PIA

Programa de Idiomas para Alumnxs de la UNSAM

(PyG – EH)

INGLÉS II

1
PIA (Programa de Idiomas para Alumnxs de la UNSAM)
NIVEL 2

LESSON 1 (Revisión: Simple Present Tense- Objetivos generales de lectocomprensión – Revisión e

identificación de palabras clave y su relación con el texto, derivación de palabras, bloques nominales
y clasificación de vocabulario)

Text: Definitions of leisure, play and recreation. Source:

http://www.humankinetics.com/excerpts/excerpts/definitions-of-leisure-play-and-recreation (February 2015)

Before you read:

1) What is the difference between the following words? Work with a dictionary

LEISURE:_________________________________________________________________

PLAY: ___________________________________________________________________

RECREATION: ____________________________________________________________

2) Which of these words are going to appear in the text? Select three and explain why:

EXPERIENCES PHARMACY FREE TIME COMPANY FREEDOM PLATFORMS

3) Write a possible hypothesis on the content of the text

____________________________________________________________________________
____________________________________________________________________________

Remember to use Reading Comprehension Strategies

1 – Analyze the paratext

2 – Then, develop a hypothesis about the content. (Include source, area of interest and type of
text)
3 – Read the text. Focus your attention on known and transparent words. Try to deduce the
meaning of unfamiliar ones
4 - After the first reading of the text, analyze the title again and reread the text, selecting key
words (which are related semantically to the title).
5 - Proceed to read the text a third time. You can use the dictionary only if it is necessary.
6 - Finally, read the hypothesis again. Check it or adjust it. The hypothesis has to show the
essence of the text and its main features.

E.g.: I agree with my previous hypothesis because....

My previous hypothesis was partially correct because ...
My previous assumption was wrong because ...
It was incomplete because……

2
1

3
9

10

11

12

13

14

After you read:

1) What is the purpose of this text? What kind of text is it?

____________________________________________________________________________

____________________________________________________________________________

2) Who are the authors?

____________________________________________________________________________

3) Explain in your own words the difference between “leisure as time” and “leisure as activity”.
____________________________________________________________________________
____________________________________________________________________________

4) Explain this phrase in your own words: “children’s play (…) is done not as a means to an end
but for its inherent pleasure”. (Paragraph11)________________________________________

____________________________________________________________________________

5) How would you characterize “recreation”? Provide examples

____________________________________________________________________________

____________________________________________________________________________

6) Do you usually do any activity that is related to leisure, play or recreation? ________________

____________________________________________________________________________

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Present Simple

Look at the following examples from the text:

- Leisure as activity encompasses the activities that we engage in for reasons as varied as relaxation
(…)

- (…) the experience results in personal feelings of satisfaction, enjoyment and gratification.

- People also see recreation as a social instrument because of its contribution to society.

Do you remember the rules for the present simple?

Affirmative Negative Interrogative Short Answers

I work well I don’t work well Do I work well? Yes, I do. / No, I don’t.

You work well You don’t work well Do you work well? Yes, you do. / No, you don’t.

He works well He doesn’t work well Does he work well? Yes, he does. / No, he doesn’t.

She works well She doesn’t work well Does she work well? Yes, she does. / No, she doesn’t.

It works well It doesn’t work well Does it work well? Yes, it does. / No, it doesn’t.

We work well We don’t work well Do we work well? Yes, we do. / No, we don’t.

They work well They don’t work well Do they work well? Yes, they do. / No, they don’t.

Spelling rules for the third person singular

Verbs ending in –s, - Verbs ending in a

Most verbs Verbs go and do
ch, -sh, -x, consonant + y

Verb + -s Verb + -es Verb + -es Change y to i + -es

plays Kisses goes Studies

chats Mixes does hurries

Complete the following paragraphs with the verbs in Simple Present:

This definition 1- _____________ (give) no heed to how a person 2- ___________ (feel) while doing
the activity; it simply 3- ______________ (state) that certain activities 4- ____________ (qualify) as
leisure because they take place during time away from work and are not engaged in for existence.

Perceived freedom 5- ______________ (refer) to an individual´s ability to choose the activity or

experience in that the individual is free from other obligations. Besides, he or she also 6-
_____________ (have) the freedom to act without control from others. Perceived freedom also 7-
____________ (involve) the absence of external constraints to participation.

Recreation is an activity that people 8- ______________ (engage) in during their free time, that
people 9- _____________ (enjoy), and that people recognize as having socially redeeming values.
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Unlike leisure, recreation 9- _____________ (have) a connotation of being morally acceptable not
just to the individual but also to society as a whole, and thus we 10 - ______________ (program) for
those activities within that context.

Classification of new vocabulary

Complete the table with the following words from the text:

PROVIDES FOUNDATIONAL DISAGREE NONPROFIT BEHIND PRIMARY ARGUE

CONSTRUCTIVE EXISTENCE ENGAGE ENCOMPASSES GROWTH TAKE PLACE DURING
LEISURE UNLIKE WHETHER CHOICE ENJOYMENT JOYFULNESS REDEEMING FACILITIES

VERB NOUN ADJECTIVE PREPOSITION

Noun phrases:

Analyse the elements in the following noun phrases from the text and translate them:
1) Leisure professionals
____________________________________________________________________________
2) The public, private nonprofit or commercial sector
____________________________________________________________________________
3) Three primary ways
____________________________________________________________________________
4) The individual’s perception of an activity
____________________________________________________________________________
5) Perceived freedom, intrinsic motivation, perceived competence and positive affect
____________________________________________________________________________
6
 Think!
Look at example 4). Which is the nucleus of the whole phrase? If individual’s is a pre-
modifier because it modifies the main noun (nucleus) in an anterior position, what kind
of element do you think of an activity will be if it is after the nucleus?

We will be working on post-modifiers within some lessons.

Word formation:

Describe the morphological composition of the following terms from the text:

1) Disagree (2):
______________________________________________________________________
2) Nonprofit (3):
_____________________________________________________________________
3) Definition (10):
____________________________________________________________________
4) Maintenance (16):
_________________________________________________________________
5) Housecleaning (16):
________________________________________________________________

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PIA (Programa de Idiomas para Alumnxs de la UNSAM)

NIVEL 2

CLASS 2 (Relative clauses, relative pronouns and adverbs: that, which, who, whose, where. Noun
Phrases: Post Modifiers)

Today, we will work on the biography of Ernesto Che Guevara. What do you know about him?

Now, let’s listen about his life…How much do you know about Ernesto “Che” Guevara? Read the
following statements and circle TRUE or FALSE. Listen and check your answers.

a. Che Guevara’s newly published diary is about his teenage years. T/F
b. The diaries are a big surprise to Che Guevara’s widow. T/F
c. His widow recently had a heart transplant. T/F
d. Earlier Che Guevara diaries have sold well. T/F
e. Che Guevara was born in Cuba and moved to Argentina as a child. T/F
f. He believed capitalism was an evil thing. T/F
g. He died in Bolivia after being involved in an unsuccessful revolution. T/F
h. Cubans admire Guevara’s determination, dignity and bravery. T/F

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 We`re going to analyze some phrases from the Listening activity. Listen again and read the following
audioscript. Focus on the underlined phrases. What do they have in common?

AUDIOSCRIPT

Cuba has published a new diary of legendary freedom fighter Che Guevara. "Diary of a Combatant" tells
of Guevara's experiences from the time he arrived in Cuba in 1956 until just before Fidel Castro and his
rebel colleagues declared victory over the Cuban government on January 1, 1959. Guevara’s wife Aleida
March had kept the diaries a secret for fifty years but has recently had a change of heart. She said she
5 wanted "to show his work, his thoughts, his life, so that the Cuban people and the entire world get to
know him and don't distort things anymore”. Other diaries have been published and achieved
commercial success. "The Motorcycle Diaries" about his tour of Latin America as a 23-year-old medical
student was a highly successful movie. Ernesto "Che" Guevara was born in Argentina in 1928. He
qualified as a medical doctor but his political opinions led him to learn about the injustices in South and
10 Central America. His motorbike tour took him to many impoverished regions of the continent. He
became a fierce opponent of capitalism, which he said created great inequality. Guevara became one of
history’s best-known freedom fighters. His role in the Cuban revolution made him an icon of the
twentieth century. He was captured and executed in 1967 in Bolivia after starting an unsuccessful
revolution there. Cubans paid tribute to him after the publication saying: “He had an iron will, an
extraordinary courage, and a deep sense of dignity”.

Look!
Line 1: [a new diary {of legendary freedom fighter Che Guevara} ] Noun Phrase
Det PM N PM N

Post- Modifier
Post-Modifiers
Do you remember pre –modifiers (PM), adjectives appearing before a noun? Just as we find pre -
modifiers, we also find post –modifiers, modifiers coming after a noun. The most common post-
modifiers are prepositional phrases (they begin with a preposition). Examples:
the book on the table civil conflict in Africa
* *
They commonly take the following forms:
1) prepositional phrase the dog in the store
*
2) _ing phrase the girl running to the store
*
3) _ed past tense the man wanted by the police
*
4) wh - clauses the house where I was born
*
5) that/which clauses the thought that I had yesterday
*

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The noun, together with all pre- and post-modifiers, constitutes a single unit, that is to say, a noun
phrase that indicates the complete reference. Any agreement in terms of singular/plural is with the noun
at the center. Example: The boys on top of the house are .............
*

Let´s focus on a text

“DIARY OF A REVOLUTION: NEW CHE GUEVARA BOOK REVEALS DETAILS OF THREE-YEAR

CAMPAIGN WITH CASTRO TO OVERTHROW CUBAN REGIME”

1- Analyse the paratext and make a hypothesis of the text.

…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
2- Read the text and check your hypothesis.
3- Write the main idea of the text in ONE sentence.
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………

4- Answer these questions:

-Why was the publication of the diary delayed?
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………

- How many diaries does the article mention? What can you read in each of them?
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………

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 10

10

11
20

12
 THE LIFE OF THE REBEL WHO
FOUGHT FOR CUBA
30

40

50

60

70

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 5- Now, read these sentences from the text and complete the box:

Lines 13-14: “Published by the Australian firm (…), the book was edited by the Che Guevara
Studies Centre, which is directed by his widow Aleida March”
Under the photo: “A queue forms in Havana (…) , a new published account of the campaign
that brought Fidel Castro (…)”
Line 56: “ A diary of his ill-fated guerilla campaign there, where he was captured (…)”
Title: “The life of the rebel who fought for Cuba”

Which word is used to …

introduce information about a person?
introduce information about an object?
introduce information about a place?
introduce information about an object or a person?
What is the function of these relative words (pronouns) above? In which case(s) is the information in
them ESSENTIAL to identify the noun they refer to?

DEFINING AND NON-DEFINING RELATIVE CLAUSES

✓ Defining relative clauses give us ESSENTIAL information about the nouns they refer
to.

“The life of the rebel who fought for Cuba”

The relative clause (in bold) tells us which rebel (Guevara) we are describing. He is “defined” by the
clause.

✓ Non-defining relative clauses add extra information, and are put between commas.

“Published by the Australian firm (…), the book was edited by the Che Guevara Studies Centre, which is
directed by his widow Aleida March”

RELATIVE PRONOUNS

✓ We use which to refer to objects and who to refer to people but we can use also use
that in a defining relative clause. That is more informal than who and which.

6- Find more examples of RELATIVE CLAUSES in the text.

7- Select three NOUN PHRASES and mark their components: Focus on POST MODIFIERS.

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PIA (Programa de Idiomas para Alumnxs de la UNSAM)
NIVEL 2

CLASS 3 (Defining and non-defining relative clauses: Revision. Lectocomprension: Argumentation in a text
& Paragraph structure: TOPIC SENTENCES)

Argumentation in a text
One of the most fundamental things we use language for is argument. Arguing means claiming
that something is true and trying to persuade other people to agree with your claim by
presenting evidence. Studying involves reading (and/or writing) argumentative texts. Your task
as a student includes analyzing the function of the arguments in the texts you read.
Understanding how a text sets forth its argumentation enables you to see “what it is really
saying”. At the same time you are learning to adopt a critical stance to the texts you are
reading.

Next, we will continue with Che Guevara´s biography. Today, we will read and analyze the
following argumentative text:

Text 1 PREFACE by Aleida March from The Motorcycle Diaries: Notes on a Latin American
Journey

a- Read the text and answer: Why is this Preface an argumentative text?
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………

b- Who is the audience for this text? Which is its area of interest? What is the purpose of the
author?
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………

c- Select key words and justify your choice.

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

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Source: https://books.google.com.ar/books?id=zUBJZ744eOgC&source=gbs_book_other_versions

The Motorcycle Diaries: Notes on a Latin American Journey - Ocean Press, Aug 20, 2013

10

20

30

40

50

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 Now, let´s focus on another text. This time, we will work on Paragraphs and Topic
Sentences:

Paragraphs and Topic Sentences

A paragraph is a series of sentences that are organized and coherent, and are all related to a single
topic. They show a reader where the subdivisions of a piece of writing begin and end, and thus help
the reader see the organization of the text and understand its main points.

TOPIC SENTENCES

A paragraph usually consists of three parts: a topic sentence, supporting details, and a summing-
up sentence. The topic sentence is the most general sentence in a paragraph, which means that it
does not include many details. The topic sentence introduces an overall idea that the writer wants to
discuss later in the paragraph. Although most paragraphs should have a topic sentence, there are a
few situations when a paragraph might not need one. For example, the writer might omit a topic
sentence in a paragraph that narrates a series of events, if a paragraph continues developing an idea
introduced (with a topic sentence) in the previous paragraph, or if all the sentences and details in a
paragraph clearly refer—perhaps indirectly—to a main point. The vast majority of paragraphs,
however, should have a topic sentence.

Text: “CHE GUEVARA SIEMPRE” (adapted from:

http://cheguevarasiempre.gportal.hu/gindex.php?pg=36036704)

1- Read the text, using scanning & skimming techniques. Then, read it again and identify
the topic sentences.
2- Translate paragraph 3:
_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

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 3- Find examples of the following and analyse their function in context:

a- one expression of reference:_______________________________________________

_______________________________________________________________________

b- one expression in the Simple Past Tense:_____________________________________

_______________________________________________________________________

c- Three relative clauses:____________________________________________________

_______________________________________________________________________

1 Che's full name was Ernesto Guevara de la Serna. Guevara was his father's surname; de la Serna was
his mother's surname. He wore both in the official documents as it is a habit in Spanish-speaking
countries. When he was a new-born baby, he was called Teté by his parents, to distinguish him from
his father who wore the name Ernesto as well. A few days later 'Teté' was changed into 'Ernestito' and
his parents called him this way even if when he was a grown-up man, one of the heroes of Cuba and
Latin America.
During his childhood and young years, he had several nicknames. He enjoyed shocking people and he
often behaved wildly, that is why he was called 'El Loco Guevara' (meaning The Crazy Guevara). He
was nicknamed 'El Furibundo Serna' or 'Fúser' (meaning furious) when he played rugby - because of
his wild style of playing. One of his most famous nicknames was 'El Chancho' because he often
10 boasted about how rarely he bathed and washed his clothes. He was called 'Tatu' when he was in the
Congo. (Tatu means third in Swahili, referring that he was only the third person in the command.)
When he was in Mexico and he met Cuban exiles for the first time, he made friends with one of them,
Ñico López, who gave him the nickname 'Che'. The word 'Che' was widely used in Latin America to
refer to Argentines. Argentine people used this word as a simple interjection (meaning "hey, you"
"man") and Che used it often too. Che loved his nickname. He said: "For me, Che represents the most
essential, the most loved aspect of my own life. How could I not like it? The first and second names
of a person are small things, personal, insignificant. In contrast, I like it very much when people call
me Che."
Che Guevara was married twice and he had five children. His first wife was Hilda Gadea Acosta, an
economist from Peru, who had Chinese and Indian ancestry. She was the first female secretary for
20 Alianza Popular Revolucionaria Americana (APRA). In December 1953 she met Che Guevara in
Guatemala; then they moved to Mexico together. It was Hilda who introduced Che to the Cuban
revolutionaries. Hilda and Che quickly became friends; afterwards, in the summer of 1955 she got

18
 pregnant so on 18th August 1955 they got married. In November they took a few days off and had a
small honeymoon in Mexico, visiting ancient ruins.
Their daughter, Hilda Beatriz Guevara Gadea (Hildita) was born on 15th February 1956. Che adored
his daughter - while the loveless marriage went into ruins. He confessed to his parents that it ended
by Hildita's birth. He soon joined the Cuban revolution, leaving his wife and daughter behind. On
25th November 1956 he left for Cuba on the board of Granma. The revolution won in January 1959.
Then Che invited Hilda to come and bring Hildita to Cuba. Che confessed to her that during the fights
in Santa Clara he met and fell in love with Aleida March de la Torre, a female combatant; moreover,
30 he wanted to divorce from Hilda. The divorce took place on 2nd June 1959. Hilda stayed in Havana,
she worked and wrote there, keeping contact with her ex-husband (this annoyed Aleida very much)
while sending Hildita to him, so the little girl was raised by Che and his second wife.
Hildita became a librarian, always stayed true to her father's ideas and to her "uncle Fidel" - even
though sometimes she criticised the policies of the government. She got married and in 1974 she had
a son, Canek, who is the guitarrist of the Cuban rockband, Metalizer. She was only thirty-nine years
old - at the same age like her father - when she died of cancer in 1995.
Aleida March de la Torre was born on 18th February 1934 in Santa Clara. She was active in the
Cuban revolution. When the regime noticed her, she joined Che's column in December 1958 to avoid
prison. At first Che wasn't glad to have the pretty girl in his column, but soon he could see that Aleida
40 worked seriously and she did everything to be useful. In the last days of December during the fights
in Santa Clara, Che realised that he fell in love with Aleida. On the road to Havana, he confessed his
love for her. As soon as the divorce took place, Che married Aleida on the same day - 2nd June 1959.
Some Spanish-speaking rumours claim that Che Guevara had an extramarital affair in Havana with
Lidia (Lilia) Rosa López, a 20-year-old journalism student in 1963. Then they started a short
relationship that ended within a few months when Che often had to go abroad for long journeys. They
never met again. Lidia became pregnant from Che and a son, Ómar Pérez, was born on 19th March
1964. She chose his first name from the Persian poet, Omar Khayyam, whose book, 'Rubaiyat' Che
lent her once. He was in his twenties when her mother told him that his biological father was Che
Guevara. Today Ómar is a Buddhist priest and a poet. He had a close friendship with Hildita Guevara
50 Gadea until her death.
Once Aleida Guevara said that the story of Che's affair and having a secret son is "the most enormous
of stupidities". Ómar claims that he never talked to any members of her family.

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Having worked on lessons 2 and 3, let’s reflect about the following:

a) Compare the texts from lesson 2 (Diary of a revolution: New Che Guevara book reveals
details of three-year campaign with Castro to overthrow Cuban regime) and lesson 3 (Preface to

The Motorcycle Diaries). Then, complete the following chart:

TEXTO
DIARY OF A REVOLUTION PREFACE
ASPECTOS A CONSIDERAR 

Tema principal

Tipo de texto ¿Cómo se realiza el

despliegue temático? Mediante una
secuencia narrativa, expositiva,
descriptiva, instructiva, argumentativa

¿Cuál es la función comunicativa

principal de este texto? Explicar,
regular, persuadir, constatar, dirigir,
informar, narrar, consignar

¿Cuál es la Ámbito de circulación

situación (profesional,
comunicativa académico, científico,
en la que se cotidiano/divulgación
enuncia este general)
texto?
Escritor experto / semi-
experto/no experto

Lector experto / semi-

experto/no experto

Área de interés o
comunidad disciplinar
(carrera)

¿Qué elementos (sintácticos, léxicos,

gráficos, estructurales) caracterizan a
este tipo de texto?

b) Mijail Bajtín (1979)1 ha definido a los géneros discursivos como tipos de “enunciados
relativamente estables” utilizados en las distintas esferas de la actividad humana. Estos enunciados
se caracterizan por tener un estilo, un tema y una estructura determinada. ¿Por qué te parece que es
importante conocer cuáles son los géneros discursivos característicos de tu campo disciplinar?

1
Bajtín, M. (1982). El problema de los géneros discursivos. Estética de la Creación Verbal [1979]. Siglo Veintiuno Editores.
20
PIA (Programa de Idiomas para Alumnxs de la UNSAM)
NIVEL 2

LESSON 4 Present perfect tense. Present perfect Vs Simple past.

Text 1: HOW ZARA GREW INTO THE WORLD´S LARGEST FASHION RETAILER an extract from:
http://www.nytimes.com/2012/11/11/magazine/how-zara-grew-into-the-worlds-largest-fashion-
retailer.html?pagewanted=1&_r=3&ref=magazine&adxnnlx=1352725405-jSS0/SqaGslCt/4JfgJjeg&

How Zara Grew Into the World’s Largest Fashion Retailer

By SUZY HANSENNOV. 9, 2012

Jackets from Zara’s fall 2012 collection await inspection at a

factory in Arteixo, Spain. Credit Pedro Guimarães for The New
York Times

Galicia, on the Atlantic coast of northern

Spain, is the homeland of Generalissimo
Francisco Franco, but is otherwise famous for
being a place people try to leave. For much
of the 20th century, hundreds of thousands
of gallegos, as they are called, emigrated to
countries as far away as Argentina to escape
Galicia’s rural poverty. Today, however, even
as Spain teeters on the edge of economic
catastrophe, the Galician city La Coruña has attracted notice as the hometown of Amancio Ortega
Gaona, the world’s third-richest man — he displaced Warren Buffett this year on the Bloomberg
billionaire index — and the founder of a wildly successful fashion company, Inditex, more commonly
known by its oldest and biggest brand, Zara.
Ortega has never given an interview, according to his communications department, nor does he
attend award ceremonies or parties. He rarely allows his picture to be taken. Pablo Isla, who took
over the company when the 76-year-old Ortega stepped down as chairman last year, rarely gives
interviews or waves to the camera, either. In fact, the public face of Inditex is its soft-spoken
communications director, Jesus Echevarría, who, as I discovered during a recent visit to the Inditex
complex, is perhaps the only communications director on the planet who all but apologizes whenever
he must answer questions about Inditex’s runaway success.
The company’s outward modesty reflects its surroundings. La Coruña is a quiet place, typically
European in its humdrum perfection: tidy highways and compact cars, clean taxis, no need to worry
about tipping. The week I visited in late July, the conservative national government was threatening
to implement a new austerity plan, and unemployment among people under 30 in Spain hit 50
percent, but the city seemed calm. Restaurants were busy, beaches packed. People dozed on La
Coruña’s seaside boulders, while their dogs leapt in the water. The city is a little more than 300 miles
from Madrid and 555 miles from Barcelona. It’s an odd location for an aggressive, global company
like Inditex (…)

21
 1. Analyze the paratextual elements and write a general hypothesis.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
2. Which words do you think are going to appear in the text?
____________________________________________________________________________
3. Scan the text for key words that are semantically connected with the title and bibliographical
data.
____________________________________________________________________________

After reading:

4. What is unusual about this company?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

5. Write the main idea of the text in one sentence.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Think!

a- Which is the prevailing tense/s in the text? Why do you think so (think about the type of
text)?
b- Take a look at the following phrases from the text.
Ortega has never given an interview (…)
(…) as I discovered during a recent visit to Inditex complex (…)
• Which tense are they?
• Which phrase refers to a specific time in the past?
• Which phrase is about an experience?

PRESENT PERFECT

Read the following phrases and learn about the affirmative, negative and interrogative forms for
this tense. Then, complete the rule.
I (you/we/they) have visited Inditex, but I (you/we/they) haven’t seen any of its owners.
She (he/it) has been to Zara, but she (he/it) hasn’t bought anything.
Has he (she/it) ever been to La Coruña? Yes, he (she/it) has. No, he(she/it) hasn’t.
Have you (I/we/they) read about textile recycling? Yes, I have. No, I haven’t.

22
 We form the present perfect with the auxiliary verb __________ or ___________ and the
____________________ form of the verb.

c- Now look at the following chart and go back to the text about Zara. Find one more example of
Present Perfect and try to explain why it can’t be used with the Simple Past. You have a List of
Irregular Verbs at the end of this lesson.

 We use the present perfect simple:

- to talk about past experiences without a definite time
- to describe recent events or events that happened in the past but have a result in the
present
- to refer to your life up to now (I have never… / this is the first time…)

 We often use present perfect with: ever, never, already, for, since, yet, just
 Compare the present perfect with go and be:
She’s gone to the National library: she went to the library and she is now there.
She’s been to the National library: she went to the library and came back.

Text 2: COTTON TEXTILES AND GLOBAL HISTORY, an extract from: The Spinning world: A Global
History of Cotton Textiles, 1200-1850, https://books.google.com.ar

Before reading

a- At first sight, how is this text different from Text 1?

b- Where would you find this text?

While reading

a- Find the referent for the following elements from the text:
those narratives (lines 13-14):
their (line 23):
which (line 23):

b- Find one example of present perfect tense in the text and explain its use in context.

c- Answer:
1. Translate the following sentence from the text: “In these centuries, the bulk of the cottons
that criss-crossed the globe had their origins in the Indian subcontinent, which was the pre-
eminent centre for cotton manufacturing in the world until the nineteenth century”.
2. Which tense is it? Why is it not possible to express the same idea using present perfect tense?
3. What do you think the authors mean by the “pre-history” of cotton (lines 11-12)?

23
 10

20

24
After reading:

Let´s work on genres! In pairs, complete the following chart:

TEXTO
TEXT 1 TEXT 2
ASPECTOS A CONSIDERAR 

Tema principal

Tipo de texto ¿Cómo se realiza el

despliegue temático? Mediante una
secuencia narrativa, expositiva,
descriptiva, instructiva, argumentativa

¿Cuál es la función comunicativa

principal de este texto? Explicar,
regular, persuadir, constatar, dirigir,
informar, narrar, consignar

¿Cuál es la Ámbito de
situación circulación
comunicativa (profesional,
en la que se académico, científico,
enuncia este cotidiano/divulgación
texto? general)

Escritor experto /
semi-experto/no
experto

Lector experto /
semi-experto/no
experto

Área de interés o
comunidad
disciplinar (carrera)

¿Qué elementos (sintácticos, léxicos,

gráficos, estructurales) caracterizan a
este tipo de texto?

25
PIA (Programa de Idiomas para Alumnxs de la UNSAM)

NIVEL 2

LESSON 5 (Elementos de cohesión textual – Conectores)

Text: What is Philosophy?

Before you read:

1- What do these people have in common?

SOCRATES ARISTOTLE PLATO NIETSCHE DESCARTES
___________________________________________________________________________________

2- In which aspect of our daily life do you think philosophy is important?

___________________________________________________________________________________
___________________________________________________________________________________

3- Analyze paratext. What are the most significant aspects you can see?
___________________________________________________________________________________
___________________________________________________________________________________

While you read:

1) What are the determiners and premodifiers of these words?

a- philosophy (line 10)_________________________________________________________________

b- philosopher (line 13)________________________________________________________________

c- way (line 37)______________________________________________________________________

2) What is the reference of the following words?

a- Which (line 1)
________________________________________________________________________

26
b- This (line 6)
_________________________________________________________________________
c- Them (line 10)
_______________________________________________________________________
d- Who (line 12)
________________________________________________________________________
e- He (line 20)
_________________________________________________________________________
f- It (line 32)
___________________________________________________________________________

3) Translate the underlined paragraph.

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

4) Summarize the main idea of the text IN ONE SENTENCE.

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

27
28
After you read:

We are going to concentrate on one element of textual cohesion: linkers. But first, what are linkers?

LINKERS ARE WORDS THAT RELATE ONE IDEA OR SENTENCE OF THE TEXT WITH ANOTHER. THEY
CONNECT THE IDEAS LOGICALLY.

Can you think of some examples of linkers in Spanish?_____________________________________

Below, you will find a chart with the most common linkers in English:

RELACIÓN LÓGICA CONECTOR TRADUCCIÓN

Adición (suma ideas) and y

and also y también

as well as Así como

both… and tanto… como…

not only…but also… no solo….sino también…

in addition además.

Información adicional also también

moreover Más aún

besides además

furthermore además (more formal)

what is more lo que es más

Alternativa (se expresa una or o

opción entre dos o más ideas)
Or else… o sino…

either … or… o bien…o… / o…o…

whether … or… ya sea… o…

instead en cambio

Contraste (se expresan ideas but pero

que se oponen o son de alguna
manera, diferentes) however sin embargo

nevertheless no obstante

29
 while mientras que

on the one hand…on the other por un lado… por el otro…

hand…

Concesión (Se acepta una idea, yet aun así

con una salvedad)
although / though aunque / si bien…

Even though aun cuando

despite / in spite of a pesar de

Razón / causa (introduce una because porque / ya que

causa de lo expresado
previamente o a continuación because of a causa de
en el texto)
since ya que / dado que

for porque / por

Listado y enumeración first… / firstly… primero… / en primer lugar…

second… / secondly… segundo… / en segundo lugar…

next a continuación

last / lastly por último

finally finalmente

To begin with para comenzar

To conclude para terminar

Resumen / generalización in short en suma

in a word en una palabra

to sum up resumiendo

in all en total

altogether en total, en general

in conclusión en conclusión

Resultado / consecuencia / therefore por lo tanto

inferencia (la idea introducida
por el conector se infiere de lo so así, entonces

30
expresado anteriormente) thus así, entonces

then luego, entonces

consequently en consecuencia

Condición if / whether si

unless a menos que

as long as siempre que

Even when incluso cuando

Propósito so that de manera que

in order to para / con el objeto de

to para / con el objeto de

Temporalidad

-Simultaneidad at the same time al mismo tiempo

simultaneously simultáneamente

while / as mientras

meanwhile mientras tanto / entretanto

By this time para ese entonces

Just then justo en ese momento

- Posterioridad then luego

afterwards después

After that después de eso

next enseguida / después

immediately inmediatamente

subsequently posteriormente

- Conclusión in the end al final /finalmente

finally al final / finalmente

31
 Eventually al final / finalmente

Ejemplificación For example por ejemplo

For instance por ejemplo

like como

such as tal/es como

Clarificación That is es decir

That is to say es decir

i.e. es decir

viz a saber

namely a saber / o sea

in fact de hecho

The following connectors appear in the text. Explain their logical meaning in this context and
translate them.

a- However (line 6) __________________________________________________________________

b- In fact (line 7):_____________________________________________________________________

c- Also (line 8)_______________________________________________________________________

d- For instance (line 10):_______________________________________________________________

e- If (line 20):________________________________________________________________________

f- As well as (line 25):_________________________________________________________________

g- Since (line 31):____________________________________________________________________

32
PIA (Programa de Idiomas para Alumnxs de la UNSAM)

NIVEL 2

MODULE 2– LESSON 6 (Elementos de cohesión textual – Conectores[continuación])

Text: What is Philosophy?

Extract from: An Encyclopedia of Philosophy. Written by G.H.R. Parkinson

https://books.google.com.ar/books?hl=es&lr=&id=jtArBgAAQBAJ&oi=fnd&pg=PP1&dq=what+is+phil
osophy&ots=BrseopoTul&sig=_wx2yU4GiB9imSEpevFaceDL5MQ#v=twopage&q&f=false

Chapter 1: What Is Philosophy?

Before you read:

1- The text in this lesson has the same title as the one in the previous lesson. What do you
expect from the title? What do you expect from the text?
___________________________________________________________________________________
___________________________________________________________________________________
2- Analyze paratext. What are the most significant aspects you can see?
___________________________________________________________________________________
___________________________________________________________________________________

While you read:

1) Find examples of the following elements:

a- Relative pronoun (which gives info about a person):_______________________________________

b- Present Perfect tense: _____________________________________________________________

c- Past simple tense:_________________________________________________________________

d- Possessive adjective:_______________________________________________________________

e- Objective pronoun: _________________________________________________________________

2) Translate the first paragraph.

33
___________________________________________________________________________________
___________________________________________________________________________________

3) Read the text once more and make a lexical map. Complete:

▪ Title:_______________________________________________

▪ Paragraph One:

▪ Paragraph Two:

▪ Paragraph Three:

▪ Paragraph Four:

4) Summarize the main idea of the text IN ONE SENTENCE.

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

5) Work with a partner. Highlight [  ] in the text three examples of different connectors and
analyze their meaning in context. Then, report to the class. Did you find the same ones?

34
10

20

35
30

40

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

After reading:

Complete the following chart:

36
TEXTO: WHAT IS PHILOSOPHY? 
TEXT from Lesson 5 TEXT 2 from Lesson 6
ASPECTOS A CONSIDERAR 

Tema principal

Tipo de texto ¿Cómo se realiza el

despliegue temático? Mediante una
secuencia narrativa, expositiva,
descriptiva, instructiva,
argumentativa

¿Cuál es la función comunicativa

principal de este texto? Explicar,
regular, persuadir, constatar, dirigir,
informar, narrar, consignar

¿Cuál es la Ámbito de
situación circulación
comunicativa (profesional,
en la que se académico, científico,
enuncia este cotidiano/divulgación
texto? general)

Escritor experto /
semi-experto/no
experto

Lector experto /
semi-experto/no
experto

Área de interés o
comunidad
disciplinar (carrera)

¿Qué elementos (sintácticos, léxicos,

gráficos, estructurales) caracterizan
a este tipo de texto?

37
PIA (Programa de Idiomas para Alumnxs de la UNSAM)

NIVEL 2

LESSON 7 (Voz pasiva, tiempo presente y pasado – Repaso de referencia, frases nominales y
conectores)

TEXT 1 Before reading

a- Look at the following information. What kind of text do you think you are going to read? What
is it going to be about, from the paratextual elements? What do you know about this current
issue?

38
The following pictures were all taken on the same day, September 1st.

The Mediterranean
Many were rescued on Tuesday in the Mediterranean -
which more than 300,000 migrants have crossed so far
this year and where at least 2,600 have died.

The Norwegian ship Siem Pilot saved more than 800

people in Libyan waters, including 11 pregnant women
and more than 30 children, according to the United
Nations' refugee arm. Four people were found dead.

More than 1,200 migrants were rescued in Greek

waters on Tuesday, the most in one day in some time,
the country's coastguard said.

Budapest, Hungary
Hundreds of migrants were left stranded outside a
major railway station in the Hungarian capital
after police sealed off the terminal to stop them
travelling through the EU.

Many chanted "Germany! Germany! We want to

leave!" as authorities said only those with valid
travel visas would be allowed to travel onward.

As night fell, many hundreds were still outside.

Vienna, Austria
Those who were able to make the journey from
Budapest to Vienna arrived in the Austrian capital
throughout the day, and were met by volunteers
handing out food and water.

Elsewhere in Austria, police rescued 24 young

Afghan migrants discovered in the back of a van
officers called "a prison cell on wheels". Most
were in their teens.

The bodies of 71 migrants were found in the back

of an abandoned truck on an Austrian motorway
last week.

Extract from: http://www.bbc.com/news/world-europe-34124017

39
 b- Now, read the text and answer:

1- What do the images have in common?

2- What is Norway’s participation in the rescue of refugees?
3- Why are there so many immigrants outside the Hungarian railway station? What does it tell
about Hungary’s position towards this wave of immigration?
4- What is Austria’s position towards immigration? How can you tell?

c- Look at the following phrases and answer:

More than 1200 migrants were rescued in Greek waters on Tuesday by Norwegian
ships.
Norwegian ships rescued more than 1200 migrants in Greek waters on Tuesday.

✓ Do the sentences have the same meaning?

✓ Do the sentences have the same emphasis?
✓ Which sentence is in the passive form?

Take a look at the chart and decide why we sometimes use the passive voice. What’s the difference
between the form of the verb in the passive voice and verbs in regular sentences?

PASSIVE VOICE: BE + PAST PARTICIPLE VERB

Present + ? -

Immigration is considered a Is immigration considered a real Immigration isn’t considered a

real problem in many countries problem in many countries? real problem in some countries

Past + ? -

Thousands of refugees were Were thousands of refugees Thousands of refugees weren’t

rescued last Tuesday rescued last Tuesday? rescued last Tuesday

You can often say things in two ways: the active or the passive.
Austrian volunteers gave food to refugees (active) or
Refugees were given food by Austrian volunteers (passive)
* In the active sentence, the focus is on Austrian volunteers.
* In the passive sentence, the focus is on the refugees.
* You can also use the passive form when who does /did the action is not known or unimportant.
Many refugees were found dead (we don’t know who found them, or it is not so important)
* MAKE PRESENT PASSIVE WITH: AM – IS – ARE + PAST PARTICIPLE VERB
* MAKE PAST PASSIVE WITH: WAS – WERE + PAST PARTICIPLE VERB
* USE BY TO SAY WHO DID THE ACTION

40
 d- Underline examples of passive voice in the text. Are they present or past? Why is the
passive voice used in these cases?

e- Rewrite the following phrases using passive voice

- Some European governments help refugees.

_________________________________________________________________________
- They rejected many African immigrants in Hungary.
_________________________________________________________________________
- Governments consider the terms “immigrant” and “refugee” in a different manner.
_________________________________________________________________________

f- Identify the noun phrases in these extracts, analyze and translate them.

1- The Norwegian ship Siem Pilot saved more than 800 people

2- Those who were able to make the journey from Budapest to Vienna arrived in the Austrian
capital

3- police rescued 24 young Afghan migrants discovered in the back of a van which officers called
"a prison cell on wheels"

g- What do the following terms refer to in the text?

- Which (line 4):

- Them (line 16):

- Those (line 18):

- Most (line 30):

TEXT 2:

Now, read the following text from http://www.unesco.org/new/en/social-and-human-

sciences/themes/international-migration/glossary/migrant/

41
 a- Mark similarities and differences with the first text in this lesson (topic, structure, etc.).

a- Mark similarities and differences with the first text in this lesson (topic, structure, etc.)

b- Identify connectors with the following functions and explain the ideas/concepts they
connect:

- Contraste:
_____________________________________________________________________

- Concesión:
_____________________________________________________________________

- Alternativa:
____________________________________________________________________

- Clarificación/énfasis:
____________________________________________________________________

b- Write the main idea of this text in one sentence.

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

42
PIA (Programa de Idiomas para Alumnxs de la UNSAM)

NIVEL 2

LESSON 8 (Repaso de referencia, frases nominales y conectores. Cuadro comparativo de géneros

discursivos)

Berry, Mike, Garcia-Blanco, Inaki and Moore, Kerry 2016. Press coverage of the refugee and migrant
crisis in the EU: a content analysis of five European countries. [Project Report]. Geneva: United
Nations High Commissioner for Refugees. Available at: http://www.unhcr.org/56bb369c9.html

Before you read:

What kind of text do you think you are going to read?

While you read:

1) Find examples of Passive Voice Structures in context in the text. Highlight and comment on
them.

2) Translate the last paragraph.

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

3) Summarize the main idea of the text IN ONE SENTENCE.

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

43
 After you read:

Read the text once more and make a lexical map. Complete:

▪ Paragraph One:

▪ Paragraph Two:

▪ Paragraph Three:

▪ Paragraph Four:

Extract from: Press coverage of the refugee and migrant crisis in the EU: a content analysis of five
European countries.

1 Introduction: The Crisis in the Mediterranean

On August 16 2015 the German Chancellor, Angela Merkel, gave an interview to the German public
broadcaster ZDF. In the interview, Merkel stated that ‘the issue of asylum could be the next major
European project’, one that would ‘preoccupy Europe much, much more than the issue of Greece and
the stability of the euro’ (AFP, 16 August 2015). Merkel’s comments came in response to the
extraordinary rise in the number of refugees and migrants attempting to enter the European Union
since the beginning of 2014. Figures from the UNHCR (2015), revealed that in the first six months of
2015 137,000 refugees and migrants attempted to enter the EU, a rise of 83% on the same period in
2014. This increase is largely attributable to the sharp rise in people using the Eastern Mediterranean
10 route from Turkey to Greece, the great bulk of whom are refugees fleeing the wars in Syria and Iraq.
Since the beginning of the Syrian civil war, the number of refugees in Turkey has risen to more than 2
million. As the UNHCR (2015) notes this has placed enormous pressure on the country’s infrastructure
and economy and made it increasingly difficult for refugees to access, work, shelter and education.
Faced with the deterioration in conditions in Turkey, increasing numbers of refugees have opted to pay
people smugglers to help them make the perilous journey across the Aegean to Greece. Unsurprisingly,
the rise in migration across the Mediterranean, often in heavily overcrowded small boats or dinghies,
44
 has coincided with a sharp increase in the loss of life. In the first three months of 2015, 479 refugees
20 and migrants drowned crossing the Mediterranean crossing in comparison to 15 during the same period
in 2014 (UNHCR, 2015). However the death toll reached a peak in April 2015 when 1,308 refugees
and migrants were lost at sea (UNHCR, 2015). This increase in migration and refugee flows has
prompted EU states to adopt two responses. One, as Natalie Nougayrède notes, has been to strengthen
EU internal and external borders so as to prevent refugees and migrants making their way to Northern
and Eastern Europe:

Throughout Europe, leaders are succumbing to the keep-them-out syndrome. Hungary is building a fence (along
its border with Serbia). Spain has done the same (in Ceuta and Melilla). Bulgaria followed suit (on the border with
Turkey). More fencing is springing up in Calais. In Macedonia, which is not in the EU, they are deploying
armoured vehicles against migrants. (Guardian, 21 August 2015)

A second approach has been to try and prevent refugees and migrants making the Mediterranean
crossing by restricting the activities of people traffickers. On 23 April 2015, an emergency meeting of
the European Council was held in Brussels. The main priorities on the agenda were ‘strengthening our
30 presence at sea’, ‘fighting traffickers in accordance with international law’, ‘preventing illegal
migration flows’ and ‘reinforcing internal solidarity and responsibility’. The first phase of the action
agreed at the EU Council was to target people smugglers and to ‘disrupt the business model of human
smugglers in the Mediterranean’ through what is known as the ‘EUNAVFOR Med’ response2.
According to Federica Mogherini, The High Representative for Foreign Affairs and Security Policy:

The targets of this operation are not the migrants, the targets are human smugglers and traffickers, those who are
making money on their lives and too often on their deaths. EUNAVFOR Med is part of our efforts to save lives.
(Council of the European Union, 2015; European Council of the European Union, 2015a)

However, NGOs and other refugee advocacy organisations have argued that this approach fails
migrants by predominantly focusing on the challenges posed to the EU, rather than on those faced by
40 the human beings whose lives continue to be lost at sea (cf. European Council on Refugees and Exiles,
2015; Refugee Council, 2015). On 27th April 2015, the UNHCR issued a joint statement with the
Special Representative of the UN Secretary General for Migration and Development and the
International Organisation for Migration (IOM) in response to the decisions of the EU Council. It
stated:

Efforts to deter smuggling will be in vain unless measures are adopted to address overly restrictive migration
policies in Europe, as well as the push factors of conflict, human rights violations and economic deprivation in
many of the countries of origin and transit...The international community has a shared responsibility to ensure
the protection of migrants and refugees who are making the journey across the Mediterranean Sea. The scale,
complexity and sophistication of the response should be in line with the scale and complexity of the problem. We
need a truly comprehensive response that will serve as a testimony to those lost at sea and those who have
50 survived to recount the experience.

The Media and the Refugee Crisis

A key reason for the unwillingness of EU leaders to take a more decisive and coherent approach to the
refugee crisis has been the high levels of public anxiety about immigration and asylum across Europe.
As will be discussed in more detail in the literature review, across the EU attitudes towards asylum and
immigration have hardened in recent years. There are many factors underlying this shift in attitudes. It
is partly due to an increase in the numbers and visibility of migrants in recent years. Economic factors

2
EUNAVFOR Med is responsible for the ‘surveillance and assessment of human smuggling and trafficking networks’.
45
60 are also likely to be important. Austerity policies enacted since the 2008 Global Financial Crisis, have
fed feelings of economic and social insecurity. In a number of countries in Europe including Greece,
France and some Scandinavian countries these financial strains plus concerns over national security
and cultural assimilation have encouraged the growth of far-right anti-immigrant parties and
movements such as Golden Dawn, the Swedish Democrats, the National Front and Pegida.

However, it is impossible to ignore the role of the mass media in influencing public and elite political
attitudes towards asylum and migration. The mass media can set agendas and frame debates. They
provide the information which citizens use to make sense of the world and their place within it. As we
will see in the next chapter, research in many countries has found that refugees and migrants have
tended to be framed negatively as a problem, rather than a benefit to host societies. However it also
true that, on occasion, media can have positive impacts on public attitudes and policy. As we complete
this report, the front pages of newspapers across the world have been dominated by images of a
drowned three year-old Syrian boy, washed up on a beach in Turkey after his family’s attempt to reach
70 Greece ended in tragedy. Broadsheet and tabloid, conservative and liberal, the image made the front
page: ‘Somebody’s Child’ read the simple red image caption of the Independent, picking out the
colour of the boy’s red t-shirt as he lay face down in the sand; ‘Tiny victim of a human catastrophe’,
headlined the Daily Mail; ‘Unbearable’ reported the Daily Mirror. In Italy, ‘A picture to bring the
world to silence’, reported La Repubblica. In Spain, ‘An image that shakes the awareness of Europe’,
said El País. ‘Aylan 3, experienced only wars’, reported Aftonbladet in Sweden, and in Germany’s
Süddeutche Zeiting, ‘Aylan Kurdi, three years old, drowned in the Mediterranean Sea’. Many outlets
spoke of a ‘turning point’ for European migration politics or an ‘awakening’ in the awareness or
consciences of the public. ‘Everyone who saw these pictures last night could not help but be moved’
said the UK Prime Minister David Cameron on Sky News. Whether the image contributes to a
80 fundamental shift in the willingness of EU states to agree on a comprehensive solution remains to be
seen, but the reporting of Aylan’s death changed, temporarily at least, the media debate on asylum.

The Focus of this Research

The research in this report examines how the press in five EU states reported on the refugee and
migration crisis in 2014 and 2015 in two major samples of news coverage. The first sample examines a
broad cross section of reporting across 2014 and early 2015. The second sample focuses on a case
study of a week’s reporting in the wake of the 18 April 2015 boat disaster in the Mediterranean. The
states chosen for the study were the UK, Germany, Spain, Italy and Sweden. Italy and Spain were
chosen on the basis that they have been key entry points for refugees and migrants trying to enter the
EU. Italy, in particular, has seen the majority of ‘boat’ refugees and migrants pass through its territory
and has played a key role in the search and rescue operations in the Mediterranean. Germany and
90 Sweden were selected because they have been the countries which have agreed to take by far the
largest proportion of refugees in the EU, whilst the UK has been a major voice within the EU on the
subject of immigration and asylum. Across the five countries, we surveyed a range of quality and
tabloid newspapers from a wide political spectrum in order to examine differences in reporting, both
between and within EU states. The central focus of our analysis was seven key questions about
reporting:

• Who are the key sources in coverage?

• Which political parties are most cited?
• Where are refugees and migrants identified as coming from?
46
 • What terms are used to describe those trying to enter the EU?

100 • What is the prevalence of different themes in coverage?

• What explanations are offered for why people trying to enter the EU?
• What solutions to the migration crisis are present in coverage?
This report thus captures the range of actors, themes, explanations and arguments that appear in each
newspaper. However the presence of arguments or explanations does not mean they are necessarily
endorsed by the newspaper which featured them, since they may have come from a source that is
quoted in the article. The report therefore goes beyond identifying the editorial line of newspapers by
exploring the range of perspectives on the crisis that circulates in different publications. This has
allowed us to map both the key actors, themes, explanations and arguments that appear in coverage,
and those that are absent. (…)

47
After reading Complete the following chart:

TEXTO: WHAT IS PHILOSOPHY? 

TEXT 1 from Lesson 7 TEXT from Lesson 8
ASPECTOS A CONSIDERAR 

Tema principal

Tipo de texto ¿Cómo se realiza el

despliegue temático? Mediante una
secuencia narrativa, expositiva,
descriptiva, instructiva,
argumentativa

¿Cuál es la función comunicativa

principal de este texto? Explicar,
regular, persuadir, constatar, dirigir,
informar, narrar, consignar

¿Cuál es la Ámbito de
situación circulación
comunicativa (profesional,
en la que se académico, científico,
enuncia este cotidiano/divulgación
texto? general)

Escritor experto /
semi-experto/no
experto

Lector experto /
semi-experto/no
experto

Área de interés o
comunidad
disciplinar (carrera)

¿Qué elementos (sintácticos, léxicos,

gráficos, estructurales) caracterizan
a este tipo de texto?

48
PIA (Programa de Idiomas para Alumnxs de la UNSAM)
NIVEL 2

LESSON 9 Comparative and superlative forms – Revision of lexical map and reference

Text: Latin American Cultural Differences.

Source: http://www.soundsandcolours.com/articles/brazil/latin-american-cultural-differences-a-survey/
(February 2015)

Before you read:

a- Think of one similarity and one difference among countries and cultures in Latin America. For
example: Brazilians are more relaxed than Argentinians. ______________________________
_____________________________________________________________________________

b- Which words do you think are going to appear in the text?

____________________________________________________________________________
_____________________________________________________________________________

c- Pay attention to the words in bold. Elaborate a hypothesis including them.

____________________________________________________________________________
_____________________________________________________________________________

p.1

49
p.2

p.3

p.4

p.5

p.6

p.7

50
 p. 8

p. 9

p.10

p.11

p.12

p.13

p.14

p.15

51
After you read:

a- Who wrote the text and why?

___________________________________________________________________________________

b- Elaborate the lexical map of the text

c- Find the referents of the following elements:

That (line 4):
_________________________________________________________________________________
They (line 9):
_________________________________________________________________________________
Their (line 15):
_________________________________________________________________________________
The country’s (line 43):
_________________________________________________________________________________
This question (line49):
_________________________________________________________________________________

Comparative and superlative adjectives and adverbs:

The following words are adjectives extracted from the text:

COMPLEX – DEEP – GREAT – UNIQUE – MIXED – DIVERSE – INFORMAL – EUROPEAN – HAPPY –BIG – LIGHT – SUPERIOR – DISTINCT –
EGOTISTICAL – STRONG – FAST PACED – TIGHT – CONSERVATIVE – COLD – RESERVED – SERIOUS – PROGRESSIVE – SUCCESSFUL –
FRIENDLY – SUPPORTIVE – CARING – SEGREGATED – WELCOMING – RICH – DANGEROUS – LARGE – PRIVATE – ENTREPRENEURIAL –
DIFFERENT – HARD

a- Complete the chart:

Adjective/Adverb Comparative Superlative

One-syllable
adjectives

Two-syllable
adjectives

Two-syllable
adjectives ending in
–y

Three-syllable
adjectives or more

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 b- Write three sentences comparing Latin Americans:

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

c- Translate lines 49 to 54.

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

d- Write the main idea of the text in one or two sentences.

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

53
PIA (Programa de Idiomas para Alumnxs de la UNSAM)
INGLÉS - NIVEL 3
LESSON 10 Organización de la información: MAPA CONCEPTUAL

a) Read the following text adapted from: http://www.flaguide.org/cat/conmap/conmap7.php

WHAT IS A CONCEPT MAP?

A concept map is a diagram of nodes, each containing concept labels, which are linked together with
directional lines, also labeled. The concept nodes are arranged in hierarchical levels that move from
general to specific concepts.

Theory: Concept mapping emerges directly from David P. Ausubel's Assimilation Theory of
meaningful verbal learning (Ausubel, Novak, and Hanesian, 1978). The underlying basis of the theory
is that meaningful (not memorized) human learning occurs when new knowledge is consciously and
purposively linked to an existing framework of prior knowledge in a non-arbitrary way. Joseph D.
Novak and his colleagues at Cornell University developed the concept mapping technique in the early
1970s. Concept maps have been used for over 25 years in research to reveal and assess the structure
and complexity of knowledge in the sciences and other disciplines (Novak and Gowin, 1984).

WHY USE CONCEPT MAPS?

They help you see the "big picture". Use concept maps to organize your ideas and reflect on your
own knowledge.

Description:

It is a hierarchical node-link diagram that depicts the structure of knowledge within a scientific
discipline as viewed by a student, an instructor or an expert in a field or sub-field. The map is
composed of concept labels, each enclosed in a box or oval; a series of labeled linking lines, and an
inclusive, general-to-specific organization.

Study the following chart: It is an example of what a concept map is.

54
 b) Now, re-read the text from lesson Nº8 “Press coverage of the refugee and migrant crisis in the EU: a
content analysis of five European countries”. Is the following a good concept map? Would you
change or add anything? Work on it and then, compare with your partners.

Refugee and
migrant crisis
of the EU
Prompt Influenced by

The EU countries The Media – in

to adopt two a positive or
responses negative way

Strengthen EU Prevent illegal

borders, prevent migration flows by Report for the
immigration fighting traffickers United Nations

c) Now, re-read the text from lesson Nº7 “What is Philosophy?” and make a concept map.

55
PIA (Programa de Idiomas para Alumnxs de la UNSAM)
NIVEL 2

CLASS 11 (Repaso de estrategias de lectocomprension: carta de solicitud de empleo/beca.

Redaccion de un CV)

TODAY, WE WILL DISCUSS LETTERS ASKING FOR A JOB AND A SCHOLARSHIP.

TEXTS A: An email job application (from: http://www.theguardian.com/careers/covering-letter-

examples)

Cover letters are the first chance you have to impress an employer – it´s not just your CV. Here are
few tips on how to build an effective email application when you are job hunting for a position

TIP #1 Be sure to include your personal details, such as name, phone number and email address.

TIP #2 When writing the subject line of the email application you should also mention the title of the
position you are applying for.

TIP #3 Include the cover letter in the body of the email application.

TIP #4 Make it short and to the point. The ideal length of the cover letter should be no more than
four paragraphs.

TIP #5 Make sure to proofread the email application for grammar and spelling (and the best way is to
do it yourself instead of spell check software, because it's safer). This is your only chance to make a
good first impression and an email application that is filled with errors only gives you an
unprofessional look. Don't make the job search a useless effort!

TIP #6 Before sending the email application check the screen name and the email address; they must
sound professional.

TIP #7 If you decide to send your resume as an attachment, it is recommended to send it as an

MSWord document. The majority of the employers use it and they will be able to open it with no
problem.

EMAIL JOB APPLICATION SAMPLE FOR APPLICANTS

John Smith 123 West Lane Drive

Chicago, Illinois 99909
[email protected] Home: (111)222-3333
Cell: (666)555-4444
Fax: (111)222-3333

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February, …, 20..
Contact name:
Contact job title:
Company name:
Company address:
Company City, State, Zip:

Dear Mr./Mrs./Ms Surname:

If your company is looking for an experienced and skilled reservoir engineer, I would appreciate the
opportunity to discuss further about your requirements for this position and my objectives. I have
mentioned my accomplishments in the field in the accompanying resume which will clearly illustrate
the type of value and vision I can bring to your company.

For the last ….. years, I have been involved in several projects, such as ….., providing high quality
services and viable solutions to the …. Company. I have managed properly those projects until the
completion, which have brought the company important savings. I possess a deep knowledge of the
oil and gas industry in using the best technologies and resources in order to deliver optimized
solutions according to your company's specifications.

My expertise includes strong technical skills in …... In addition, I have previously proven my ability to
deal with large projects, by completing them in time and within the budgets. I intend for the future to
continue applying a solid leader image and to motivate the team of professionals for obtaining the
highest levels of performance.

Considering the objectives of your company and the available positions, I strongly believe that
my professional background matches perfectly with your present requirements. If the
company is searching for a reliable, results targeted professional, with a solid experience in
the oil and gas field, I would be interested in discussing the qualities and the experience I
could bring into your company. I can be always reached at the above telephone numbers and
looking forward to hearing from you.

Sincerely yours,

John Smith

CURRICULUM VITAE SAMPLE

Contact Information
Name
Address
Telephone
Cell Phone
Email

Personal Information
Date of Birth
Place of Birth
Citizenship

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Visa Status
Gender

Optional Personal Information

Marital Status
Spouse's Name
Children

Employment History
List in chronological order, include position details and dates
Work History
Academic Positions
Research and Training

Education
Include dates, majors, and details of degrees, training and certification
High School
University
Graduate School
Post-Doctoral Training

Professional Qualifications
Certifications and Accreditations
Computer Skills
Foreign languages (written and/or oral and level of proficiency: elementary, intermediate, advanced)

Awards

Publications

Books

Professional Memberships

Interests

Do the following activities after reading Texts A

a) Identify each paragraph’s main sentence/idea in the sample job application.

b) Translate the paragraph in bold.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

c) Study these sentences from the second paragraph: why is the Present Perfect used? Justify.

1. For the last ….. years, I have been involved in several projects,(…)
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 _______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

2. I have managed properly those projects until the completion, which have brought the
company important savings.(…)
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

TEXTS B: Scholarship Application  Cover Letter Sample (from:

http://coverlettersandresume.com/cover-letter/scholarship-application-letter-sample/)

A cover letter for scholarship application is usually needed if a student wishes to get some financial
assistance through the academia or a company. The student will require to justify him/herself as an
excellent one in studies and co-curricular activities to maximize the chance of securing a scholarship.
Take a look at the sample below.

John Doe

Student, Department of Computer Science

Concordia University College of Alberta

Edmonton, AB D9E 3E3

April 14, 2015

Ms. Sara K. Smith

Dean

Student Affairs Department

Concordia University College of Alberta

Edmonton, AB D9E 3E3

RE: Scholarship Application

59
Dear Ms. Smith:

I am writing to submit my scholarship application for Concordia University College of Alberta’s

Financial Aid Program fall 2015. Presently, I am a first year student in the Master of Computer
Science program. Enclosed is a copy of my first semester’s results for your perusal. I also affix a
copy of my high school results to verify my diligence in my studies.

These days, I am facing some financial difficulties, therefore, unable to pay my fee for the fall
semester. I am planning to obtain a part-time job in order to manage finances of my studies but it
would not be enough to cover the whole tuition and accommodation fee. Based on my deprived
financial condition, I am requesting for a student scholarship so that I would be able to continue
my studies in anticipation of improved financial situation.

Thank you very much for your consideration. If you have any questions regarding my application,
you may contact me anytime on my cellular phone at (999) 999-0149. To follow-up, I will contact
your secretary next week.

Thank you for your time and consideration.

Sincerely,

John Doe

Student #: 6988777

Do the following activities after reading Texts B

a) Select three connectors, underline them in the text, explain their logical meaning, highlight
the concepts they join and translate them.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

b) Analyse the following sentences, extract the noun phrases, analyse and translate them:

Enclosed is a copy of my first semester’s results for your perusal. I also affix a copy of my
high school results to verify my diligence in my studies.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

More Reading Comprehension: JOB FAIRS MOST EFFICIENT WAY TO FIND OUT WHO’S HIRING

60
1- Analyze the paratextual elements and write a general hypothesis.
2- Scan the text for key words that are semantically connected with the title and bibliographical data.
3- Analyze the following connectors in context: Which is their logical meaning? Which concepts are they
relating?
a- “With all the competition though, a few pre-planning tips will ensure you stand out.”

____________________________________________________________________________

b- “So if you’re serious about landing a job, do your research and then make job fairs work for you.”

____________________________________________________________________________

4- Write the main idea of the text in no more than three sentences
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

5- What kind of text is it?

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

61
 JOB FAIRS MOST EFFICIENT WAY TO FIND OUT WHO’S HIRING By Sue Gillet

How often do you get an opportunity to make an impression and network with human resource
managers responsible for hiring in many companies all in one day?

Job fairs are the latest rage. Why? Because they work. Many companies find them the most cost-
effective way to recruit employees. In one day they can meet and size up and screen hundreds of
potential applicants. With all the competition though, a few pre-planning tips will ensure you
stand out. Before you arrive, check out who’s coming on the event’s Web site.

Employer Web sites have lots of information. Get a sense of the company’s service/products,
history and corporate philosophy before you meet their representatives at the expo. Prepare a
brief 30 second “sales pitch” for yourself, describing your career goals, background, skills and
accomplishments and practice until you feel comfortable. On the day you go to the job fair be
prepared. Plan to go dressed as you would for an interview. Take the time and shine your shoes,
too. First impressions really do make a difference.

If you’re looking for a new job, the Employment Expo at the Metro East Trade Centre in Pickering
is a good place to start. Held on Wednesday from 10 a.m. to 8 a.m. and funded by the federal
government, the expo is expected to attract 10,000 job seekers.

With 75 companies present, you can expect to meet recruiters from key areas employers like
Ontario Power Generation, The RCMP, CIBC, Advantage Personnel, Chartered Accountants of
Ontario, Suzy Shier, Saint Elizabeth Healthcare, and many others.They are hiring now and taking
advantage of the recruitment fair to fill the positions they have available, both full-time and
summer jobs.

So if you’re serious about landing a job, do your research, and then make the job fairs work for
you.

On the Net: www.employmentexpo.org

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IRREGULAR VERBS

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