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INGRESO 2017
SEMINARIO DE
A L FA B E T I Z A C I N
ACADMICA
PROFESORADO EN INGLS
Seminario de
Alfabetizacin Acadmica
Como habrs notado en la vida diaria cuando escuchs una cancin de tu artista preferido o mirs
una pelcula o serie televisiva, el ingls y el espaol son lenguas que tienen muchas diferencias. Si
bien utilizamos algunas palabras en nuestra vida diaria que provienen del ingls, muchas veces no
sabemos muy bien de dnde provienen.
Alguna vez te preguntaste de dnde surgi la lengua inglesa? Te invitamos a ver este vdeo para
que te comiences a familiarizar con el idioma que vas a estudiar en este profesorado. El mismo tiene
subttulos en espaol, y si te anims, despus pods verlo con los subttulos en ingls.
https://www.youtube.com/watch?v=YEaSxhcns7Y
Con este material comenzamos juntos el estudio de la lengua inglesa. A continuacin encontrars
algunas sugerencias que te sern tiles al momento de estudiar.
Cmo se estudia una lengua extranjera? No existe un mtodo riguroso a aplicar. El estudiante de
nivel superior debe encontrar y seleccionar aquellos modos de aprendizaje con los que se sienta
ms cmodo. A estos modos le llamamos estrategias de aprendizaje. El aprendizaje no debe
ser una mera acumulacin de conocimientos, sino ms bien una integracin de los nuevos
conocimientos con los ya existentes, que modifique la organizacin de estos ltimos. De acuerdo
con David Ausubel (1976), durante el aprendizaje significativo el alumno relaciona de manera
sustancial la nueva informacin con sus conocimientos y experiencias previas. Se requiere
disposicin del aprendiz para aprender significativamente e intervencin del docente en esa
direccin. Para esto, el estudiante necesita desarrollar estrategias que le permitan adquirir, procesar
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e internalizar conocimientos. Las estrategias son procedimientos o actividades que se eligen con el
propsito de facilitar la adquisicin, el almacenamiento y/o utilizacin de la informacin. Tienen
carcter intencional, implican un plan de accin y promueven un aprendizaje autnomo e
independente. As el estudiante podr tomar control de su propio proceso de aprendizaje y detectar
cules son los procesos que favorecen su rendimiento acadmico.
Clasificacin de estrategias
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del ingls. OMalley (1990: 44-46) clasifica las estrategias en tres subcategoras principales:
las metacognitivas, las cognitivas y las socioafectivas. Las estrategias metacognitivas
requieren de planificacin, reflexin, monitoreo y evaluacin del aprendizaje (atencin
dirigida, atencin selectiva, autocontrol y autoevaluacin): Las cognitivas estn ms limitadas
a tareas especficas de aprendizaje e implican una manipulacin ms directa del material de
aprendizaje como por ejemplo, la repeticin, la traduccin, la agrupacin de elementos, la
toma de notas. Las estrategias socio-afectivas se relacionan con las actividades de mediacin
y transaccin social con otras personas como son el trabajo cooperado y las preguntas
aclaratorias.
Para empezar, podemos observar la ortografa del trmino que buscamos. En el caso del
ingls, nos puede servir ya que la correspondencia entre ortografa y pronunciacin no es
directa como lo es en espaol.
En segundo lugar, por lo general, los diccionarios de ingls (tanto bilinges como
monolinges) incluyen la descripcin grfica de la pronunciacin de la palabra buscada.
Esta descripcin se llama transcripcin fonmica, ya que detalla todos los fonemas
(sonidos) de la secuencia para pronunciar.
En tercer lugar, los diccionarios incluyen algunas especificaciones en forma de cdigos o
abreviaturas que aclaran tales aspectos como el tipo de palabra o algunas
subclasificaciones dentro de las taxonomas de palabras. La mayora de estos cdigos o
abreviaturas son estndar, por lo que es fcil interpretarlas en cualquier diccionario.
En cuarto lugar, los diccionarios nos proveen distinta informacin, de acuerdo con el
formato del diccionario en cuestin: en un diccionario bilinge, encontramos un listado de
los equivalentes de dicha palabra en la lengua meta, por ejemplo en espaol, agrupados
por campo semntico (es decir el significado asociado). En el caso de los diccionarios
monolinges, la informacin incluida es una descripcin o definicin del trmino, en la
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misma lengua en que est dicho trmino. Si las definiciones posibles para una misma
palabra son varias, estas aparecen enumeradas.
Luego, la mayora de los diccionarios incluyen ejemplos de cada palabra utilizada en una o
varias oraciones. Estos modelos son muy tiles a la hora de saber cmo funciona cada
palabra en ejemplos concretos. Adems de observar estos ejemplos, una recomendacin
muy til es proveer tus propios ejemplos para interiorizar los trminos de manera
completa.
Adems, en algunas entradas, algunos diccionarios proveen especificaciones de uso o de
funciones, que son muy importantes a la hora de poner en prctica el lenguaje.
Para interiorizarnos con estos aspectos, se puede recurrir a diccionarios tanto en formato
papel como digital.
A continuacin se detallan enlaces para distintos diccionarios en lnea. Son de uso gratuito, y
te van a servir durante toda la carrera, y sern tus aliados en tu vida profesional. Tambin
pods encontrar algunos de estos diccionarios en formato papel en las libreras de Crdoba.
Diccionarios bilinges y multilinges:
WordReference: http://www.wordreference.com/
Cambridge: http://dictionary.cambridge.org/es/diccionario/espanol-ingles/
Oxford: https://es.oxforddictionaries.com/
Larousse: http://www.larousse.com/es/diccionarios/bilingues
Longman: http://www.ldoceonline.com/
Merriam-Webster: https://www.merriam-webster.com/
Oxford: https://www.oxforddictionaries.com/
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Cambridge: http://dictionary.cambridge.org/
Algunos de estos diccionarios contienen modos de usar una palabra, sinnimo y antnimos.
Son recursos que te ensearemos a utilizar durante la carrera, pero siempre pods darle
rienda suelta a tu curiosidad y explorarlos cuando prefieras.
ACTIVIDADES
VOCABULARY.
1. Actually: ____________________
2. Arena: ____________________
3. Best-seller: ____________________
4. Billion: ____________________
5. Bizarre: ____________________
6. Cart: ____________________
7. Command: ____________________
8. Compass: ____________________
9. Conductor: ____________________
10. Delivery: ____________________
11. Discuss: ____________________
12. Gracious: ____________________
13. Large: ____________________
14. Lecture: ____________________
15. Luxury: ____________________
16. Occult: ____________________
17. Play: ____________________
18. Quit: ____________________
19. Realise: ____________________
20. Sane: ____________________
21. Sensible: ____________________
22. Shorts: ____________________
23. Spam: ____________________
24. Tuna: ____________________
25. Vase: ____________________
Now, with the help of a bilingual dictionary, find the correct equivalents.
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With the help of a bilingual dictionary, do the following activities.
Find these words in the dictionary and copy them. Check the pronunciation.
SPORTS:
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TRANSPORT:
FURNITURE:
APPLIANCES
FRUIT:
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VEGETABLES:
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DOCUMENTS
DIRECTIONS: Use the dictionary page to complete this work sheet. Read each question below.
Write the answer on the lines under each question.
1. The main entry words on this dictionary page appear in bold type. The entry words jut out a bit
out from the meanings of the words. The entry words are listed in alphabetical order on the page.
How many main entry words do you count on this page? ___________________
2. On this dictionary page, the syllable breaks in the main entry words are shown with small dots.
How many main entry words on this page have two syllables? ______________
Which main entry word has four syllables? ____________________________
Which main entry words have three syllables? _________________________
_______________________________________________________________
3. All the words on this page begin with the letter c. Do they begin with the hard sound of c that
you hear in the letter k or the soft c sound that you hear in the letter s?_______________
4. The entries on this dictionary page tell the part of speech, such as noun, verb, adjective, or
adverb, for each definition of the word. Which words on the page can be used as both nouns and
verbs?
_______________________________________________________________
Which word on the page can be used as both an adjective and an adverb?
_______________________________________________________________
5. Homonyms or homophones are words that sound alike but have different spellings. Two of the
words on this page are homophones. Which two words on the page are the homophones?
_______________________________________________________________
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6. Related words and word forms appear at the end of many definitions. For
example, coughing and coughed are forms of the word cough. What are the word forms for the
word counteract?
_______________________________________________________________
7. Sometimes definitions include sentences that provide examples of words used in context. Find
each of the words below on this dictionary page. Copy a sentence from the page that shows each
word used in context.
counsel (verb) ___________________________________________________
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counter (adjective) _______________________________________________count (noun)
____________________________________________________
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READING COMPREHENSION
Read the notice and the e-mail. Fill in the information.
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II.
1. En caso de incendio, pods salir por aqu.
2. No pods dejar tu bicicleta aqu.
3. No se puede bloquear esta puerta.
4. Para saber el precio del auto en venta, debs preguntar.
5. Si ests perdido, pods pedir ayuda.
6. Por el momento, no se puede ingresar a la piscina.
7. No pods ingresar sin permiso.
8. No pods comprar aqu si no tens dinero.
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Watching a video The Enchanted City of London
1. Pre-viewing:
Teniendo en cuenta el ttulo del video que vamos a ver, conteste las siguientes preguntas:
a. Dnde est Londres?
.
b. Qu conoce de esta ciudad?
.
c. Qu conos son representativos de esta ciudad?
.
d. Qu palabras inglesas cree que vamos a encontrar en el video?
.
e. Por qu Londres es una de las 5 ciudades ms importantes del mundo?
.
2. Viewing:
Mientras observa el video tome nota de todo lo que Ud. considere relevante como
materia de discusin, de consulta o pregunta posteriormente. Luego conteste las
siguientes preguntas en base a lo que observ.
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b. Cuntos aos tiene la ciudad?
c. Qu rio divide Londres?
d. Por qu Londres es considerada una de las ciudades ms verdes del mundo?
e. Qu es The London Eye? Cundo se construy?
f. Qu se puede observar desde The London Eye en un da claro?
g. Qu era de The Tower of London antiguamente? Qu es hoy?
h. Quin abre las sesiones del Parlamento?
i. En qu consiste el full English breakfast?
j. Qu parte de Londres se la conoce como The City?
k. Qu tipo de arquitectura predomina en Londres?
l. Cul es la diferencia entre The East End y The West End?
m. Cul es considerado el mejor mercado de comidas de Londres?
n. Qu tipos de piezas contiene mayormente el British Museum?
o. Por qu fue reconstruida Saint Pauls Cathedral?
p. Quin fue su arquitecto?
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q. Cul es el puente ms nuevo de Londres y cundo fue construido?
r. Qu es The Globe?
s. Qu caracteriza al Soho?
t. Qu es el Greenwich Obervatory?
3. Post-viewing:
Mencione 15 conos que observ en el video.
Mencione 10 conos que no aparecen en el video pero que tambin son representativos
de la cultura inglesa.
Cultural framework.
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3. La mayora de las palabras del ingls derivan de races a) escandinavas.
b) latinas.
c) hindes.
a. man
b. dude
c. gentleman
a. exit
b. animal
c. fabric
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10. Idiom significa: a. idioma.
b. modismo.
c. dialecto.
Words for countries are proper nouns. All proper nouns begin with a capital letter in English.
Words for nationalities are adjectives. Words for nationalities also begin with a capital letter in
English.
Nationalities are words we use to describe someone from a particular country. Examples: Owen is
Welsh. Fernando is Spanish.
COUNTRY NATIONALITY
England ..
Greek
Ireland ..
Peru ..
Argentinian
China
Wales
Dutch
American
Japanese
READING COMPREHENSION
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I) De acuerdo a lo que Ud. comprendi, determine si estas oraciones son verdaderas o falsas.
II) Lea nuevamente el texto y confeccione una lista de todos los verbos conjugados. Si alguno se
repitiera, escrbalo slo una vez.
Ejemplo: is
lives
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B) 1-Label these pictures of famous people with the jobs in the list.
2-Look at the photographs in exercise 1 and answer the following questions in pairs
3-a) Look at the photographs from the texts below and answer:
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b) Read the texts and underline the correct words from the sentences below.
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d) She / He has got a long nose.
e) Cristiano Ronaldo is twenty six / twenty five years old.
f) She / He has got a sister. Her name is Natali.
g) Cristianos favourite colour is blue / red.
h) She / He hasnt got any brothers..
SPEAKING
Introduction
According to OMalley and Chamot (1990) a successful language learner is the one who can take
control of and responsibility for his own learning, become less dependent on the teacher and
continue to learn the language outside the classroom. These authors think that speaking strategies
are crucial because they help foreign language learners in negotiating meaning where either
linguistic structures or sociolinguistic rules are not shared between a second language learner and
a speaker of the target language (p.43).
The following activities are designed to enhance your consciousness about the nature and process
of language learning and to suggest effective strategies to improve yourspeaking skills.
Because language is communication, its first manifestation is oral. In order to interact with other
people, we need to speak to them by using our speaking skills. These are the hardest to develop.
Many English students complain that they understand English, but don't feel confident enough to
join a conversation. There are a number of reasons for this, including:
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Students try to translate from their native language into English. (interference)
Production "blocking" occurs due to nervousness, lack of confidence, etc. (affective factors)
The speaker looks for a specific word, rather than using simple language to describe what is
meant. (paraphrasing)
Students cannot understand every single word of what is being said to them so they cannot
respond/continue the conversation. (vocabulary)
Students cannot process the information due to the fast pace of their interlocutors. (listening
problem).
In unexpected situations students become tongue-tied and are unable to produce an
utterance.(lose face)
(The class is divided in three groups Each group is given one of the following tasks to experience
their problems when speaking and elicit the strategies used for solving such problems).
Task 1.Talk about yourself, briefly describe your favourite activities and talk about the city/village
you live in/come from.
Task 2.Describe the house shown in the picture provided by your teacher.
Task 3.Using the pictures provided, tell a story to your classmates in English. (picture-cued
storytelling)
Now:
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1. .
2. .
3. .
Finding solutions
1. How did you act in order to solve these problems? (teacher elicits strategies)
2. What do you usually do when you cant say the English word?
(resort to dictionary, ask for the translation of word or phrase, ask a classmate to tell you
the word, say it in Spanish).
3. What do you usually do when you do not understand what the other speaker is saying?
(Iask for repetition, I ask for clarification: definition, I, I relate it to the rest of the conversation
(inference), I paraphrase, I negotiate meaning).
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14. I tell my speaking partner when I do not understand something.
This is a list of strategies used while talking and while preparing to talk. Tick the ones
you think you usually use:
1) While Talking
1.Whenever I want to speak or write in English, first I think in Spanish, then I translate into English.
2. I try to start speaking or writing without preparation so I wont have time to think about it in
Spanish.
3. If I have enough time, first I write my sentences, then I translate them and finally I use them in
my English speaking.
1.2.Error correction
3. I dont pay attention to slips of tongue; I just correct obvious grammatical or lexical errors.
4. When others speak, I check them and their possible errors, and then I correct them in my mind.
1.3. Accuracy
1. Accuracy is so important to me. Every time that I speak, I pay a lot of attention to grammatical
points.
2. I try to communicate with others and express myself even if I cannot use correct grammar.
3. Im worried about making mistakes all the time especially in mixed classes.
1. I think when I use gestures at the time of speaking, I can communicate better.
2. I use gestures only when I am speaking to a person whose English is better or worse than me.
3. When I dont know a word during speaking, I use the Spanish equivalent so that my teacher will
help me.
5. Whenever my mind blocks when I forget a word, I stop speaking till my teacher or my friends
help me.
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2) While Preparing to Talk
2. First I memorize texts, and then I try to give summaries of the summaries in my own words.
3. I never memorize because everything will be forgotten; I just try to learn and comprehend, and
to do so I give summaries all the time.
2. Whenever I see a foreigner or a person whose English is better than me, I start a conversation in
3. I look for chances to learn new words and structures. So, when my teachers and those who are
proficient in English speak, I care about what they say in order to achieve my goal, which is
improving my knowledge of English.
(GhasemiArdekani, S. &Razmjoo, S.A. (2011) A Model of Speaking Strategies for EFL Learners. The
Journal of Teaching Language Skills 3(3).
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Lets read!
Burns (1990) affirms that strategic competence is the ability to compensate for imperfect
knowledge of linguistic, sociolinguistic, and discourse rules. It also refers to the ability to know
when and how to take the floor, how to keep a conversation going, how to terminate a
conversation, and how to clear up a communication breakdown.
Example:
http://www.youtube.com/watch?v=CLuqf8oO6Yg (repair strategies)
http://www.youtube.com/watch?v=D99Ix9-1S60 (communication breakdowns)
http://www.youtube.com/watch?v=0rdkORNJMnE
http://www.youtube.com/watch?v=vjh48-zolS8(Italian man who goes to Malta)
http://www.youtube.com/watch?v=YRf9ooQ7qq8 (think sink)
http://www.youtube.com/watch?v=NjTtFvLD_bE (situational misunderstandings fun)
http://www.youtube.com/watch?v=GOHvMz7dl2A (commercial)
2. Self-Correction
is a strategy used when the speaker realises they havemade a mistake and try to correct their
utterance by rephrasing andreformulating it. Cook (1996: 90) describes self correction as when
thespeaker has another attempt at the same sentence.
3. Use of Fillers/Hesitation
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Also called time-stalling devices (Graham 1997: 78), fillers andhesitation give speakers time to
think. During a conversation, using fillers (e.g. er, um) is often preferable to silence because this
may causeembarrassment or a breakdown in communication.
Example:
http://www.youtube.com/watch?v=swZ3nJo1QaE
4. Repetition
Although I did not find references in the literature to repetition as aspeaking strategy, my experience
suggests that learners often repeat anutterance they have already said without changing it at all.
They may do thisas a way of getting more time to think about what to say next and in thissense
repetition may be another time-stalling device.
Example:
http://www.youtube.com/watch?v=FZMxAkf-xAs
5. Borrowing
Borrowing occurs when learners use L1 knowledge to help them solveL2 communication problems.
Bygate (1987) identifies four types of borrowing:
a. asking for clarification: L2 speakers can ask for clarification or help from their conversation
partners. For example, the learner may use the L1 to ask for an English translation of a
mother tongue word.
b. non-linguisticsignals: such as miming and gesturing, are another borrowing strategy
learners use to overcome communication problems.
c. literal translation: is when learners transfer L1 word order and rules to the L2 in order to
construct unfamiliar or complex structures.
d. languageswitch: it occurs when, while using the L2, thespeaker momentarily switches to
the L1. Code switching of this kind normallyoccurs when the speaker knows that the listener
shares the same L1.
You start a conversation with an adjacent passenger during a plane flight (remember this
is a polite conversation that does not seek to develop the basis for future social contexts).
Pay attention to the strategies you use.
You chat to a school friend over coffee (this is a casual conversation that serves to mark an
ongoing friendship).
A student is chatting to his/her professor while waiting for the elevator (this is a polite
conversation they reflects unequal power between the 2 participants).
You tell a friend about an amusing weekend experience, and hear him/her recount a
similar experience he/she once had.
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References:
Brown, G., and G. Yule. (1983). Teaching the spoken language: An approach based on the analysis
of conversational English. New York: Cambridge University Press.
Canale, M., and M. Swain. (1980). Theoretical bases of communicative approaches to second
language teaching and testing. Applied Linguistics, 1, pp. 1-47.
Oxford, R. L. (1990). Language Learning Strategies: What Every Teacher Should Know. Rowley:
Newbury House.
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