TP inglés II

1. READ THE FOLLOWING ARTICLE: “Germany Reveals World Cup Security Plan”

Germany's 16 regional interior ministers met last week to finalize details for the World Cup security concept which will provide policing and emergency plans for the tournament in Germany.

The conference was held to agree on a national security plan which is aimed at preventing hooliganism and potential violent crime in the twelve towns in which the games are to be played.

The authorities are expecting an estimated 3.2 million spectators to attend the finals between June 9 and July 9 this year. "We have a gigantic task to fulfill," German Interior Minister told the meeting. "I am convinced we can provide the best security, but despite the security measures, the atmosphere of the sporting event must be guaranteed."

The security concept itself includes provisions for police, medical, fire and disaster protection in the host cities. There are also contingency plans for possible "spontaneous" events such as rioting, terrorism and personal crime like robberies. Video surveillance will be stepped up, although each federal state will decide on how much to expand it. Such locations will be areas around large screens where games are projected.

Because of the expanded security presence needed, a block of vacations for up to 35,000 police officers was put into effect.

The main focus will remain the prevention of hooliganism. German police have a database of 6,800 hooligans which will be monitored in the World Cup and will be brought into custody before games if security forces believe they represent a danger.

The concept should also address the problem of ticket scalping (new sale at a higher price) and the sale of tickets outside the stadiums which can allow rival fans to gain access to areas reserved for their rivals. Security measures were employed to make sure that tickets at the World Cup are personalized and non-transferable, but security chiefs want to ensure that the sale of illegal tickets is strictly controlled. “We believe this will help trouble," said one of the ministers.

The state ministers are responsible for the concept for Germany and border protection and traveling fans in neighboring countries will be dealt with under a wider concept by cooperating nations. Through this concept, it is hoped, known criminals and hooligans will be stopped before they become a problem for the German authorities.

Another area of concern is the possibility of terrorist attacks in areas where large crowds of people are gathered. The interior ministers said there were no concrete indications that any groups were planning attacks, but they were keeping potentially dangerous individuals from Islamist and other extremist circles under close watch. Some years ago, we only had to worry about the sport!

B. GRAMMAR COMPREHENSION

1.    Find two connectors and state their functions.

2.    Find one adjective in the comparative degree

3.    Find two adjectives in the superlative degree.

4.     Find a verb in the following tenses. Why are these tenses used?

Tense	Example	Why?
Simple Present
Simple Past
Present Continuous
Past Continuous
Simple Future
Modal Verbs

5.    What is the meaning of “concrete” in the text?

6.    Find an Infinitive of Purpose.

7.    Find two cases of Passive Voice.

8.     Who does the action? Is the agent mentioned in the text?

9.    When or why is the passive voice used?

10. State the function of the following words:

Meeting
Rioting
Planning

11. Find a relative clause of any type and underline its pronoun.

12.  Find a conditional sentence, state its type

Example	Type

13.  Find a “noun-noun” structure.  

14. What is the meaning of “to attend”?

15. Find an example of possessive case.

16. What does the prefix “il” denote? In this case, illegal.

17. Find a reflexive pronoun.

18. Find an example of an obligation in the past

3. ANSWER THE FOLLOWING QUESTIONS IN SPANISH:

In a few sentences, summarize the article.
1.   Which are the main concerns in relation to security?
2.  Which is the purpose of the meeting?
3.  What do the authorities want to avoid in connection with the tickets?
4.  Is the subject of terrorism included?
5.   Will there be screens outside the stadiums?
6.  Who will be responsible for the borders?
7. Mention the main measures that Germany will take.
8. When will be the next World Cup?
9. Do you like football?

Programa Inglés II

PROGRAMA DE INGLÉS II  - LECTO-COMPRENSIÓN

Para las Licenciaturas, Ciclos de Licenciatura y Tecnicaturas con excepción de Turismo y  Relaciones Internacionales

 CARGA HORARIA:  70 horas reloj

FUNDAMENTACIÓN

El conocimiento de la lengua inglesa permitirá al alumno acceder a la información de su área de interés. De esta manera, los futuros profesionales podrán integrar equipos interdisciplinarios que contribuyan a la producción de conocimientos con el objetivo de mejorar la calidad de su trabajo y el propio desarrollo de la profesión, en un aprendizaje permanente.

El idioma inglés es una herramienta indiscutible para que el profesional adquiera una competencia técnico-científica, interpretando en forma precisa textos de su especialidad e informándose sobre los nuevos avances científicos y tecnológicos.

En esta materia, la cual forma parte del plan de estudios de todas las Licenciaturas de la Universidad, el alumno desarrollará y aplicará a lo largo del curso los conocimientos adquiridos en estructuras gramaticales y las técnicas de lectura y comprensión de discursos escritos.

OBJETIVOS

 OBJETIVOS GENERALES

-        Comprender el discurso escrito de su especialidad.

-        Interpretar y retener la información esencial de textos simples afines con la carrera elegida, por medio del análisis formal (estructuras gramaticales y léxico) y funcional (cohesión interna y cohesión lógica) de estos textos.

-        Aplicar a la lectura de estos textos procesos de razonamiento (inferencia y deducción) y las habilidades ya adquiridas al leer en su lengua materna.

-        Familiarizar al alumno en el uso de herramientas, por ejemplo, diccionarios bilingües  (papel, CD ROM, en línea) y fuentes de información a fin de facilitar la comprensión lectora de un texto en la lengua inglesa.

           OBJETIVOS ESPECÍFICOS

-        Resolver problemas lingüísticos, lexicales, sintácticos y retóricos en forma guiada, que permitan al alumno desenvolverse como lector independiente en los niveles más avanzados del curso.

-        Reconocer el tema central y las ideas principales y secundarias de un texto, jerarquizando la información y asignando a las ideas presentadas un orden lógico.

-        Sintetizar la información extraída de ese texto en idioma español.

-        Realizar búsquedas bibliográficas de todo tipo (en Internet, bibliotecas).

-        Redactar en español informes, resúmenes, diagramas basados en los textos.

 MODALIDAD Y METODOLOGÍA

La cursada del nivel es cuatrimestral y representa una carga horaria de 70 horas reloj, distribuida en módulos semanales de cuatro horas. La materia contará con un aula virtual para los alumnos regulares de apoyo a la presencialidad.

Para mantener la condición de alumno regular es requisito cumplir con la regularidad establecida en el Reglamento Académico, es decir, asistir a no menos de 75% de las clases, podrá faltar a clases tres veces como máximo y aprobar los exámenes parciales o los recuperatorios correspondientes y tener aprobado o regularizado el nivel anterior.

El curso se desarrolla con una modalidad teórico-práctica.

1. Desarrollo del área teórica

Durante el transcurso de la clase teórica, los alumnos leerán los textos de comprensión general correspondientes al Cuadernillo Inglés II. Trabajarán ejercicios de comprensión escrita (cuestionarios, determinar verdadero o falso con justificación, multiple choice con justificación). Las actividades que se propondrán a los participantes se desarrollarán en el grupo total, en pequeños grupos o en forma individual, dependiendo esta organización de los contenidos y estrategias seleccionada.

2. Desarrollo del área práctica

Durante el transcurso de esta etapa de la clase, el docente presentará a los alumnos un texto afín con la carrera. Se leerá este texto buscando ejercitar en forma práctica el mismo aspecto teórico de los temas gramaticales presentados en la clase general. En esta etapa, los alumnos emplearán los recursos disponibles para alcanzar la comprensión.  Para ello, se resolverán actividades de distintos grupos que luego discutirán con el docente afianzando la comprensión del texto.

Enfermería - Blood Types

Video: The benefits of Sleeping

Mandalas (Inglés II)

Mandalas

Mandalas can be an excellent art therapy intervention for both children and adults.  The   word "mandala" comes from the Sanskrit word for "circle."  However, it means more than just the shape and also encompasses the idea of wholeness and unity.  Mandalas can be powerful symbols and have been present in many cultures and spiritual practices.  Carl Jung introduced the West to the idea of mandalas and often created mandalas as a form of self-expression and exploration of his internal world. 

The mandala is widely recognized as a meaningful reflection of its creator. Mandala art therapy & healing can be a great source of reflection on one’s soul.

How to make a mandala:

To create a mandala, you simply start with a circle, and then fill in the circle with patterns, colors, and symbols.  You can work with any color paper and can use any drawing material that you like.  In art therapy, clients may be given an open-ended prompt to create the mandala by adding colors and patterns.  Or they can be given a somewhat more specific prompt, such as to create a mandala to "show how you feel today."  They have been used as a container for anger, encouraging a frustrated child to "scribble all your anger inside the circle."  Mandalas can also be used as in intervention to explore the inner life versus the outer life: "Inside the circle, represent what is going on inside of you; outside the circle represent what is going on in your life around you."

Purpose and benefits of mandala making:

Creating mandalas as art therapy can be a wonderful activity for centering, meditation, emotional expression, and self-soothing. Many people find the process of drawing and filling in the mandala to be very calming.  In addition, the structure of the circle serves both to provide a sense of containment and to decrease anxiety.   The circle gives you a starting place and reminds you that this is not a typical drawing.  Mandalas can provide with a tool to use at home for relaxation and self-soothing.  Some people may enjoy keeping a "mandala journal" in which they create a different mandala every day as a way to increase mindfulness and self-awareness.   

References:

http://creativityintherapy.blogspot.com.ar/2012/11/mandalas.html

http://www.arttherapyblog.com/art-therapy-ideas/healing-with-mandala-art-a-multi-cultural-idea-worth-exploring/#.VUpKFfl_NBc

https://www.psychologytoday.com/blog/arts-and-health/201003/cool-art-therapy-intervention-6-mandala-drawing

(May 6, 2015)

Mandala by Agó Páez Vilaró

Summary of some English verb tenses

PRESENT SIMPLE	Routines Facts Scientific facts	To be Sujeto + am/is/are + verb E.g. You are students		To be Suj + verb + not E.g. I'm not teacher You aren't students	To be Am/are/is + suj + verb? E.g. Are you students?
		The rest of the verbs  (I/ you/are) Sujeto + verb (she/he/it) Sujeto + verb +"s" E.g. I watch films He watches films	(she/he/it) has goes does	The rest of the verbs Suj + Don't / Doesn't + verb E.g. I don't watch films She doesn't watch films	The rest of the verbs Do/Does + suj+verb? E.g. Do you watch filmes? Does she watch films?
	KEY WORDS	Usually, always, never, often, sometimes, everyday
PRESENT CONTINUOUS Verbs not included in this tense Need/want/like/love/hate/prefer	Happening now	Suj + am/are/is + ing E.g. I am eating pizza now		Suj + am/are/is + not + ver +ing E.g. I am not eating pizza now	Am/are/is + suj+ verb + ing E.g. Are you eating pizza now?
	KEY WORDS	Look¡¡, listen¡¡, now, at this moment, right now
PAST SIMPLE	Started and finished in the past	To be I/he/she/it + was + verb E.g. I was born in Bs. As. You/we/they + were + verb E.g. You were born in Bs. As The rest of regular and irregular verbs E.g. Reg. I watched TV yesterday E.g. Irreg. I ate pizza yesterday		To be Suj + was/were+ not + verb E.g. I wasn't born in Bs. As. You weren't born in Bs. As. The rest of regular and irregular verbs E.g. Reg. I didn't watch TV yesterday E.g. Irreg. I didn't eat pizza yesterday	To be Was/were + suj + verb E.g. Were you born in Bs. As. The rest of regular and irregular verbs E.g. Reg. Did you watch TV yesterday? E.g. Irreg. Did you eat pizza yesterday?
	KEY WORDS	Yesterday, ...ago, last week, last year, in 19... Expresiones de tiempo precisas.
PRESENT PERFECT	-Actions that started in the past and are not finished actions -Recent Actions -No time reference	I/you/we/they + have + verb 3° col. He/she/it + has + ver 3° col. E.g. I have studied English since 2005 I have worked here (sigo trabajando)		I/you/we/they + haven't + verb 3° col. He/she/it + hasn't + verb 3° col. E.g. I haven't studied yet He hasn't died yet	Have/has + suj + verb 3° col.? E.g. Have you studied...? Has he died...?
	KEY WORDS	Already, since, for, sofar, ever, yet, just, still, recently, lately.
FUTURE "GOING TO"	Plans Predictions	Suj + to be +going to + infinitive verb E.g. I am going to buy a new car		Suj + tobe + not + going to + infinitive verb E.g. I am not going to buy a new car  She isn't going to buy a new car	To be + suj + going to + infinitive verb E.g. Are you going to buy a new car?