Universidad de las

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Ingls I

ANTOLOGIA DE INGLS
COMPRENSIN DE TEXTOS

UNIVERSIDAD DE LAS NACIONES

MATERIA: INGLS I

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Introduccin
La antologa de ingls I comprensin de textos representa un
enfoque accesible a la comprensin de textos en ingls para
propsitos especficos. Se trata de un mtodo dinmico de induccin
al lenguaje, diseado para usarse por el alumno y maestro, dentro y
fuera de clase, aumentando el dominio del idioma ingls a travs del
estudio de diferentes tipos de lecturas.
Se ha creado La antologa de ingls comprensin de textos con el
siguiente propsito: hacer ms fcil el perfeccionamiento y la fluidez
de su ingls, para as incrementar sus oportunidades de xito en la
comprensin de textos en ingls.
Nuestro sistema de aprendizaje ha sido diseado para hacer uso de
sus conocimientos previos del ingls y ampliarlos, presentando el
vocabulario y las frases en contextos relevantes y estimulantes, que
adems ponen nfasis en las cuatro aptitudes del lenguaje: la lectura,
la escritura, el lenguaje hablado y la comprensin del idioma.

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INDICE
1. Texto narrativo o cronolgico

Pagina 1

1.1 Nuclear energy

Pagina 1

1.2 The birdman of Alcatraz

Pagina 3

2. Texto descriptivo

Pagina 6

2.1 Wanted

Pagina 6

3. Reconocer la distribucin de un texto

3.1 Strike against the pentagon

Pagina 8
Pagina 10

4. Determinar la funcin de un texto

Pagina 11

5. Identificar la organizacin de un prrafo

Pagina 17

6. Comprensin de lectura
6.1Green taxes
6.2Camping trips

Pagina 21

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1. Texto narrativo o cronolgico

Este tipo de texto presenta al lector una exposicin de hechos que
pueden o no desarrollarse en orden cronolgico. Un caso particular de
una

secuencia

de

hechos

es

el

que

incluye

los

flashbacks,

interrupciones en la secuencia cronolgica que introduce hechos

ocurridos con anterioridad y que son de importancia para la
comprensin.- Ejemplos de este tipo de texto son los que presenta un
peridico, un cuento o un procedimiento.

Skim the following passage

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the

Ingls I

Match

I.1 Nuclear energy

Nuclear power is obtained from the energy which can be
released from the nucleus of an atom. Until the twentieth
century man used water, wood and the fossil fuels (coal, oil
and gas) as sources of power. During the first quarter of the
twentieth century physicist investigated the structure of the
atom.
In 11 Rutherford split the atom artificially. Thirteen years later
the neutron was discovered. In 139 Hahn and Strassman
investigated the action of neutron on uranium-235. They
found that it was split into equal pieces. This process is known
as fusion. It releases great amounts of energy. The neutrons
that are released in fusion produce fusion in other atoms. This
is known as a chain reaction. On 2nd December 1942 Enrico
Fermi and his colleagues produced the first controlled nuclear
chain reaction.
Since then the atomic energy has been used in war and
peace. In 1951 electricity was first produced by using the
heat from a nuclear reactor. More recently nuclear energy has
been used to power submarines. Nuclear batteries are now
being used in cardiac pacemakers. More and more countries
are building nuclear power stations to produce electricity.

following events with its corresponding time of occurrence.

1. Use of atomic energy in war and peace

a. 1900-1925

2. Increasing use of nuclear energy to produce

electricity

b. Before the 20th century

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3. Depend on wood, water and fossil fuels

c. Present moment

4. Investigation of the structure of the atom

d. After 1942

5. Production of first controlled nuclear chain

e. Three years after the discovery

reaction

of fusion

Reports of series of events

refer to:
What happened
When things happened

Examples
The event

Rutherford split the atom

The time of an event

Rutherford split the atom in

1919.

Events can be located:

In present time
pas
t

prese
nt

futur
e

pas
t

Presen
t

futur
e

Countries are building nuclear

power stations.

In the past
In 1919 Rutherford split the
atom artificially.

We can relate past events to present time:

-----------past

Presen
t

futur
e

Since 1942 atomic energy has

been used for peace and war.

We can refer to events without locating them in

time:
Fusion releases energy.
past

I.1 Read

Presen
t

futur
e

the following text The birdman of Alcatraz. Answer

the questions.
The story of Robert Stroud has been written many different ways. Some say
he was a troubled

boy from a broken home

who accidentally killed

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someone. Others say he was a cold, vicious man, a murderer who should
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have been executed .

Others fall somewhere in the middle. All of them

agree on one thing, though, Robert Stroud is one of the most famous
American criminals of all time.
Robert Stroud was 19 when he killed a man in dispute over a dancer girl in
Juneau, Alaska. He was sentenced to 12 years at McNeil Island Prison in
Washington State. Prison life was hard. After two years there, Stroud
stabbed a fellow prisoner who had told the authorities Stroud was stealing
food from the kitchen. Six months were added to his sentence. In 1912 he
was transferred to Leavenworth Prison in Kansas.
Stroud had received only a third grade education. Some people thought he
was stupid, including his cell mate who was taking some correspondence
courses. Stroud decided he would like to do the same. Within three years he
had received diplomas from Kansas State University in engineering, music,
mathematics and theology. Stroud was now prepared for his release in the
near future.
In march 1916, shortly after he was to be freed, Stroud killed one of the
guards. He had been very angry over not being able to see his brother, who
had come all the way from Alaska to visit him. He was tried, found guilty,
and sentenced to hang. Strouds mother would not accept this. She
petitioned President Woodrow Wilson and his wife. She impressed them with
descriptions of her sons studies. Just eight days before he was to hang.
Strouds sentence was changed to life in solitary confinement.
One day Stroud found two baby birds in the exercise yard at Leavenworth.
He raised them with the help of bird books. From that point on, his interest
in ornithology became a passion. He bought some canaries, did
experiments in canaries diseases, and studied and wrote about his findings.
After a while, prison official tore down the wall between Strouds cell and
another empty cell to make more room for Strouds canaries. He obtained
laboratory equipment and studied chemistry, veterinary medicine, and
bacteriology.
By 1931 Stroud was an expert on the care and raising of canaries. He
corresponded with other bird lovers all over the world. He wrote some
articles that were smuggled out of prison and published. In 1942 he
published a book called Strouds Digest of the Disease of Birds. It was
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considered the best work in the field. Meanwhile, Strouds work was making
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him very well known. Too well known. People began to ask for Strouds
release. This angered some prison officials.
In 1942 Stroud was transferred to Alcatraz He was ordered to leave all his
birds, his books, and other personal property behind. That personal property
had amounted to quite a lot. It weight 1,144 pounds and filled five
containers. It included, among other things, 30 empty birdcages, 158
bottles, cans, boxes beakers of chemicals, and laboratory equipment. There
were about 250 bird magazines, over 20 books on chemistry and
microscopes, and many other catalogs and medical books. There were 85
pounds of various seeds, 118 feeding dishes, and 22 birds. In prison on a
rocky island in San Francisco Bay, Stroud was deprived of all of this.
He turned then to the study of law and wrote an unpublished book on
federal prison reform. He became known as the Birdman of Alcatraz. He
was subject of newspaper and magazine articles, a book and a movie.
The Birdman was kept in isolation for 42 years, longer than any federal
prisoner in history, in 1959, in poor health but still seeking parole, he was
transferred to the Federal Medical Center in Springfield, Missouri, where he
died four years later. He had spent 56 years in prison.
Order of events
Number the sentences to show the correct order.
__4___ Stroud started taking correspondence courses.
___2_ Stroud was sent to a prison in Washington State.
___6__ Stroud was transferred to Alcatraz.
___1_ Stroud killed a man in a dispute over a dance-hall-girl.
__3___ Stroud was transferred to Leavenworth Prison in Kansas.
__5__ Stroud became interested in ornithology.
__7__ Stroud became famous as the Birdman of Alcatraz.

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What is the meaning of the underlined words? Circle the letter of

the correct answer.
1. Robert Stroud was said to be cold
and vicious man.
a. Cruel with a desire to hurt
b. Insane
c. Moody

6. Stroud became interested in

ornithology.
a. The study of diseases
b. The study of birds
c. The study of animals
7. His articles on birds were

2. People said that Robert Stroud

should be executed.
a. put in prison
b. killed as lawful punishment
c. sent to another country
3. Stroud

was

sentenced

to

out of prison

and published.
a. Removed legally
b. Transferred
c. Taken out illegally
12

years in prison
a. recognized
b. given admission
c. given punishment
4. Stroud stabbed a prisoner.
a. poisoned
b. strangled with his hands
c. struck with a pointed weapon
5. Strouds sentence was changed to
life in solitary confinement.
a. kept in prison for the rest of his
life
b. kept completely alone in prison
c. kept in prison and made to
work

smuggled

8. In

Alcatraz,

Stroud

was

deprived of all his personal

property.
a. prevented from using
b. delayed from using
c. thinking of using
9. Stroud began to study law
and wrote a book on prison
reform.
a. improvements

in

conditions
b. organization of prisoners
c. violence in prison
10.In 1959 Stroud was still
seeking parole.
a. asking to be tried again
b. asking to be forgiven for
his crimes
c. asking to be let out of
prison for good behavior
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2. Texto descriptivo
Un texto descriptivo

es aqul en el que se describen personajes ambientes u objetos,

presentndose con riqueza de detalles para comprometer al lector en la historia y/o hacer la
lectura ms concreta y viva. Existen, por ejemplo, descripciones de personas, de objetos, de
substancias, etc..
Un tipo muy comn de descripciones son las de comparacin y contraste. En una comparacin
se sealan aquellas caractersticas que son similares entre personas, objetos, etc. En el contraste,
se hace referencia a las diferencias existentes entre ellas.

2.1 Read the description in the following page rapidly.

THE ABOVE IS A SKETCH RESEMBLING A SUSPECT SOUGHT FOR AN ARMED

ROBBERY THAT OCCURRED ON DECEMBER 10 , 2008 AT 01:25 HRS IN THE
CONFINES OF THE 13TH PRECINT. THIS SKETCH IS BASED ON A DESCRIPTION
SUPPLIED BY THE VICTIM.
DESCRIPION : MALE WHITE,

30-35 YEARS, APPROXIMATE HEIGHT 6

2 , 16, 180 LBS, MEDIUN LENGTH BROWN HAIR, WEARING GLASSES AND A
BLACK, SLEEVELESS POCKET VEST.
THE ABOVE SUBJECT, WITH AT LEAST FIVE OTHERS, OVERTOOK A SECURITY
GUARD AT GUNPOINT, TYING HIM UP WITH A ROPE IN A PARKING LLOT AT 4 TH
AND MAIN STREETS. THEY THENREMOVED SIX TRUCKS LOADED WITH OVER

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ONE MILLION DOLLARS WORTH OF DESIGNER CLOTHING. SUSPECT AND HIS

ASSOCIATES ARE TO BE CONSIDERED ARMED AND DANGEROUS, AND WELL
DRESSED.

Answer the questions below.

1. Suggest a purpose for the given description.
Find the man I picture who is guilty for an armed robbery
2. What is it describing?
The man physical appearance for find him
3. What is it?
a. a notice
a book

b. an ad

4. What does it mention?

a. dimensions
properties

b. behavior

c. an extract from

c. color

d. physical

5. Do you know what the mans name is? Why?

No, I dont know his name, because, hes a staler and his
picture is only a description
6. Who drew the picture?
The picture is based on a description supplied by the victim
7. What do the police think the man did?
He overtook a security guard a gun point tying him up with a
rope in the parking
8. Are the police sure about how many men were with this man?
How do you know?
The man was with at least five other
The victim told the police
9. Why do think this poster is limited to department circulation?
Because the man and his associates are considered armed and
dangerous
10.Where can you see wanted posters?
In a plice department

3. Reconocer la distribucin de un texto: Apoyo visuales y

tipogrficos.
Lograr la comprensin general de un texto, significa saber cul es el tema a
tratar y que aspectos generales de dicho tema se incluyen en la
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informacin. Para
Maestra

obtener

este

conocimiento

no

es

indispensable

comprender lnea por lnea, ms bien consiste en saber interpretar la

primera impresin que recibimos del texto a travs de los elementos que
saltan a la vista, smbolos y tipogrficos.
Por smbolos visuales entendemos que son las ilustraciones, diagramas,
grficas, mapas y esquemas impresos que no llevan informacin verbal o
lineal en el texto. Estos smbolos representan un recurso valioso que nos
acerca a la comprensin. Los smbolos tipogrficos nos ayudan a identificar
fcilmente los ttulos, subttulos, nmeros y palabras clave por medio de
recursos tipogrficos tales como el tamao y tipo de letra (cursiva, negrita),
subrayado, colores, fuentes, etc.

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3.1

Ingls I

Lee el siguiente texto Strike Against the Pentagon y

contesta las siguientes preguntas:

1. En donde encuentras este tipo de texto?
____________________________________________________________________
____________________________________________________________________
2. Qu entiendes solamente con las imgenes?
Las imgenes describen La estructura fsica y la ubicacin del pentgono
al momento del impacto del boing 757 el 11 de septiembre
3. Cuntos tipos de letra encuentras en el texto? Cul es su
funcin?
Dos tipos de letras: maysculas y minsculas resaltadas en negritas
diferenciadas por el tamao
4. Cul crees que es el propsito del texto?
Describir paso a paso lo ms claro posible el ataque del pentgono, es
decir, como sucedi y en qu lugar se impact el avin
5. Cuntos visuales encuentras en el texto? Cules son?
3 visuales: 1.-estructura interna al pentgono 2.- mapa donde se
ubica el pentgono 3.- avin 757

September 11, 2001

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4. Determinar la funcin de un texto: Argumentivo expositivo,

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descriptivo, narrativo-cronolgico.
Saber la funcin de un texto nos ayuda a identifica la informacin
tanto general como especifica dentro del mismo, inclusive podemos
predecir el final antes de terminar la lectura. Al conocer la funcin del
texto tenemos en cuenta la distribucin de la informacin y esto nos
facilitar la identificacin de elementos requeridos en la evaluacin
de la lectura.

Lee rpidamente los siguientes artculos e identifica la

funcin de los textos.
A. The Definition of Human Rights as Conceived by the First School.
B. Second School for interpretation of Human Rights Apart from
Freedom.
C. The Development of Human Rights in Secular Legislation.

Escoge la respuesta adecuada en base a la informacin de los

textos anteriores.
1. En el texto expositivo el autor nos menciona los derechos humanos
practicados por:
a. Algunos individuos

b. La autoridad

c. La
sociedad

2. El texto descriptivo contiene:

a. 3

prrafos

b. 6 prrafos

c. 5 prrafos

3. En el texto expositivo el autor relaciona los derechos humanos con:

a. La actividad diaria

b. La libertad

c. La educacin6

4. En el texto cronolgico el autor menciona que la constitucin del

ao______ establece a todos libres y con iguales derechos.

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a. 1776

b. 1789

c. 1791

5. En el texto descriptivo la idea del prrafo 4 es una.

a. definicin

b. ejemplificacin

c. comentario

6. En el texto descriptivo el autor relaciona un ao con un pas y son:

a. Francia

1791

b. Francia - 1789

c. Francia 1776

7. En el texto descriptivo el autor compara el derecho con la:

a. Libertad

b. Independencia

c. Proteccin

8. En el texto expositivo el autor considera que esta escuela naci en el

siglo:
a. XVIII

b. IXX

c. Ambos

9. En el texto descriptivo el autor menciona que el derecho es protegido

por:
a. La ley

b. El juez

c. Las personas

10.En el texto cronolgico el autor inicia el primer prrafo con:

a. Una opinin

b. Ejemplos

c. Una cita

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A. Second School for interpretation of Human Rights

Apart from Freedom:
In addition to the previous school that relates the concept of
human rights with the concept of freedom. Another school
emerged after the Second World War in the terrain of human
rights. This school rejected the notion to mix between human
rights and common freedoms. The proponents of this school
believe that freedom is the capability to do something or the
ability to refrain from doing something. That is to say, the
individual is not subjected to act in accordance with certain
authoritative imperatives of state. This is why freedoms are
practiced by all people, but because they are practiced by vis-vis the state.
Human rights are derived from the concept of right which is
much wider than freedom as it concludes freedom. There are
certain rights, which cannot be said or interpreted as freedoms
necessarily include the right for doing something (right to
freedom).
The meaning of right, according to this school, is totally
different from the common meaning known to positivist. The
advocates of this school believe that right is the interest that is
protected by law whether or not such right is pertaining to the
individual as human (i.e. for the sake of humanity or not). There
are rights established by law for individuals without being
considered as human rights.
Based on the forgoing premises, human rights on the forgoing
premises, human rights can be defined as rights that are to be
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recognized to the interest of the individual for the simple for the

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simple fact of being a human being. They are different from

secular rights in the sense that they do not require legal
protection so that they can be claimed for.
The aforementioned review of the concept of human rights in
Islamic law and secular laws, it is clear from this that the
concept of human rights in Islam is specific and well-defined in
the Quran and Sunnah. Whereas the concept of human rights in
the

Western

thought

is

subject

to

different

schools

of

interpretations which so far have not reached a consensus for a

comprehensive definition of human rights.

B. The Development
Legislation:

of

Human

Rights

in

Secular

As for the evolution of human rights in the secular

legislation, it could be said that the concept of human rights
in ancient societies was based on the notion that right was
for the might and force. Whoever is powerful used to enjoin
all the rights, while the weak were deprived of all rights in
most of the times. There was no protection for the individual
s rights. Personal freedom of other freedoms were neither
known nor established. Slavery was commonly practiced and
socially stratum systems were the basis for social structure.
The people were enslaved, women were degraded, and most
of the rights were not recognized.
In the beginning of the thirteenth century (that corresponds
to the seventh century of hijra), the countries started to
declare the human rights which people are entitled to. In
Britain, the Magna Charter was issued in 1215 as a result of
a popular revolution against the monarch. In 1628, the
Magna Charter was supplemented by another document,
which was the bill of rights in 1689. Another document,
which was the Declaration of Rights followed in 1701.
In 1776 the American independence was granted which
included in its principles the human rights such as the right
of the individual to equality, freedom, life, and happiness.
The American constitution was amended several times in
respect of human rights such as freedom of faith, sanctify of
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life, property and house; freedom of litigation, prohibition of
incrimination unless for proper and just trial; prohibition of
slavery, and the mandate of equality. These rights were
honored between 1789 and 1791. In France, The law of
human rights and citizen rights was enacted in 1789. It was
followed by the constitution of 1791 that prescribed that
people are born free and have equal rights; and that the
purpose of each state is to maintain the natural human
rights that cannot be ignored These rights included freedom,
property, security, opposition of repression, and that people
are the source power. The declaration also provided for the
explanation of freedom of thought and expression, freedom
of private property, as well as the prohibition of confiscation
of private property except for public necessity and against
fair compensation in advance, i.e., that no one shall be
confined, arrested or accused except by due process of the
law and that no trial shall be passed except by a competent
court of law. And that there shall be no charge of conviction
except for an offense defined and specified by a prior
enacted law

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C. The Definition of Human Rights as Conceived by the

First School:
This is the European school for human rights. The proponents
of this assert that the concept of human rights is a new notion
that covers what has been known now as common entitlements
of rights and freedoms.
This school of thought was established in Europe in the
eighteenth century and nineteenth century. It includes most of
the contemporary European scholars of European constitutional
jurisprudence. From this school came out the contemporary
American thought of human rights. The proponents of this
school concede that human rights are common freedoms, i.e.
entitlements that are available for the choice of people without
fear, deception, coercion or threat. Human rights are specific
entitlements of different types and spectrum that are enacted
by the legislature under certain conditions of thought so as to
be practiced by secular arrangement. Or, it is a position given
to the individual that it will allow him not to be prevented by the
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public authority to practice certain acts. This means that the

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essence of human rights is the commitment of the public

authority to refrain from intervening with the physical and moral
activities of the individual. Freedom can also be interpreted as
the free acknowledgment of the individual without being
subjected to any external pressure or manipulation to determine
his conduct by himself.
Based on the above definitions, we can determine the
distinctive characteristics of human rights as common freedoms
in view of the notions proposed by those scholars. According to
this concept, human rights are related to the concept of
freedom.

5. Identificar la organizacin de un prrafo

El prrafo es un grupo de oraciones que hablan sobre una idea

principal. Usualmente un prrafo est dividido en tres partes:
a. Topic sentence:

la primera oracin da a conocer la idea

principal del prrafo.

b. Supporting Sentences : Las siguientes oraciones son las que

desarrollan la idea principal, dando detalles y ejemplos.

c. Cocluding sentence: Por lo regular es la ltima oracin del

prrafo. Puede tener varias funciones, puede resumir el prrafo,

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dar una solucin

reafirmar la primera oracin, o dar una

opinin.
What is the topic of the sentence?
1. There is nothing like a commercial to ruin an evening's TV
entertainment. Before a show even starts, two or three commercials
begin the viewing. Then, as the action builds and tension mounts,
another two or three minutes of ads break the mood. At the end of
the show, the announcer says, "We'll be right back," but it's just a
trick to get you to stay tuned for still more commercials. The program
is really already over.
A.

there is nothing

B.

commercials

C.

an evening's TV entertainment

1. The town where I grew up was so small we had more mules than
people. It wasn't, however, such a bad place to live. The acres and
acres of open space and the crisp country air are things that I will
never forget. And the friendships that I made in those early years will
last forever, as will the countless memories. In spite of what some
people say about life in small towns, Grub Gulch is a place I'll always
think back on fondly.
A.

mules

B.

memories

C.

Grub Gulch

2. The shuttle Columbia marked the beginning of a new era in space.

Early space explorations involved short flights into orbit and
eventually to the moon. However, scientists were more concerned
about whether such flights could be done at all, than about using
space for new scientific research. The shuttle meant that a continuing
link to the world of space could be maintained, and eventually a
space station could be constructed. With the Columbia, humans were
first able to examine the uses of space itself for scientific purposes.
A.

a new era in space

B.

the shuttle Columbia

C.

the beginning
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3. It is not easy adjusting to the customs of the United States. For one
thing, Americans are very informal. For example, older people and
even teachers expected me to use their first name right away. Both
the food and the meal times are different from home, so I sometimes
eat when I am not hungry. Finally, the language can be a real
challenge, especially when one asks for directions and is not
understood.
A.

the United States

B.

Americans

C.

adjusting to customs in the U.S.

4. Making bread is not difficult, and it gives the cook some exercise, too.
The first step is to soak the yeast in water with a little honey. Let it
rest for 10-15 minutes. Then the yeast mixture is added to flour and
water and stirred, first with a spoon and then with both hands until
the dough is firm enough to knead on a floured board. Scoop the
mixture out of the bowl and let it rest for moment before kneading
and folding over and over. Put it back in the bowl with a damp cloth
cover and let it rise for an hour or two. After several kneadings and
risings and kneading again, when arms and hands are finally
beginning to ache, the bread is baked until crusty and flavorful.
A.

making bread

B.

the cook

C.

some exercise

Identify the topic sentence of each paragraph.

1. (A) In Chinese families in new Hong Kong, both wife and husband
usually work outside the home. (B) Yet, they still preserve traditional
roles within their family. (C) The wife will usually see to the meals and
cleaning, and the children are her special concern. (D) In contrast, the
husband makes the major decisions, such as what schools the
children will attend and what family investments should be made. (E)
Thus, the Hong Kong family combines both old and new in its lifestyle.
A. Chinese
families

B.
preserve
traditional
roles

C. wife will
usually see
to the
meals and
cleaning

D. the
husband
makes the
major
decisions

E. family
combines
both old
and new in
its lifestyle

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Universidad de las
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2. (A) I excitedly began my stay in Rome at an international airport. (B)
However, my first day in Italy was traumatic. (C) As I left the plane, I
saw many signs in Italian, only a few of which made sense. (D) I
followed a mob to the Baggage Claim, and waited until the carousel
stopped, but I didn't see my luggage. (E) My bags had been
mistakenly delivered to the Lost and Found Office. (F) After hours of
waiting, I got through Customs, and I was really relieved to see my
friend Angela, who took me to her home.

Maestra

F. see
B.
C. few
D. didn't E. bags
Angela,
traumati made
see my
Lost and and
c first
sense.
luggage Found
took her
day.
home.
1.
(A)
When I was a kid, we used to make what we called "pie a la mud." (B)
It wasn't a complicated process, but nonetheless, it took patience and
a keen sense of backyard etiquette. (C) Mud, of course, was the main
ingredient. (D) We carefully squashed the mud into mom's pie pan
and let it dry in the hot afternoon sun. (E) Once the texture was
acceptable, we carefully removed the marvelous cuisine and covered
it with garlic and salt and grade A gravel. (F) What an afternoon
snack!
A. the
stay in
Rome

A.

A. make
"pie a la
mud."

B. wasn't
a
complicat
ed
process

C. Mud,
the
main
ingredie
nt

D. let it
dry into
a pie

E.
remove
d and
covered
it with
garlic
and salt

F.
afternoo
n snack!

2. (A) George's nose made an impression that you never forgot. (B) I
don't mean he stuck it in the butter or the pudding, but considering
how big it was, it's hard to see how he didn't. (C) For George had a
nose that made other noses look tiny and inadequate. (D) His nose
could have been a ship's prow. (E) When he ran, his nose ran
interference. (F) It parted the air and the indifference before him. (G)
It was magnificent.
A.
Georg
e's
nose

B.
how
big it
was

C. look
tiny and
inadequ
ate

D.
could
bem a
ship's
prow

E.
Georg
e
and ,
his
nose
ran

F. It
parte
d the
air

G.
magnific
ent.

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Universidad de las
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3. (A) Two days ago, I experienced one of the most terrible days of my
life. (B) Early in the morning my car wouldn't start, so I was late to
work. (C) Later that day, around lunch time, I lost my briefcase. (D)
Then that evening at dinner, my dog decided to join the Foreign
Legion. (E) I think I'll move to the South Pole.

Maestra

A. the
most
terrible
days

B. car
wouldn't
start, so I
was late to
work

C. lost the
briefcase

D. dog join

E. move to
the South
Pole

4. (A) All night, especially after our campfire went out, the stars
brightened, packed together, erupted in hard, bright light that was
white and sometimes blue and even red. (B) Finally toward dawn, the
sky began to lose its stars. (C) Then the lip of the sky paled. (D) Next
the surrounding peaks of the mountains whitened and then dissoved
into roses. (E) At last, slowly, the sun goldened everything. (F) Dawn
in the Sierras was almost a religious experience.
A. the
stars
brightened

B. Finally
the sky
began to
lose its

C. the sky
paled

D. peaks
whitened
and
dissoved

E. sun
goldened
everything

f. was a
religious
experience
.

5. (A) The food service on this campus is pretty terrible. (B) The
cafeteria is always crowded. (C) There is not much of a choice of food.
(D) It's the same old eggs for breakfast and hamburgers for lunch and
dinner. (E) They never have rice dishes or pasta. (F) Finally, and worst
of all, everything tastes the same. (G) The soup tastes like the
potatoes, which taste like the cakes. (H) It's too bad there's nowhere
else to eat on campus.
6.

A. terrible
food

a. the
same
tastes
for
everyth
ing
When I bought

B.crod hi
cafetera

C.not
choice of
food

g) the
soup taste
like cake

h) no
where else
to eat on
campus

D.same
lunch and
dinner

E. never
have rice
or pasta

(A)

a car, I thought my problems in getting to school were

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Universidad de las
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over. (B) However, the first thing I discovered was that a parking
permit costs almost as much as a year's bus fare. (C) Then I found out
that I had to leave home 10 minutes earlier so that I could find a
parking place. (D) Next, my car broke down just when I had no money
to fix it, so I had to sell it at a loss. (E) Now I'm sure that buying a car
doesn't solve the problem of getting to school; instead, it only creates
new problems.

Maestra

A. bougth
a car

B. parking
permit
costs

C. leave
home 10
minutes
earlier so
that I
could find
a parking
place

D. dont
ave money
whe the
car broke

E.buy a
car dont
solve
problema
only crate
new
problems

6. Comprensin de lectura

Green taxes

Many serious threats to humanity's future (from climate change and ozone
depletion to air pollution and toxic contamination) arise largely from the
economy's failure to value and account for environmental damage. Because
those causing the harm do not pay the full costs, unsuspecting portions of
society end up bearing them (often in unanticipated ways). People in the
United States, for example, annually incur tens of billions of dollars in
damages from unhealthy levels of air pollution, but car drivers pay nothing
at the gas pump for their part in this assault. Similarly, if farmers pay
nothing for using nearby waterways to carry off pesticide residues, they will
use more of these chemicals than society would want, and rural people will
pay the price in contaminated drinking water.
Taxation is an efficient way to correct this shortcoming, and a powerful
instrument for steering economies toward better environmental health. By
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Universidad de las
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taxing products and activities that pollute, deplete, or otherwise degrade
natural systems, governments can ensure that environmental costs are
taken into account in private decisions (whether to commute by car or
bicycle, for example, or to generate electricity from coal or sunlight). If
income or other taxes are reduced to compensate, leaving the total tax
burden the same, both the economy and the environment can benefit.
Maestra

Opinion polls show that a good share of the public thinks more should be
spent on protecting the environment, but most people abhor the idea of
higher taxes. By shifting the tax base away from income and toward
environmentally damaging activities, governments can reflect new priorities
without increasing taxes overall.
So far, most governments trying to correct the market's failures have turned
to regulations, dictating specifically what measures must be taken to meet
environmental goals. This approach has improved the environment in many
cases, and is especially important where there is little room for error, such
as in disposing of high-level radioactive waste or safeguarding an
endangered species. Taxes would be a complement to regulations, not a
substitute.
Environmental taxes are appealing because they can help meet many goals
efficiently. Each individual producer or consumer decides how to adjust to
the higher costs. A tax on air emissions, for instance, would lead some
factories to add pollution controls, others to change their production
processes, and still others to redesign products so as to generate less waste.
In contrast to regulations, environmental taxes preserve the strengths of the
market. Indeed, they are what economists call corrective taxes: they
actually improve the functioning of the market by adjusting prices to better
reflect an activity's true cost.
In a minor form, environmental or so-called green taxes already exist in
many countries. A survey by the Organization for Economic Co-operation
and Development turned up more than 50 environmental charges among 14
of its members, including levies on air and water pollution, waste, and noise,
as well as various product charges, such as fees on fertilizers and batteries.
In most cases, however, these tariffs have been set too low to motivate
major changes in behavior, and have been used instead to raise a modest
amount of revenue for an environmental program or other specific purpose.
Norway's charge on fertilizers and pesticides, for instance, raises funds for
programs in sustainable agriculture (certainly a worthy cause) but is too low
to reduce greatly the amount of chemicals farmers use in the short term.

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Universidad de las
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There are, however, some notable exceptions. In the United Kingdom, a

higher tax on leaded gasoline increased the market share of unleaded petrol
from 4 percent in April 1989 to 30 percent in March 1990. And in late 1989,
the U.S. Congress passed a tax on the sale of ozone-depleting
chlorofluorocarbons (CFCs) in order, to hasten their phaseout, which the
nation has agreed to do by the end of the decade, and to capture the
expected windfall profits as the chemicals' prices rise. The most widely used
CFCs are initially being taxed at $3.02 per kilogram ($ 1.37 per pound),
roughly twice the current price; the tax will rise to $6.83 per kilogram by
1995 and to $10.80 per kilogram by 1999. During the first five years, this is
expected to generate $4.3 billion, which multiple effects (a carbon tax for
example, would lower both carbon and sulfur dioxide emissions by
discouraging fossil fuel consumption) and because the taxed activities will
decline even before taxes are fully in place, revenues shown in the table
cannot be neatly totaled. But it seems likely that the eight levies listed here
could raise on the order of $ I30 billion per year, allowing personal income
taxes to be reduced about 30 percent.
A team of researchers at the Umwelt und Prognose Institut (Environmental
Assessment Institute) in Heidelberg proposed a varied set of taxes for the
former West Germany that would have collectively raised more than 210
billion deutsche marks ($ 136 billion). The researchers analyzed more than
30 possible "eco taxes," and determined tax levels that would markedly shift
consumption patterns for each item. In some cases, a doubling or tripling of
prices was needed to cut consumption substantially. Halving pesticide use,
for example, would require a tax on the order of 200 percent of current
pesticide prices.

Selecciona la opcin correcta.

1

La valoracin y el registro incorrecto de los daos al medio ambiente

A. afecta por igual a los distintos sectores de la sociedad.
B. hace surgir serias amenazas en relacin al futuro de la vida
humana.

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Universidad de las
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C. provoca que todos los sectores de la sociedad paguen los

costos.
1

Los gobiernos pueden influir en la toma de decisiones de los

ciudadanos con respecto al medio ambiente a travs de
A. gravar actividades y productos que contaminan y acaban con
los recursos naturales.
B. la utilizacin de sus economas como un poderoso instrumento
para corregir las deficiencias.
C. la utilizacin, por ejemplo, de la luz solar en vez de carbn para
generar electricidad.

Las encuestas de opinin muestran que

A. la gente pagara con gusto ms impuestos para proteger el
medio ambiente.
B. la gente piensa que debe gastarse ms para proteger el medio
ambiente.
C. una minora piensa que no deben aumentarse los impuestos
para proteger el medio ambiente.

Muchos gobiernos consideran que

A. que la proteccin del medio ambiente debe estar regulada.
B. los impuestos ecolgicos pueden sustituir las leyes actuales.
C. los fracasos del mercado econmico han llevado a leyes ms
estrictas.

Los impuestos ecolgicos

A. impondrn cambios en todos los procesos de produccin.
B. regularn las fuerzas del mercado.
C. son considerados como impuestos correctivos.

La Organizacin para el Desarrollo y la Cooperacin Econmica

public un estudio en el que informa que

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Universidad de las
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A. cada uno de sus 14 miembros ha establecido ms de 50

impuestos verdes.
B. 14 de sus miembros han establecido ms de 50 impuestos
ecolgicos.
C. los 50 impuestos ecolgicos que existen en muchos pases se
han establecido entre 14 de sus miembros.
1

El ejemplo de Noruega muestra que el impuesto sobre fertilizantes y

pesticidas que recoge este pas
A. se utiliza para programas de agricultura sostenible.
B. ha reducido la cantidad de substancias qumicas utilizadas.
C. es muy alto y se dedica a una causa encomiable.

En los Estados Unidos en 1989 el impuesto aplicado a la venta de los

cloroflorocarbonos se aument
A. aproximadamente al doble de su precio.
B. un poco ms de cuatro veces en relacin a su precio.
C. aproximadamente siete veces en relacin a su precio.

Un grupo de investigadores del Instituto de Evaluacin

Medioambiental de Heidelberg
A. propuso que el aumento a los impuestos fuera sobre los
diferentes artculos seleccionados.
B. se ha propuesto incrementar los impuestos de la ex Alemania
Oriental en 136 billones de dlares.
C. propuso impuestos que a la larga modificaran los patrones de
consumo de la ex Alemania Oriental.

En relacin al consumo de pesticidas, el artculo dice que

A. fue necesario triplicar los precios para reducir a la mitad el uso
de stos.
B. se requerira el aumento del impuesto en 200% para reducir a
la mitad el uso de stos.
C. es necesario duplicar o triplicar su precio para eliminar su
utilizacin.

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Universidad de las
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Camping Trips
There are several opportunities and options for camping throughout the United
States and several different types of camping to choose from. The type of camping
you choose depends on your interests and yourlevel of experience. The different
options include car camping at full facility campgrounds, backcountry camping
with limited facilities, and wilderness camping with no facilities at all and you must
carry out everything you carry in. Many of the U.S. national parks with campgrounds
that accept reservations are part of the National Park Reservation Service. The
official site for the National Park Service where you can make reservations is:
www.reservations.nps.gov
If you prefer backcountry camping, the website www.recreation.gov offers complete
information and reservations. If you are going camping at a campground, here are
some things to consider and questions to ask when making reservations:
What facilities are available, such as water and power hookups, bathrooms,
showers, picnic tables, and grills.
What is the maximum number of people and vehicles permitted per campsite?
Is there a limit on the number of days or consecutive days you can camp at a park?
Are there other restrictions on length of stay?
What are the restrictions regarding pets in the campground?
Whatever type of camping you choose, please help preserve the beauty of the great
outdoors for yourself and generations to come by camping responsibly.

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Universidad de las
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1.

Cules son los tres tipos de campamento disponibles en los parques

nacionales?

Car camping, backcountry camping y wilderness

camping
2.

Si usted est planeando un viaje de campamento, qu debera hacer

primero?

Hacer una reservacin

3.

Cuando deja un campamento estadounidense, qu debe recordar

para las
g generaciones futuras?
Ayudar a preservar las reservaciones para que las futuras
generaciones sean campistas responsables

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Bibliografa
1. Arman, Louann. Leech, Patrick. Murria, Janet. Reading Skills for the
Social Sciences Oxford University Press. 1988
2. Alvarez, Guadalupe; Williamson, Marcela. English for law. Centro de
Enseanza de Lenguas Extranjeras. Universidad Autnoma de Mxico.
Mexico DF, 1996
3. Chall, J. S., Jacobs, V. A., & Baldwin, L. E. (1990). The reading crisis:
Why poor children fall behind. Cambridge, MA: Harvard University
Press.
4. Koda, K. (2005). Insights into second language reading: A crosslinguistic approach. Cambridge: Cambridge University Press.
5. Grellet, F Developing Reading Skills. Cambridge University Press.
2001
6. Peregoy, S. F., & Boyle, O. F. (2001). Reading, writing, and learning in
esl: A resource book for k-12 teachers. New York: Longman.
7. Reutzel, D. R., & Cooter, R. D., Jr. (2007). Strategies for reading
assessment and instruction: Helping every child succeed. Upper
Saddle River, NJ: Merrill/Prentice Hall.
8. Vacca, J. L., Vocca, R. T., Gove, M. K., Burkey, L., Lenhart, L. A., &
McKeon, C. (2003). Reading and learning to read (5th ed.). Boston:
Allyn & Bacon.
9. Yopp, R. H., & Yopp, H. K. (2000). Sharing informational text with
young children. The Reading Teacher, 53(5), 410-423.
10.Yopp, R. H., & Yopp, H. K. (2006). Informational texts as read-alouds at
school and home. Journal of Literacy Research, 38(1), 37-51.
11.International & Comparative Law Quarterly (1986), 35 : 271-301
Cambridge University Press doi:10.1093/iclqaj/35.2.271
Published online by Cambridge University Press 17 Jan 2008
12.http://www.washingtonpost.com/wpsrv/nation/graphics/attack/pentag
on_3.html

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