o estado determinado Simplify -ise/-ize Acción o estado determinado Magnetize
significado
Otro de los aspectos denotados por los verbos es la noción de tiempo (Presente, Pasado, Futuro ) que
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INGLÉS 2012 DEPARTAMENTO DE LENGUAS EXTRANJERAS FACULTAD DE HUMANIDADES –UNNE
Formas afirmativa, negativa e interrogativa en Presente FORMA AFIRMATIVA I am / I'm (soy, estoy) you are / you're (eres, estás) he is / he's (él es, él está) she is / she’s (ella es, ella está) It is / it’s (es, está) we are / we're (somos, estamos) you are / you're (sois, estáis) they are / they're (son, están)
FORMA NEGATIVA
FORMA INTERROGATIVA
I am not (no soy, no estoy)
Am I? (¿soy?, ¿estoy?)
you are not (no eres, no estás)
Are you? (¿eres?, ¿estás?)
he is not (él no es, él no está)
Is he? (¿es él?, ¿está él?)
she is not (ella no es, ella no está)
Is she? (¿es ella?, ¿está ella?)
It is not (no es, no está)
Is it? (¿es?, ¿está?)
we are not (no somos, no estamos)
Are we? (¿somos?, ¿estamos?)
you are not (no sois, no estáis)
Are you? (¿sois?, ¿estáis?)
they are not (no son, no están)
Are they? (¿son, están?)
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INGLÉS 2012 DEPARTAMENTO DE LENGUAS EXTRANJERAS FACULTAD DE HUMANIDADES –UNNE
“Tomar” / “Comer” / “Darse”: I have white coffee for breakfast (Tomo café con leche en el desayuno) I have lunch at two p.m. (Como el almuerzo a las dos de la tarde) I have a shower in the morning (Me doy una ducha a la mañana) Como verbo auxiliar: “Haber”: They have gone on holidays (Ellos se han ido de vacaciones) Como verbo modal ( Have ) Have to ) “Tener que”: You have to see that film (Tenés/Tienen que ver esa película)
Formas afirmativa, negativa e interrogativa en Presente FORMA AFIRMATIVA I have (got) = tengo You have (got) = tienes She has (got) = tiene H h ( t) ti
FORMA NEGATIVA I have not got = no tengo You have not got = no tienes She has not (got) = no tiene H h t ( t) = ti
FORMA INTERROGATIVA Have I (got)? = ¿Tengo? Have you (got)? = ¿Tienes? Has she (got)? = ¿Tiene? H h ( t)? ¿Ti ?
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INGLÉS 2012 DEPARTAMENTO DE LENGUAS EXTRANJERAS FACULTAD DE HUMANIDADES –UNNE
Usos principales :
cost costum umbr bre, e, hábi hábito tos: s: “We “We hav havee Eng Englilish sh clas classe sess on on Thur Thursd sday ays” s” permanencia: “We all live in Argentina” universalidad: “Spiders have 8 legs”
Forma: Sujeto + infinitivo (sin “to”) Nota: la tercera persona singular que añade una -s final en la forma afirmativa: Afirmativa (Yo juego) I play You play (Tú juegas, Vos jugás) He / She / It plays ( Él / Ella / “Eso/a” juega) We play (Nosotros jugamos) You play (Vosotros jugáis / Ustedes juegan) They play (Ellos juegan) Negativa I do not play
(Yo no juego)
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INGLÉS 2012 DEPARTAMENTO DE LENGUAS EXTRANJERAS FACULTAD DE HUMANIDADES –UNNE
We are playing You are playing They are playing
(Nosotros estamos jugando) (Vosotros estáis jugando / Ustedes están jugando) (Ellos están jugando)
Negativa I am not playing You are not playing He / She /It is not playing We are not playing You are not playing They are not playing
(Yo no estoy jugando) (Tú / Vos no estás jugando) (Él / Ella / “Eso/a” no está jugando) (Nosotros no estamos jugando) (Vosotros no estáis jugando / Ustedes no están jugando) (Ellos no están jugando)
Interrogativa Am I playing? Are you playing? Is he / she /it play ing?
(¿Estoy yo jugando?) (¿Estás tú / vos jugando?) (¿Está él / ella / “eso” jugando?)
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INGLÉS 2012 DEPARTAMENTO DE LENGUAS EXTRANJERAS FACULTAD DE HUMANIDADES –UNNE
Pasado simple (Simple past) Usos principales:
Acciones completamente finalizadas en el pasado: “I bought a car” Acciones habituales en el pasado: “She never smiled”. Forma: Sujeto + Verbo (en pasado) Afirmativa I played (Yo jugué) (Tú jugaste) You played (Él jugó) He played We played (Nosotros jugamos) You played (Vosotros jugasteis) They played (Ellos jugaron) Negativa I did not play (Yo no jugué) (Tú no jugaste) You did not play (Él no jugó) He did not play We did not play (Nosotros no jugamos)
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INGLÉS 2012 DEPARTAMENTO DE LENGUAS EXTRANJERAS FACULTAD DE HUMANIDADES –UNNE
I was not playing You were not playing He / She /It was not playing We were not playing You were not playing They were not playing Interrogativa
(Yo no estaba jugando) (Tú no estabas jugando) (Él / Ella / “Eso” no estaba jugando) (Nosotros no estábamos jugando) (Vosotros no estábais jugando) (Ellos no estaban jugando)
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INGLÉS 2012 DEPARTAMENTO DE LENGUAS EXTRANJERAS FACULTAD DE HUMANIDADES –UNNE
Will I play? Will you play? Will he / she /it play? Will we play? Will you play? Will they play?
Futuro contínuo
(¿Jugaré yo?) (¿Jugarás tú?) (¿Jugará él / ella / “eso/a”?) (¿Jugaremos nosotros?) (¿Jugaréis vosotros?) (¿Jugarán ellos?)
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INGLÉS 2012 DEPARTAMENTO DE LENGUAS EXTRANJERAS FACULTAD DE HUMANIDADES –UNNE
Se emplea básicamente para dar órdenes o instrucciones. Lo hallamos preferentemente en textos tales como manuales de artefactos, prescripciones, indicaciones de usos, etc. Se forma con el verbo en infinitivo (sin la partícula “to”): Write (escriba / escribí) Don’t write (No escribas / No escriban) Shut up! (¡Callate / Callense!) Don’t go! (¡No vayas / No vayan!) Listen! (¡Escuchá / Escuchen!) Don’t speak! (¡No hables / No hablen!)
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INGLÉS 2012 DEPARTAMENTO DE LENGUAS EXTRANJERAS FACULTAD DE HUMANIDADES –UNNE
I can swim very well (Puedo ndar muy bien) When I was young, I could swim very well (Cuando era joven, podia nadir muy bien) The weather is changeable and it can rain (El tiempo está cambiante y puede llover) The weather is changeable and it could rain (El tiempo está cambiante y podría llover) The weather is changeable and it may rain (El tiempo está cambiante y puede llover) The weather is changeable and it might rain (El tiempo está cambiante y podría llover) You can not park here (No se puede estacionar aquí) You can leave now (Puedes retirarte ahora)
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INGLÉS 2012 DEPARTAMENTO DE LENGUAS EXTRANJERAS FACULTAD DE HUMANIDADES –UNNE
Or = o While = mientras
NOCIONES DISCURSIVAS DISCURSIVAS DE LA UNIDAD 2
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