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INGLÉS EXTRACURRICULAR

ANEXO DE TRABAJOS PRÁCTICOS

COMISIONES

JTP: PROFESOR VALLEJOS

MARCOS

AÑO 2019

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CRONOGRAMA & TRABAJOS DE INGLÉS EXTRACURRICULAR

Importante: Solo en caso de haber promocionado o aprobado la cursada y no figurar

con dicha condición en el SIU Guaraní. Escribir a este e-mail silentstunner@gmail.com

comentando la situación con su número de legajo, DNI, comisión y las notas de los

parciales. Atte. Profesor Vallejos Marcos.

CICLO LECTIVO: 2019

Clase 1: 04/04 Transparencias - Hipotetización - La frase Nominal (FN) - Hiperónimos

e Hipónimos - Adjetivo o verbo (ING) - ¿Qué es un paper?

Clase 2: 11/04 La referencia. Tiempos verbales: Presente. Conectores: Ejemplificación

y Adición.

Clase 3: 18/04 Jueves Santo Trabajo no presencial. Tiempo verbales: Futuro.

Conectores: Adversativo. Verbos Modales de Posibilidad.

Clase 4: 25/04 Tiempos verbales: Pasado. Conectores: Alternativa.

Clase 5: 02/05 Tiempos verbales: Perfectos.

Clase 6: 09/05 Primer Parcial

Clase 7: 16/05 Conectores: temporales. Voz Pasiva y Tiempo futuro y pasado.

Clase 8: 23/05 Recuperatorio del Primer Parcial

Clase 9: 30/05 Conectores: Causa-Consecuencia. Voz pasiva y tiempo presente.

Clase 10: 06/06 Conectores: Generalización y Conclusión. Voz Pasiva y tiempo

Perfecto.

Clase 11: 13/06 Verbos Modales 2. Clase especial : El resumen o Abstract.

Clase 12: 20/06 Revisión, trabajo no presencial. (FERIADO NACIONAL)

Clase 13: 27/06 Segundo Parcial

Clase 14: 04/07 Clase No presencial

Clase 15: 11/07 Recuperatorio del Segundo Parcial

Clase 16: 18/07 (fin de la cursada)

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Clase 1: Transparencias - Hipotetización - La frase Nominal (FN) - Hiperónimos e

Hipónimos - Adjetivo o verbo (ING) - ¿Qué es un paper?

“El Idioma Inglés y Yo: Saliendo de la Zona de Confort"

¿Cuánto sabes de lenguas asiáticas?

Mito: ¿Existen idiomas más difíciles que otros? ¿Por qué me resulta más fácil

aprender francés o italiano que inglés? Comparemos los siguientes idiomas, ¿qué

conclusiones podes sacar?

RUSO

Законодательство, запрещающее курение на

рабочих местах и в закрытых общественных

местах, было принято в Англии в июле 2007

года.

ALEMAN

Im Juli 2007 wurde in England ein

Gesetz zum Verbot des Rauchens an

Arbeitsplätzen und in geschlossenen

öffentlichen Räumen eingeführt. FRANCES

Une loi interdisant de fumer sur les lieux de

travail et dans les lieux publics fermés a été

adoptée en Angleterre en juillet 2007.

INGLES

Legislation prohibiting smoking in

workplaces and enclosed public places

was introduced in England in July 2007.

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Las palabras que podemos leer y entender ya que se parecen al idioma castellano son

llamadas COGNADOS o PALABRAS TRANSPARENTES. Muchas veces estas

transparencias nos ayudan a comprender un texto pero a veces nos pueden engañar, en

dicho caso estas palabras se llaman amigos falsos o falsos cognados. Veamos algunos

ejemplos:

EMBARRASED

FABRIC

GROCERY

SOAP

"HIPOTETIZACIÓN"

En muchas oportunidades podremos utilizar recursos paralingüísticos para comprender

mejor un tema; es decir, podemos valernos de imágenes que veamos en la copia para

entender el tema principal. Veamos unos ejemplos:

THE RISKS OF

SMOKING AND

DRINKING DURING

PREGNANCY

DOMESTIC VIOLENCE

INCREASED: WIVES

AT RISK.

EQUAL CUSTODY

RIGHTS

Revisión de categorías de palabras:

ESCRIBIR DEBAJO DE CADA PALABRA LAS SIGUIENTES CATEGORIAS:

SUSTANTIVO - ADJETIVO - ADVERVIO - VERBO - PREPOSICIÓN - ARTÍCULO

EL PRESIDENTE DE LA EMPRESA DESPIDIÓ INDISCRIMINADAMENTE VALIOSOS EMPLEADOS

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La Frase Nominal (FN)

FRASE

NOMINAL

¿QUÉ

SIGNIFICA?

PARTES DE LA FRASE NOMINAL

THE

PRESIDENT

EL

PRESIDENTE

THE

IMPORTANT

PRESIDENT

EL

PRESIDENTE

IMPORTANTE

THE

IMPORTANT

VISIT OF

THE

PRESIDENT

LA VISITA

IMPORTANTE

DEL

PRESIDENTE

Importante: la cantidad de preposiciones determinará la cantidad de

postmodificadores.

Algunas preposiciones para estudiar y tener en cuenta:

About At Behind Between By From Through Without

alrededor

de, sobre

en,

junto a

detrás

de

entre por,

junto

a

de,

desde

a través

de

Sin

After Before For Like Of Since To Among

detrás de,

después de

antes

de,

delante

de

para,

por,

durante

, desde

hace

como,

igual

a

de desde a, hasta,

hacia,

para

entre

FRASES NOMINALES

EN DIARIOS

¿QUÉ SIGNIFICAN? PARTES DE LA FRASE

NOMINAL

"Postnatal Depression"

"Astronomy Photographer

of the Year"

"Android Phones at Risk

of Malware Infections"

¿Qué tienen en común estas frases nominales? ________________________________

Lea el siguiente articulo adaptado e identifique frases nominales y transparencias.

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In a Rare Success, Paraguay Conquers Malaria (ABSTRACT 1)

Malaria, a blood disease contracted through the bite of an infected

mosquito, kills about 445,000 people each year, mostly children,

according to the W.H.O. Nine countries in the Americas reported at

least a 20 percent increase in malaria cases. Paraguay has

eliminated malaria, the first country in the Americas to do so in almost

50 years, according to the World Health Organization.

Conteste las siguientes preguntas acerca del abstract:

1. ¿Cuál es la temática del abstract?

2. ¿Qué significa "disease"?

3. ¿Cómo se la contrae?

4. ¿Cuántas personas mueren por año?

5. ¿Qué población es la más afectada?

6. ¿Qué significa "W.H.O"?

7. ¿Qué ocurrió en 9 paises de America?

8. ¿Qué ha pasado en Paraguay?

9. ¿Qué reportó la OMS?

El Adjetivo

Los adjetivos pueden actuar como pre modificadores y describen al núcleo. ¿Cómo

podemos reconocerlos?

Están próximos a un

sustantivo.

Ej: BLUE CAR

Algunos terminan en -ER

o tienen delante la palabra

MORE

Ej: MORE

INTELLIGENT

Ej: FASTER

Otros terminan en -

EST o tienen delante la

palabra MOST

Ej: MOST

EXPENSIVE

EJ: BEST

Algunos terminan en -

FUL / -ISH / -OUS

Ej: BEAUTIFUL

Ej: REDDISH

Ej: FABULOUS

Otros terminan en -

AL / -ABLE /-IBLE/

-IVE

Ej: ADMIRABLE

Ej: RESPONSIBLE

Ej: MAGICAL

Algunos terminan en

-ED o -ING

Ej: BELOVED

Ej: INTERESTING

Pocos usan guiones

Ej: HARD-WORKING

Los Sustantivos

Algunos sustantivos en ingles terminan de la siguiente manera:

FATALI-TY

CONSTRUC-TION

PLAY-ER

HAPPI - NESS

EMPLOY-MENT

FRIEND-SHIP

CHILD- HOOD

FREE- DOM

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Sinónimos, Hipónimos e Hiperónimos

'Ghost snake' discovered in Madagascar (ADAPTED

ABSTRACT 2)

Researchers discovered a new snake species in Madagascar and named it

'ghost snake' for its pale grey coloration and elusiveness. The researchers

named it Madagascarophis lolo, pronounced 'luu luu,' which means ghost in

Malagasy. The Investigators conducted genetic analyses and were surprised to

find that the ghost snake's next closest relative is a snake called Madagascarophis fuchsi. The

Scientists also extracted DNA from tissue samples from the ghost snake and the previously

found Madagascarophis fuchsi. They compared three genetic markers shared across the species

of Madagascarophis to determine how similar the new species was to those previously known.

Clase 2: La referencia. Tiempos verbales: Presente. Conectores: Secuenciación y

Adición.

La Referencia: Anáfora y Catáfora.

VEAMOS LOS SIGUIENTES EJEMPLOS:

EJEMPLO 1:

THESE SPECIAL MONKEYS LIVE IN BARBADOS. THEY

SOMETIMES CONSUME LEAVES.

¿A QUÉ HACE REFERENCIA "THEY"?

¿A LAS HOJAS O A LOS MONOS?

RESPUESTA:

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EJEMPLO 2:

THESE MONKEYS LIKE LEAVES. THEY ARE GREEN.

¿A QUIÉN HACE REFERENCIA LA PALABRA "THEY"?

RESPUESTA(POR DEDUCCIÓN LÓGICA):

EJEMPLO 3:

THEY ARE VERY SOCIAL ANIMALS. MONKEYS LIVE IN GROUPS

OF 20 - 50 ANIMALS.

¿A QUIÉN HACE REFERENCIA LA PALABRA "THEY"?

RESPUESTA: LOS DOS PRIMEROS EJEMPLOS SON REFERENCIAS

ANAFÓRICAS, EL ÚLTIMO ES UNA REFERENCIA CATAFÓRICA.

Threats from the past: Barbados green monkeys fear

leopards after centuries of isolation (ADAPTED ABSTRACT 3)

"Green monkeys have the ability to recognize and differentiate between predators and non-

predators . This is a crucial component of successful anti-predator behavior. These peculiar

primates are on the West Indies island of Barbados which offers a unique opportunity to

investigate anti-predator behaviors in a species that has been isolated from ancestral predators

for over 350 years"

Conteste las siguientes preguntas:

1) ¿Qué habilidad tienen estos monos?

2) ¿Cuál es el componente crucial?

3) ¿Quiénes son los primates?

4) ¿En qué lugar geográfico se desarrolla el estudio?

5) ¿Qué quieren investigar los científicos?

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TRABAJO PRÁCTICO nº 1

Researchers Reveal the Animals most likely to Carry Viruses

that Can Infect Humans.

By CECILE BORKHATARIA

Researchers have narrowed down the list of animal species that may harbor viruses

likely to jump to humans. Bats were found to carry the largest number of viruses likely to

jump to humans, and primates posed the second largest risk factor, followed by rodents in

third place.

The researchers say that many of the viral threats humans will face in the future are

likely to come from viruses that already exist, but reside in other species. The study,

published in the journal Nature, explains the process whereby researchers collected data

on viruses on mammals around the world. The researchers sorted the mammals into

groups and listed where they live.

The reason why viruses that reside in other

animals are so dangerous to humans is

because while the animal hosts have built up

some degree of immunity to them, humans

have not. So if these viruses jump to humans,

the results can be dangerous. So researchers

based at EcoHealth Alliance created a catalog

of all the known viruses that infect mammals

around the globe and identified which are

most likely to jump to humans.

The researchers created a database that held

information on 754 mammal species, which

represents 14 per cent of all known

mammals. They also added approximately

600 known viruses that infect mammals (of

which a third are known to jump to humans) and which animals that can infect. The

researchers then created mathematical models form information from the database to

estimate the likelihood of a virus jumping to humans. The researchers found that the

likelihood of a virus spreading from mammals to humans depends on species and

geography.

Bats were found to carry the largest number of viruses likely to jump to humans, and this

was most likely to occur in South and Central America. Primates were the second most

likely group to transmit viruses to humans, particularly in Central America, Africa and

Southwest Asia. Rodents came in third place, with the risk most significant in North

and South America and Central Africa.

The database could become more useful over time as more data is added to it, and the

researchers hope that it can be used to predict the next disease outbreak, helping health

officials prepare, or perhaps even to prevent it from happening.

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Source: https://www.dailymail.co.uk/sciencetech/article-4629724/The-animals-likely-harbor-risky-viruses.html

Guía de actividades:

1. ¿Cuál es la temática del texto según lo que entiende del título?

________________________________________________________________

________________________________________________________________

2. En el primer párrafo podemos observar un ranking ¿Puede explicar en qué

consiste? ________________________________________________________

________________________________________________________________

________________________________________________________________

3. Segundo párrafo, ¿cuál es el problema que los humanos encararán en un futuro?

________________________________________________________________

________________________________________________________________

________________________________________________________________

4. ¿Qué se publicó en el "Journal Nature"? ________________________________

________________________________________________________________

________________________________________________________________

5. Tercer párrafo, ¿por qué los humanos estamos en peligro? _________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

6. ¿Cuál es el primer paso para prevenir dicho peligro? _____________________

________________________________________________________________

________________________________________________________________

7. Cuarto párrafo, explique a qué hacen referencia los siguientes números:

a) 754 _______________________________________________________

b) 14 _______________________________________________________

c) 600 _______________________________________________________

8. Lea el párrafo cinco y complete el siguiente cuadro:

Orden Hiperónimos (animales) Lugar

1ro

2do

3ro

9. ¿Para qué podría ser usada dicha investigación? __________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

Clase 3: Tiempo verbales: Futuro. Conectores: Adversativo. Verbos Modales

de Posibilidad.

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Verbos Modales 1: Poder

Posibilidad vs Habilidad vs Permiso

CAN MAY

COULD MIGHT

TRABAJO PRÁCTICO nº 2

Malaria Vaccine that Could Save Millions is Given the

Green Light

By FIONA MACRAE FOR THE DAILY MAIL

The world's first malaria vaccine

has today been given the green light. Made

by drug giant GlaxoSmithKline and

backed Microsoft founder and

philanthropist Bill Gates, it could save

millions of lives. One of the world's

biggest killers, malaria claims more than

500,000 lives a year – or one life a minute.

Most deaths are in children under five, in

sub-Saharan Africa. Some 1,500 Britons

catch the mosquito-borne disease on each

year while on holiday abroad and around five die. Now, for the first time, a vaccine

could be available.

In trials, children given the Mosquirix jab were half as likely to develop the

disease within the first year of vaccination. Given widely in Africa, it could prevent

millions of cases. Scientists say that although the vaccine, which has been 30 years in

the making, isn't perfect, it's the best we have. Although the drug's protection

disappears over time, it has been an 'extraordinary triumph that could help to make

eradicating malaria deaths within two decades a realistic possibility.

Mosquirix was tested for quality, safety and efficacy under a special procedure

that allows the European Medicines Agency's (EMA) to evaluate a product even if it

will not be marketed in the European Union. Now it has been approved, it will be

assessed by the World Health Organization (WHO), who will co-ordinate its use in

Africa. The WHO will begin a review in October on when and where it could be used,

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aiming to make a recommendation by November. Beyond the WHO's November

recommendation, Mosquirix would still have to be reviewed by national regulatory

authorities in any country wishing to use it.

The price isn't known but it could be as low as £3 a dose – roughly the same as a

bed net treated with insecticide. GSK has promised it will make no profit from

Mosquirix, pricing it at the cost of its manufacture plus a five per cent margin, which it

says it will reinvest in research on malaria and other tropical diseases.

Joe Cohen, a GlaxoSmithKline scientist who has led the development of

Mosquirix since 1987, said the vaccine could significantly reduce the toll of sickness

and death caused by malaria among African children.

He said: 'I have absolutely no reservations in terms of rolling this vaccine out.

Why? Because the efficacy, when translated into cases averted and deaths averted, is

just tremendous. It will have an enormously significant public health impact. Professor

David Schellenberg, of London School of Hygiene & Tropical Medicine, added that this

moment was a 'true milestone' He said: 'The road to a licensed malaria vaccine has been

very long.

'Although the vaccine has only partial efficacy it can clearly contribute to

further major gains in malaria control if used judiciously. 'Now WHO and the National

Malaria Control Programmes of malarious countries need to work out where and how to

deliver the vaccine to unlock its true potential.'

Guía de Actividades:

1. ¿Cuál es el equivalente a las siguientes frases nominales?

a. One of the world's biggest killers

b. The European Medicines Agency

c. The National Malaria Control Programmes of malarious countries

2. ¿Cuál es el tema del texto? ¿Por qué Bill Gates es nombrado en el texto?

3. ¿Qué posibilidad se expresa en el primer párrafo? ¿Qué palabra indica una

posibilidad?

4. Explique para que se utilizan las siguientes estadísticas:

a) 500.000

b) 1.500

5. ¿Qué es “Mosquirix Jab”? ¿Para qué podría usársela?

6. En el Párrafo 2 podemos ver un conector (ALTHOUGH) Escriba su categoría y

explique las ideas que une.

7. ¿En qué parte del mundo será utilizada “Mosquirix”? ¿Quién evalúa el

producto?

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8. A. ¿Cuáles son las recomendaciones de la OMS?

B. ¿Cuál es la promesa de la GSK?

C. ¿Cuánto podría salir una dosis?

9. En el párrafo 6, podemos ver dos veces la frase: “HE SAID”. ¿A quiénes hace

referencia la palabra HE?

10. Conectores Adversativos: ¿Qué ideas unen?

Ejemplo: [We all know that the blue light that emits from our smartphones isn't good for

our eyes] but [a new study has discovered just how much damage it can cause.]

Categoría: Adversativo

Ideas que une: [La luz azul que emiten los teléfonos celulares no es buena para los ojos]

PERO [un nuevo estudio ha descubierto que causa mucho daño]

Veamos un ejemplo del texto trabajado anteriormente:

Although [then vaccine has only partial efficacy] [ it can clearly contribute to further

major gains in malaria control if used judiciously]

Categoría:

Ideas que une:

Clase 4: Tiempos verbales: Pasado. Conectores: Alternativa.

Phantom Phone Signals in youths: Prevalence, correlates and

relation to psychopathology (abstract 4)

The term Phantom Phone Signals (PPS) refers to the perception of a

mobile phone ringing, vibrating and blinking when in fact it did not.

Data in youth are lacking, and controversies exist on whether PPS is

related to psychopathology. In the present study, we showed data

on the prevalence of PPS in a population (N = 2959) of students

aged 10 to 14 years. We also explored the possible association

between PPS and emotional or behavioural problems. Our results

showed that PPS is a relatively common phenomenon with a

prevalence rate of 58.9%, being more frequent in females. In

univariate and multivariate analyses, we also found an association

between the presence of PPS and emotional problems and temper

tantrums, after accounting for relevant covariates. PPS is a relevant

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phenomenon to be considered in youth. It is common and may be a signal for emotional

problems.

Consteste las siguientes preguntas:

1. ¿Cuál es el tema de estudio?

2. ¿Cuál es la controversia?

3. Con respecto a los datos de la investigación:

i) ¿Cuántas personas se usaron en el estudio?

ii) ¿Edades?

iii) ¿Qué posibilidad exploraron?

4. ¿Cuáles fueron los resultados?

a) _______________________________________________________________________

b) Descubrimiento extra: _____________________________________________________

5. ¿Conclusión?

Pasado Simple: Hechos Remotos

¿Podes diferenciar los verbos regulares de los irregulares?:

DISCOVER - SAY - SENSE - THINK - HAPPEN - UNDERSTAND - REVEAL -

BECOME - SUGGEST - EXPLAIN - CONSIDER - CAN

Verbos Regulares Verbos Irregulares

TRABAJO PRÁCTICO nº 3

Phantom Vibration Syndrome Common in Cellphone Users

By Kathy Walsh

DENVER - Do you ever think your mobile

phone is ringing or vibrating when it's not? That is

called "phantom vibration syndrome." One study

involving 290 U.S. college students discovered

nearly 90 percent of them said they sometimes

sensed the phantom phone sensations, and 40

percent said it happened at least once a week.

Another small study of 169 hospital workers in 2010

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revealed that about 70 percent of them experienced the same thing.

Why does it happen? "Because we are so in touch with our cellphones now.

We're cyborgs, practically. They are parts of us," one researcher suggested to CBS

Denver's Kathy Walsh. "It's almost like a hallucination," explained Randi Smith,

Ph.D., a licensed clinical social worker and associate professor of psychology at

Metropolitan State University of Denver. "There's a panic that we're going to ignore a

text, somebody is trying to reach us and we're not being responsive."

Smith says new media and incoming messages are exciting and gratifying. But

for some, they CAN become a bit of an obsession. "I think it's a little scary how

dependent most of us have become on our devices," she said.

Smith sometimes suggests students avoid using digital devices for a period of

time. However, "They'll typically report back, 'I couldn't go an hour,'" Smith said.

Phantom vibration syndrome isn't really dangerous in the study of college

students, more than 90 percent said they considered phantom vibrations to be ''only a

little'' OR ''not at all'' irritating. But some researchers believe it's a warning sign that too

much technology may be risky to human interaction. Smith says our attachment to

devices becomes a serious problem when it keeps us from engaging with other people in

the here and now.

"The remarkable prevalence of phantom vibration syndrome appears to

reveal something about our contemporary technological situation," writes Georgia Tech

assistant professor Robert Rosenberger, Ph.D., in a recent analysis published in the

journal Computers in Human Behavior. Habits, anxiety, brain chemistry and other

factors may all contribute, and he says more study is needed to fully understand what's

going on when we sense phone vibrations that aren't really there. Source: http://www.cbsnews.com/news/phantom-vibration-syndrome-common-in-cellphone-users/

Guía de Actividades:

Marque en el texto las siguientes frases nominales:

a) Dispositivos digitales

b) Un signo de advertencia

2) ¿Qué entiende por las siguientes frases nominales?:

a) Phantom phone sensations

b) Brain chemistry

3) Conteste las siguientes preguntas:

A. ¿Cuál es la temática del artículo?

B. ¿ A quién hace referencia la palabra "them" en párrafo 1? Explique el uso de los

porcentajes.

C. ¿Qué sugirió un investigador a Kathy Walsh?

D. ¿Por qué se compara el síndrome con una alucinación?

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E. ¿Por qué Smith utiliza un verbo modal en el tercer párrafo? ¿Qué opinión tiene

acerca de las llamadas y mensajes de texto?

F. Explique lo que entiende del párrafo 4. En ese contexto, ¿Qué significado le

otorgaría a la palabra "avoid"? Elija una de las siguientes opciones: a- salvarse

de b- eludir o evitar C-esquivar.

G. Determine la categoría del conector en el párrafo 5, ¿puede explicar que ideas

une?¿Qué es lo que creen la mayoría de los estudiantes acerca del tema

H. ¿Qué expresa Robert Rosenberger en una publicación? ¿ Crees ser víctima de

este síndrome?

Clase 5: 13/9 Tiempos verbales: Perfectos. Conector de ejemplificación.

Tiempos Compuestos: Haber + Participio

HAVE / HAS = TENER

También puede significar HE - HA - HAS - HAN - HEMOS (siempre seguido de un

participio).

HAD = TENÍA/ TENIAN/ TENIAMOS / TUVO etc.

También puede significar HABÍA / HABIAN / HABIAMOS (siempre seguido de un

participio).

17 | P a g e

Pediatric Brain Tumors

(Adapted Abstract 5)

Pediatric central nervous system (CNS) tumors are

the second most common childhood malignancy

and the most common solid tumor in children.

Scientists HAVE considered that Brain tumors are

the most common cause of death among all

childhood cancers. Signs and symptoms depend on

a variety of factors, including location of the tumor,

age of child, and rate of tumor growth.

Supratentorial tumors are more common in infants

and children up to 3 years of age and again after

age 10, whereas between ages 4 and 10 infratentorial tumors are more common. Younger

children HAVE a higher incidence of tumors of embryonal origin, such as medulloblastoma or

atypical teratoid/rhabdoid tumor (ATRT), whereas older patients tend to have tumors of glial

origin.

Consteste las siguientes preguntas:

1. ¿Cuál es la temática del abstract?

2. ¿Quiénes son los mas afectados?

3. ¿Qué factores son los que determinan los signos y síntomas?

4. ¿Qué tipos de tumores explicita el abstract?

a) ____________________ : Común en: ___________________________

b) ____________________ : Común en: ___________________________

5. ¿Cuáles son los tumores con mayor incidencia en:

adultos?

niños?

TRABAJO PRÁCTICO nº 4

Radiation from mobiles may lead to brain damage by TIM UTTON, Daily Mail

Radiation from mobile phones

may cause brain tissue damage, a

two-year study has discovered.

Scientists discovered that emissions

from handsets affect the delicate

make-up of cells in blood vessels, and

could be a health risk to regular users

of the UK's 50million mobile phones.

The radiation might disable a safety

barrier in the body which protects the

18 | P a g e

brain from destructive substances in the blood, they believe. It is the first time scientists

have used cells from human blood vessels rather than rats, bringing researchers closer to

the truth about long-term mobile phone use.

A British study, led by Sir William Stewart, found two years ago that there was

no evidence of a risk to health. A study published last year by the American National

Cancer Institute also could not find a link between increased risk of brain cancer and

mobile use. But the latest study by the Radiation and Nuclear Safety Authority in

Finland - the home of mobile phone giant Nokia - has found that one hour of mobile

radiation triggered potentially harmful changes in human cells.

The radiation made the cells in blood vessel walls reduce in size - allowing

potentially harmful substances in the blood to 'leak' into the brain. Repeated exposure,

the study found, could make the blood-brain barrier more permeable, leading to

increased brain damage. It concluded: 'Repeated occurrences of these events on a daily

basis, over a long period of time, could become a health hazard due to possible

accumulation of brain tissue damage.'

Professor Dariusz Leszczynski, who led the study, said: 'There is massive use of

mobile phones in society now; our brains are being bombarded with radiation all the

time. 'We really don't know what the impact will be on people regularly using a mobile

phone for ten or 20 years. That is why more studies are urgently needed.' Mobile phone

radiation may also contribute to the growth of tumours caused by other factors, he said.

In January, a new £ 7.4 million UK research programme was announced, backed

by the Government and the mobile phone industry, to be managed by an international

committee of experts led by Sir William. The programme includes 15 studies which will

search for clear conclusions about the health hazards of mobile phones, in particular

fears of an association-between radiation and brain cancer.

Sir William was angry with mobile firms earlier this year for selling phones to

children, because their skulls are thinner and more at risk from the effects of radiation.

The skull of a five-year-old, for example, is as thin as half a millimetre at the ear,

whereas the skull of a 21-year-old is about two millimetres.

Fears over the safety of mobile phones are soon to be tested in court in the U.S. The

Consumers' Association said there was still insufficient evidence to say whether mobiles

are safe. A spokesman said: 'At the moment, it's too soon to reach a definitive verdict on

health risks from mobile phones, but neither has research given it the all clear.'

Guía de actividades:

1. ¿Cuál es el tema principal del artículo? ¿ A cuántas personas podría afectar en

Reino Unido?

19 | P a g e

2. ¿Qué creen los científicos? ¿Esta información está confirmada?

3. En el segundo párrafo hay un conector, ¿cuál es su categoría y que ideas une?

4. ¿Cuál es el riesgo de una exposición repetida? ¿Puede observar un caso de

"hedging"? Desarrolle.

5. En el párrafo 4, ¿Puede explicar lo que expone el Profesor Dariusz Leszczynski

con respecto a nuestro cerebro y la radiación?¿Qué consecuencia puede atraer

esto? ¿Hay alguna idea futura en este párrafo? Explíquela.

6. ¿A que hace referencia la palabra "we" en el párrafo 4?

7. Explique en qué consiste el programa anunciado en enero.

8. ¿Por qué Sir Williams estaba enojado con las firmas de telefonía móvil?

9. Explique la categoría del conector en el párrafo 6 resaltado en negrita. Explique

las ideas siguientes al conector.

10. ¿Cuáles son las conclusiones del artículo?

Clase 7: Conectores: temporales. Voz Pasiva y Tiempo futuro y pasado.

Time-resolved Image Polarimetry of TRAPPIST-1

during Planetary Transits (abstract 6)

We obtained linear polarization photometry (J-band) and low-resolution

spectroscopy (ZJ-bands) of TRAPPIST-1, which is a planetary system formed

by an M8-type low-mass star and seven temperate, Earth-sized planets. The

photopolarimetric monitoring campaign covered 6.5 h of continuous observations

including one full transit of planet TRAPPIST-1d and partial transits of

TRAPPIST-1b and e. The spectrophotometric data and the photometric light

20 | P a g e

curve obtained over epochs with no planetary transits indicate that the low-mass star has very

low level of linear polarization compatible with a null value. However, the ‘in transit’

observations reveal an enhanced linear polarization signal with peak values of p∗=0.1 per cent

with a confidence level of 3σ, particularly for the full transit of TRAPPIST-1d, thus confirming that

the atmosphere of the M8-type star is very likely dusty. Additional observations probing

different atmospheric states of TRAPPIST-1 are needed to confirm our findings, as the

polarimetric signals involved are low. If confirmed, polarization observations of transiting

planetary systems with central ultracool dwarfs can become a powerful tool for the

characterization of the atmospheres of the host dwarfs and the validation of transiting planet

candidates that cannot be corroborated by any other method.

Conteste estas preguntas acerca del abstract:

1. ¿Qué es TRAPPIST-1?

2. ¿Cómo está formado?

3. ¿Cuál es el método para investigar a dicho sistema?

4. ¿Cómo se dieron cuenta que la estrella tiene bajo nivel de polarización lineal

compatible?

5. ¿Qué confirmaron observaciones con respecto a la atmosfera de TRAPPIST-1d?

6. ¿Dichas observaciones son 100% confiables?¿Por qué?

7. ¿Qué tipo de estrella tendría este sistema solar?

El Sujeto y el Foco de la Oración.

El sujeto es el agente que realiza la acción y dicha acción o verbo tiene siempre a su

derecha un objeto directo. Podemos decir que en la voz activa lo más importante es el

agente ya que es lo primero en aparecer en la oración. Sin embargo, podemos darle foco

al objeto y dejar al agente al final de la oración siempre realizando algunos cambios en

la estructura de la oración.

Passive Voice:

21 | P a g e

Astronomers Discover 7 Earth-sized Planets Orbiting Star

By Ashley Strickland

Astronomers have discovered at least seven Earth-sized planets orbiting the same star

40 light-years away, according to a study published Wednesday in the journal Nature.

The findings were also announced at a news conference at NASA Headquarters in

Washington.

The researchers used a telescope called TRAPPIST (TRAnsiting Planets and

PlanetesImals Small Telescope) to observe a starlight and changes in brightness. The

team saw shadows, like little eclipses, periodically interrupting the steady pattern of

starlight. This is called transiting. The shadows indicated planets, and further

observation confirmed them.

This discovery outside of our solar system is rare because the planets have the winning

combination of being similar in dimension to Earth and being all temperate, meaning

they could have water on their surfaces and potentially support life.

The seven exoplanets were all discovered in tight formation around an ultracool dwarf

star called TRAPPIST-1. Estimates of their mass also indicate that they are rocky

planets, rather than being gaseous like Jupiter. Three planets are in the habitable zone of

the star, known as TRAPPIST-1e, f and g, and may even have oceans on the surface.

The researchers believe that TRAPPIST-1f in particular is the best candidate for

supporting life. It's a bit cooler than Earth, but could be suitable with the right

atmosphere and enough greenhouse gases.

If TRAPPIST-1 sounds familiar, that's because these researchers announced the

discovery of three initial planets orbiting the same star in May. The new research

increased that number to seven planets total. Life may begin and evolve differently on

other planets, so finding the gases that indicate life is key, the researchers added.

The planets are so close to each other and the star that there are seven of them within a

space five times smaller than the distance from Mercury to our sun. This proximity

allows the researchers to study the planets in depth as well, gaining insight about

planetary systems other than our own.

Based on preliminary climate modeling, the researchers believe that the three planets

closest to the star may be too warm to support liquid water, while the outermost planet,

TRAPPIST-1h, is probably too distant and cold to support water on the surface. But

further observation will be needed to know for sure.

22 | P a g e

Although 40 light-years away doesn't sound too far, it would take us millions of years to

reach this star system. The James Webb Space Telescope will be launched in 2018 and

it will be positioned 1 million miles from Earth with an unprecedented view of the

universe. It can observe large exoplanets and detect starlight filtered through their

atmosphere.

Guía de actividades:

1. ¿Cuál es el tema del artículo? Explíquelo brevemente.

2. ¿Qué es TRAPPIST? ¿Cómo se llevó a cabo el descubrimiento?

3. ¿Qué es lo peculiar de este hallazgo? ¿Qué pone contento a los investigadores?

4. ¿Qué información importante tenemos acerca de estos exoplanetas? ¿Por qué se

entiende que tres de estos son especiales?

5. ¿Qué ven los investigadores de particular en TRAPPIST-1f?

6. ¿Es esta la primera investigación sobre TRAPPIST-1?¿Por qué?

7. ¿Qué información tenemos acerca de la proximidad entre cada exoplaneta? ¿Qué

dicen los estudios acerca de sus climas?

8. En el último párrafo hay un conector. ¿Por qué la autora decidió utilizarlo en esa

oración? ¿Hay alguna idea futura? Explíquela.

9. En el texto hay 3 (tres) verbos en negrita, explique en qué tiempo verbal están.

10. ¿A qué hacen referencia las siguientes palabras subrayadas en el texto?

a- "the team" : __________________________________

b- "they": ______________________________________

c- "their": ______________________________________

23 | P a g e

Conectores de Secuenciación: Lea y determine cuales fueron los pasos para el

descubrimiento de TRAPPIST 1.

How did NASA discover Trappist-1?

Interpretación:

First, Researchers conducted four studies to

identify the center of the system.

Secondly, Investigators found 7 planets.

Then, these planets seem to hold water.

Finally, Researchers consider that the

geological and atmospheric conditions

would allow water to remain in liquid form.

Clase 9: 11/10 Conectores: Causa-Consecuencia. Voz pasiva y tiempo presente.

La Voz Pasiva: Segunda Parte.

Handbook of Liver Disease (ABSTRACT 7)

Hepatitis A and hepatitis E viruses are transmitted

enterically (connected with the intestines). Clinical

manifestations range from no symptoms to acute liver failure.

Hepatitis E genotypes 3 and 4 affect the human host by

digesting infected animal meats such as swine, wild boar, and

deer and can rarely cause chronic hepatitis E. For both

hepatitis A and E, treatment mainly involves supportive care;

however, for hepatitis E, if acute liver failure or chronic

hepatitis is suspected, the drug of choice is ribavirin. Vaccines

are available for hepatitis A, and hepatitis E vaccines are

being developed and undergoing clinical trials.

Conteste las siguientes preguntas:

1. ¿Cuál es la temática del abstract?

2. ¿Cuáles son las manifestaciones de la enfermedad?

24 | P a g e

3. ¿Cómo se puede infectar un huésped humano con estos tipos de Hepatitis?

4. ¿Cómo se las puede tratar en cada caso?

5. ¿Que información tenemos acerca de las vacunas contra dicha enfermedad?

New approach a step forward for hepatitis C vaccine

French scientists HAVE DEVELOPED a

novel hepatitis C vaccine that may offer

the first effective way to prevent an

infection that can cause chronic liver

disease and cancer.

There is currently no available vaccine

for hepatitis C, although some companies

ARE DEVELOPING so-called

"therapeutic vaccines," which are

designed to help patients who are already

infected.

The latest experimental shot was tested

successfully on mice and monkeys, but

not humans. It activated a broad

response from immune system proteins

called neutralizing antibodies.

The antibodies fought off multiple

variants of the hepatitis C virus in tests,

suggesting the new vaccine should be effective even after the virus mutates, the

researchers REPORTED on Wednesday.

About 130 million to 170 million people worldwide are chronically infected with

hepatitis C virus, and more than 350,000 die from hepatitis C-related liver diseases each

year, according to the World Health Organization. Unlike hepatitis A or B, most people

with hepatitis C develop chronic disease because their bodies are unable to get rid of the

virus. The condition is spread by exposure to infected blood.

This vaccine USES virus-like particles, which resemble viruses but are non-infectious

CONSEQUENTLY they don't contain any viral genetic material. Details of its

development were published in the journal Science Translational Medicine.

Commercial interest in hepatitis C vaccines has been more muted. French biotech

company Transgene and Austria's Intercell are both testing therapeutic versions, but the

main markets for a preventative shot would be in the developing world, which is less

attractive for Big Pharma.

Commercial rights to the new vaccine are held by French start-up Epixis, which is being

acquired by an undisclosed U.S. biotech company.

Guía de Actividades:

A) EXPRESE EN CASTELLANO EL SIGNIFICADO DE LAS SIGUIENTES

FRASES NOMINALES

1," the first effective way to prevent an infection"

........................................................................

25 | P a g e

2, "a broad response from immune system proteins"

...................................................................

3, "multiple variants of the hepatitis C virus in tests"

...................................................................

4, "commercial interest in hepatitis C vaccines"

...........................................................................

B) ¿QUÉ MODALIDAD EXPRESAN LOS SIGUIENTES VERBOS?

1- The vaccine may offer

the first effective way to

prevent an infection.

2- The jab should be

effective after the virus

mutates.

3- The shot would be in

the developing world next

year.

a) Posibilidad

b) Habilidad

c) Sugerencia

d) Obligación

a) Posibilidad

b) Habilidad

c) Sugerencia

d) Obligación

a) Posibilidad

b) Habilidad

c) Sugerencia

d) Obligación

C) ¿A QUÉ SE REFIEREN LAS SIGUIENTES PALABRAS?

1- IT

2- WHICH

3- ITS

D) ¿POR QUÉ EL AUTOR ELIGIÓ ESTAS FORMAS VERBALES EN ESTOS

CONTEXTOS? UNA CON FLECHAS. HAY UN ÍTEM QUE NO DEBE UNIRSE

1 HAVE

DEVELOPED

A- Porque se trata de algo que sucede en el momento en que se

lo refiere

2 ARE

DEVELOPING

B- Porque trata de algo que sucedió en un tiempo pasado

anterior a otro hecho en pasado

3 REPORTED C- Porque es algo que sucedió en un pasado reciente y tiene

consecuencias presentes

4 USES D- Porque trata de algo que sucedió en un pasado visto como

concluido

E- Porque trata de algo que sucede siempre

1 2 3 4

E- RESPONDA EN CASTELLANO, EN FORMA CLARA Y CONCISA

1. ¿Sobre qué avance científico es la noticia?

________________________________________________________________

2. ¿Qué cifras cita el artículo para comprender la gravedad de la enfermedad a

nivel mundial? ____________________________________________________

26 | P a g e

________________________________________________________________

________________________________________________________________

3. Diga la categoria e ideas que une el conector "consequently". ______________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

4. ¿Qué diferencia hay entre la hepatitis C y los otros dos tipos de hepatitis (A y

B)? _____________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

5. ¿Qué son Transgene, Intercell y Epixis?

a) Drogas Experimentales

b) Empresas Farmacéuticas

c) Clínicas Privadas de Europa

Clase 10: 18 /10 Conectores: Generalización y Conclusión. Voz Pasiva y tiempo

Perfecto.

Are Bee Diseases Linked to Pesticides? — A brief review

(abstract)

The negative impacts of pesticides, in particular insecticides, on bees and other pollinators have never been disputed. Insecticides can directly kill these vital insects, whereas herbicides reduce the diversity of their food resources, thus indirectly affecting their survival and reproduction. At sub-lethal level (< LD50), neurotoxic insecticide molecules are known to influence the cognitive abilities of bees, impairing their performance and ultimately impacting on the viability of the colonies. In addition, widespread systemic insecticides appear to have introduced indirect side effects on both honey bees and wild bumblebees, by deeply affecting their health. Immune

suppression of the natural defences by neonicotinoid and phenyl-pyrazole (fipronil) insecticides opens the way to parasite infections and viral diseases, fostering their spread among individuals and among bee colonies at higher rates than under conditions of no exposure to such insecticides. This causal link between diseases and/or parasites in bees and neonicotinoids and other pesticides has eluded researchers for years because both factors are concurrent: while the former are the immediate cause of colony collapses and bee declines, the latter are a key factor contributing to the increasing negative impact of parasitic infections observed in bees in recent decades.

27 | P a g e

Conteste las siguientes preguntas acerca del texto:

1. ¿Cuál es la temática del abstract? 2. Indique cuales son los dos tipos de pesticidas nombrados en el texto. 3. ¿Qué tipo de daño provoca el LD50? 4. ¿De qué manera el neonicotinoide y el fipronil afectan a las abejas de miel y los

abejorros salvajes? 5. ¿Por qué los investigadores están alarmados?

New Chemicals Expected to Replace Banned Pesticides also

Pose Significant Threat to Bees

By Josh Gabbatiss

New chemicals advertised as the next generation of pesticides appear to have disruptive effects on bee colonies. The finding comes after a wave of opposition to bee-harming chemicals led to some of the biggest insecticides being banned throughout the EU in April. In a new study, recently introduced sulfoximine-based treatments were found to reduce both the overall size of bumblebee colonies and the number of male offspring they produced. These substances are already permitted in 47 countries around the world, and they are currently being considered for use in the UK. Modern intensive farming relies on huge quantities of pesticides being pumped onto crops, but their future is unclear due to controversy surrounding their knock-on effects on wildlife. The EU-wide ban on most uses of neonicotinoid pesticides was generally seen as good news for Europe’s bees, but such restrictions will only help if the chemicals that replace them are less harmful. “Neonicotinoids are the most commonly used insecticide in the world, but the evolution of resistance by pests, as well as bans and restrictions on their usage has resulted in a demand for alternative pesticides,” explains Harry Siviter, a PhD student at Royal Holloway University of London, who led the study. “Sulfoximine-based insecticides are a likely successor and are being registered for use globally.” These chemicals are effective against pests that have developed resistance to neonicotinoids, and have already been approved in China, Canada and Australia, as well as five EU nations. However, the mechanisms by which sulfoximines work do not differ significantly from neonicotinoids, so Mr Siviter and his colleagues wanted to investigate their effects on bee colonies. They found in colonies exposed to sulfoxaflor – the first branded

28 | P a g e

sulfoximine-based insecticide – the number of sexual offspring produced fell by over a half. These results were published in the journal Nature. While the chemical does not directly kill bees, it will likely trigger harmful long-term effects in colonies as their health depends on having a complete workforce. As the product is yet to widely applied to the world’s crops the study is preemptive, but scientists said it ought to serve as a warning. Professor Nigel Raine, a pollinator conservation expert at the University of Guelph who was not involved in the study said the findings mean concerns about bees and insecticides “should not be limited to neonicotinoids”. “This study suggests that exposure to sulfoximine-insecticides, like neonicotinoids, can have substantial impacts on both the rate at which bumblebee colonies grow, and their ability to reproduce effectively. “Such pesticide impacts on wild bees could have serious ramifications for the pollination of many crops and wild plants.” Dr Richard Gill, an insect ecologist at Imperial College London, agreed that the results were cause for concern, although more work would be required to assess the extent of sulfoxaflor’s effects. With licensing currently in progress or granted for 12 European nations, ClientEarth chemicals lawyer Apolline Roger said "the EU must consider emerging scientific evidence like this and take urgent action when necessary." “Any substance which could undermine the current ban on bee-harming pesticides – and have serious implications for the future of pollinators, food production and people’s health – should be banned.” The authors of the study said there was a need to take “sub-lethal” consequences of new pesticides for pollinators into account when assessing their risk. “We need to know much more about what levels of emerging insecticides wild bees will be exposed to in the field,” said Professor Mark Brown, who co-authored the study. “Only with realistic and publicly available exposure data for a range of crops can we determine the true risk of these insecticides to wild bees and other important pollinators.”

Source: https://www.independent.co.uk/environment/pesticides-bee-ban-insects-pollinators-farming-neonicitinoids-sulfoximine-

eu-a8492936.html

Guía de Actividades:

1. ¿Cuál es el problema de los nuevos químicos pesticidas?

________________________________________________________________

________________________________________________________________

2. ¿De qué son responsables los tratamientos con base de sulfoximina?

________________________________________________________________

________________________________________________________________

3. ¿Cuál es la controversia del cultivo intensivo?

________________________________________________________________

________________________________________________________________

4. ¿Por qué se necesitan insecticidas alternativos?

________________________________________________________________

29 | P a g e

________________________________________________________________

________________________________________________________________

5. ¿A qué hace referencia la frase nominal "these chemicals"?

________________________________________________________________

________________________________________________________________

________________________________________________________________

6. ¿A qué hace referencia el pronombre "they"?¿Qué resultados fueron publicados

en el "journal Nature"?

________________________________________________________________

________________________________________________________________

________________________________________________________________

7. ¿Cuál es la conclusión de los estudios realizados?¿Qué conector se ha utilizado?

________________________________________________________________

________________________________________________________________

________________________________________________________________

8. ¿Qué modalidades podemos detectar en las declaraciones de la Profesora

Raine?___________________________________________________________

________________________________________________________________

________________________________________________________________

_______________________________________________________________

9. ¿Qué opina el Dr. Gill?¿Cuál es su posición con respecto a estos pesticidas?

Explique su opinion en castellano.

Dr Richard Gill agreed that the results were cause for concern, although more

work would be required.

________________________________________________________________

________________________________________________________________

________________________________________________________________

10. ¿Cuál es la postura de los autores del artículo?

________________________________________________________________

________________________________________________________________

________________________________________________________________

Clase 11: Verbos Modales 2.

Improvement of Mouse Cloning from Any Type of Cell by Nuclear

Injection (abstract 8)

Somatic cell nuclear transfer (SCNT) technology has

become a useful tool for animal cloning, gene

manipulation, and genomic reprograming research. The

original SCNT was performed using cell fusion between

the donor cell and oocyte. This method remains very

popular, but we have recently developed an alternative

method that relies on nuclear injection rather than cell

30 | P a g e

fusion. The advantages of nuclear injection include a shortened experimental procedure and

reduced contamination of donor cytoplasm in the oocyte. In particular, only this method allows us

to perform SCNT using dead cells or naked nuclei such as those from cadavers or body wastes.

This chapter describes a basic protocol for the production of cloned mice by the nuclear injection

method using a piezo-actuated micromanipulator as well as our recent advances in SCNT using

noninvasively collected donor cells such as urine-derived somatic cells. This technique will

greatly help not only SCNT but also other forms of micromanipulation, including sperm

microinjection into oocytes and embryonic stem cell injection into blastocysts.

Conteste las siguientes preguntas sobre el abstract:

1. ¿Cuál es la temática del texto?

2. ¿Cómo se realiza una transferencia nuclear tradicional?

3. ¿Cual es otro método alternativo?

4. ¿Cuáles son sus ventajas?

5. ¿Qué tipos de células o núcleos se pueden usar?

6. ¿Cómo describen este tipo de recolección o extracción de células?

MODALIDAD: Más Allá del Hedging.

CAN CAN'T COULD MAY - MIGHT

PERMISO

POSIBILIDAD

HABILIDAD

SOLICITUD

IMPOSIBILIDAD POSIBILIDAD

HABILIDAD EN EL

PASADO

PERMISO

POSIBILIDAD

SOLICITUD

MUST HAVE TO SHOULD / OUGHT TO NEED

OBLIGACION

INTERNA

DEDUCCIÓN

LÓGICA

OBLIGACION

EXTERNA

CONSEJO

RECOMENDACION

POSIBILIDAD

NECESIDAD

CLONING

Cloning occurs when you copy a living creature.

Two clones have the same genes, small structures

with information in them that tells what the body

of a living creature should look like and how it

should behave. You get the genes from your

parents. Many people think that cloning is only

executed by scientists in laboratories, but, in fact,

cloning also occurs in nature.

31 | P a g e

A-………………………………………………………

Animals have billions of cells. The nucleus of this cell has genetic information

called DNA. All the nuclei of an animal have the same information. But each cell only

uses a part of this information in order to work properly. The other part of the DNA is

not active. But because a single cell holds all the DNA of an animal, scientists CAN

make physical copies of an animal from only one cell.

They transfer the nucleus of an animal’s cell into an egg cell of another animal. This

egg cell has the same genetic information as that of the donor animal. The cell then

grows into an embryo. Scientists MUST then activate the DNA that was not active in

the parent cell. Otherwise a full organism would no develop. Clones CAN'T behave in

an identical way, this is because they live in different environments. Researchers have

found out that identical twins that carry the same DNA are different because they grow

up differently.

B- ………………………………………………………

Cloning animals started way back in the 1950s when the first frogs were

reproduced. In 1996 British scientists cloned the first mammal, a sheep called Dolly.

Since then the cloning of mice, cattle, cats and other mammals has been successful.

C- ………………………………………………………

The cloning of certain animals MAY bring advantages to humans. The cloning

of cattle or sheep CAN produce animals whose meat quality is better or which are more

resistant towards illnesses. Scientists, however, CANNOT yet create perfect clones.

Many of them do no survive the cloning process and die before they are born.

In the past human embryos have been cloned in order to get stem cells. These are cells

that can develop into many different kinds of other cells. Doctors are able to use stem

cells to replace parts of the body that are ill, like skin or other organs. Although this

COULD be a major breakthrough in medicine many people fear that cloning embryos is

32 | P a g e

murder and must therefore be prohibited. Scientists OUGHT NOT TO experiment with

human embryos.

Some scientists still believe that it MIGHT be possible to clone a human being from the

cells of one adult. For a long time this has been thought of as science fiction.

Many problems arise when it comes to cloning human beings. What should be the

characteristics of reproduced humans: should they be highly intelligent, strong or

creative. Who are the people to decide these questions? Critics of cloning say that

creatures should be born in a natural way. Nobody has the right to play God.

D- ……………………………………………………

Clones occur naturally in many cases, for example, when a mother gives birth to

two identical twins. They come from the same fertilized eggs and are therefore have

identical genes. Bacteria and animals with only one cell CAN also reproduce

themselves in a natural way. Plants can also produce clones. Farmers use breeding

techniques to produce certain types of plants.

Guía de Actividades

A) Lea atentamente los párrafos del texto. Tenga en cuenta las palabras más

importantes. Luego, ubique los títulos 1-4 en los párrafos A-D

1-Natural

Cloning

2-History of

Cloning

3-Cloning

Animals

4-Pros and Cons of

Cloning

B) Interprete en Castellano las siguientes frases nominales.

Small structures with information in them

…………………………………………………….. ...........

A major breakthrough in medicine

……………………………………………………………..

C) Hay verbos modales en mayúsculas y subrayados, explique su significado dentro de

la oración.

1- EJEMPLO: CAN - Expresa la habilidad para realizar copias.

2- MUST ............................................................................................................................

33 | P a g e

3- CAN'T ............................................................................................................................

4- MAY……………………………………………………………..................................

5- CAN ..............................................................................................................................

6- CANNOT .....................................................................................................................

7-COULD……………………………………………………………………..................

8-OUGHT NOT TO……………………………………………………...................……

9- MIGHT .........................................................................................................................

10- CAN ............................................................................................................................

D) Encuentre ejemplos de voz pasiva y especifique sus siguientes partes: sujeto – verbo

participio – agente (en caso de tenerlo).

……………………………………………………………………………………………

……………........................................................................................................................

E) En el texto encontrará algunos conectores con doble subrayado. Desarrolle que ideas

unen dichos conectores. Elija un “sinónimo” para los siguientes conectores:

HOWEVER = although / moreover / therefore

……………………………………………………………………………………………

………………..........................................................................................................……..

FOR EXAMPLE = afterwards / in conclusion / such as

……………………………………………………………………………………………

…………..........................................................................................................…………..

F) Referencia: Explique a qué hace referencia la palabra “they” en parte C con doble

subrayado y en la parte D con doble subrayado.

G) Responda las siguientes preguntas.

1-Explique la información expresada en el párrafo A sobre el DNA (ADN en

Castellano) y sobre la clonación.

2-¿Qué sucede con los mellizos idénticos según los investigadores?

3-¿Cuáles son las primeras experiencias sobre clonación de acuerdo al artículo?

34 | P a g e

4-¿Qué información brinda el texto sobre la clonación humana desde el punto de vista

médico? ¿Por qué es un tema que genera controversias?

Clase 12: 1/11 Revisión.

Modelo de Segundo Parcial

Asthma

Every year in spring millions

of people around the world

suffer from asthma. It is a time

when flowers flourish and

grass is cut.

Asthma is an illness that

narrows the breathing

passages. As a result, not

enough air can enter and leave your lungs. According to the World Health Organisation

over 230 million people around the world are suffering from asthma. Among children it

is the most chronic disease. While asthma occurs in almost all countries, asthma-

related deaths happen mainly in countries of the Third World.

In America over 25 million adults and 7 million children develop asthma every year.

The disease is more common among African Americans. The WHO warns that asthma

rates are increasing by 50 % every ten years. Asthma also causes a loss of business and

does damage to the economy because many people stay at home when they are ill.

Asthma occurs when tissue in your throat begins to expand. Muscles in these passages

become tighter and cells begin to produce some sticky substance, which makes airways

even smaller. This makes it difficult for air to flow into your lungs.

When this happens we call it an asthma attack. Victims fight to get enough air into their

lungs, sometimes they have to cough and they breathe heavily. Sometimes asthma

35 | P a g e

victims have a pain in the chest. Such an illness can deeply influence a person's health

and may even lead to death.

Doctors are not sure what causes asthma. Some argue that environmental influences are

the main factors; however, some doctors claim that genes are also responsible for

asthma. Almost half of the parents who suffer from asthma will also pass it on to their

children. 70% of all people who have asthma also suffer from allergies, when the body

reacts in an unusual way towards mostly harmless substances.

Many things can activate asthma attacks, sometimes pollen that fly through the air, at

other times dust, animal hair, mold or humidity. Air pollution from motor vehicles,

factories, smoking, household sprays and other chemicals can lead to

asthma. Exercising in cold weather can also trigger an asthma attack.

Many doctors prescribe asthma patients albuterol. Asthma victims often use a machine

that turns this medicine into a fog-like spray that is connected to a mask that fits over

your nose and mouth. It helps reduce the swelling of the airways.

There are some things that individuals can do to reduce the suffering caused by asthma.

They should know when and how to take their medicine and how to treat asthma attacks

when they occur.

Guía de actividades:

1- Marque en texto las siguientes frases nominales:

a) "Sustancia pegajosa"

b) “Un dolor en el pecho”:

c) “Casi la mitad de los padres”:

d) "Polución de aire por motores de vehículos, fabrica, humo, espray y otros

químicos"

2- Explique que dice cada oración respetando su tiempo verbal.

A. “Asthma occurs in almost all countries”

___________________________________________________________________

___________________________________________________________________

B. “Asthma will also pass it on to their children”

___________________________________________________________________

___________________________________________________________________

36 | P a g e

C. “Asthma cases are increasing by 50 % every ten years”

___________________________________________________________________

___________________________________________________________________

D. “Asthma victims have a pain in the chest”

___________________________________________________________________

___________________________________________________________________

3- Conteste las siguientes preguntas, lea atentamente el texto:

a) Según el texto, ¿En qué época del año las personas sufren de asma?

__________________________________________________________________

__________________________________________________________________

b) ¿Cuál de estos significados le darías a la frase “Breathing Passage”?

a-Conducto Respiratorio b- Conducto Torácico c- Pasajero

Asmático d- Respirando Pasaje

c) En el segundo párrafo, podemos ver el conector “as a result”. ¿Qué tipo de

conector es? ¿Podría explicar que ideas

une?______________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

_________________________________________________________________

d) ¿Por qué se caracteriza esta enfermedad entre los niños? ¿Dónde podemos

observar mayor índice de muerte relacionada con el asma?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

e) ¿Cuántos individuos en total desarrollan asma en América por año?

a) 25 Millones aprox. b) 7 Millones Aprox. c) 32 Millones

Aprox.

f) En el tercer párrafo la OMS advierte algo, ¿Qué es lo que advierte? Explique sus

consecuencias.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

g) Según el texto, ¿qué le sucede a las personas que viven con asma? Nombre dos

síntomas. En el párrafo 5, el verbo modal “MAY” se presenta. ¿Cuál es su función

en ese contexto? Explique lo que entiende en la oración: “… and may even lead to

death”

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

37 | P a g e

__________________________________________________________________

_________________________________________________________________

h) En el párrafo 6, explique la categoría del conector “however” y las ideas que une.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

i) ¿Qué factores pueden activar un ataque de asma? Nombre varias razones.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

j) Identifique una oración en voz pasiva y diga su significado.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

k) Referencia: ¿A qué hace referencia la palabra “some” en el texto con doble

subrayado?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Clase 14: Clase especial

Tipos de Resumen o Abstract.

Hay dos tipo de abstracts of resumenes:

Descriptivos Informativos

Contienen y comunican el

contenido del articulo

Dice el Propósito o Problema

Dice el Método o Metodología

usada en la investigación.

Dice el Enfoque

Son cortos

Contienen y comunican el

contenido del articulo

Dice el Propósito o Problema

Dice el Método o Metodología

usada en la investigación.

Dice el Enfoque

Pueden o no ser breves.

Expresa los resultados

Da conclusiones o implicancias del

trabajo de investigación.

38 | P a g e

Guía de actividades: Lea los siguientes abstracts y complete los cuadros.

Section 1.01 Abstract 1

White chocolate does not contain fat-free cocoa solids and

thus lacks bioactive components. In the present study,

white chocolate was enriched with encapsulated blackberry

juice in concentrations: 60 g kg−1

, 80 g kg−1

, and

100 g kg−1

. The results showed an increase of volume

weighted mean in enriched chocolates with increasing the

concentration of encapsulate from 13.06 μm in white

chocolate to 18.05 μm in chocolate with 100 g kg−1

of

encapsulate. Casson viscosity of chocolate mass increased

at the same time (from 0.63 Pa in white chocolate to

1.22 Pa in chocolate with a maximum concentration of encapsulate) due to an increase

of specific surfaces of solid particles in chocolate. Internal structure and surface gloss in

chocolate with 100 g kg−1

of encapsulate are also affected where the lack of free fat

phase caused mat color on the surface. However, the addition of encapsulated

blackberry juice to white chocolate led to the creation of new type of enriched chocolate

with attractive color and blackberry taste. Total polyphenol content (mg GAE/100 g) of

white chocolate is increased from 40.75 to 75.06, 145.86, and 153.95 in chocolates with

60 g kg−1

, 80 g kg−1

, and 100 g kg−1

of encapsulate, respectively.

Section 1.02 Abstract 2

Vivid episodic memories in people have been

characterized as the replay of multiple unique events

in sequential order. The hippocampus plays a critical

role in episodic memories in both people and rodents.

Although rats remember multiple unique episodes , it

is currently unknown if animals “replay” episodic

memories. Therefore, we developed an animal model

of episodic memory replay. Here, we show that rats

can remember a trial-unique stream of multiple

episodes and the order in which these events occurred

by engaging hippocampal-dependent episodic memory

replay. We document that rats rely on episodic

memory replay to remember the order of events rather than relying on non-episodic

memories. Replay of episodic memories survives a long retention-interval challenge and

interference from the memory of other events, which documents that replay is part of

long-term episodic memory. The chemogenetic activating drug clozapine N-

oxide (CNO), but not vehicle, reversibly impairs episodic memory replay in rats

previously injected bilaterally in the hippocampus with a recombinant viral

vectorcontaining an inhibitory designer receptor exclusively activated by a designer

drug (DREADD; AAV8-hSyn-hM4Di-mCherry). By contrast, two non-episodic

memory assessments are unaffected by CNO, showing selectivity of this hippocampal-

dependent impairment. Our approach provides an animal model of episodic memory

replay, a process by which the rat searches its representations in episodic memory in

39 | P a g e

sequential order to find information. Our findings using rats suggest that the ability to

replay a stream of episodic memories is quite old in the evolutionary timescale.

ABSTRACT 1 ABSTRACT 2

Propósito o Problema

Método o Metodología

Resultados

Conclusiones o implicancias

Tipo de Abstract