Contents Introduccién. Dee tee a eee eab eters 9 1 University Subjects. 13 2. Eleven Plays of the Greek Dramatists... 19 3 Books, Books, Books.......- 01022000005 . 23 4 Using the Dictionary .......-- eeeeeeeeercr es! 5 University of Mexico .....- . . cee 37 6 Facts About Ozone........-0.0e0eeeereee ee eters 45 7 Origami ..... 00-0200 eee eee eer 51 8 Recycling ..... - . : 59 9. The Earth’s Atmosphere and Cee 61 10 Cervantes . pee . 67 11 The Peopling of the Land. . epee tate - 73 12 One, Yet, Many... .- Le 81 13. Learning how to Store Knowledge.......eeee208- 87 14 The Clever Crow ee neerrerr Tere cr en 15 Back from the Dead. . : 5 : . 97 16 The Sleeping Beauty.........-0e00eeeeeeeeeeereeeeees 105 17. Forms of Resistance . . bevtteeteseeeee HT 18 Eros and Psyche . 121 19 Masks, an Integral Part of Mexican Culture so00seceeccce. 129 20 Annabel Lee... +--+ +++ Bee 135 21. The Travels of Marco Polo... eee 141 22 How Ts'ao Ching Weighed the re 23. Athens In Relation To Culture... ... 155 24 Reading Styles ee ace 163 25 Contemporary Chicano Literature peer 169 Appendix 1 voces voces 173 cs 179 Appendix 3 errant err eect tree 185 Bibliography... .0.ee00eeeeeeeeee ees 7 189Introduccién Windows to Culture Ise utiliza en el primero de los dos niveles del curso de Comprension de Lectura en Inglés, el cual se imparte en el Departamento de Lenguas de la Facultad de Filoso y Letras de la Universidad Nacional Auténoma de México (DELEFYL) y esté dirigido a las personas que requieran leer textos en inglés a nivel académico. Los objetivos del curso son los sigui habilidades para llevar a cabo la comprensién de textos en inglés; amplien su vocabulario, efectiien diversos tipos de lectura de acuerdo con propésitos especificos y apliquen los conocimientos lingitisticos adquiridos. El curso se concentra tinicamente en el aspecto de la comprensién de la lectura y no incluye la produccion oral ni escrita, ni tampoco la comprension auditiva. El libro contiene material para aproximadamente 70 horas de clase. Los textos que aparecen en las unidades no estan simplificados; los temas de los mismos son de interés general y aparecen en un orden de dificultad as- cendente. Los ejercicios correspondientes fueron disenados para cumplir los diversos objetivos del curso; y, por esta razén, la mayoria de los ejercicios esta en espafiol y la comunicacién dentro del salén de clase puede Ilevarse a cabo en este idioma. La practica constante de la lectura es indispensable para el debido apro- vechamiento de este proceso de ensefianza-aprendizaje. Se requiere, por lo tanto, que los estudiantes practiquen fuera de clase con lecturas en inglés de cualquier tema que les resulte interesante. Cabe aclarar que este libro es el fruto de la labor de investigacién que durante muchos aiios hemos Ilevado a cabo un grupo de maestras que, a la vez, hemos impartido el curso correspondiente; esto nos ha permitido mejorar el material a través de la retroalimentacién que recibimos de nuestros alumnos. tes: que los alumnos desarrollen las 9WINDOWS TO CULTURE * A READING COMPREHENSION TEXTROOK Windows to Culture I contiene textos con ejercicios que constituyen una Practica de las estrategias de comprensién de lectura mas importantes, Pues- to que éstas son aplicables a la Lectura de todo tipo de textos, el libro puede ser utilizado por alumnos de cualquier disciplina o por cualquier persona que desee seguir un curso de comprensién de lectura en ingles. Las autoras 10Iconos utilizados 2 Ff G & © &) Instruccién general Explicacién de ejercicios (en general) Buscar Buscar en el diccionario Leer Escribir (responde, contesta) Observar IndicarWINDOWS TO CULTURE * A READING COMPREHENSION TEXTROOK Ue Comentar (verifica con tus compaiieros)UNIDAD 1 University Subjects 1. A. continuacién encontraras una lista de las especializaciones que se cfrecen en una universidad de los Estados Unidos, Notards que a mayor parte de las palabras son parecidas al espaol, Anota a la derecha de cada palabra en inglés su posible equivalente en espaol. Art oo American Studies Biology Computer Science Economics English French History International Studies Mathematics Music Philosophy Physics Psychology Religion Sociology Spanish Theater Literature Seguramente encontraste el equivalente de varias de estas palabras en espaol debido a: 2) la similitud ortografica en ambos idiomas b) tus conocimientos previos del inglés, 13WINDOWS TO CULTURE! * A READING COMPRE:t GS IL Lee las siguientes descripciones de materi de la pagina anterior crees que corresponde cada materi: HON TEXTROOK s. ZA qué especializaciones ? Anota la espe- cializaci6n al lado de la descripcién. 1. Topics in Studio Art Special studio subjects offered periodi- cally or on a rotating basis, Pre-requisi varies depending upon subject. May be repeated when topic varies, 2. Urban Economics The study of the economic and social as- pects and policy implications of such problems as air and water pollution, traf- fic congestion, urban renewal, urban un- employment, city and local finance, and city growth in general 3. Revolutionary Europe ‘An examination of the political, social, and economic life in Europe from the late 17th century to the middle of the 19th century, including the concept of Enlight- ened Despotism, the period of European Revolutions, and the impact of the Indus- trial Revolution. (History 24 or permis- sion of instructor) 4 4. Topics in Spanish Linguistics and Literature May be repeated when topic varies. Pre- requisite: Spanish 51 or permission of instructor. Sample topics: Don Quixote Historical Linguistics The Mexican Novel 20th Century Short Story The Picaresque Novel The Generation of 98 Study and Production of a Play mB me An oe 5. History and Schools of Psychology A broad study of the historical roots of modern scientific psychology, recent con- troversial issues in psychology, and the interrelationship of psychology to other fields of study. 6. Topics in Ecology end Evolutionary Biology A specialized topic is examined from ecological and evolutionary perspectives Permission of instructor required for en-rollment. Course may be repeated for credit as topic varies. Topics include: Evolutionary Biology Vertebrate Systematic Zoology Advanced Invertebrate Zoology Plant Biology Comparative Physiology peange 7. History of Mexico, Central America, and the Caribbean ‘A critical appraisal of the historical lit- erature beginning with Pre-Conquest civilization with emphasis on political and cultural developments in the 19th and 20th centuries. (History 25 or permission of instructor) 8. Shakespeare Selected tragedies, comedies, and history plays 9. Computer Fundamentals I Problem solving using the algorithmic method, algorithm design, programming concepts, program documentation and testing, computer applications. The BASIC programming language will be emphasized and other languages may be introduced. Pre-requisite: High School Algebra UNIDAD 1 + university susiects 10. Ethics A study of the historical and contempo- rary systems of ethics and the problems of human conduct. 11. History of Asian Civilization A study of selected areas of Asia, such as India, China, or Japan, with special atten- tion to the historical relations of the Western world with Asia 12. General Physics: Gases, Heat Thermodynamics, Electricity, and Magnetism 3/4 Course Credit Continues study of general physics started in Physics 21. Topics include concept of temperatures, kinetic theory of gases, heat, laws of thermodynamics, electric and magnetic fields, direct and alternating current circuits. Students should enroll also in Physics 26. Prerequisites: Physics 21; or Physics 11, Mathematics 21 and permission of instructor offered each fall 13. French Literature since the French Revolution A survey of principal authors, movements and genres of the 19th and 20th centuries ‘An introduction to methods and tech- 15niques of literary analysis. Pre-requisite: French 36 or permission of instructor. 14. Plant and Animal Diversity A study of the diversity of characteristics in the different groups of living orga- nisms. No pre-requisite for non concen- trators; biology concentrators should complete Biology 24 first. 15. Directing A study of the principles of play direc- tion inchuding technical aspects of produc- a, IIL, Elementos lingiiisticos tion and the acting conventions involved in mounting a play for presentation Practical production experience is re- quired. 16. Modern Geometry A study of the elementary theory of the foundations of geometry, including se- lected topics from Euclidean, projective, and non-Euclidean geometries. Recom- mended for prospective teachers of se- condary school mathematics. Prerequi- site: Mathematics 21.1 A. En inglés, a diferencia del espaiiol, el adjetivo suele presentarse antes del sus- tantivo ye INGLES Adjetivo sustantivo contemporary _ systems | human conduct & Scientific Psychology General Physics derna. 16 invariable, es decir, no cambia de género ni de namero. ESPANOL sustantivo adjetivo sistemas contemporaneos conducta humana Indica el equivalente en espaiiol de las siguientes frases, Para leer, invierte el orden de las palabras, por ejemplo, Modern Geometry: geometria mo-UNIDAD 1 + universery sumects Algorithmic Method Asian Civilization Principal Authors Urban Economics 7, Subraya otros casos de adjetivo y sustantivo en la seccién Il y deduce su significado en espafol. © B. Hay palabras en inglés similares al espaiiol en forma y significado. A estas palabras se les Hama cognados; sin embargo, hay excepciones, pues existen palabras en inglés con forma similar a algunas palabras en espafiol, pero no significan lo mismo; por ejemplo, en Ia lista de materias, subject no significa “sujeto”, sino “materia”; policy no significa “policia’, sino “po- litica”. A estas excepciones se les llama cognados falsos. nN IV. Elige dos materias que te gustaria tomar y describe sus caracteristicas, 17UNIDAD 2 Eleven Plays of the Greek Dramatists e I. Contesta las preguntas antes de leer el texto de la siguiente pagina, Cuando piensas comprar 0 pedir prestado un libro cqué caracteristicas de las cubiertas y solapas te interesan més? - Qué informacion tienen generalmente las cubiertas y solapas? IL. A. Ahora observa las figuras que aparecen en la portada. {Qué te sugieren? I B. Lee el titulo en la parte superior. Este libro podria tratar acerca d a Elementos lingiiisticos IIL. A. Después de haber leido el texto, observa las siguientes ora- ciones tomadas del primer parrafo: ‘This is the most comprehensive one-volume anthology of Greek drama yet compiled” “The works themselves represent the ultimate literary achievements of the ancient Greeks”. {Qué observaciones puedes hacer acerca de la posicién de los adjetivos su- brayados? —___ ZA queé sustantivos modifican? 19‘The most comprehensive one-volume antropology of Greek drama yet compiled including full unexpurgated works by Aeschylus, Sophocles, Euripides and Aristophanes About the Book This is the most comprehensive one-volume thology of Greek drama yet compiled. Within these pages will be f the four major Greek dramatists: Aeschylus, Sophocles, Euripides, and the cel of comedy, Aristophanes. The works themselves represent the ultimate literary achievements of the ancient Greeks. As plays, they also represent the classical heritage of world theater presented here und eleven masterpieces by brated master in their full, umexpurgated versions, and the trans lations, whether in verse or prose, were chosen for their appeal to the modern reader and their faith- fulness to the original texts, About the dramatists -456 B.C}, who is considered the father of Greek tragedy, wrote ninety plays, seven this volume: Agamemnon AESCHILUS of which have come down to us in their entirety. Three of them are Choephoroe, and The Eumenides. Aeschylus was the decisive innovator in the development of drama. He introduced the second actor into the choros and developed a stately splendor of style, which became the perfect vehicle for his high dramatic purpose and artistic grandeur SOPHOCLES (495-406 B.C.) wrote over one hundred plays in all, of which seven are extant. Three of them, Antigone, Electra, and Oedipus are in this volume. Sophocles carried the devel lopment of Greek tragedy one step further than Aeschylus. He strived toward a greater concentration of tragic force, inviting the spectator to witness the supreme crisis of an individual destiny EURIPIDES (484-407 B.C), the third of the great Greek tragedians, is a figure of much significance in history, an extraordinary genius, and an enigma of contradictions. He became the most popular of the Greek playwrights, and his ideas and philosophy marked the transition to the modern world. Two of his plays are presented here: The Cyclops, a satyr-play and the only work of its class, and Iphigenia in Tauris, his most successful romantic play ARISTOPHANES (448-385 B,C.) is the acknowledged father of comedy. Of the fifty-five comedies ascribed to him, eleven are extant. The three in this volume Lysistrata, The Clouds and The Frogs are considered the best works of this brilliant, exuberant genius, whose fertility of comic invention combined with exalted poetry form masterpieces of enduring significance. 20UNIDAD 2 + tievey rays oF THE GREEK DraMarists, Recuerda que en inglés los adjetivos generalmente preceden a los sustantivos que modifican, Cuando leemos un texto en inglés y nos encontrames con uno 0 varios adjetivos, debemos leer hacia adelante rapidamente para localizar el sustantivo; después nos regresamos para leer los adjetivos. De este modo podemos evitar una posible confus jon. Por ejemplo, en una oracién como la siguiente: His most successful romantic play is Iphigenia in Tauris. Al leer his (su, de él) se debe localizar a qué sustantivo determina (en este caso: play). Después se identifican los adjetivos que lo modifican (romantic y successful.) th B. En la primera parte del texto “About the Book” una idea recurrente es la excelencia de la antologia, de los dramaturgos griegos y de sus obras. Encuentra algunas palabras relacionadas con esa idea, y completa la s guiente informa Anthology: ‘The most __ - one-volume anthology. Greek Dramatists: Four oe Aeschylus, Sophocles, Euripides master of comedy, Aristophanes. ___ dramatists and the Their work: Eleven masterpieces. The _______ achievements of the ancient Greeks. heritage of ____ theatre. versions, 21WINDOWS TO CULTURE] * A READING COMPREHENSION TEXTBOOK . Encuentra en el texto la informacién correspondiente para Ilenar el si- guiente cuadro sobre los dramaturgos griegos y sus obras. Who? | When? | Why is he important? What did How many of his [Which of his | he do? plays appear in plays appear in| | this volume? this volume? [Aeschylus |525-456 BC, | He was the | | | jews | | He introduced the | |—- actor | [into the chorus and developed a | | | | splendor of style. | He carried the development of | Antigone tragedy one | Electra | | step — than | Oedipus | | Aeschylus. | | He strived toward | | ) a — | | | concentration of | | | force. | | | | He was an | genius. He became the most | of the — | _—______play- | | wrights, His ideas and philosophy | | marked the transition to the | | a _— world. He is the | father of comedy. | | | He was a | genius, ( gy; IV. Contesta lo siguiente: {Consideras que obtuviste informacién importante sobre el libro en la portada que aparece en esta unidad? {Por qué? 22UNIDAD 3 Books, BOOKS, BOOKS 1. A. En las dos paginas siguientes encontraras algunas notas sobre © el contenido de diversos libros, tal como se ofrece en los suplemen- tos literarios. Lee los titulos y los restimenes para que selecciones el libro adecuado para cada una de las personas que se describen abajo. Anota el niimero del libro en el espacio correspondiente. B. Subraya en los titulos y en los textos, las palabras que consideres clave para localizar la informacién solicitada en el ejercicio anterior. a) A feminist interested in the lives of women in the theater: Oo b) A student working on different present-day religions ©) Somebody studying moder art oe ) A writer working on the problem of Greek art. e) A Chicano studying languages in bilingual communities. eee £) Somebody interested in music Oo 2) A student reading about African poetry, h) A historian studying life in Britain during the 18th and 19th centuries. oo i) Somebody interested in the nuclear issue, ji) A philosopher interested in cosmological doctrines, __ - 23WINDOWS TO CULTURE * A READING COMPREHENSION TEXTBOOK The Times Literary Supplement October 1, 1982: 1057 1 Fair Ophelia Harriet Smithson Berlioz PETER RABY In 1827 the Irish actress Harriet Smith- son played the part of Ophelia in a season of English theater in Paris and became an overnight sensation. Among her ardent admirers was the composer Hector Ber- lioz, whom she eventually married though not before he had poisoned him- self in her presence to extract her con- sent. This book penetrates the romantic myth of Fair Ophelia and presents the working actress as a vulnerable woman. £12.95 net 2 Schubert Studies Problems of Style and Chronology Edited by EVA BADURA-SKODA and PETER BRANSCOMBE ‘This collection of articles clarifies certain problems of style and chronology in the music Schubert composed during the last decade of his life. As well as being of value to musicologists and music lovers, it will interest readers concerned with the role of music in the theater and in song, £25.00 net 24 3 The Eye of Greece Studies in the Art of Athens Edited by D. C. KURTZ and B. A. SPARKES Athenian art of the sixth and fifth centu- ries BC offers the yardstick by which we judge the artistic achievement of the rest of the Greek world, and provides models on which the later history of Greco-Ro- man art and much of the art of the later western world are based. These six essays explore some of the subjects and prob- lems in Athenian art that have exercised scholars in recent years. £29.50 net 4 Spanish in the United States Sociolinguistic Aspects Edited by JON AMASTAE and LUCIA. ELIAS-OLIVARES The contributors to this volume examine various aspects of language structure and language use by the Chicano, Puerto Ri- can, and Cuban populations in the United States. Aspects of language, contrast and change, and the ethnography of language in bilingual communities, Hard cover. £30.00 net Paperback £ 10.95 net5 Oral poetry and Somali Nationalism The Case of Sayyid Mahammad, Abdille Hasan SAID S. SAMATAR Sayyid Mahammad’Abdille Hasan -the ‘Man Mullah’ of British history— was the greatest poet in the Somali language This book provides a fascinating account of his poetry and the way in which he used it to pursue his political ends, and sets this phenomenon within the context of Somalia and its traditions African Studies, Series 32 £19.50 net. Cambridge University Press 6 New and forthcoming Titles from Faber and Faber A Policy for Peace FIELD MARSHAL LORD CARVER This timely book on a momentous topic by the outstanding military thinker and man of action presents a powerful argu- ment which brings into question all the conventional wisdom of the policy for nuclear deterrence. £5.95 cased, £2.50 paperback UNIDAD 3 = 00s, 8005, sooKS. 7 Faith and Power The Politics of Islam EDWARD MORTIMER An important new analysis of Islam which is, after Christianity, the most widespread religion in the world today: its political aims and its conflicts. “Essen- tial reading for anyone wanting to under- stand the complexities of Islam.” Robert Lacey. £10.50 cased, £5.95 paperback 8 Kandinsky Complete Writings on Art Edited by KENNETH C. LINDSAY AND PETER YERGO Presenting for the first time in English al Kandinsky’s written work, these volumes offer a remarkable insight into the mind of one of the century's pioneers of abstract art Two volume $35.00 Faber and Faber 3 Queen Square, London WCIN 3AU, England and 39 Thompson Street, Win- chester, Mass, 01980, USA 259 Aristotle's De Generatione et corruptione Edited by C. J. F. WILLIAMS Aristotle's De Generatione et corruptione has as its main topic coming into exis- tence and ceasing to exist. It attempts to differentiate these phenomena from other sorts of change. The conceptual problems remain acute and the translator's notes argue for certain interpretations of Aris- totle’s cosmological doctrines which con- flict with those current in existing discus- sions of this work, £12.50 cased £6.25 paperback Clarendon Aristotle Series Oxford University Press w tulos sobrantes. 1A READING COMPREHENSION TEXTHOOK 10 November The Making of the Industrial Landscape BARRIE TRINDER A leading authority on the history and archaeology of Industrial Britain shows how our industrial landscape came about. With lavish use of contemporary quota- tion, Dr. Trinder vividly recreates the lives of those living and working in the indus- trial settlements of the 18th and 19th centuries, He provides a proper interpre- tation of the landscape with a true un- derstanding of what the Industrial Revo- lution was all about. Illustrated with 32 pages of black and white photographs and 11 line drawings. £12.95 DENT 33 Welbeck Street, London WIM 8LX II. A continuacién se encuentra informacién sobre varias obras, y después varios titulos. Anota el titulo que corresponda a cada parrafo. Hay dos ti- a) Captivating mysteries riddled with deceit, thievery, and murder, bringing to life an insider's view of the detective world and keenly exhibiting the power and prevalence of justice. Written by a private investigator, based on true incidents, 26 $5.95UNIDAD 3 > = 2005, 800Ks, sooKs b) Enthralling first-hand account of loading World War Il cargo ships, detailing the hazards of that responsibility. A special tribute to the unsung heroes who kept the war effort alive $11.95 © Industry insider's bold and detailed exposé on the disastrous pollution of or natural environment, Focusing on solutions to the problem, the author painsta- kingly explores viable, economical alternatives. An important, timely, and perti- nent work. $15.95 ) Vivid, imaginative, futuristic novel of the lone survivor of a nuclear holocaust, filled with adventure, romance, and humor. Innovative and charming creation. $8.95 Titulos: Getting Loaded By William P. Simpson Networks: Communicating in the World Today By Irene G. Van Travis, Ph. D. The Investigative Eye of Albert Ward: A Collection of Mystery Stories By Dr. Frank Greco Moon—the Lunar Spaceship and the Nuclear Holocaust By Joseph H. Friedt Personal Change for Marriage, Sex, and Social Happiness By Ulysses E. Watson, M. D. Who is Polluting our Country? By Herbert J. Kauders DORRANCE & COMPANY Publishers Since 1920a ut. El articulo indefinido en ingles, en singular, es @ 0 an. a se usa antes de palabras que comienzan con consonante 0 con vocal que tiene sonido de consonante, Ej. aman a university a historian Jementos lingiiisticos An se usa antes de palabras que empiezan con vocal o con h muda Ej. an issue an hour El articulo definido es the. Se usa para el singular, el plural y para todos los géneros The boy, the boys, the girl, the girls. Identificar el articulo definido ¢ indefinido es importante porque esto nos ayuda a localizar mas facilmente el sustantivo cuando éste no esté inmediatamente después de dicho articulo. Ej, This timely book on(amomentous topic by The outstanding military|thinker| and man of Action presents(@)powerfull argument...|(pag. 20, 21 num. 6) Alidentificar el articulo a podemos ver que el sustantivo al que se refiere es topic y al identificar el articulo the, vemos que el sustantivo que le corresponde es thinker (a... topic, the... thinker), En las siguientes oraciones localiza los articulos definidos e indefinidos, asi como los sustantivos a los cuales se refieren. 28UNIDAD 3 = 00s, soos, s00%s Encierra el articulo en un circulo, encasilla el sustantivo y dibuja una flecha uniendo a ambos. 1. Christianity is the most widespread religion in the world today 2. These volumes offer a remarkable insight into the mind of one of the cen- tury’s pioneers of abstract art. 3. Captivating mysteries bring to life an insider's view of the detective world. This is an important, timely, and pertinent work # TV. A. A continuacién aparece una lista de temas. Lee el indi iguiente y anota en la linea correspondiente el namero de las paginas donde se en- a, Imelda Marcos —_ Central America Films —_ PAGE AUTHOR 3. Ronald Dworkin: 11 Gordon A. Craig: 13 Murray Kempton 14 Geoffrey O'Brien: 17 Martin Gardner 24 Tan Buruma: 28 Luc Sante: 30 Frederick Crews: 38 Woody Allen: 39 Robert M. Adams: cuentra la informacion sobre estos temas. _ French literature Religion ‘Theater _ Contents The Borg Nomination George C. Marshall: Statesman, 1945-1959, by Forrest C. Pogue A Hero's Mission A Life in Movies: An Autobiography, by Michael Powell, Giving God a Hand: A Review of Thirteen Books by and about Evangelists Waltzing with a Dictator: The Marcoses and the Making of American Policy, by Raymond Bonner Les liaison dangereuses, a play by Christopher Hampton at the Music Box Theater Les liaisons dangereuses, by Christopher Hampton Hemingway, by Kenneth S. Lynn True Colors Texasville, by Larry McMurtry; Lonesome Dove, by Larry McMurtry 29WINDOWS TO CULTURE T © A READING COMPREHENSION TEXTBOOK PAGE AUTHOR 42° John Weightman: 47 Bruce Chatwin: 49 Andrei Sakharov and Martin Garbus: 50 Thomas R. Edwards: 52 George Soros Robert Hughes: Tony Jenkins, Bernard Aronson, Nina H. Shea, Patt Derian, & Robert Leiken: The Last Picture Show, by Larry McMurtry Sartre: A Life, by Annie Cohen-Solal Sartre: A Life, by Ronald Hayman Sartre's Second Critique, by Ronald Aronson A Preface to Sartre, by Dominick La Capra The Politics of Prose: Essay on Sartre, by Dennis Hollier Simone de Beauvoir: Witness to a Century, edited by Helene Vivi- enne Wenzel Simone de Beauvoir: A Life... A Love Story, by Claude Francis and Fernande Gontie ‘The Lizard Man New Mag in Moscow Bandits, by Elmore Leonard The Red White and Blue, by John Gregory Dunne A Global New Deal On Lucian Freud Tangled Nicaragua: An Exchange ze B. 2Qué palabras te dieron Ia pauta para contestar las preguntas de este ejercicio? 30UNIDAD 4 Using the Dictionary GS L. Lee los siguientes enunciados e indica si ests 0 no de acuerdo. 1. Para comprender una lectura en inglés es necesario entender todas las palabras de la misma. 2. Es posible inferir el significado de palabras desconocidas en inglés cuando se parecen al espaiiol 3. Cuando se encuentra una palabra desconocida en inglés, es conveniente continuar leyendo y tratar de entenderla sin recurrir al diccionario. 4. Es posible inferir el significado de palabras desconocidas en inglés por el contenido del texto. 5, Hay algunas palabras en inglés que no aparecen en el diccionario. 6. Por lo general, las palabras tienen mas de un significado 7. En inglés, a veces se forman grupos de dos, tres 0 mas palabras que funcionan como una unidad. 8. Los sufijos y prefijos en una palabra desconocida nos ayudan a precisar su significado, 31WINDOWS TO CULTURE * A READING COMPREHENSION THECTHOOK tico. Para una utilizacién eficiente se requiere encontrar con rapidez el yocabulario nuevo 0 desconocido. Los ejercicios de esta seccién tienen como objetivo aumentar la velocidad en la localizacién de entradas de diccionario. 6 IL. Como es sabido, el diccionario presenta las palabras en orden alfabé- Lee rapidamente las palabras de las siguientes lista y copia después cada G] wan orden alfabético en las fineas en blanco. | scratch Saas |affectionate 9 daily a crown line a language | eat _ | aid play |divine a radiation a Moreign - _ | master _aaaeeeneeeene | L {satirize | [satis ee sat — | |ssstcton satire _ —| | satisfactory a = Yr ) ‘student —| [questionnaire —_ studious quest a | study | | question Sa | studio a | questionable studious oe _| | IIL Por lo general, el diccionario presenta mas de un significado para cada palabra. Para usarlo correctamente, después de consultar el vocablo, es necesario clegir la acepcién que tenga mas sentido segtin el contexto. 32UNIDAD 4 + usive THe picrionany El texto que aparece a continuacién tiene varias palabras en negritas. Bus- ca en tu diccionario la acepcién mas apropiada para cada palabra. Leonardo Da Vinci 1 Before we leave what is known as the Renaissance period in Europe, something should be said about a man of outstanding genius -Leonardo da Vinci. Surpris- ingly, he had very little influence on the science of his time and his work became fully appreciated only after his death, when his notebooks were deciphered. s Leonardo Da Vinci (1452-1519) was an Italian painter, sculptor, architect, scientist, engineer and musician. He believed that science could progress only through observation and experiment. As an artist, he wanted to draw the human. body with more realism than had previously been possible, so he made a detailed study of its bone structure and muscles. Not content with this, he dissected a 10 number of dead bodies and made drawings of veins and arteries as well as most of the internal organs. Asa scientist, Leonardo Da Vinci studied hydro-dynamics -the flow of water through channels and the formation of waves. He introduced the idea of air waves and established the laws of sound. He investigated the properties of light and 15 realized the possibility of light waves, He believed that the earth was not the center of the universe but a star like all the other stars. IV. En ocasiones puede ser que no localices una palabra en el otras, puede deberse a las siguientes razones: — Que no la estés buscando en el lugar correspondiente. — Que la hayas leido mal. — Que se trate de un plural, de un verbo regular en pasado, de un participio pasado que termina en ed, o de una palabra que termina en ing: por ejemplo, played, worked, buying, thinking — Que sea un plural o un pasado irregular, como por ejemplo, knew, thought, bought. 33WINDOWS TO CULTURE A READING COMPREHENSION TEXTBOOK Algunos diccionarios incluyen el significado de estas formas irregulares y otros presentan una lista de ellas en las primeras 0 en las iltimas paginas. Sino apareceny es necesario consultarlas en una gramatica del inglés Busca los siguientes verbos en el apéndice 1 al final de este libro y anota Ts forma correspondiente al infinitivo y al participio pasado en inglés. También anota su significado en espaiiol. J staxanicapo raveseasion. | INFINTHIVO SIMPLE PASADO PARTICIIO PASADO | said bought thought | | | — / | ww | won | had Tae a, V, Elementos lingiiisticos En inglés es frecuente que a un verbo se le atada un vocablo que To con- Verte en un conjunto con su propio significado. Por ejemplo: get out (salir), get up (levantarse), come in (entrar). 34UNIDAD 4 + use rie picrionary Localiza los siguientes agrupamientos de palabras en el diccionario y ano- ta los significados en espaol. Look after Bring up oe Lie down = Look up Get off Vi. Lee el siguiente texto y subraya las palabras clave desconocidas que no 3 hayas podido deducir y que te sean indispensables para captar el sentido del texto. Localizalas en el diccionario y elige el significado que se ajuste mejor al contexto. The Ancient Greeks 1 While the civilizations of Egypt and Babylonia flourished, other Middle Eastern states were developing, Of these, Greece is the most important to the history of science. It was the home of great scientists and philosophers such as Pythagoras, Aristotle and Plato. 5 Pythagoras is best known for his theorem about the sides of a right-angled triangle. He was the first person to believe that the Earth was a sphere. Some of his other scientific ideas, while not correct, were important steps forward. He thought that the movements of the Sun, Moon and the planets were circular. He believed that the different seasons were caused by the sun moving in a 10 circle around the Earth once every year, and that the Moon and the planets moved round the Earth. He believed that the earth was thus the center of the Universe. Aristotle also accepted the idea of a spherical earth as the central body of the universe with a fixed position, and thought the whole universe was spherical 15 also. The idea of gravity had not been thought of in the fourth century BC, but 35WINDOWS TO CULTURE | * A READING COMPREHENSION TEXTBOOK Atistotle’s theory was that a body fell to the ground seeking its “natural place” -the center of the Earth. VIL. ¢Qué nuevas ideas tuviste sobre el uso del diccionario al desarrollar esta unidad? 36UNIDAD 5 University of Mexico o I. 2Qué sabes acerca de la Universidad de México? A. Sin leer el texto, marca la opcién que consideres correcta. 1. The name which was given to the University of Mexico when it was first founded was a) The Royal University of Mexico. b) ‘The National University of Mexico, @) The Royal and Pontifical University of Mexico, 2. It was founded in a) 1810 b) 1553 ©) 1936 3. A famous woman poet who took an examination for the University’s doctorate in the colonial era was a) Sor Juana Inés de la Cruz b) Santa Teresa ©) Rosario Castellanos 4, ‘The University was given its characteristic shield with a map of Latin America by a) Justo Sierra b) José Vasconcelos c) Valentin Gomez Farias |The new buildings for the National Autonomous University of Mexico were erected a) ina fashionable suburb. b) ina residential district. ©} on the outskirts of Mexico City. o 37WINDOWS TO CULTURE! A READING COMPREHENSION TEXTBOOK B. Ahora lee el texto a continuacién y verifica tus respuestas. The University of Mexico 1 On Sep. 20th, 1551, King Carlos I of Spain issued a decree ordering the founding of the University of Mexico, to be patterned on the oldest Spanish institution, the University of Salamanca. The first Spanish Viceroy, Don Antonio de Men- doza, a man of great vision and social sympathies, had been working toward this 5 event since 1537, when he appointed teachers to begin courses which he hoped would later be included in a university Mendoza was transferred to Lima in 1550, and it fell to the new Viceroy, Don Luis de Velasco, to preside at the opening ceremonies on Jan. 3rd, 1553, when the university was dedicated to San Pablo on the anniversary of his conversion. 10. Classes were opened on June 3rd of the same year, with the announcement that Spaniards, Indians, and mestizos would be welcome as students. Since the pope had given his sanction, the institution was known as the Royal and Pontifical University of Mexico. Courses were given in theology, the scriptures, law, the arts, grammar, and rhetoric. In a few years the study of the 15. Indian languages of Otomi and Nahuatl were added; in 1582 Medicine was in- cluded and a half century later, Surgery. By the time Harvard College opened its doors in 1636, the Mexican institution had already graduated about 8000 stu- dents, The academic life which was fostered by the University added color to all 20 colonial society. The inauguration of a Rector, the annual opening of classes, and the conferring of degrees meant ceremonies of great pomp. Glittering processions b. observa el formato del texto: ZA qué crees que corresponden las letras Q y A, que aparecen al principio de la mayoria de los parrafos? Q Tl. Busca en el texto la siguiente informacién: 1. ¢Qué es el ozono y qué funciones tiene? 2. Qué esta sucediendo con el ozono? 3. ¢Qué significan las siguientes siglas? uy - (rcs 4, ¢Qué relacién tienen los clorofluorocarbonos con el ozono? 45\WINDOWS'TO CULTURE | * A READING COMPREHENSION TEXTBOOK 5, ;Cuanto tiempo requieren dichas sustancias quimicas para llegar a la capa de ozono? a ip 6. Durante cudnto tiempo permanecen activas? 7. En qué zona del planeta ha disminuido el ozono? 8. ¢En qué época del afto se recupera la capa de ozono? 9, :Qué predice Watson respecto a la capa de ozono en los proximos 30 0 40 anos? 10. :Qué ofrece la industria empacadora de alimentos para ayudar a solucionar el problema del ozono? G ‘Antes de leer el texto, resuelve el punto I. A. Facts About Ozone Decrease in the Ozone Layer 1969-1986 1 Over the past few years scientists’ worries about the ozone have increased. A recent report from NASA confirms that our ozone shield is declining worldwide and that a hole in the springtime ozone layer above the South Pole is growing, creating health risks such as skin cancer and cataracts, Here are answers to the 5 most asked questions about ozone. Q. What is ozone, what does it do? ‘A. Ozone is a gas that forms a protective layer high up in our atmosphere. “It is the only atmospheric gas that effectively absorbs harmful ultraviolet (UV) rays from the Sun," says Robert Watson, chief of Ozone Research at NASA. 10 Q. Why is the ozone layer thinning? A. The main culprits are chlorofluoracarbons (CFCs), man-made chemicals used in refrigerators, air conditioners, foam insulation, and food packaging. They also 4635 0 6 UNIDAD 6 + Facts nour ozone serve as industrial-cleaning agents for electronic equipment and medical supplies, and as aerosol propellants (banned in the United States in 1978, but still used in other countries) Other harmful agents are: halons, chemicals used in fire extinguishers. CFCs and halons slowly rise through the atmosphere, taking 5 to 10 years to reach the ozone layer. Once there, they react chemically with ozone and destroy it, remain- ing active for 75 to 125 years. Q. What are the health risks? ‘A. As ozone thins and more UV light reaches the Earth’s surface, skin cancer will increase. For every one percent depletion in the ozone, experts predict a four to five percent increase in skin cancer cases, (These increases probably won't show up for a number of years, since skin cancer is usually caused by cumulative sun exposure). Additional UV light will also account for more eye problems, such as cataracts. And researchers are studying how UV light may damage the immune system, leaving people more vulnerable to certain viral infections Q. What causes the hole in the ozone shield above the South Pole? A. CFCs, plus unique meteorological conditions related to extreme cold, have created large, sudden decreases in ozone over the Antarctic every spring for the last ten years. In spring 1987, the South Pole’s ozone dipped to its lowest level, showing a decline of between 50 and 60 percent. “Whether the hole can get any bigger, we just don't know,” says Watson. Fortunately, after each spring decline, the ozone layer builds up again. Q. What will happen to the ozone layer in the future? A. Predictions vary widely. Watson expects at least an additional one to five per cent depletion of ozone in the next 30 to 40 years as levels of atmospheric CFC: increase. But from now until 1991 ozone levels may hold steady or even increase alittle before they decline again. The reason: a natural 11 year cycle the sun goes through that affects the ozone shield Q. What's being done to solve the ozone probler A. An international treaty, expected to take effect in 1989, will freeze produc- tion of CFCs at 1986 levels. The treaty should reduce production up to 50 per- cent by the end of the century, Du Pont Company, the world’s largest CFC producer, has announced it will gradually phase out all production of harmful 47WINDOWS'T0 CULTURE | © A READING COMPREHENSION TEXTBOOK chemicals by the year 2000. Manufacturers of CFCs are currently looking for cabstitute chemicals, but do not foresee easy solutions. One exception is the food-packaging industry, which makes foam containers used in fast-food chains It has come up with a chemical substitute for Crcs, and will stop producing the s0 old containers by the end of this year. LAB II. Con I: cuadro: formacién que te proporciona el texto, completa el siguiente | | Causes Effects ‘The main culprits are The health risks of UV light are: | | Other harmful agents are | |-— ____ cancer | | chemicals used in | | problems | _______ infections - \ Solutions | | an International treaty should reduce — | | up to ______ Manufacturers of CFCs — — 48UNIDAD 6 © Facts asour ozone IV. Busca la(s) palabras(s) de la columna derecha que se relacione(n) con la parte subrayada de la columna izquierda y anota la letra correspondiente: 1. Chlorofluorocarbons and halons are substances produced artificially. a 2. More UV light will cause eye problems. 3. The ozone layer of the atmosphere... oo 4. As ozone thins and more UV light reaches the earth's surface... 5. Du Pont company will gradually phase out all production of CFCs. 6. A hole in the springtime ozone layer above the South Pole is growing _ a. Cataracts b. Ozone shield c. Decreases d. Man-made chemicals e. Stop £ Increasing funciona como adjetivo o sustantivo. Observa las dos primeras oraciones &) V. Lee las siguientes oraciones y anota a la derecha si la palabra subrayada que ya tienen respuesta. The facts about ozone are listed in the article. The ozone problem is increasing Ozone creates health risks. Our health is in danger. Sun exposure may cause skin cancer. Ultraviolet rays from the sun are harmful In spring, ozone reaches its lowest levels. Ce After each spring decline, the ozone builds up again. ADJETIVO — SUSTANTIVO Td rd ] LJ a | 49WINDOWS ‘10 CULTURE] * A READING COMPREHENSION TEXTBOOK a VI. Elementos lingiiisticos Con frecuencia la terminacién ‘s del inglés indica posesién, Cuando la palabra termina en s, esta idea de posesion se expresa con apéstrofo’. Aristotle's doctrines Las doctrinas de Aristoteles Translator’s notes Notas del traductor The students’ research Las investigaciones de los estudiantes ‘Anota en la linea en blanco el significado de las siguientes frases tomadas del texto: The sun's rays The atmosphere’s gases ‘The earth’s surface oe The South Pole’s ozone The world’s producer Scientists’ worries —______ VII. :Cual es tu opiniGn sobre las medidas que se han tomado para solu- cionar el problema de oz0no? 50UNIDAD 7 Origami FAHY | Antes de leer el texto responde las siguientes preguntas y comén- talas con tus compaiieros. ue sabes acerca del “origami”? {En donde se practica este arte? ZA qué piensas que se refiere el titulo “From Generation to Generation’? ILA. Lee el texto y Ilena los cuadros que aparecen a continuacién tomando en cuenta la secuencia temporal. From Generation to Generation 1 [well remember making origami figures when I was a child: the crane, the samurai, etc, My parents did so before me, in their childhood. Now iy children are folding these fascinating figures and enjoying the pleasure they provide s From parents to their children, and to their children’s children, ori- gami has been handed down so long now that it has become a formative art in Japan, part of the cultural heritage of the country. [would like to share the secrets of this traditional craft -which enables anyone to make a variety of figures from a simple sheet of paper- with wp all of you around the world. So I have picked out 39 figures characteristic of origami, and described the method of folding them. I have used as many photos as possible in order to make it clearer, but just try and fold each figure over and over again and you will soon be able to make them (as well as your own creations) with ease, HIDEAKI SAKATA 51WINDOWS TO CULTURE # A READING COMPREHENSION TEXTBOOK ” Cicada Kabuto (Helmet Samurai) Tortoise From Generation to Generation Farther back In the past My parents | before me. _— whenUNIDAD 7 «+ onicas My children these fascinating figures and the pleasure they provi From long ago to the present Origami In the future You | be able them with ease. 2 B. Numera los cuadros segiin el orden en que aparecen las ideas en el texto. 53WINDOWS'TO CULTURE | * A READING COMPREHENSION TEXTBOOK 10 54 © IH. Ahora, lee “A Word about the Paper” y contesta las preguntas sobre el texto. A Word about the Paper You can use almost any paper for origami, even newspaper and wrapping mate- tial You should pick something that is strong enough and won't fade. Tt ie also important that you start with a perfect square. If you don’t have one, fold the paper you want to use into a triangle and cut off any parts sticking cut, See that the corners meet exactly. Any size will do, but probably @ piece about 15-18 cm, square is easiest to fold. | have used two special kinds of washi (Japanese paper) called chiyo-gami and feaso gam in addition to pieces of regular origami and drawing paper to make the figures in this book. Washi gives you a soft quiet feeling. Tf the paper you are using is too thin or you want to have different colors snside and out, join two sheets together with a paste that has been thinned with cater, Wait until this lining has completely dried and then cut the paper into a square. {Qué tipo de papel se puede usar para el origami? Con qué figura se debe comenzar? Qué debemos hacer si no tenemos un cuadrado? Qué significa washi? {Qué debemos hacer si queremos que la figura tenga un color en el interior y otro en el exterior?UNIDAD 7 + onicas a IV, Elementos lingiiisticos A. La palabra so tiene diferentes acepciones. En el texto “From Generation to Generation” se usa con cuatro significados diferentes. Algunas de las acepciones de so son: 1) asi, 2) lo mismo, 3) tan, tanto 4) asi que. Escoge la acepcién que corresponda en cada caso, segtin el contexto y ané- tala en los espacios a la derecha de cada frase. My parents did so before me ..origami has been handed down so long now — So I have picked out 39 figures - B. Enel texto “A Word about the Paper” se dan una serie de instrucciones respecto al origami. El modo verbal que se utiliza es el imperativo. En el imperative no se requiere indicar el sujeto porque esta sobreentendide que quien habla o escribe se dirige a una segunda persona: ti, usted 0 ustedes. Bj. See that the corners meet exactly Observa que no hay sujeto porque est sobreentendido que es Ia persona © a quien se dirigen las instrucciones. Be Subraya en el texto otros ejemplos de imperativo. © V. En la siguiente clase, vas a hacer algunas figuras de origami. Trae papel lustre o algiin otro papel apropiado, de preferencia de color. 55WINDOWS TO CULTURE | © A READING COMPREHENSION TEXTBOOK Kabuto Base Start with a square sheet of paper with the colored side facing down. Fold in half so it looks like a mountain. Fold up the two bottom corners so the corners meet at the peak of the mountain. | Fold the two comers back down, except | fold them at a bit of an angle so the cor ners are slightly away from one another like the wings of a bug Fold down the top layer of paper only Fold down the bottom layer of paper but make it less wide so you see some of the | white from the previous step. Fold back the left & right sides of the model to form the body of the cicada. Origami cicada is done! @° om [Link]UNIDAD 7 + oniGan 1. Start with your paper white side up. Fold in half, as shown, and open. 2, Now fold the top comer down to the bottom corner 3, Fold the outside corners in to the centre line. 5. Fold only the uppermost layers out- wards as shown Fold out the bottom flaps as you did in Step 5. Now fold up 5 D> 4. Fold these same triangles upwards to the top point | 6. Cut ONLY the top layer up to the | centre of the model §. Fold the 2 sides in to the centre, and the top point downwards as sho|WINDOWS-TO CULTURE | © A READING COMPREHENSION TEXTBOOK 1. Start with paper white side up. Fold 2. Fold outer corners in half downwards. in to the centre. 3. Fold top layer only upwards in half. oN 4, Fold top layers out= shown. 5. Fold top layer only upwards along the crease shown. wards along creases 6. Fold same top layer upwards again. | | 7. Fold the bottom layer upwards to crease, and open again. 8. Tuck this layer into | Finished Samurai Helmet, | the inside of hat. | 58UNIDAD 8 Recycling continuacién marca la opcién que consideres 1 Lee el texto y correcta. What is Recycling? 1 Recycling involves the separation and collection of materials for processing and remanufacturing into new products, and the use of those products to complete the cycle. You're probably participating in recycling without knowing it. Much of the aluminium, glass and paper used for packaging + today is already recycled aluminium, and one quarter of the raw fibers used in the paper industry are from recycled paper products. Glass and steel used in containers can be recycled over and over again. “The recycling of aluminium and steel cans, cardboard, newspapers and certain plastics is a growing industry in Pennsylvania. New businesses vo and industries are developing to manage and utilize supplies of recyclable materials, Recyclables kept separate from household waste are collected at recycling centers and by curbside recycling programs. Collected mate- rials are further sorted and processed for sale to manufacturers. Money earned from the sale of recyclable materials can benefit the 1s individual recycler or help communities offset operating cost for recy- ing, Recycling also allows some communities to reduce their waste disposal costs Society's energy consumption is also reduced by recycling. For ex- ample, it requires less energy to make a new glass bottle from a recycled ay one because recycled glass melts at a lower temperature than the raw materials, Recycling also prolongs the life of the glass-making equipment Similarly, making an aluminium can uses a fraction of the energy needed to make one from ore.WINDOWS TO CULTURE | * A READING COMPREHENSION TEXTBOOK Recycling guide 1. Segtin lo que dice el texto en relacin al reciclaje a) Todos participarnos en él. b) Tal vez participemos, aun sin enterarnos. ©) Todos debemos participar. Sobre el tipo de material que se utiliza en el reciclaje se dice que a) todo el aluminio, el vidrio y el papel que se utiliza es reciclado. b) la mitad del aluminio y del papel que se utiliza es reciclada, ©) el vidrio de los recipientes puede utilizarse muchas veces, 3. La industria del reciclaje en Pennsylvania incluye a) aluminio, periédico, carton, latas y algunos plisticos b) vidrio, plastico, carton, periddico y latén. ©) aluminio, latas, carton y todo tipo de plisticos. 4, Por medio del reciclaje algunas comunidades pueden a) climinar el costo del manejo de la basura. b) reducir el costo del manejo de la basura. ©) obtener dinero para ayudar a otras comunidades. 5. Cuando se utiliza una botella reciclada para hacer otra a) se funde a la misma temperatura que en su elaboracién original b) se logra que la nueva botella tenga mayor durabilidad que la anterior ©) se ahorra el consumo de energia.UNIDAD 9 The Earth’s Atmosphere and Oceans I. Otro tipo de lectura rapida se Hlama skimming. Este tipo de lee- tura lo utiliza el lector para: Localizar las ideas claves en el texto Observar la forma y organizacién del texto. Decidir si desea releer el texto. + [Link] rapidamente el texto, observa la organizacién de la informa- G cién y contesta las preguntas de la siguiente pagina. The Earth's Atmosphere and Oceans 1 Man lives at the bottom of an ocean of air, Humans are air-breathers dependent on favorable conditions of pressure, temperature, and chemical composition of the atmosphere that surrounds them. Humans also live on the solid outer surface of the Earth, which they depend on for food, 5 clothing, shelter, and means of movement from place to place. But the air and the land are not two entirely separate realms as they constitute an interface across which there is a continual flux of matter and energy. Man's surface environment, the life layer, is a shallow but highly complex zone in which atmospheric conditions exert control on the land surface, while to at the same time the surface of the land exerts an influence on the pro- perties of the adjacent atmosphere Essentially the same statements apply to the surface of the oceans and the atmospheric layer above it. Man utilizes the surface of the sea as. @ source of food and as a means of transportation. There is a continual flow 1s. of energy and matter between the sea surface and the lower layer of the atmosphere. Here, again, we find an interface of vital concern to man. The 61WINDOWS TO CULTURE # A READING COMPREHENSION TEXTBOOK sea influences the atmosphere above it, while the atmosphere influences the sea beneath it Our objective in these early chapters is to examine the atmosphere and oceans 20 with particular reference to the air-land and air-sea interfaces that are so vital to man. To geographers, the distributions of physical properties of the ocean and atmosphere are matters of special interest, concerned as they are with spatial relationships on a global scale. Physical geographers describe and explain the ways in which the environmental ingredients of weather and climate change with as latitude and season and with geographic position in relation to oceans and con- tinents. They seek out the broad patterns of similar regions and attempt to define their boundaries and organize them into systems of classes. More important, geographers try to evaluate the environmental qualities of each region, emphasiz~ ing the opportunities as well as the limitations of each for future development 50 of natural resources such as food, water, energy, and minerals. Parrafo 1: ¢Cual es la importancia de la interrelacién entre el aire y la Tierra? Parrafo 3: ¢Cual es el objetivo al que se refiere el autor de este texto? B. Se presenta una lista de actividades que lleva a cabo el gedgrafo fisico y que aparecen en el tercer patrafo del texto, Enuméralas del 1 al 4 segdin aparecen en el texto. Describing the ways in which climate and weather change Trying to evaluate the environmental qualities of each region, __ Secking out the broad patterns of similar regions, oe Organizing different regions into systems of classesUNIDAD 9 = tite eanrn’s anwoseitexe ann OCEANS: TL Determina a qué se refiere cada una de las palabras en cursivas y escoge la oj correcta. 1. Them en el renglon 3 se refiere a a) humans b) air breathers ©) favorable conditions 2, They en el renglén 6 se refiere a a) the air and the land b) separate realms ©) matter and energy 3. Which en el renglon 9 se refiere a a) environment b) layer c) zone 4, It en el renglon 13 se refiere a a) The surface of the oceans b) The atmospheric layer ©) Both of the above IIL. En este texto hay algunos términos que posiblemente desconozcas. Busca en el diccionario la definicién que les corresponda de acuerdo con el contexto. 1 Bottom 1.6 Realms £8 Shallow 1.13. Layer ane 114 Source 18 Beneath 1.26 Broad 1.27 Boundaries 63WINDOWS TO CULTURE} © READING COMPREHENSION TEXTHOOK, busca datos sobre un tema pero no esta seguro de la forma precisa en que Ea] IV. A. La lectura de bisqueda (search reading) se utiliza cuando el lector Ia informacién va a aparecer. Po ejemplo: tema: educacién rural. En la lo- calizacién de datos relevantes, el lector tiene que estar muy alerta para reconocer aspectos ligados con el tema aunque la informacién no apare7- ca en forma explicita. Puede ser que lo que encuentre sea el nombre de una zona rural o frases como demografia rural, desarrollo rural, etcétera. Lee la segunda parte del texto répidamente haciendo un tipo de lectura G] search reading para encontrar las definiciones de los estados de la materia 20 64 y las ideas que las apoyan. States of Matter One of the basic concepts in physical geography is that of states of matter and their changes. We are concerned with three common states: gas, liquid, and solid. ‘A gas is a substance that expands easily to fill any small empty container and itis readily compressible; a gas is usually much less dense than liquids and solids of the same chemical composition. While the atmosphere is largely in the gaseous state, it also contains varying amounts of substances in the liquid and solid states A liquid is a substance that flows freely in response to unbalanced forces but maintains a free upper surface. Liquids are compressed in volume only slightly under strong pressures, Liquids have densities closely comparable with solids of the same composition. Although the ocean is composed largely of water in the liquid state, it also contains substances in the gaseous and solid states. Both gases and liquids are classed as fluids. Layers of fluids tend to assume positions of equilibrium at rest, in which a less dense fluid overlies a more dense fluid A solid is a substance that resists changes of shape and volume. Solids are typically capable of withstanding large unbalanced forces without yielding. When yielding does occur, itis usually by sudden breakage. Although the Earth's crust is largely in the solid state, it also contains substances in gaseous and liquid states, ‘A change of state occurs frequently in the world of nature. Most important and widespread is the change of state of water from water vapor (a gas) to liquid water and vice versa, and from liquid water to ice (solid state) and vice versa Changes of state require either an input of heat energy or the disposal of heat energy, depending on the direction of the change.UNIDAD 9 «tie eantn’s armospHRe AND OCEANS: B. Una definicién consta de tres partes: Concepto (objeto que se define) Clase a la que pertenece. Caracteristicas distintivas. Completa la tabla siguiente de acuerdo con la informacién que aporta la segunda parte del texto. Ej - CONCEPT CLASS CHARACTERISTICS ) A gas 2) 3) - C. Ahora localiza alguna definicién en el primer parrafo de “The Earth's Atmosphere and Oceans” y escribela a continuacién. a, V. Elementos lingiiisticos Generalmente los adverbios que terminan en ly corresponden a los que terminan en “mente” en espafiol. Ej. entirely = enteramente slightly igeramente 65WINDOWS TO CULTURE] * A READING COMPREHENSION TEXTBOOK. Subraya los siguientes adverbios en los textos y sefiala con una flecha la ZB palabra que cada uno de ellos modifica. 1. 6 Entirely (p.61) r 8 Highly (p.61) 53 Easily (p. 64) 1 8 Slightly (p. 64) 9 Closely (p. 64) VL. Cuil es el objetivo principal de los gedgrafos al hacer estos estudios? 66UNIDAD 10 a) Cervantes cién II. Antes de leer el texto, resuelve la seccién Ly la parte A de la see- Q. £. Observa el texto y marca la opcisn si crees que esti tomado de: __ Una enciclopedia _ Un libro de texto. _____ Una historia del Renacimiento. CERVANTES SAAVEDRA, MIGUEL de (1547-1616), Spanish novel- ist, poet and playwright; consid- ered with Shakespeare, the two outstanding literary geniuses of their age. The fourth son of an unsuccessful surgeon, he was born in Alcala de Henares and studied at Valladolid, Seville and Madrid. In 1569 he went to Italy, where he served briefly in the household of Cardinal Acquaviva and, in 1570, enlisted as a soldier. In the great victory at Lepanto (1571), C. was maimed in his left hand which was rendered useless, but later he participated in other en- gagements in Corfu, Navarino 20 25 30 35 and Tunis. On his return voyage to Spain in 1575, his ship was seized by corsairs, and he was taken with his brother Rodrigo to Al- giers, where he spent five years as a slave. He made several attempts to escape and was released in 1580, being ransomed by the friar Juan Gil. He returned to Spain to lead a precarious existence as a minor government official, main- ly as tax collector and purchasing agent for the Armada, In 1584 he married the 19-year old Catalina de Salazar, a union which proved childless and unhappy. Shortly be- fore his marriage, however, C. fa- thered an illegitimate daughter, 670 50 55 oo 65 70 68 Isabel, the offspring of an amorous liaison. Moving periodically from town to town, he was several times charged with illegal requisitioning and mishandling of accounts. The most serious case (1596) involved a sum of money due to the royal trea- sury, which he had entrusted to a Se- 5 ville banker who absconded. As a result, C. spent three months in jail. In 1605 he was again arrested with his family in Valladolid, when his daughter became involved in a stab- bing incident. Financial difficulties and legal embroilments troubled his life even after he attained literary fame. C. began his literary career as a poet, his earliest poems being pub- lished in 1568. But his natural talent lay in prose. His first and unfinished novel, La Galatea, published in Al- cala (1585), was replete with pastoral scenes, which he was to use again in other works. About that time he also wrote many plays, which were staged (1581-87), though with only mode- rate success. In 1615, when he was already famous, a collection of these plays was published as Ocho come dias y ocho entremeses, but only the short, one-act comic pieces, ironic and satirical, show superior literary qualities, In the last years of his life he also published the Novelas ejem- plares (1613), a group of 12 stories on 80 90 100 105, themes of adventure and love, inclu- ding some that displayed a penetrat- ing observation of social and moral issues. The Viaje del Parnaso (1614) was a long allegorical poem. His last work, Los trabajos de Persiles y Segis- munda (1617), was published soon after his death. A huge novel of un- real adventures in an idealized setting, it was a resounding success with 17th century European readers. C’s major work, El ingenioso hidalgo don Quixote de la Mancha, is in a category by itself. It was written in two parts, the first published in Madrid in 1605, the sec- ond in 1615. Describing the wanderings of Don Quixote, a dreamy elderly knight- errant, and his earthy faithful squire, Sancho Panza, the book satirized the novels of chivalry and was thus re- ceived and acclaimed by the public. Hugely successful, the first part of Don Quixote was translated into En- glish in 1612 and into French in 1614, Later generations, especially since the 18th century, have continued to ad- mire the work for its superb treat- ment of the eternal duality in human life- that of realism versus idealism, truth and illusion, faith and disen- chantment S.J. Aarbo, Cervantes: Adventurer, Idealist and Destiny's Fool (1955); A. F. Bell, Cervantes (1947; 1961); W. F. Entwistle, Cervantes (1965).UNIDAD 10 + ceavayres Félix Lope de Vega _ William Shakespeare [_ Francisco Quevedo | Diego Velazquez | [ Barroco ILA. Sefala cuales de los siguientes datos esperas encontrar en una biografia: Lugar y fecha de nacimiento. __ Estudios ______Antecedentes familiares. Infancia y juventud __ Matrimonio. —__ Obras importantes. Fecha de la muerte del personaje. 4 [Link] la biografia de Miguel de Cervantes. Subraya en el texto los datos que G localizaste de la lista anterior, No recurras al diccionario para buscar cada palabra desconocida. Trata de inferir el significado por medio del contexto. im, Ill. Para contestar las siguientes preguntas utiliza las estrategias scanning y search reading. 1. America and in Brazil wat oe 5. Brazil was a very crowded land 14 at the end of the sixteenth century. VJLEY _ 6. The original territory of Brazil was wm expanded by the farmers. [vJLF} Consulta el texto, verifica tus respuestas y anota el ntimero de los renglones donde encontraste la informaci6n.tn espacios en blanco. V. A. Relaciona las dos columnas. Anota las letras correspondientes en los Las expresiones temporales de la izquierda siguen el orden cronoligico del texto. 1. In the beginning 2. Then 3. Finally, - 4. At the end of 16th century, - 5. In the 17th and 18thcenturies a 6. Lastly, B. Verifica tus respuestas. VI. Elementos lingiiisticos Las expr. en espaol. Observa el siguiente cuadro: SINGULAR AFIRMATIVO NEGATIVO PRESENTE there is, there is no(t) There was PASADO there was no(t). Brazil was populated only by Indians. the settled area was expanded to cover the need for more farmland. the bandeirantes contributed to the peopling of the land a host of Negro slaves arrived there were settlements only on the coast, people arrived from different countries such as Portugal, and France jones there is /was y there are / were, equivalen a hay / habia PLURAL AFIRMATIVO NEGATIVO There are there are no(t) There were there were no(t)