INGLS II PROF.

: ORLANDO NIETO BURGOS

INGLS II
COMPRENSIN LECTORA

EDUCACIN DIFERENCIAL
II SEMESTRE 2017
PROFESOR ORLANDO NIETO BURGOS

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INGLS II PROF.: ORLANDO NIETO BURGOS

LETS REMEMBER
COGNATES

Every text in English has some cognates, so you can use them to help you read better. Some texts
have lots of them and some have only a few.

Read the following Inclusion passage and underline all the cognates you can find. Then write a
list on the lines given.

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

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INGLS II PROF.: ORLANDO NIETO BURGOS

NIVELES DE LECTURA

SURFACE CODE

El cdigo de superficie es el primer nivel de representacin mental en el modelo

de Van Dijk y Kintsch. Es el texto mismo, que mantiene los trminos y la sintaxis de la
clusula en forma exacta. Es el nivel ms lingstico. En este nivel, el texto se analiza
sintctica y lxicamente. Es decir, adquieren importancia la gramtica y el vocabulario.
Cuando leemos en este nivel, podemos realizar tres cosas:
1.- responder preguntas de carcter literal o de informacin explcita (manejo del
texto mismo, de forma exacta);
2.- procesar las palabras que hay en el texto (lxico), y
3.- procesar la gramtica (sintaxis) que hay en el texto para dar coherencia a lo que
se lee.

En esta parte, realizaremos ejercicios relacionados con el cdigo de superficie.

Comenzaremos con el procesamiento literal de los textos, para luego avanzar hacia el
procesamiento del vocabulario y de la sintaxis. Tambin veremos algunas estrategias para
abordar un texto de mejor manera.

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INGLS II PROF.: ORLANDO NIETO BURGOS

READING STRATEGIES

SCANNING

ESCANEAR un texto es una estrategia

simple. Tienes que pasar la vista
rpidamente por el texto con el propsito
de encontrar informacin especfica
(usando palabras clave en la pregunta).
Si las encontraste, toma desde la
mayscula hasta el punto y responde.
Example: Children with multiple disabilities are those with concomitant impairments such as
intellectual disability + blindness or intellectual disability + orthopedic impairment(s).
This combination causes severe educational needs that cannot be met through
programs designed for children with a single impairment

(a) Who are the children with multiple disabilities?

(b) What does this combination cause?
(c) Can the needs be met through programs designed for children with a single
impairment?

Como puedes ver, no es necesario entender el

texto completamente para responder las preguntas.
En (a), Quines son los nios con? Pregunta por
una persona, personaje, etc. y su definicin. La
segunda pregunta, (b) Qu causa? Pregunta por lo
que es causado: severe educational needs. Y la
tercera pregunta (c) es de s o no. El verbo
can = poder, en el texto sale cannot,
negacin, por lo tanto la respuesta es No.

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INGLS II PROF.: ORLANDO NIETO BURGOS

Read the following text (taken from http://www.specialeducationguide.com)

and answer in the least time possible all the questions:

1.- What is Gretchen Walshs profession?

2.- What College is mentioned in the text?

3.- Why is inclusion important according to Walsh?

4.- What happens if you dont have a diverse classroom or a diverse world?

5.- Where does she think our strength lies?

6.- What right do students with educational needs have?

7.- What do adaptations include?

8.- Curricular adaptations vary based on what?

9.- What is an IEP?

10.- What do IEPs list?

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INGLS II PROF.: ORLANDO NIETO BURGOS

SURFACE CODE
SYNTAX

The syntax in a text relates to the grammar part of the sentences. You have to look for
tenses, functions of words, parts of the sentence and the order in which the words are placed in the
sentence.

EXERCISE: Look at the following text. Underline all the verbs.

TIP: look for the subject of the sentence. The verb is after the subject.

What is the most used verb tense in the text?

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INGLS II PROF.: ORLANDO NIETO BURGOS

EXERCISE

1.- How does the WEAC define inclusion?

2.- Which is the least restrictive environment?

3.- What do other civil rights movements show?

4.- What is one significant difference between the 1975 regulation and the current-day one?

5.- Is there specific reference to inclusion or location of services to disabled children in IDEA?

6.- Translate the following passage of the text into Spanish:

Supporters of inclusion maintain that it is a civil rights issue recognizing the rights that people with
disabilities deserve. These rights include equal access and equal opportunity. The first attempt to secure equal
access and equal opportunity inside schools originated with a law passed in 1975 .

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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INGLS II PROF.: ORLANDO NIETO BURGOS

GRAMMAR

THE PAST TENSE

Read the following text with a partner and underline the words that are in the past tense.
Look for the words was, were, and the words that end in ED.

PAST TENSE
The past tense is similar to the present. We divide the past tense into two:

1.- The past tense of the verb To BE,

2.- The past tense of other verbs.

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INGLS II PROF.: ORLANDO NIETO BURGOS

PAST TENSE OF TO BE

The past tense of TO BE has two forms: WAS and WERE

TO BE SER ESTAR

I / he / she / it WAS (not) Era - Fui, fue Estaba estuve, estuvo

Eras, ramos, eran Estabas, estbamos,

You / We / You /They WERE (not) estaban
Fuiste, fuimos, fueron Estuviste, estuvimos,
estuvieron

PAST TENSE OF OTHER VERBS:

Most other verbs end in ED in the past. The verbs that end this way are REGULAR
VERBS.

Like - liked

Stop - stopped

Study - studied

Work - Worked

However, there is another group of verbs that are in the past, but do not end in ED. They
are called IRREGULAR VERBS.

Go back to the text and look for the following verbs:

Gave became thought

In your Irregular verb list, what verb do they belong to? What is the INFINITIVE of these
verbs?

What is the past tense of the following verbs?

Write _____________________ Hear _____________________

Learn _____________________ Read _____________________

Teach _____________________ Speak _____________________

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INGLS II PROF.: ORLANDO NIETO BURGOS

READ the following text about the History of Disability and answer the
questions:

The End of the Second World War

As the Second World War ended in 1945, many horrors emerged. They included the mass
killing of disabled people in Germany. The pre-war 'eugenicist' theories which had argued
for the isolation and sterilisation of people with disabilities were no longer popular.

Rehabilitation for All

Initiatives to restore the mobility, daily living skills and morale of disabled servicemen and
women spread to the rest of the disabled population. The new National Health Service
extended rehabilitation services to workers disabled by industrial accidents.

Direct Action
Disabled people did not remain passive, and many campaigning disability charities formed
in the 1940s and 50s. A new social movement started.

In the 1960s and 70s, the civil rights movement in America inspired disabled groups to take
direct action against discrimination and inequality. A 'social' rather than a 'medical' model of
disability emerged.

Inclusion and Access

The new social model was concerned with people's rights as members of society. Disabled
people needed adaptations made to their environments to be properly included. Separate
facilities were built at first, but soon architects and planners took on the idea of 'universal
design'.

1.- When did II World war end?

2.- What happened in England at that time?

3.- Did the initiatives for disabled service people spread to the rest of disabled population?

4.- What did the National Health Service do?

5.- Did disabled people remain active in that period?

6.- What event inspired disabled groups to take direct action in England?

7.- What idea did architects and planners take on?

8.- How were the conditions of disabled people before this period in history?

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INGLS II PROF.: ORLANDO NIETO BURGOS

OJO ADJECTIVES
! No todos los verbos que terminan en ED (o en ING) funcionan
como frase verbal. En Ingls, muchos ADJETIVOS se forman con las
terminaciones ED e -ING

Aquellos adjetivos que terminan en ING son los que causan una
reaccin en alguien. En cambio, los que terminan en ED, reflejan cmo
se siente la persona.

Por ejemplo, una mala pelcula causa aburrimiento, por lo que la pelcula es boring. En
cambio, despus de ver la pelcula, uno se siente bored.

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INGLS II PROF.: ORLANDO NIETO BURGOS

Adjectives -ED or -ING Exercise

-ING the cause: This film is boring

-ED the effect: I feel really bored

Fill the gaps with the adjectives in brackets.

1.- He's such a monotonous speaker. I was so ................................. . (bored / boring)

2.- Most sequels are ................................. . (disappointed / disappointing)
3.- I had such a ................................. day I went straight to bed. (tired / tiring)
4.- Everyone's very ................................. about the news. (excited / exciting)
5.- That lamp produces a very ................................. effect. (pleased / pleasing)
6.- The whole school was ................................. by the tragic event. (saddened / saddening)
7.- I don't like watching ................................. films on my own. (depressed / depressing)
8.- I was ................................. when she told me she'd got divorced. (amazed / amazing)
9.- He's such a ................................. guy. He only ever talks about himself. (bored / boring)
10.- I'm very ................................. in films and theatre. (interested / interesting)
11.- No one knew what would happen next. We were all .................................. . (intrigued /
intriguing)
12.- It was a very ................................. situation. (interested / interesting)
13.- There's been some very ................................. news. (surprised / surprising)
14.- His mother was ................................. by what she found under his bed. (disgusted /
disgusting)
15.- Their hamburgers are .................................. (disgusted / disgusting)
16.- Dad always arrives home from work completely .................................. . (exhausted /
exhausting)
17.- He's always showing off. It's really .................................. . (annoyed / annoying)
18.- I think Alex is one of the most ................................. people I've ever met. He can't
keep still for a second. (annoyed / annoying)
19.- I walked into this restaurant and there was Andy with a strange woman. He seemed
really .................................. .(embarrassed / embarrassing)
20.- She kept talking about her boyfriend problems all night. It was rather ............................
(embarrassed /embarrassing)

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INGLS II PROF.: ORLANDO NIETO BURGOS

STRATEGY: ACTIVACIN DE CONOCIMIENTO PREVIO

Esta estrategia trata de responder la pregunta Qu s sobre el tema de este texto?

Activar tu conocimiento previo te ayuda a traer a la mente la informacin que ya

sabes sobre el tema, tipo de texto, el mundo de la historia, el autor, y el lenguaje que se
usa en el texto, de manera de ayudarte a realizar la tarea. Cuando tienes lo que sabes en
tu mente, encontrars que es ms fcil entender y aprender nueva informacin
relacionada con lo que ya sabes.

Puedes usar esta estrategia cada vez que la necesites, y cada vez que hay nueva
informacin en el texto.

Qu pasa si no s nada sobre el tema? En ese caso, es probable que el texto

sea ms difcil para ti. Esa es la razn de por qu es importante activar tu conocimiento
previo junto con tus compaeros y el profesor.

Cuidado!

Activar conocimiento previo no significa

SABERSE el texto. Se trata de tener
informacin disponible sobre las cosas que
el texto discute o de las que se trata,
para que te ayuden a entender. Tambin
depende del tipo de tarea que necesites
hacer con el texto.

Hmm! Qu es
calentamiento
global?

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INGLS II PROF.: ORLANDO NIETO BURGOS

STRATEGY
BEFORE YOU READ ACTIVATE PRIOR KNOWLEDGE

What can you see in this picture?

How is the ear divided?

How many bones are there in the middle ear?
How would you translate the word eardrum into Spanish?
Look at the following picture: what is different from the first picture?

What is the English name for the problems we have related to our ears?
How do we measure if we can hear or not?

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INGLS II PROF.: ORLANDO NIETO BURGOS

EXERCISES:
I.- Underline the verbs (Verbal Phrases) in the text.

II.- Identify the subjects of every verbal phrase you underlined.

III.- Answer the following questions:

1.- What is the name for the problems of the ear?

2.- What have the great majority of these children been prescribed?

3.- How do they measure hearing loss?

4.- How many levels of impairment are there according to this text?

5.- What is the diagnose if you have a minimum audible intensity of 98 decibels?

6.- Are you hearing-impaired if you have a minimum audible intensity of 22 decibels?

7.- What does Severely hard of hearing mean?

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INGLS II PROF.: ORLANDO NIETO BURGOS

Look at the concept circled. What do you know about it? Discuss with the rest
of the class and write your ideas

Human Body

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INGLS II PROF.: ORLANDO NIETO BURGOS

The Human Body: Anatomy, Facts & Functions

The human body is everything that makes up, well, you. The basic parts of the human body
are the head, neck, torso, arms and legs.

Body systems I

Our bodies consist of a number of biological systems that carry out specific functions
necessary for everyday living.

The job of the circulatory system is to move blood, nutrients, oxygen, carbon dioxide, and
hormones, around the body. It consists of the heart, blood, blood vessels, arteries and
veins.

The digestive system consists of a series of connected organs that together, allow the
body to break down and absorb food, and remove waste. It includes the mouth,
esophagus, stomach, small intestine, large intestine, rectum, and anus. The liver and
pancreas also play a role in the digestive system because they produce digestive juices.

The endocrine system consists of eight major glands that secrete hormones into the
blood. These hormones, in turn, travel to different tissues and regulate various bodily
functions, such as metabolism, growth and sexual function.

The immune system is the body's defense against bacteria, viruses and other pathogens
that may be harmful. It includes lymph nodes, the spleen, bone marrow, lymphocytes
(including B-cells and T-cells), the thymus and leukocytes, which are white blood cells.

The lymphatic system includes lymph nodes, lymph ducts and lymph vessels, and
also plays a role in the body's defenses. Its main job is to make and move lymph, a clear
fluid that contains white blood cells, which help the body fight infection. The lymphatic
system also removes excess lymph fluid from bodily tissues, and returns it to the blood.

The nervous system controls both voluntary action (like conscious movement) and
involuntary actions (like breathing), and sends signals to different parts of the body. The
central nervous system includes the brain and spinal cord. The peripheral nervous
system consists of nerves that connect every other part of the body to the central
nervous system (CNS).

*ACTIVITY: complete the next graphic organizer with the body systems above.

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INGLS II PROF.: ORLANDO NIETO BURGOS

NAME OF SYSTEM FUNCTION PARTS / ORGANS

1.-

2.-

3.-

BODY SYSTEMS

4.-

5.-

6.-

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INGLS II PROF.: ORLANDO NIETO BURGOS

WHAT DO YOU NOW ABOUT YOUR BRAIN?

FUNCTION:

PARTS:

OTHER
INFORMATION:

CHARACTERISTICS:

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INGLS II PROF.: ORLANDO NIETO BURGOS

Human Brain: Facts, Anatomy

The human brain is the command center for the human nervous system. It receives
input from the sensory organs and sends output to the muscles. The human brain has the
same basic structure as other mammal brains, but is more "encephalized" larger in
relation to body size than any other brains.

Anatomy of the human brain

The largest part of the human brain is the cerebrum, which is divided into two
hemispheres. Underneath lies the brainstem, and behind that sits the cerebellum. The
outermost layer of the cerebrum is the cerebral cortex, which consists of four lobes: the
frontal lobe, the parietal lobe, the temporal lobe and the occipital lobe.

PARTS OF THE HUMAN BRAIN

The cerebral cortex is considered
the seat of complex thought. The frontal
lobes are associated with higher-level
functions such as self-control, planning,
logic and abstract thought. Visual
processing takes place in the occipital
lobe. The temporal lobe processes sound
and language, and includes the
hippocampus and amygdala, which play
roles in memory and emotion, respectively. The parietal lobe integrates input from
different senses and is important for spatial orientation and navigation.
The brainstem connects to the spinal cord and consists of the medulla oblongata,
pons and midbrain. The primary functions of the brainstem include: relaying information
between the brain and the body; supplying some of the cranial nerves to the face and
head; and performing critical functions in controlling the heart, breathing and
consciousness.
Between the cerebrum and brainstem lie the thalamus and hypothalamus. The
thalamus relays sensory and motor signals to the cortex and is involved in regulating
consciousness, sleep and alertness. The hypothalamus connects the nervous system to
the endocrine system where hormones are produced via the pituitary gland.
The cerebellum lies beneath the cerebrum and has important functions in motor
control. It plays a role in coordination and balance, and may also have some cognitive
functions.

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INGLS II PROF.: ORLANDO NIETO BURGOS

READ THE PREVIOUS TEXT AND COMPLETE THE CHART

Function Location Organs included

Cerebrum

Cerebral Cortex

Frontal lobe

Occipital Lobe

Parietal lobe

Temporal lobe

Brainstem

Thalamus

Hypothalamus

Cerebellum

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INGLS II PROF.: ORLANDO NIETO BURGOS

NIVELES DE LECTURA
TEXTO BASE

El texto base es el segundo nivel de representacin mental, en el cual se procesan

las ideas del texto y el significado subyacente de lo que est escrito.
Las ideas en un texto estn dadas por un grupo ordenado de proposiciones, que
tienen una estructura. La estructura de un texto se encuentra en dos niveles:
1.- Nivel Local o microestructura: implica que procesamos las unidades
individuales y las relaciones que existen entre partes del texto.
2.- Nivel global o macroestructura: implica procesar el texto y su discurso como
un todo, o sea, como un resumen.

Al llegar a este nivel de representacin se debe realizar el trabajo a nivel local y al

mismo tiempo, tratar de extraer la idea ms global o resumen. Para hacer esto, existen
algunas estrategias que utiliza el lector y se han de realizar algunas inferencias
textuales.
Para inferir adecuadamente, se necesita conectar informacin entregada por el
texto con conocimientos previos del lector (conocimiento general o de mundo, y
conocimiento de Dominio). De all que sea tan importante activar los conocimientos
previos de los estudiantes sobre el tema de lo que se leer.
Finalmente, el texto base es frecuentemente esquemtico est basado en
formas retricas (o maneras de presentar un texto). A este esquema se le llama
superestructura textual, la cual tiene una incidencia en la organizacin de los textos y
sus ideas, es decir, debemos tomar atencin a qu tipo de texto estamos leyendo
(narrativo, expositivo, argumentativo, instructivo, descriptivo, explicativo) y a qu gnero
textual corresponde (receta, carta, cuento, boleta, pster, comic, ensayo, paper cientfico,
etc.).
A continuacin, realizaremos ejercicios y lecturas para abordar el texto base, a
nivel global primero; despus a nivel local, y realizando algunas inferencias. Junto con
ello, siempre se activarn los conocimientos previos antes de una lectura.

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INGLS II PROF.: ORLANDO NIETO BURGOS

TEXT BASE: MACROSTRUCTURE

READING STRATEGIES
SKIMMING

SKIMMING es una estrategia en la cual

lees todo el texto rpidamente para
obtener la idea general del texto. En
esta estrategia, no te detengas por
vocabulario que no sabes. Solo sigue
leyendo.
Read the following text related to the concept of Inclusion. Practice with the strategy of
SKIMMING, and answer the following question:

What is the text about? What is the topic?

Inclusive education means that all students that live in an area attend and are welcomed
by their neighborhood schools in age-appropriate, regular classes and are supported to
learn, contribute and participate in all aspects of the life of the school.

Inclusive education is about how we develop and design our schools, classrooms,
programs and activities so that all students learn and participate together.

Neighborhood schools are the heart of our communities, and Inclusion B.C. believes they
are essential for a quality inclusive education system. Therefore we believe it is important
to support a public education system in B.C.

En tus propias palabras, y en espaol, qu entendiste de este texto?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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INGLS II PROF.: ORLANDO NIETO BURGOS

LETS ANALYZE THE TEXT FROM DIFFERENT ANGLES

I.- VOCABULARY:

a.- Write the words you dont know, and find out their meaning with a dictionary or the
teacher.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

b.- What is the Spanish translation for the following words?

1.- Attend:
2.- Develop:
3.- Therefore:
4.- Support:

Inclusive education means that all students that live in an area attend and are welcomed
by their neighborhood schools in age-appropriate, regular classes and are supported to
learn, contribute and participate in all aspects of the life of the school.

Inclusive education is about how we develop and design our schools, classrooms,
programs and activities so that all students learn and participate together.

Neighborhood schools are the heart of our communities, and Inclusion B.C. believes they
are essential for a quality inclusive education system. Therefore we believe it is important
to support a public education system in B.C.

II.- GRAMMAR

a.- Underline ALL the verb phrases in the text.

b.- Circle all the words that in the text. What is the Spanish translation for the word that
in these contexts?

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INGLS II PROF.: ORLANDO NIETO BURGOS

PARA SABER
La palabra THAT es un conector de subordinacin (elemento de cohesin). Es un PRONOMBRE
RELATIVO, por lo que a veces funciona como sujeto de la oracin. En espaol se traduce como QUE, y
cuando se lee, hay que asignarle a esta palabra el concepto al cual se refiere.
Por ejemplo: Piaget had a theory that changed psychology.
El primer sujeto de la oracin es Piaget, que es el sujeto del verbo had; luego de la palabra
that tenemos el verbo changed. Esto significa que that es el sujeto del verbo changed. Qu significa
that en esta oracin? That = theory, es decir the theory changed psychology.
Otras palabras en Ingls que actan como that son who (para personas) y which (para cosas),
las cuales tambin se pueden traducir como QUE.

c.- WRITE all the subjects of every verb phrase you underlined:

1.- ___________________________________________________
2.- ___________________________________________________
3.- ___________________________________________________
4.- ___________________________________________________
5.- ___________________________________________________
6.- ___________________________________________________
7.- ___________________________________________________
8.- ___________________________________________________
9.- ___________________________________________________
10.- ___________________________________________________
11.- ___________________________________________________
12.- ___________________________________________________
13.- ___________________________________________________
14.- ___________________________________________________
15.- ___________________________________________________
16.- ___________________________________________________
17.- ___________________________________________________
18.- ___________________________________________________
19.- ___________________________________________________
20.- ___________________________________________________

On the next pages, you will learn how to write a SUMMARY. A summary is a shorter text
that has the main, or more relevant, ideas of the original text. It leaves out the details.
When you get a summary, you get the global meaning or macrostructure - of a text.

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INGLS II PROF.: ORLANDO NIETO BURGOS

NOW you should have the following subjects. Do the exercises asked:
VERB PHRASES NEW INFORMATION
Inclusive education __________________ __________________
All students __________________ __________________
(that = all students) __________________ __________________
(All students) __________________ __________________
(All students) __________________ __________________
(All students) __________________ __________________
(All students) __________________ __________________
(All students) __________________ __________________
Inclusive education __________________ __________________
We __________________ __________________
(we) __________________ __________________
(we) __________________ __________________
(we) __________________ __________________
(we) __________________ __________________
All students __________________ __________________
(all students) __________________ __________________
Neighborhood schools __________________ __________________
Inclusion B.C __________________ __________________
They __________________ __________________
We __________________ __________________
It __________________ __________________

a.- On the blank spaces next to the word that, write the concept each word refers to.
b.- On the line on the right of the subjects, write the verb phrase for each subject.
c.- For each verb phrase, write the key concepts associated to each one, under new
information.
d.- Of the 15 sentences: Is there any sentence that you can delete because they are not
necessary? Which one(s)?
e.- Look at the sentences: What concepts are repeated? What concepts are
related?

WRITE: now, with the information above, write a SUMMARY of the text.
_________________________________________________________________
_________________________________________________________________
________________________________________________________________________

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INGLS II PROF.: ORLANDO NIETO BURGOS

TEXT BASE: MICROSTRUCTURE

Read the following text and answer the questions:

1.- In the second line, what does the word their refer to?

2.- In the fourth (4th) line, what does the word their refer to?

3.- In the fifth (5th) line, what does the word them refer to?

4.- In the sixth (6th) line, what does the word others refer to?

5.- In the tenth (10th) line, what do the words these students refer to?

6.- How many varied settings where special educators work are mentioned in the text ?

7.- How many different classrooms are mentioned in the text?

8.- En espaol, qu est haciendo el autor en este texto?

9.- Cul es la diferencia entre las salas de clase que se mencionan en el texto? Explique.

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INGLS II PROF.: ORLANDO NIETO BURGOS

Look at the following text:

1.- Where do you think you can find a text like this?
2.- What is the name of this kind of text?

1.- Read the text and identify the verb phrases in it. What is the tense that is most used in
the text?

2.- What is the structure of those verb phrases?

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INGLS II PROF.: ORLANDO NIETO BURGOS

GRAMMAR: PRESENT PERFECT

The present perfect tense is a compound tense (it has two verbs in the verb
phrase).
For the present perfect we need the verb HAVE. In this case the translation of have
is HABER. We also need the past participle of a verb. So, in the present perfect we
have:

HAVE (not)
+ past participle
HAS (not)

The past participle can be of regular verbs, or irregular verbs.

Regular verb past participles end in ED, and irregular verb past participles are in
the irregular verb list.
Past participles in Spanish are the verbs ending in ADO, -IDO, -CHO, and -TO.

Examples:

The student has finished the test recently.

I have been a teacher for 15 years.
We havent seen that movie yet.
Has she ever traveled to the USA?

The short forms of HAVE and HAS are ve and s.

Examples:

Ive worked here for three years.

Hes been my friend since 1990.
Theyve given me a nice present for my birthday.
Shes played that game all day.
EXERCISES:

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NIVELES DE LECTURA
SITUATION MODEL

El Modelo de Situacin es el tercer nivel de representacin mental. En este

nivel, el lector se representa en su mente el evento o situacin a la que est haciendo
referencia el texto. Este modelo de situacin se hace integrando la informacin que est
presente en el texto con el conocimiento previo del lector, adems de la realizacin de
una serie de procesos inferenciales.

Este nivel de representacin, al contrario de los otros dos, es el menos textual, ya

que est ms all del texto (es extratextual est en la persona que lee). En este nivel
se utiliza informacin que NO EST EN EL TEXTO; pero se encuentra disponible para la
comprensin del mismo.

La idea de comprensin es poder llegar a hacerse un modelo de situacin. Sin

embargo, no es siempre tan fcil, dependiendo de la complejidad de los temas, tipos de
texto, etc. A veces, los conocimientos que tengo sobre el tema son escasos. Otras veces,
los conocimientos son errados. Todo lo anterior implica crear un modelo de situacin
totalmente nuevo, o actualizar un modelo de situacin antiguo, o confirmar el que ya
tengo (si ya poseo mucho conocimiento sobre el tema del que trata el escrito).

Vamos a tratar de ejercitar este nivel de comprensin, activando el conocimiento

previo y realizando inferencias de distinto tipo para profundizar en la comprensin de lo
que se lee.

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INGLS II PROF.: ORLANDO NIETO BURGOS

READ THE TEXTS AND ANSWER THE QUESTIONS:

1.- In which country was the study made?

2.- Were the majority of the subjects older

or younger than 22 years old?

3.- How many total people were there in

the study?

4.-If someone has a mild mental

retardation, does he/she have more or
less possibilities of having epilepsy?

EN ESPAOL:

Mira y lee este texto al cual le falta una parte. Diga en breves palabras, qu informacin
falta en este texto? Qu palabra(s) debera(n) estar s o s en alguna parte de lo que no
est?

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INGLS II PROF.: ORLANDO NIETO BURGOS

Es importante notar que cuando queremos realizar un MODELO DE SITUACIN

sobre un texto dado, se debe procurar hacer esto CON LA INFORMACIN DEL TEXTO,
es decir A PARTIR del texto, y eso unirlo al conocimiento que yo traigo al texto.
No se pueden responder cosas que no se puedan sacar del texto pero que yo s se
que son as.
Por ejemplo, si leo el siguiente trozo:

La complicacin ms frecuente en este estudio asociada al retardo mental es

la epilepsia, lo que se observ en 106 personas (28,1%).

PREGUNTA: Cuntas personas fueron estudiadas en total?

En este caso, para responder la pregunta necesitamos la informacin del texto que
dice relacin con el 28,1%, y que este porcentaje representa a 106 personas del estudio.

Lo que se necesita tener como CONOCIMIENTO PREVIO para realizar la

inferencia, y por ende responder la pregunta, tiene relacin con la informacin textual ya
entregada arriba. Pero adems, debemos tener conocimiento de lo que dice relacin
especfica con cosas que NO ESTN EN EL TEXTO (ya que el modelo de situacin
es extra-textual). Para realizar la inferencia que nos ayude a responder la pregunta
necesitamos conocimientos matemticos, especficamente la regla de tres (si 106 es el
28,1%, entonces X es el 100%).

Para hacer este proceso ms claro para ti, propongo la siguiente tabla:

Como se ve, se accede al Modelo de situacin gracias a la interaccin de la

informacin textual (aqu es donde tenemos que basarnos) y nuestros propios
conocimientos sobre lo que est tratando el texto. Esos conocimientos son generales (o de
mundo) o especficos (o de dominio). Si no los tenemos, entonces ser ms difcil para
nosotros realizar las inferencias para comprender en profundidad.

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INGLS II PROF.: ORLANDO NIETO BURGOS

MODELO DE SITUACIN: INFERENCIAS

Las inferencias son un conjunto de procesos mentales que a partir de la

informacin textual disponible y la correspondiente representacin mental coherente
elaborada por quien lee un sujeto realiza para obtener un conocimiento nuevo no
explicitado, toda vez que se enfrenta a la comprensin de un texto dado (Parodi, 2005).
Cuando lees un trozo, algunos detalles no son explcitamente establecidos en l,
sino que ellos pueden entenderse por los otros detalles que son explcitos.

EXERCISES:

The theory of structural cognitive modifiability (SCM) postulates that human mental and behavioral
structures can be modified as a consequence of exposure to conditions that precipitate change. The primary
mechanism for producing change is the provision of mediated learning experience (MLE). MLE is a planned,
intentional, and active process that focuses, interprets, elaborates, and generalizes the learners direct
experience with the world.

PREGUNTA INFO EN EL TEXTO MI CONOCIMIENTO RESPUESTA

PREVIO
Hay ms de un
mecanismo para producir
cambio?
Es todo estmulo que
llega al individuo una
experiencia de
aprendizaje mediado?

The ZPD has become synonymous in the literature with the term scaffolding. However, it is important to
note that Vygotsky never used this term in his writing, and it was introduced by Wood et al. (1976). Once
the student, with the benefit of scaffolding, masters the task, the scaffolding can then be removed and the
student will then be able to complete the task again on his own.

PREGUNTA INFO EN EL TEXTO MI CONOCIMIENTO RESPUESTA

PREVIO
Qu significa ZPD?

La teora de Vygotsky
es anterior o
posterior al concepto
de Wood?

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INGLS II PROF.: ORLANDO NIETO BURGOS

MODELO DE SITUACIN: INFERENCIAS OPTATIVAS

Existen algunas inferencias que no deben ejecutarse de modo obligatorio en el

transcurso de la lectura, pero que tambin cumplen una importante funcin en la
comprensin profunda y en la lectura de tipo crtica o evaluativa. Estas inferencias son
realmente importantes para desarrollar en los estudiantes una capacidad crtica y
valorativa sobre lo que estn leyendo y los contenidos de un texto escrito. No obstante
ello, se debe tener presente que no estn estrictamente determinadas por la
informacin textual y se presentan como altamente influidas por los conocimientos
previos de los lectores, sus creencias y valores (Parodi, 2005).
Se debe tener cuidado al utilizar este tipo de inferencias en evaluacin, ya que es
muy posible que todas las conclusiones a las que lleguen los alumnos sean acertadas, por
lo cual su valor para determinar el logro especfico de comprensin lectora es relativo.
A continuacin se detallan los dos tipos de inferencias optativas:

a.- Inferencias proyectivas o elaborativas: el lector debe utilizar la informacin del texto
escrito y proyectar, ms all del texto mismo, una respuesta lgica o posible de lo que
se le pregunta. Debe elaborar su respuesta, pero SIEMPRE con la informacin dada en el
texto que se lee.

Ejemplo: Las mercancas no llegaron a tiempo. El banquete debi suspenderse

Pregunta: De qu tipo era la carga faltante en el barco?.

Como se puede ver, NO HAY UNA SOLA posibilidad para contestar esta pregunta,
sin embargo, la respuesta debe incluir mercancas que tengan que ver con la realizacin
de un banquete: comida, mesas, sillas, manteles, elementos de cocina, etc.

b.- Inferencias valorativas o evaluativas: el lector debe emitir algn juicio de valor al
realizar estas inferencias. Nuevamente, este juicio de valor debe nacer de la informacin
y comprensin del texto ledo.

Ejemplo 1: Las mercancas no llegaron a tiempo. El encargado de rea no debi

pagar por ellas anticipadamente.
Pregunta: Es correcto pagar por mercancas que no han sido recibidas?.

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INGLS II PROF.: ORLANDO NIETO BURGOS

Ejemplo 2: Las mercancas no llegaron durante toda la maana. El barco zarp

apresuradamente, una vez informada la carga incompleta.
Pregunta: Fue acertada la partida del barco sin esta carga?.

En ambos casos anteriores, la informacin no est en el texto, por lo que el lector

debe hacer uso de mucho conocimiento previo, sus creencias sobre cmo funcionan
ciertos procesos, sus valores, etc. Lo importante es que estas inferencias no podran
realizarse si no se hubiera ledo este texto. Ellas, por decirlo as, no son posibles o no
existiran para ningn otro texto.

Ahora vamos a practicar con inferencias proyectivas:

ACTIVATING PRIOR KNOWLEDGE

Qu palabras existen en nuestro lenguaje para referirse a las personas con problemas
psicolgicos, fisiolgicos y anatmicos que las hacen especiales? Discute con la clase y
escribe los trminos en el espacio dado.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Tienes claridad sobre la diferencia entre los trminos usados para referirse a estas
personas? Por ejemplo, cul es la distincin entre impedido, discapacitado y en
desventaja?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Ahora, lean el siguiente texto para clarificar los trminos en Ingls, y realizar inferencias.

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INGLS II PROF.: ORLANDO NIETO BURGOS

IMPAIRMENT, DISABILITY AND HANDICAP

Impairment
In the context of health experience, an impairment is any loss or abnormality of
psychological, physiological, or anatomical structure or function.

The term "impairment" is more inclusive than "disorder'" in that it also covers
losses; e.g., the loss of a leg is an impairment, but not a disorder.
Impairment represents deviation from some norm in the individual's biomedical
status and it is characterized by losses or abnormalities that may be temporary or
permanent, and it includes the existence or occurrence of an anomaly, defect, or loss in a
limb, organ, tissue, or other structure of the body, or a defect in a functional system or
mechanism of the body, including the systems of mental function.

Disability
In the context of health experience, a disability is any restriction or lack (resulting
from an impairment) of ability to perform an activity in the manner or within the range
considered normal for a human being.

Impairment is concerned with individual functions of the parts of the body. Disability,
on the other hand, is concerned with compound or integrated activities expected of the
person or of the body as a whole, such as are represented by tasks, skills, and behaviors.
Disability represents a departure from the norm in terms of performance of the individual.
The key feature relates to objectification (the process through which a functional limitation
expresses itself as a reality in everyday life, the problem being made objective because the
activities of the body are interfered with).

Handicap
In the context of health experience, a handicap is a disadvantage for a given
individual, resulting from an impairment or a disability, that limits or prevents the
fulfillment of a role that is normal (depending on age, sex, and social and cultural
factors) for that Individual.

Three important features of this concept should be borne in mind:

(i) Some value is attached to departure from a structural, functional, or performance norm,
either by the individual himself or by his peers in a group to which he relates;
(ii) The valuation is dependent on cultural norms, so that a person may be handicapped
in one group and not in another - time, place, status, and role are all contributory;
(iii) In the first instance, the valuation is usually to the disadvantage of the affected
individual.
The state of being handicapped is relative to other people - hence the importance
of existing societal values, which, in turn, are influenced by the institutional arrangements
of society.

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INGLS II PROF.: ORLANDO NIETO BURGOS

De acuerdo a lo que leste sobre los trminos en el texto previo, lee las siguientes
descripciones de ciertas personas e identifica el impedimento, la discapacidad y la
desventaja si es que los hay. Escribe none si no hay ninguno presente.

1.- A child was born with a finger-nail missing, i.e. a malformation but this does not in any
way interfere with the function of the hand. The problem is not particularly evident.

Impairment:
Disability:
Handicap:

2.- A young person is a diabetic individual but this problem can be corrected or abolished
by aids, appliances, or drugs; however, the juvenile diabetic cannot partake of sweets with
his peers and he has to give himself regular injections.

Impairment:
Disability:
Handicap:

3.- An individual was born with red-green color blindness, but this does not lead to activity
restriction; his occupation is agricultural.

Impairment:
Disability:
Handicap:

4.- An individual was born with red-green color blindness, but this does not lead to activity
restriction; he aspires to be a driver in the police force.

Impairment:
Disability:
Handicap:

5.- A boy has subnormality of intelligence, but it has not led to appreciable activity
restriction; he learnt to read; the individual lives in a remote rural community.

Impairment:
Disability:
Handicap:

6.- A boy has subnormality of intelligence, but it has not led to appreciable activity
restriction; he learnt to read; he is the child of university professionals living in a large city;
they want him to go to university.

Impairment:
Disability:
Handicap:
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INGLS II PROF.: ORLANDO NIETO BURGOS

Si realizaste con xito los ejercicios

anteriores, entonces hiciste inferencias
proyectivas. A partir de la informacin del
texto, proyectaste respuestas lgicas
posibles, en nuevas situaciones. Esta
capacidad tambin se conoce como aprender de
los textos y sera el objetivo culmine de
llegar al modelo de situacin.

INFERENCIAS VALORATIVAS

Lee el siguiente texto sobre el constructivismo social en el contexto del constructivismo

general, y la comparacin entre Piaget y Vigotsky y responde las preguntas de acuerdo a
la informacin en el texto.

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INGLS II PROF.: ORLANDO NIETO BURGOS

QUESTIONS

En grupos de 3 personas, lean el texto, las preguntas y discutan sus ideas para
responderlas.

1.- Is it positive to construct knowledge socially? Isnt it more confusing for the person who
learns?

2.- Is it good to create shared understanding? Why?

3.- In paragraphs 2 and 3, Piagets and Vygotskys views are compared; which one is
better? Why?

4.- The content of this knowledge is influenced by the culture in which the student lives.

Is it good to give importance to the culture in which the student lives when learning? Why?

5.- What would be some possible results for the future of our society if we teach with the
social constructivist approach of Vygotsky?

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