UNIVERSIDAD NACIONAL DE TUCUMÁN

FACULTAD DE CIENCIAS NATURALES E INSTITUTO MIGUEL LILLO

PROGRAMA AÑO LECTIVO 2022-2023

CARRERAS DE GRADO:

 Licenciatura en Ciencias Biológicas (curricular).

 Arqueología (curricular).

 Museología y Documentación Arqueológica (curricular).

 Profesorado en Ciencias Biológicas (vocacional).

 Geología (Plan viejo: vocacional – Plan Nuevo: libre)

CÁTEDRA: Inglés

MATERIA: Lectocomprensión de Textos Especializados

EQUIPO DOCENTE:

 Pino, Norma Beatriz - Profesora Adjunta Dedicación Exclusiva.

 Caro, Mariana Patricia – JTP Dedicación Parcial.
 Parra, María Constanza AG Dedicación simple.

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OBJETIVOS DE LA MATERIA:

 OBJETIVO GENERAL: Orientar al alumno hacia el logro de una comprensión lectora solvente
del discurso de especialidad en inglés correspondiente a las carreras que se dictan en la
Facultad de Ciencias Naturales e Instituto Miguel Lillo de la Universidad Nacional de Tucumán.

OBJETIVOS ESPECÍFICOS:

 Estimular en el aprendiente la elaboración de hipótesis a partir de pistas textuales tanto a nivel

del discurso escrito (elementos textuales y paratextuales: títulos, subtítulos, copetes, palabras
resaltadas, gráficos, ilustraciones, entre otros) como a nivel del contenido temático, el contexto
socio-cultural, etc.
 Incentivar en los destinatarios del curso la actualización de todo conocimiento previo que
favorezca la construcción del sentido de los textos, entendiendo por conocimiento previo tanto
procedimientos, como experiencias socioculturales, conocimientos disciplinares,
conocimientos lingüístico-discursivos de las lenguas materna y extranjera.
 Guiar a los alumnos para que desarrollen técnicas y estrategias de lectura que le permitan
comprender los textos en inglés de manera autónoma y eficiente, tratando de lograr agilidad en
la comprensión de los mismos.
 Favorecer en los estudiantes el desarrollo de la capacidad de monitorear las estrategias de
lectura apropiadas para el logro de la comprensión según el proyecto de lectura previsto.
 Guiar al alumno para relacionar la lectura de los textos en inglés usados en clase con el propio
mundo de conocimiento y experiencia.
 Propiciar en el alumno una permanente reflexión (metacognición) acerca de las características
del discurso académico en inglés en relación con los componentes lingüísticos (contexto y
cotexto, conocimientos de morfología, sintaxis y relaciones sintáctico-semánticas) y no
lingüísticos (propósito, audiencia, relación emisor-receptor del mensaje, entre otros) del texto
así como también con respecto a las estrategias de lectura más adecuadas para comprenderlo.
 Desarrollar en el alumno estrategias que le permitan resolver situaciones problemáticas
propias de la vida universitaria (síntesis, explicación, ejemplificación, aplicación, justificación,
comparación y contraste, contextualización, generalización, jerarquización, reformulación,
etc.).
 Guiar al alumno en la comprensión del sistema de la lengua inglesa, focalizando en las
características lingüístico-discursivas del discurso académico-científico especializado y los
tipos textuales representativos del mismo.
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  Incentivar en los estudiantes el análisis de las diferencias grafémicas, lexicales y
morfosintácticas entre el inglés y el español.
 Propiciar en el alumno la transmisión clara y precisa de lo comprendido en su lengua materna.

PROGRAMA DE CONTENIDOS:

 UNIDAD INTRODUCTORIA: Texto. Definición. Tipos. Los elementos paratextuales (tapas,

contratapas, imágenes, índices, bibliografías, títulos, subtítulos, prólogos de libros, revistas de
divulgación o journals, textos electrónicos, datos referenciales): sus funciones y características.
Formulación de hipótesis. Predicciones. Diccionario bilingüe: usos y manejo. Interpretación del
Vocabulario a través de: búsqueda del significado de la palabra en contexto, aplicación del
conocimiento previo, identificación de sufijos y prefijos, reconocimiento de los diferentes
significados de una palabra (homonimia y polisemia), interpretación a partir de la sinonimia, la
antonimia y la colocación, comprensión del campo semántico y campo léxico. Importancia del
Contexto.

CATEGORÍAS GRAMATICALES Y LÉXICAS

 UNIDAD 1: La oración en inglés. Frase Nominal: su importancia en la carga temática-

referencial. Frase Verbal: formas simples y compuestas. Componentes de las Frases Nominal y
Verbal. Núcleo/s. Prefijos y sufijos. Pluralidad. Familias de palabras. Relación entre el
sustantivo y sus modificadores. El adjetivo: contraste con el español. El adverbio. Regulares e
Irregulares. Artículos: definido e Indefinido. Zero article. Pronombres personales sujeto.
Adjetivos Posesivos. Reglas de diccionario. Traducciones de “Be” como Verbo principal.
Interrogación con “WH words”.

 UNIDAD 2: Presente Simple. Formas afirmativa, negativa e interrogativa. Usos. Portadores de

tiempo presente (Do – Does – Do not – Does not). Reglas de diccionario. El imperativo:
afirmativo y negativo. Usos. Preguntas sujeto.

 UNIDAD 3: Forma verbal terminada en – ING: interpretaciones según contexto. Reglas de

diccionario. Posesión: Caso posesivo. Posesión con of.

 UNIDAD 4: Simple Past (Pretéritos Imperfecto e Indefinido) y Participio Pasado. Formas

afirmativa, negativa e interrogativa. Usos. Portadores de tiempo pasado (Did, did not). Verbos
regulares e irregulares. Reglas de diccionario.
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  UNIDAD 5: Portadores de Tiempo: shall, will, would. Negación e interrogación. Usos. Verbos
modales o anómalos: can, could, may, might, should, ought to y sus correspondientes negativos.
Usos y funciones.

 UNIDAD 6: Be como Auxiliar: 1) be + -ing; 2) be + going to; 3) be + infinitivo; 4) be + Participio

Pasado.

 UNIDAD 7: Los Tiempos Perfectos: Have, Has, Had + Participio Pasado. Usos. There + Be.
Formas y funciones.

 UNIDAD 8: Comparativos y Superlativos. Comparativos de igualdad, superioridad e

inferioridad. Adjetivos regulares e irregulares. Reglas de formación. Formas paralelas y
contrastivas.
 UNIDAD 9: Oraciones Condicionales. Tipos: Condicional cero, primer condicional, segundo
condicional, tercer condicional, condicional mixto. Usos. Would y should como indicadores de
condicionalidad. Inversión en la condición.

 UNIDAD 10: la Referencia. Nexos y conectores. Pronombres Posesivos, Personales Objeto,

Reflexivos

e Indefinidos. Foco de la información. Nexos subordinantes. Nota importante: Los temas incluidos en
esta unidad se intercalarán a lo largo del dictado de la asignatura según las necesidades.

 Vocabulario: Durante el desarrollo de la materia, se irá intercalando vocabulario general y

vocabulario especializado, cognados y falsos cognados, ítems lexicales, giros idiomáticos. Los
alumnos elaborarán Glosarios Terminológicos de su especialidad bajo la guía y supervisión de
las Profesoras.

BIBLIOGRAFÍA
Pino, N.B., Caro, M.P., Parra, M.C. (2021). Lectocomprensión de textos académicos en inglés – Ciencias Naturales.
Editorial Autores de Argentina. ISBN 978-987-87-1276-5.

Profesora Norma Beatriz Pino

Profesora Adjunta

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TEXTO Nº1

FECHA:

Antes de leer el texto:

 ¿Qué temas relacionados a la arqueología crees que encontrarás en este texto?

 ¿Qué sabes acerca de la arqueología?
 ¿Qué rol crees que cumple la arqueología en la sociedad?
 Realiza inferencias sobre los posibles temas que serán desarrollados.

 Lee el texto y confirma o refuta las predicciones realizadas en el punto anterior.

LA ARQUEOLOGÍA

1)………………………………………………………………………………………

La arqueología parece siempre evocar imágenes de lo exótico. Imágenes de pirámides, tumbas y

artefactos espectaculares de oro o turquesa vienen a la mente. Si bien todos esos lugares asombrosos y
objetos fabulosos son familiares para la mayoría de nosotros, son tan convincentes que a veces ocultan
un hecho más importante y poco comprendido: cada lugar tiene un pasado y cada pasado es
importante.

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2)………………………………………………………………………………………….

La arqueología es el estudio del comportamiento humano pasado mediante la recuperación

sistemática y el análisis de restos u objetos materiales. Estos objetos, llamados artefactos, pueden ser
tan pequeños como un botón o tan grandes como un edificio. Ya sea grande o pequeño, son la
evidencia de culturas pasadas. Estos artefactos sirven como una conexión física con nuestro pasado.

3)…………………………………………………………………………………………..

La arqueología se divide en arqueología prehistórica e histórica. La arqueología prehistórica es el

estudio de culturas que no poseían un lenguaje escrito. Aunque los pueblos prehistóricos no
escribieron sobre su cultura, dejaron restos tales como herramientas, cerámica, objetos ceremoniales
y desechos alimenticios. La arqueología histórica estudia los restos de las culturas para las que sí
existe una historia escrita. La arqueología histórica examina registros del pasado que incluyen diarios;
expedientes judiciales, censales y fiscales; andanzas; mapas; y fotografías. Al combinar el uso de la
documentación y la evidencia arqueológica, los arqueólogos obtienen una mejor comprensión del
pasado y del comportamiento humano.

4)…………………………………………………………………………………………………

El objetivo de la arqueología es comprender cómo y por qué el comportamiento humano ha cambiado

con el tiempo. Los arqueólogos buscan patrones en la evolución de eventos culturales significativos,
como el desarrollo de la agricultura, el surgimiento de ciudades o el colapso de civilizaciones
importantes para obtener pistas de por qué ocurrieron estos eventos. En última instancia, buscan
mejores maneras de predecir cómo cambiarán las culturas, incluida la nuestra, y cómo planificar
mejor para el futuro. La arqueología no es sólo el estudio de estos temas generales, sino que también
proporciona una historia y un patrimonio para muchas culturas. No se sabría nada de los desarrollos
culturales de los pueblos prehistóricos si no fuera por la arqueología. Además, la arqueología describe
la vida cotidiana de grupos como esclavos, mineros del carbón y otros trabajadores inmigrantes
tempranos que fueron poco documentados por los historiadores.

5)…………………………………………………………………………………………………….

Los sitios arqueológicos son evidencia de actividad humana a menudo asociada con concentraciones
de artefactos. La excavación de sitios arqueológicos es un proceso destructivo que requiere la
eliminación sistemática de suelos y artefactos. Los sitios arqueológicos son similares a los laboratorios
de investigación donde se recopilan, registran y analizan los datos. La excavación controlada y el
mapeo de la información relativa a las capas del suelo y los artefactos asociados con cada capa
permiten a los arqueólogos buscar patrones en el comportamiento humano anterior. Ellos estudian
estos patrones y cambios en el comportamiento humano durante largos períodos de tiempo, como se
evidencia en los artefactos. La combinación de análisis de actividades sólo presentes en el suelo, como
las manchas dejadas por la cocción y los artefactos recuperados, sobreviven como el registro
arqueológico de un sitio.

6)………………………………………………………………………………………………………
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Los sitios arqueológicos son recursos no renovables; una vez que son destruidos o excavados por los
arqueólogos, se han ido para siempre y no pueden ser reemplazados. La pérdida es significativa. Al
final, la arqueología no se trata de artefactos, excavaciones o exhibiciones, se trata de personas.
Nuestras decisiones sobre el futuro se basan en las lecciones que aprendemos de aquellos que
vinieron antes que nosotros. Generaciones enteras de nuestros predecesores y ancestros, pueden ser
reconstruidos a partir de los restos que dejaron en los sitios arqueológicos. Todavía pueden
enseñarnos y todavía podemos aprender de ellos. El conocimiento y los logros de todas las
generaciones pasadas son parte de nuestra herencia colectiva.

Sorce: http://www.phmc.state.pa.us/portal/communities/archaeology/resources/value-archaeology.html

ACTIVIDADES:

A) COMPRENSIÓN TEXTUAL:

1. Cuál es el mensaje que se intenta transmitir en el primer párrafo?

2. ¿Qué son los artefactos?

3. ¿En qué se diferencian la arqueología prehistórica de la histórica?

4. ¿Estudia la arqueología sólo los eventos culturales significativos? Justifique su respuesta.

5. ¿Por qué son importantes los sitios arqueológicos?

6. Proporciona un subtítulo apropiado para cada párrafo.

7. Utilice las ideas principales identificadas en el punto y realice un resumen del texto.

B) LECTURA ANALÍTICA:

1. Identifica 5 sustantivos concretos, 5 abstractos y 5 adjetivos.

2. ¿Qué tiempo verbal predomina en el texto? ¿Por qué?

3. ¿A cuál de las siguientes tipologías textuales consideras que pertenece el artículo? Lee las

características de cada una, según el diccionario de términos del Centro Virtual Cervantes y

fundamenta tu respuesta.

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9
TEXTO Nº2

FECHA:

Observa los siguientes títulos de libros. ¿A qué disciplina pertenece cada uno?

ACTIVIDADES:

A) LECTURA ANALÍTICA:

1. Identifica a los sustantivos en las siguientes frases nominales e indica cuál de ellos es el
núcleo:

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1) The Ethics of Archaeology: Philosophical Perspectives on Archaeological Practice

2) Colonial Collecting and Display: Encounters with Material Culture

3) The Educational Role of the Museum

4) Architecture, Archaeology And Contemporary City Planning: Multi-Layered Settlements

5) Stylistic Variation in Prehistoric Ceramics

6) Contemporary Curating and Museum Education

7) Ethnographic Object Analysis

8) The Lives of Chinese Objects: Buddism, Imperialism and Display

9) Map Interpretation for Structural Geologists

10)Multidisciplinary Approaches to Forensic Archaeology

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11)Methodological and Technological Advances in Death Investigations

12)Best Practices of Geoinformatic Technologies for the Mapping of archeolandscapes

2. Indica si las siguientes afirmaciones son oraciones o frases nominales.

a. Aproximaciones a la historia de la arqueología

b. Sitios arqueológicos notables
c. La termoluminiscencia se usa para cerámicas. Los restos se lavan y consolidan
d. La arqueología se dedica al estudio de las manifestaciones materiales de dichas
culturas

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TEXTO Nº3

FECHA:

Antes de leer el texto:

 ¿En qué se diferencia un museo de arqueología del resto de los museos?

 ¿Existen en nuestros medios museos de arqueología?

MUSEUM OF ARCHAEOLOGY

An archaeology museum is a museum that specializes in the display of archaeological artifacts. The
Museum of Archaeology and Anthropology, also known as MAA, at the University of Cambridge houses
the University's collections of local antiquities, together with archaeological and ethnographic
artefacts from around the world. The museum is located on the University's Downing Site. The
Museum of Archaeology and Anthropology is a museum of humanity's history over hundreds of
thousands of years, of world cultures over recent centuries, and of Indigenous life and art in the
present. Locally and globally, it is a revelation of people's stories, through extraordinary things they
have made, past and present. MAA is a public museum and normally welcomes 80,000 visitors a year;
the Museum is also part of the University of Cambridge. The Museum holds archaeological finds from
every part of the inhabited world. They range from some of the very oldest to medieval and post-
medieval finds from sites within Cambridge. They include finds from major excavations crucial to the
development of archaeological science. MAA holds one of the finest pre-Columbian collections in
Britain, including remarkably preserved early textiles; important prehistoric Arctic materials; wide-
13
ranging collections relating to early research in southern Africa, on rock art among other topics; and –
of special interest to Cambridge communities – finds from major Roman cemeteries at Great
Chesterford and Litlington, as well as many other prehistoric, Roman and Anglo-Saxon finds from the
city and region.

https://maa.cam.ac.uk/about

ACTIVIDADES:

A) COMPRENSIÓN TEXTUAL:

1. Responde de manera concisa las siguientes preguntas en español:

a. What is an archaeology museum?

b. Where is it located?
c. Does the MAA hold finds that belong exclusively to Cambridge area?
d. How many visitors does the MAA receive each year?
e. What types of finds does the MAA hold?

B) LECTURA ANALÍTICA:

1. ¿Qué tiempo verbal predomina en el texto? ¿Por qué?

2. Subraya los verbos en tiempo presente.
3. Indica qué función gramatical desempeñan las palabras subrayadas.
4. En las siguientes frases nominales, identifica al sustantivo núcleo. Traduce:

a. University's collections of local antiquities

b. Archaeological and ethnographic artefacts from around the world
c. Indigenous life and art in the present
d. Archaeological finds from every part of the inhabited world
e. Finds from major excavations crucial to the development of archaeological science.
f. Remarkably preserved early textiles
g. Important prehistoric Arctic materials
h. Wide-ranging collections relating to early research in southern Africa
i. Finds from major Roman cemeteries at Great Chesterford and Litlington
j. Many other prehistoric, Roman and Anglo-Saxon finds from the city and region.

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1) Indica la función que la forma –ING cumple en cada caso. Clasifícalos según se
desempeñen como sustantivos, adjetivos o verbos. Traduce:

1. Archaeology analyzes the physical remains of the past in pursuit of a broad and comprehensive
understanding of human culture.
2. Over the past 150 years archaeologists have developed many effective methods and techniques
for studying the past.
3. There are a number of non-invasive techniques archaeologists can use to find sites without
having to dig.

4. Archaeologists spend much more of their time in the laboratory analyzing artifacts and data
than they do in the field.

5. Tree-ring dating method, or dendrochronology, is one of the oldest dating methods used by
archaeologists.

6. Analyzing artifacts is a fundamental source of information for archaeologists.

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TEXTO N°4

FECHA:

Antes de leer el texto:

 ¿Cómo se determina la edad de los objetos?
 ¿Se puede establecer con exactitud la edad de un objeto?
 ¿Cuál crees que es la importancia de la datación?
 ¿En qué ciencias se usan métodos de datación?

RELATIVE AND ABSOLUTE DATING METHODS IN ARCHAEOLOGY

The Earth is around 4.6 billion years old. Physical evidence of geological changes and the mineralized
remains of living organisms (fossils), as well as material remains and artifacts of human societies,
offer archaeologists important insights into the past.

Archaeologists seek to place discoveries within a broader historical framework; in other words, to get
a sense for the time period that an object comes from and how it relates to other finds, times, and
places in the archaeological record. This helps to build a better picture of how humans lived in the
past, as well as how humanity, culture, and societies evolved over time.

There are a variety of scientific methods that archaeologists use to analyze the age and origins of
fossils, remains, or other artifacts. Dating methods can enable bio-archaeologists to determine factors
such as environment, diet, health, or migration patterns of humans, plants, or animals. Knowing the
age of an object of material culture, how it was made, and the surrounds in which it was found, also
help classical, historical, or ethnoarchaeologists to better hypothesize the purpose or cultural meaning
that might have been attributed to it in the past. Ordering archaeological finds within time periods
across traditions is how archaeologists piece together the past that connects all contemporary
cultures today.
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How do archaeologists determine how old an object is? Relative dating methods estimate whether an
object is younger or older than other things found at the site. Relative dating does not offer specific
dates, it simply allows to determine if one artifact, fossil, or stratigraphic layer is older than another.
Absolute dating methods provide more specific origin dates and time ranges, such as an age range in
years. How specific these dates can be will depend on what method is used.

Relative Dating Methods:

Stratigraphy: Assuming that soil layers in a deposit accumulate on top of one another, and that the
bottom layers will be older than the top layers, stratigraphy allows archaeologists to construct a
relative chronological sequence from the oldest (bottom) to youngest (top) layers. Artifacts found in
these layers are at least as old as the deposit in which they were found.

Seriation: a technique that was common in the mid-20th century, seriation looks at changes in certain
styles of artifacts present at a site. A chronology is developed based on the assumption that one
cultural style (or typology) will slowly replace an earlier style over time.

Fluorine dating: a technique that analyzes how much of the chemical fluorine has been absorbed by
bones from the surrounding soils in order to determine how long the specimen has been
underground.

Absolute Dating Methods:

Radiocarbon Dating: One of the most widely known radiometric dating techniques, radiocarbon
dating measures the decay of the radioactive isotope Carbon-14 (C-14) in any organic material found
in archaeological deposits, such as wood, plants, textiles, and human or animal remains to determine
its age.

Dendrochronology: Since most trees produce a ring of new wood annually, archaeologists use the
variations in cross-sections of wood to produce timelines.

Thermoluminescence: Useful for determining the age of pottery or ceramics, it can be used to date
materials containing crystalline minerals to a specific heating event in the past (such as when the item
was made).

Fission-track dating: A technique that determines age of various minerals and glasses based on the
trails of damage done by the spontaneous fission of uranium-238, the most abundant isotope of
uranium.

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Potassium-argon (K-Ar) and Argon-argon (Ar-Ar): measure the ratio of argon gas in igneous
volcanic rock to estimate how much time has elapsed since the rock cooled and solidified.

Archaeomagnetic dating: Magnetic particles in most materials of geological origin, such as rocks and
clay, are analyzed to track shifts in the earth’s magnetic fields over time.

ACTIVIDADES:

A) COMPRENSIÓN TEXTUAL

1. Responde de manera concisa las siguientes preguntas en español:

a) Why is it important for archaeologists to relate a given object to a period of time?

b) How do archaeologists determine the age of an object or artifact?

c) Which factors can be determined through dating methods?

d) What does crossdating consist on?

e) Which method is based on ring trees?

B) LECTURA ANALÍTICA:
1. En las siguientes oraciones subraya los sustantivos y resalta al sustantivo núcleo. Traduce:

a) Physical evidence of geological changes and the mineralized remains of living organisms.
b) Other finds, times, and places in the archaeological record.
c) Age and origins of fossils, remains, or other artifacts.
d) A relative chronological sequence from the oldest (bottom) to youngest (top) layers.
e) Magnetic particles in most materials of geological origin.
2. Indica a qué categoría gramatical pertenecen las siguientes palabras:

a) Living (párrafo 1) ………………………………..

b) Knowing (párrafo 3) …………………………………..
c) Meaning (párrafo 3) …………………………………..
d) Dating (párrafo 4) …………………………………………
e) Comparing, matching (imagen) …………………………….
f) Determining (párrafo 10) …………………………………

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TEXTO N°5

FECHA:

Antes de leer el texto:

 ¿Qué sabes acerca de Francisco Moreno?

 ¿Qué legado dejó?
 ¿Conoces el motivo del nombre del Glaciar Perito Moreno?

FRANCISCO PASCASIO MORENO

Francisco Moreno was a prominent Argentine naturalist, explorer, and geographer in the late 19th century. He
was born on May 31, 1852, in Buenos Aires. His family was an influential one and his father was one of the
founding members of the influential Club del Progreso, secretary of the Buenos Aires Commerce Stock Market,
director of the Buenos Aires Province Bank, and member of the Argentine parliament.

Francisco Moreno was interested in collecting artifacts and fossils from a young age and created a homemade
museum of his extensive collections when he was 14. He studied in local parochial schools and graduated in
1872. He did not attend university and began working in the family’s insurance companies. Due to his family’s
connections, he became part of Argentina’s learned societies and political networks and participated in the
founding of the Argentine Scientific Society in 1872.

Francisco Moreno embarked on a series of explorations in the 1870s. The first one of these was a survey of Río
Negro Territory, a hitherto largely uncharted territory. He explored the valleys of Patagonia and the
Argentinean Northwest, and reached Lake Nahuel-Huapi in the southern Andes in 1876.

He collected objects of natural history and archeological interest in his travels. In February 1877, he discovered
Lake San Martín and explored numerous rivers in Patagonia. In March the same year, he discovered and named
Mount Fitz Roy.

19
On his return, he presented his collections to the Province of Buenos Aires for the purpose of establishing an
archaeological and anthropological museum. The museum was inaugurated in August 1878.

On his second major expedition to the territory of Patagonia, he explored the Lake Nahuel along with his team
when they were taken prisoners by a Tehuelche aboriginal tribe. He was condemned to death but he made a
daring escape barely a day before his planned execution. Even the near-death experience could not dampen
Moreno’s adventurous spirit and he proceeded to explore the Andes from Bolivia southward in 1882-83, and
made new explorations of the territory south of the Río Negro and of Patagonia in 1884-85.

In 1888, he founded the La Plata Museum of Natural History, which is today the most important of its kind in
South America and one of the most important museums in the world. Moreno served as the first director of the
museum until 1906.

In 1902, Moreno was appointed Perito (a technical specialist or expert) in the border conflict with Chile. In this
position he disproved Chilean claims to the continental divide in the Southern Cone.

He served as the national deputy from 1910–1913. In this capacity he proposed several projects including the
construction of railroads in Patagonia, the creation of a national scientific service (for topographic,
hydrographical, geologic, and biological surveys), and the establishment of national parks.

During his later years he acted as vice president of National Council for Education and established the Scouting
and Guiding in Argentina, the Argentine Boy Scouts Association, in 1912. He was also actively involved in
political developments and joined the reactionary Argentine Patriotic League during the World War I. He died
(aged 67) on November 22, 1919, in Buenos Aires.
https://www.thefamouspeople.com

ACTIVIDADES:

A) COMPRENSIÓN TEXTUAL:

1. Indica si las siguientes oraciones son verdaderas o falsas. En caso de ser falsas,
corrígelas en español:
a. Francisco Moreno came from a poor family.
b. He never got a university degree.
c. He almost dies when exploring the Lake Nahuel.
d. He never held a public office
e. Francisco Moreno favored Chile in the border conflict.

2. Identifica en el texto a las palabras o frases que significan lo siguiente:

a. Recolección: …………………………………
b. Inexplorado: ………………………………….
c. Apagar: ……………………………………..
d. Demanda: ……………………………………

20
 3. Responde de manera concisa las siguientes:

a. How did his family’s connections help young Francisco Moreno?

b. When did he discover and name Mount Fitz Roy?

c. Why did he present his collections to the Province of Buenos Aires?

d. How old was he when he died?

4. Indica a qué hacen referencia las siguientes cifras numéricas:

a. 14: ……………………………………………………………………………………………………………….
b. 67: ……………………………………………………………………………………………………………….
c. 1878: ……………………………………………………………………………………………………………
d. 1902: …………………………………………………………………………………………………………....
e. 1910-1913: …………………………………………………………………………………………………..

B) LECTURA ANALÍTICA:

1. ¿Cuál es el tiempo verbal predominante en el texto? ¿A qué se debe esto?

2. Identifica todos los verbos en pasado y ubícalos en el cuadro correspondiente:

VERBOS REGULARES VERBOS IRREGULARES

3.

3. Indica si las palabras subrayadas en el texto funcionan como verbos en pasado o como participio
pasado en función adjetiva.

21
 En las siguientes oraciones identifica el verbo modal y su interpretación según el
contexto. Luego traduce.

1. There are many factors that can disturb the stratigraphy on a site and make it hard to
determine the relative ages of the layers.

2. The analysis will depend upon what research question the archaeologist began the project
with.

3. A feature shows human activity but unlike most artifacts it cannot be removed from the
archaeological site. A feature might be a stain in the soil that is evidence of a former fence post.

4. Archaeology today can inform us about the lives of individuals, families and communities that
might otherwise remain invisible. Historical archaeology is the study of cultures that existed
(and may still) during the period of recorded history--several thousands of years in parts of the
Old World

5. Archaeologists analyze individual artifacts but also may sort them into groups to see patterns.
For example, they might weigh all of the oyster shells together or count all of the nails and
consider them as one unit.

22
TEXTO Nº6
FECHA:

Antes de leer el texto:

 ¿Qué sabes sobre antropología forense?

 ¿Se relaciona esta disciplina con tu carrera? ¿De qué manera?

FORENSIC ANTHROPOLOGY METHODS

One of the main tools forensic anthropologists use in the identification of remains is their
knowledge of osteology and the various differences that occur within the human skeleton.
Anthropologists must be aware of how the human skeleton can differ between individuals.

Determination of sex
Depending on which bones are present, sex can be determined by looking for distinctive sexual
dimorphisms. When available, the pelvis is extremely useful in the determination of sex and

23
when properly examined can achieve sex determination with a great level of accuracy. The
examination of the pubic arch and the location of the sacrum can help determine sex.
However, the pelvis is not always present, so forensic anthropologists must be aware of other
areas on the skeleton that have distinct characteristics between sexes. The skull also contains
multiple markers that can be used to determine sex. Specific markers on the skull include the
temporal line, the eye sockets, the supraorbital ridge, as well as the nuchal lines, and the
mastoid process. In general, male skulls tend to be larger and thicker than female skulls, and to
have more pronounced ridges.
It is important for forensic anthropologists to take into account all available markers in the
determination of sex due to the differences that can occur between individuals of the same sex.
For example, it is possible that a female may have a slightly narrower than normal pubic arch. It
is for this reason that anthropologists usually classify sex as one of five possibilities: male, may
be male, indeterminate, may be female, or female. In addition, forensic anthropologists are
generally unable to make a sex determination unless the individual was an adult at the time of
death. The sexual dimorphisms present in the skeleton begin to occur during puberty and are
not fully pronounced until after sexual maturation.
Determination of age
The determination of an individual's age by anthropologists depends on whether or not the
individual was an adult or a child. The determination of the age of children, under the age of 21,
is usually performed by examining the teeth. When teeth are not available, children can be aged
based on which growth plates are sealed. The tibia plate seals around age 16 or 17 in girls and
around 18 or 19 in boys. The clavicle is the last bone to complete growth and the plate is sealed
around age 25. In addition, if a complete skeleton is available, anthropologists can count the
number of bones. While adults have 206 bones, the bones of a child have not yet fused resulting
in a much higher number.
The aging of adult skeletons is not as straightforward as aging a child's skeleton as the skeleton
changes little once adulthood is reached. One possible way to estimate the age of an adult
skeleton is to look at bone osteons under a microscope. New osteons are constantly formed by
bone marrow even after the bones stop growing. Younger adults have fewer and larger osteons
while older adults have smaller and more osteon fragments. Another potential method for
determining the age of an adult skeleton is to look for arthritis indicators on the bones.
Arthritis will cause noticeable rounding of the bones. The degree of rounding from arthritis
coupled with the size and number of osteons can help an anthropologist narrow down a
potential age range for the individual.

24
Other markers
Anthropologists are also able to see other markers present on the bones. Past fractures will be
evident by the presence of bone remodeling. The examination of any fractures on the bones can
potentially help determine cause of death as well by determining if a fracture occurred ante-
mortem (before death), peri-mortem (at the time of death), or post-mortem (after death). Ante-
mortem fractures will show signs of healing while peri- and post-mortem fractures will not.
Peri-mortem fractures will usually appear clean while post-mortem breaks will appear brittle.
Diseases such as bone cancer might be present in bone marrow samples and can help narrow
down the list of possible identifications.

25
 ACTIVIDADES:

A) COMPRENSIÓN TEXTUAL:

1. Indica si las siguientes oraciones son verdaderas o falsas. En caso de ser falsas,

corrígelas.

a. Their knowledge of osteology is the main tool forensic anthropologists use in the
determination of human remains.
b. The skull is an area on the skeleton that displays distinctive characteristics between sexes.
c. To determine an individual’s age, anthropologists must know whether the individual was a
child or an adult.
d. The careful examination of markers on the bones can help forensic anthropologists determine
whether a fracture occurred ante-mortem, peri-mortem or post-mortem.

2. Responde de manera concisa las siguientes preguntas:

a. When can the pelvis determine sex with a great level of accuracy?

b. How can forensic anthropologists determine sex if the pelvis is not present?

c. Generally speaking, what is the difference between male and female skulls?

d. Why are specialists unable to determine sex unless the individual was an adult at the time of

death?

e. Do children have more or less bones than an adult? Why?

f. How can the study of bone osteon help estimate the age of an adult skeleton?

26
 3. Indica a qué hacen referencia los siguientes números:

a. Five

b. 25

c. 16-17

d. 206

e. 2002

B) LECTURA ANALÍTICA:

1. Identifica los verbos modales a lo largo del texto.

2. ¿Qué significado expresan cada uno de ellos en el contexto específico de este texto?

3. Observa el siguiente par de oraciones. ¿En qué se diferencian A) de B)?

a. A) Sex can be determined by looking for distinctive sexual dimorphisms.

B) Sex is determined by looking for distinctive sexual dimorphisms.

b. A) Arthritis will cause noticeable rounding of the bones.

B) Arthritis might cause noticeable rounding of the bones.

27
 En las siguientes oraciones identifica la estructura pasiva. Luego traduce:

1. Although used earlier by French writers, the term Industrial Revolution was first popularized

by the English economic historian Arnold Toynbee (1852–83) to describe Britain’s economic

development from 1760 to 1840.

2. France was more slowly and less thoroughly industrialized than either Britain or Belgium.

While Britain was establishing its industrial leadership, France was immersed in its Revolution,

and the uncertain political situation discouraged large investments in industrial innovations.

3. Women and children were often employed in the textile industry during the first century of

industrialization. Their smaller fingers were often better at threading the machinery. Despite

routinely working 16 hours a day, or longer, they typically were paid little.

4. More and more people in rural communities struggled. Many left their old lives behind and

headed for towns and cities to find new employment. The growth of British cities was further

accelerated by the development of factories.

28
TEXTO Nº7
FECHA:

Antes de leer el texto:

 ¿Qué es la excavación y cuál es su objetivo?

 ¿Necesita de algún tipo de preparación previa?
 ¿Quién puede realizarla?
 ¿Tienes experiencia en este tipo de práctica?

DATA RECOVERY

Believe it or not archaeologists do not often excavate (dig) entire sites! Archaeology is a destructive
science—meaning that once a site is excavated it is gone forever. The artifacts and information
gathered remain, but the site itself can never be recreated. Excavating sites is also costly and time
consuming. Once the dig is done, archaeologists have a professional responsibility to analyze all of the
artifacts and information obtained, to report on their research in scholarly journals and to the public,
and to curate the collections. For all of these reasons, archaeologists generally excavate sites only
when they are threatened by destruction from construction or development or when they may reveal
important information about past cultures. And they usually excavate only a small portion of any site.

Before an excavation begins, archaeologists write a research design. This outlines “who, what, where,
when, how, and why” the fieldwork is being carried out. Once a site has been excavated, it is gone
forever. Because of this, archaeologists must record exactly where all of the artifacts and features on a
site are located. Before any soil or artifacts are removed from a site, a site grid is created. A datum

29
point, or fixed reference point from which all measurements are taken, is established and a
rectangular grid is superimposed over the whole site. Each square in the grid is precisely measured
and assigned a number. These squares are often referred to as units. This system allows the
archaeologist to create a precise map of the site and to record the exact location of all the features and
artifacts on the site.

Excavating a Unit

Archaeologists use a statistical sampling method to select which squares or units they will excavate.
To begin they will collect surface artifacts, and then they remove any ground cover using a shovel and
trowel. All soil removed from a unit is screened (sifted) to recover small artifacts and ecofacts whose
exact location, both horizontally and vertically, is recorded. Artifacts from each unit are stored in
plastic bags that are labeled with the site and excavation unit numbers and level. The unit may be dug
in arbitrary levels (such as every 10 cm) or by following the natural stratigraphy (layers) of the unit.

http://www.ancient.eu/Archaeology/

ACTIVIDADES:

A) COMPRENSIÓN TEXTUAL:

1. Indica si las siguientes oraciones son verdaderas o falsas. En caso de ser falsas,

corrígelas.

a. Sites change forever after being excavated.

b. Archaeologists always excavate sites only when they are in danger of destruction or when they

may reveal important information about past cultures.

c. Archaeologists have to record the approximate location of all of the artifacts and features

before digging.

d. Artifacts from each unit are put in unlabeled plastic bags.

2. Indica cuál de las siguientes opciones es la traducción apropiada:

a. Each square in the grid is precisely measured and assigned a number.

I. A cada cuadrado de la cuadrícula se mide con precisión y se le asigna un número.

II. Cada cuadrado de la cuadrícula se mide con precisión y se le asigna un número.
III. Cada cuadrado de la cuadrícula es medido con precisión y es asignado un número
30
 b. These squares are often referred to as units.

I. Estos cuadrados a menudo son denominados unidades

II. Estos cuadrados a menudo se denominan unidades.
III. Estos cuadrados a menudo se denominan como unidades

3. En el párrafo 1, línea 5, ¿Cuál es la mejor traducción para journal?

a. Revista
b. Semanario
c. Periódico
d. Diario

B) LECTURA ANALÍTICA:

1. Identifica en el texto todos los ejemplos de voz pasiva.

2. Indica cuáles de los ejemplos de voz pasiva pueden o deben traducirse usando la pasiva

con “se”.

3. ¿A qué hace referencia they en párrafo 1, línea 7?

4. En las siguientes oraciones, identifica Núcleo de la FN y de la FV:

a. The artifacts and information gathered remain

b. All soil removed from a unit is screened (sifted) to recover small artifacts and ecofacts.
c. Artifacts from each unit are stored in plastic bags that are labeled with the site and excavation
unit numbers and level.

31
 En las siguientes oraciones, identifica los tiempos perfectos. Luego traduce.
1. Archaeologists have recently discovered an area with more than a hundred soldiers.

2. By the last years of the 19th century, The British Museum's collections had increased to the

extent that its building was no longer large enough.

3. Geology investigates the processes that have shaped the Earth through its 4500 million

(approximate!) year history and uses the rock record to unravel that history.

4. Many geologists undertake laboratory work in their careers. A lot of what we know about the

geology of the world and other planets has been discovered in laboratories. Researchers and

those who work for some geology-related companies work in laboratories.

5. The Migration Museum explores how the movement of people to and from Britain across the

ages has made them who they are – as individuals and as a nation.

6. Migration has always been a key component of the human experience. Populations and

individuals have crossed mountains, plains and bodies of water in search of new lives

throughout our history.

7. The Industrial Revolution transformed economies that had been based on agriculture and

handicrafts into economies based on large-scale industry, mechanized manufacturing, and the

factory system.

32
TEXTO Nº8

FECHA:

Antes de leer el texto:

 ¿Quién fue Tutankhamun?

 ¿Por qué es tan importante?
 ¿Qué pasó con la persona que descubrió su tumba?

SECRETS OF THE PHARAOHS: WAS KING TUTANKHAMUN MURDERED?

King Tutankhamun was just a teenager when he died. He was the last king of a powerful family that
had ruled Egypt for centuries. When he died in 1322 B.C., Tut (as Tutankhamun is often known today)
was placed in a luxurious, gold-filled tomb. There he lay forgotten until the tomb's eventual discovery
in 1922. Although we now know a lot about his life, the reason for Tutankhamun's death at such a
young age has remained a mystery, with murder the most extreme possibility. Now, improved X-ray
technology is offering new clues into King Tut's death.

The British archeologist Howard Carter opened Tut's tomb in 1922. Although it had been robbed in
ancient times, it was still full of gold and other amazing items. Carter spent months carefully recording
the treasures. When he and his team then attempted to remove King Tut's mummy, they found that it
had become attached to its solid gold coffin. Unfortunately, they did a great deal of damage to the
mummy while removing it.

33
Theories About Tut's Death

In 1968, archeologists conducted an examination of the mummy using simple x-ray technology. Three
important discoveries led to various theories about his death.

• The X-rays showed that bones in King Tut's chest were missing. Carter had not done that damage.
Tut was a trained fighter and hunter, so some people have guessed that it was caused by a war injury
or a hunting accident.

• There appeared to be pieces of bone inside the skull, causing many to believe that King Tut was
killed by a blow from behind to the head. Was he murdered by people wanting to take control of
Egypt?

• A serious fracture discovered above Tut's left knee could have been the result of an accident or
attack. Infection might have started there and killed the boy king.

A Closer Look at the Mummy

In recent years, scientists, under the direction of Zahi Hawass, head of Egypt’s Supreme Council of
Antiquities, have applied a new and more effective X-ray technology to mummies throughout Egypt. In
the images, each bone appears in perfect detail. So, was King Tut's death murder or accident, infection
or war injury? Doctors who analyzed the X-ray images say that the skull was mainly undamaged,
excluding the possibility of a blow to the head. However, while modern technology has been able to
rule out one theory, the actual cause of death remains unknown. It seems there are secrets that even
the latest technology cannot yet find the answers to.

Source: NGL.Cengage.com/readingexplorer

ACTIVIDADES:

A) COMPRENSIÓN TEXTUAL:
1. Elige la respuesta correcta a cada pregunta.

a. How does the article answer the question, "Was King Tut murdered?"

I. He was probably murdered.

II. He probably died in an accident.
III. How he died is still not known.
IV. He died from a blow to the head.

34
 b. Which of the following has NOT been suggested as a reason for King Tut's death?

I. He died in an accident.
II. He was killed in a robbery.
III. He died from an infection.
IV. He was murdered.

c. How was the mummy of King Tut damaged?

I. It was damaged by x-ray technology.

II. It was damaged when it was placed in the tomb.
III. It was damaged when it was removed from the coffin.
IV. It was damaged during a war in Egypt.

d. What was the problem with King Tut's chest?

I. Bones were missing from it.

II. It was damaged in war.
III. An accident had damaged it.
IV. Carter had removed bones from it.

e. In the last paragraph, the phrase rule out is closest in meaning to

I. suggest
II. confirm
III. question
IV. exclude

2. Responde de manera concisa las siguientes preguntas:

a) Who discovered Tutankhamun’s tomb?

b) What else, apart from the mummy, was found in the tomb?

c) What difficulty did Carter and his men face when trying to remove King Tut’s mummy?

d) How did archaeologists examine the mummy in 1968?

e) Which body injuries were discovered in Tut’s body?

f) Has technology been able to provide a definite answer to Tut’s cause of death?

35
1. Indica a qué hacen referencia los siguientes números:

a. 1922: ……………………………………………………………………….
b. 1968: ……………………………………………………………………….
c. Three: ……………………………………………………………………..

B) LECTURA ANALÍTICA:

1. Identifica los tiempos perfectos a lo largo del texto.

2. Indica a qué hacen referencia los siguientes pronombres:

a. It (párrafo 2, línea 2) ……………………………………..

b. They (párrafo 2, línea 3) ……………………………………..
c. It (párrafo 2, línea 5) ……………………………………..

3. Identifica al sustantivo núcleo de las siguientes frases nominales:

a. The last king of a powerful family

b. A new and more effective X-ray technology
c. The British archeologist Howard Carter

4. En las siguientes oraciones, indica cuál de las acciones subrayadas sucede primero:

a. He was the last king of a powerful family that had ruled Egypt for centuries.

b. When he and his team then attempted to remove King Tut's mummy, they found that it had

become attached to its solid gold coffin.

36
 En las siguientes oraciones identifica los adjetivos en grado comparativo y superlativo.
Luego traduce.

1. The planets known since ancient times - Mercury, Venus, Mars, Jupiter, Saturn - were all bright,
so to learn more about them astronomers usually just required telescopes that could see more
detail. Bigger telescopes gather more light, but they also allow us to see more detail. The wider
the telescope, the sharper the image. If you have a telescope twice as wide, you should see
twice as much detail, at least as far as the optics of the telescope are concerned.

2. The planets in our solar system have a great range of mass. The most massive planet in our

solar system, Jupiter, is 5,782 times the mass of the least massive planet, Mercury. The most

massive exoplanet is 6.5 million times more massive than the least massive exoplanet!
There is also a big range in the size of planets (by size here we mean diameter). In our solar system,
the biggest planet, Jupiter, is about 30 times the size of the smallest planet, Mercury. For exoplanets,
the range is about 100 times. The biggest known exoplanet is about three times the size of Jupiter.

3. Gas Giants are similar to Saturn and Jupiter, but bigger or more massive. These planets are mostly
made out of hydrogen and helium gas. They are the largest of the planet types. Like ice giants, these
giant planets are thought to have liquid throughout much of their interior.
4. Ganymede is the largest moon in our solar system. It’s bigger than Mercury and nearly ¾ the
diameter of Mars! Europa, the smallest of the Galilean moons, is a little smaller than our Moon.

37
TEXTO Nº9

FECHA:

Antes de leer el texto:

 ¿Qué museos famosos del mundo conoces?
 ¿Qué tipos de museos existen?
 ¿Qué museos famosos de Argentina visitaste?

MUSEUMS OF THE WORLD

38
39
40
41
42
 https://infographicjournal.com/the-most-amazing-museums-in-the-world/

ACTIVIDADES:

A) COMPRENSIÓN TEXTUAL:

1. Indica a qué museos hacen referencia las siguientes afirmaciones:

a. The biggest museum in the western hemisphere.

b. It holds the biggest collection of paintings in the world.
c. It holds one of the best collections of European art.
d. It used to be the home of a renowned artist.
e. It holds one of the most beautiful mosaics and frescoes from the 14th century.

43
2. Indica si las siguientes afirmaciones son Verdaderas o Falsas. En caso de ser falsas,
corrígelas en español:

a. The British Museum holds more items than the Rijksmuseum.

b. The Potala Palace used to be the home residence of former Russian Emperors.

c. The Acropolis Museum lies on an archaeological site.

d. The Louvre became a museum during the medieval era.

3. Responde las siguientes preguntas de manera concisa y en castellano:

a. Which museum is also a World Heritage Site?

b. When was the now Chora Museum turned into a mosque?

c. Is the Mona Lisa the Louvre’s most famous attraction?

d. Who planted many of the plants that bloom in the garden of Claude Monet’s House?

e. Is the British Museum larger than the Hermitage Museum?

f. Which museum holds the masterpieces of Johannes Vermeer?

g. How many items does the State Hermitage hold?

h. Where is the famous painting Las Meninas?

i. What does the Acropolis Museum focus on?

44
B) LECTURA ANALÍTICA:

1. Identifica los ejemplos de adjetivos en grado comparativo y en grado superlativo y

ubícalos en el siguiente cuadro:

COMPARATIVOS SUPERLATIVOS

a. The Louvre, located in Paris France, is the largest museum in the world as it covers a total area

of 72,735 square meters (782,910 square feet) of galleries space, as big as 280 tennis courts.

b. Not only is the Louvre the largest museum in the world, but it is also the world’s most popular

too, boasting over 7.3 million visitors in 2016 alone.

c. The National Museum of China is now the second-most visited museum in the world.

d. The Van Gogh museum is most highly appreciated in Europe, topping the continent’s ranking

with a marginally higher reputation than the Louvre.

e. Opened by Queen Elizabeth II, in the year 2000, the Tate Modern has a significantly better

reputation among the American citizens.

45
 En las siguientes oraciones identifica la estructura condicional. Luego traduce:

1. Stratigraphy can determine the relative age of soil layers and artifacts and can help us
understand the order in which events occurred. However if an artifact of known age such as a
coin with a mint date is found in a soil layer it can tell us when something occurred.
2. If industrial revolution would never have happened, the average lifespan of humans would
decrease immensely. Without the Industrial revolution, new forms of medicine would never
have been produced. People would suffer and die from easily treatable wounds and diseases.
Medicine would rely more on religion, traditional herbal remedies and old practices.
3. While a moonless sky wouldn’t affect most of our day-to-day lives, it would upend the lifestyles
of many nocturnal animals. Animals like moths have evolved over millions of years to navigate
by the light of the Moon and stars. Newly hatched turtles use the Moon’s light to find their way
to the ocean — and they’re struggling enough as it is, thanks to artificial streetlights that lure
them in the wrong direction.
4. If the Greenland ice cap and/or the Antarctic ice shelf collapses, sea levels could rise by as
much as 20 ft (6 m), inundating, for example, large parts of Florida, the Gulf Coast, New Orleans
and Houston.
5. There is still some uncertainty about the full volume of glaciers and ice caps on Earth, but if all of
them were to melt, global sea level would rise approximately 70 meters (approximately 230 feet),
flooding every coastal city on the planet.

6. If all the ice on Earth melted overnight, the planet would be sent into chaos. There would be
mass flooding from sea levels rising, severe weather changes, deadly chemical releases, and
mass greenhouse gasses that would leak into the atmosphere.

46
TEXTO Nº10

FECHA:

1)

Antes de leer el texto:

 ¿Crees que la vida humana sería posible si los dinosaurios no se hubieran extinguido?
 ¿Qué cosas serían ahora diferentes?

WHAT IF DINOSAURS HADN’T WIPED OUT?

Imagine a world where an asteroid hadn’t wiped out the dinosaurs. What would have
happened afterwards – and how might their presence have affected mammals like us?

It was the kind of cataclysm that we can scarcely imagine. When an asteroid 15km-wide (nine miles)
slammed into planet Earth 66 million years ago, it struck with a force equivalent to about 10 billion
Hiroshima bombs. A radioactive fireball seared everything for hundreds of miles in every direction
and created tsunamis that sped halfway around the globe. Even the atmosphere may have started to
burn, and no land animal more than 25kg (55lb) would survive; in fact, around 75% of all species
became extinct. The so-called ‘non-avian’ dinosaurs didn’t have a hope, and only the small, feathered
flying dinosaurs we know today as birds would make it through.

But what if history had taken a different course? What if the asteroid had missed or arrived a few
minutes earlier? That is the scenario suggested by researchers featured in The Day the Dinosaurs Died,
a recent BBC documentary. These scientists argue that if the asteroid had arrived mere moments
earlier or later, rather than hitting the shallow waters of Mexico’s Yucatan Peninsula, it would have
plunged into the deep sea of the Pacific or Atlantic oceans, absorbing some of the force and limiting
the expulsion of sulphur-rich sediments that choked the atmosphere for the months or years ahead.

47
Had that been the case, there would still have been a catastrophe and extinctions, but some larger
dinosaurs may have survived. Pondering the course of this alternative timeline is an intriguing
thought experiment that dinosaur scientists are only too enthusiastic to speculate about. Would
dinosaurs be here today? What new dinosaurs might have appeared? Would dinosaurs have
developed human-like intelligence? Would mammals have remained in the shadows? Would humans
have evolved and – as depicted in Disney’s 2015 film The Good Dinosaur – found a way to survive
alongside them?

https://www.bbc.com/future/article/20170918-what-if-the-dinosaurs-hadnt-died-out

ACTIVIDADES:

A) COMPRENSIÓN TEXTUAL:

1. Indica si las siguientes afirmaciones son verdaderas o falsas. En caso de ser falsas,
corrígelas en español:

a. The text presents a scenario that will happen in the near future.
b. The asteroid slamming into planet Earth 66 million years ago was as powerful as Hiroshima
bomb.
c. Scientists argue that the scenario would be different if the asteroid had not hit Mexico’s
Yucatan Peninsula.
d. Thinking about this alternative scenario is just dinosaur scientists’ speculation.

2. Indica a qué hacen referencia los siguientes números:

a. 15 …………………………………………………………………………………………………………………….
b. 66 …………………………………………………………………………………………………………………….
c. 25 …………………………………………………………………………………………………………………….
d. 75 …………………………………………………………………………………………………………………….
e. 2015 …………………………………………………………………………………………………………………….

3. Match the following words to their definitions:

a. Cataclysm 1. To (cause to) fall suddenly, as into, into water from a great height.

b. Sear 2. To represent or characterize in words; describe.

c. Shallow 3. A sudden and violent action producing changes in the earth’s surface.

d. Plung into 4. To burn the surface of.

e. Depict 5. Of little depth; not Deep.

48
B) LECTURA ANALÍTICA:

1. Observa la construcción verbal de las oraciones subrayadas. ¿Qué tipo de condicional

usan?
2. ¿Qué expresa este tipo de condicional?
3. De las siguientes opciones, selecciona la traducción más apropiada:

a. But what if history had taken a different course?

I. ¿Pero qué si la historia habría tomado un rumbo diferente?

II. Pero, ¿y si la historia hubiera tomado un rumbo diferente?
III. Pero, ¿y si la historia habría tomado un rumbo diferente?

4. Traduce las siguientes oraciones:

a. What if the asteroid had missed or arrived a few minutes earlier?

b. If the asteroid had arrived mere moments earlier or later, rather than hitting the shallow waters

of Mexico’s Yucatan Peninsula, it would have plunged into the deep sea of the Pacific or Atlantic

oceans.

c. Had that been the case, there would still have been a catastrophe and extinctions, but some larger

dinosaurs may have survived.

49
2)

Antes de leer el texto:

 ¿Qué sucedería si nos quedáramos sin electricidad por más de 2 días?
 ¿Cómo piensas que sería vivir 7 días sin electricidad?

WHAT IF EARTH LOST POWER FOR 7 DAYS?

Do you find the dark unsettling? Have you ever watched the big game on your refrigerator? With all
the conveniences of modern living available in your pocket, or at the press of a button, you have to
wonder, what if Earth lost power for a week?

Could you communicate with the rest of the world? How much would it cost to restore the power?
Would there be complete anarchy? In 2019, a massive power outage crippled Venezuela, leaving the
South American country in shambles. Armed biker gangs roamed the streets, policing the citizens at
gunpoint. Hospitals went without power, and ransacked supermarkets were left bare. But what if the
power went out worldwide, and stayed off for a week? Would our global infrastructure collapse too?

So if a geomagnetic storm swept our entire planet, there’s no doubt there would be massive upheaval
of social norms. This event, dubbed a Black Sky Hazard, would take out all our communication
networks.

You wouldn’t be able to contact your friends and relatives who live further away. Your cell phone may
be fully charged, but without an active network, you’d essentially be holding a paperweight.

So in the beginning, you might not even realize that the outage is global. You may even enjoy the first
night, since there wouldn’t be any electronic distractions, and you’d have a clear view of the night sky.

50
Each glass of water would drain our supply. The electric sewage systems couldn’t pump away waste,
so every flush could wreak havoc on your plumbing. This could cause an overflow of waste that backs
up into your home. And that’s not all that’s going to reek.

On Day Two, the perishable items in your fridge will start to expire. And without garbage pickups,
these rotting items would pile up in the streets. With so many of our services dependent on electricity,
a geomagnetic storm wouldn’t just leave us bored without social media. It could leave us stinky,
starving, and desperate.

And while this event might seem unthinkable to you, according to the World Bank, there are 1 billion
people live without electricity. Worse still, hundreds of millions live with unreliable or expensive
power, keeping several developing nations in the dark. To combat this, some experts are working to
develop artificial intelligence that could predict power outages.

https://whatifshow.com/what-if-earth-lost-power-for-7-days/

ACTIVIDADES:

A) COMPRENSIÓN TEXTUAL:

1. Indica si las siguientes afirmaciones son verdaderas o falsas. En caso de ser falsas,
corrígelas en español:

a. The text presents a possible scenario that might take place as a result of power outage.

b. The text foretells a negative picture in case of power outage.

c. Fortunately, if fully charged, you would still be able to use your phone.

d. The author points out that, unthinkable as it is, for 1 billion people the deplorable living

conditions mentioned are not potential but real.

2. Match the following words to their definitions:

a. Cripple 1- Disturbing

b. Upheaval 2- A strong or violent change in society

c. Perishable 3- A small heavy object placed on papers to keep them in place

d. Paperweight 4-To damage; keep from working well

e. Unsettling 5- That may decay or be destroyed

51
B) LECTURA ANALÍTICA:

1. Observa la construcción verbal de la oración subrayada. ¿Qué tipo de condicional usa?

2. ¿Qué expresa este tipo de condicional?

3. De las siguientes opciones, selecciona la traducción más apropiada:

a. What if earth lost power for 7 days?

I. ¿Y si la tierra perdiera energía durante 7 días?

II. ¿Y si la tierra se quedara sin energía durante 7 días?

III. ¿Y si la tierra se quedaría sin energía durante 7 días?

4. Traduce las siguientes oraciones:

a. So if a geomagnetic storm swept our entire planet, there’s no doubt there would be massive

upheaval of social norms.

b. With all the conveniences of modern living available in your pocket, or at the press of a button,

you have to wonder, what if Earth lost power for a week?

c. The electric sewage systems couldn’t pump away waste, so every flush could wreak havoc on

your plumbing.

d. On Day Two, the perishable items in your fridge will start to expire. And without garbage

pickups, these rotting items would pile up in the streets.

52
ANEXO

53
 2021 - Year of Tribute to the Nobel Prize in Medicine Dr. César Milstein

One thing we learned from the COVID-19 pandemic is the undeniable role of scientific research in
general and medicine in particular. Throughout history, men and women who dedicate their careers to
improving the lives of all humanity have been recognized. One of these distinctions, the Nobel Prize,
recognizes since 1901 those who excel in medicine, physics, chemistry, literature, economy and peace.
Of all the Nobel Prize laureates, 17 were Latin American and 5 of them Argentinian.
In recognition, the Argentine Republic has declared 2021 as the “YEAR OF TRIBUTE TO THE NOBEL
PRIZE OF MEDICINE DR. CÉSAR MILSTEIN”, thus recalling the undeniable role of scientific research as
a tool to overcome the pandemic and as a means to achieve recovery, socio-economic development,
job creation and equal opportunities. In 1984 Milstein was awarded the Nobel Prize in Medicine -
along with G. J. Köhler and N. K. Jerne- for his work on immunology and monoclonal antibodies. Dr.
Milstein maintained a deep commitment to science and promoted universal access and availability of
knowledge for the benefit of society as a whole, renouncing personal economic benefits and rewards.
This year marks the 60th anniversary of Dr. Milstein's return to Argentina, when he was appointed
Head of the Molecular Biology Department of the Carlos Malbrán National Institute of Microbiology.
Other Argentinian Nobel prizes include: Adolfo Pérez Esquivel and Carlos Saavedra Lamas (both Nobel
Peace Prize in 1980 and 1936, respectively), Luis Federico Leloir (in Chemistry in 1970), and
Bernardo Alberto Houssay (in Medicine in 1947).
About Milstein: César Milstein (1927-2002) was a chemist and Professor at the Faculty of Medicine of
Argentina, Doctor in Chemistry and a researcher at the National Institute of Microbiology "Carlos
Malbrán". He was also part of the Medical Center Research in Cambridge thanks to a scholarship. In
1961 he returned to Argentina to head the Malbrán Department of Molecular Biology, and, therefore
we celebrate this year the 60th anniversary of that event. Dr. Milstein maintained a deep commitment
to science and promoted universal access and availability of knowledge for the benefit of society as a
whole, renouncing personal economic benefits and rewards.
Milstein's legacy transcended the borders of Argentina and his discovery of monoclonal antibodies set
a milestone in the history of medicine, influencing specialties such as immunology, oncology,
biotechnology, as well as industry. His work involved the development of innovative drugs, such as
those that prevent transplant rejections, therapies for asthma and rheumatoid arthritis, and psoriasis
among others that have made it possible to improve survival rates and quality of life for cancer
patients.

Source:
https://eserb.cancilleria.gob.ar/en/2021-year-tribute-nobel-prize-medicine-dr-c%C3%A9sar-
milstein

54
ACTIVITIES:

I- WHAT DO THESE NUMBERS REFER TO?

a) 5
b) 17
c) 19
d) 1901
e) 1927
f) 1947
g) 1984
h) 2002
i) 2021

II- ANSWER THE FOLLOWING QUESTIONS CONCISELY IN SPANISH:

ANSWERS

a)
b)
c)
d)
e)
f)
g)
h)

55
 i)

III- CORRECT THE FOLLOWING FALSE SENTENCES:

ANSWERS

a)
b)
c)
d)
e)
f)

IV- TRANSLATE THE BEGINNING OF THESE SENTENCES AND THEN COMPLETE THEM IN SPANISH:

ANSWERS

a)
b)
c)
d)
e)
56
 History of Sugar Cane

Sugarcane is indigenous to tropical South and Southeast Asia. Different species likely originated in
different locations. It is theorized that sugarcane was first domesticated as a crop in New Guinea
around 6000 BC. New Guinean farmers and other early cultivators of sugarcane chewed the plant for
its sweet juice. Early farmers in Southeast Asia, and elsewhere, may have also boiled the cane juice
down to a viscous mass to facilitate transportation, but the earliest known production of crystalline
sugar began in northern India. The exact date of the first cane sugar production is unclear. The earliest
evidence of sugar production comes from ancient Sanskrit and Pali texts.
Around the 8th century, Arab traders introduced sugar from South Asia to the other parts of the
Mediterranean, Mesopotamia, Egypt, North Africa, and Andalusia. By the 10th century, sources state
that there was no village in Mesopotamia that did not grow sugarcane. It was among the early crops
brought to the Americas by the Spanish, mainly Andalusians, from their fields in the Canary Islands,
and the Portuguese from their fields in the Madeira Islands.
Christopher Columbus first brought sugarcane to the Caribbean during his second voyage to the
Americas; initially to the island of Hispaniola (modern day Haiti and the Dominican Republic). In
colonial times, sugar formed one side of the triangle trade (known as the Atlantic Triangle) of New
World raw materials, along with European manufactured goods, and African slaves. Sugar (often in the
form of molasses) was shipped from the Caribbean to Europe or New England. The profits from the
sale of sugar were then used to purchase manufactured goods, which were then shipped to West
Africa, where they were bartered for slaves. The slaves were then brought back to the Caribbean to be
sold to sugar planters. The profits from the sale of the slaves were then used to buy more sugar, which
was shipped to Europe.
France found its sugarcane islands so valuable that it effectively traded its portion of Canada, famously
dubbed "a few acres of snow", to Britain for their return of Guadeloupe, Martinique and St. Lucia at the
end of the Seven Years' War. The Dutch similarly kept Suriname, a sugar colony in South America,
instead of seeking the return of the New Netherlands (New York).
Boiling houses in the 17th through 19th centuries converted sugarcane juice into raw sugar. These
houses were attached to sugar plantations in the Western colonies. Slaves often ran the boiling
process under very poor conditions.
Sugarcane remains an important part of the economy of Guyana, Belize, Barbados and Haiti, along
with the Dominican Republic, Jamaica, and other islands.
Source: https://en.wikipedia.org

57
ACTIVITIES

ANSWERS

a.

b.

c.

d.

e.

f.

58
 ANSWERS

1.

2.

3.

4.

5.

6.

7.

8.

9.

ANSWERS

a.

b.

c.

59
 d.

e.

f.

g.

h.

IV - What do the following numbers refer to?

10

17

19

6000

ANSWERS

1.

2.

3.

4.

5.

60
6.

61