Inglés a Distancia – Nivel Elemental – Módulo 2 – 1

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de trabajar este nuevo módulo

TEXT Nº 6

ANTICIPATE: We are sure that by now you know the purpose of this section!

1. Study the bibliographical data of the text. What is the text about? Advance a first
hypothesis.

Becky Francis (2012): “Gender monoglossia, gender heteroglossia: the potential of

Bakhtin's work for re-conceptualizing gender”, Journal of Gender Studies, 21:1, 1-15.

2. You need to find the definitions of monoglossia and heteroglossia at this point.
Choose one of the following strategies and apply it.

• Read the first sentence of each paragraph

• Scan the text
• Read the quotations

3. Could you find the definitions? Write them now.

 Inglés a Distancia – Nivel Elemental – Módulo 2 – 2

4. What is the binarised model of gender? Write your specific hypothesis integrating
your answer in the previous question. Remember hypothesis MUST be written in only
one sentence

5. Now, read the text thoroughly to verify, enlarge, modify or reject your hypotheses.

VERIFY: This section will focus on specific concepts and sections. We suggest being
selective with the use of the dictionary since many specific/academic terms are defined
by the author.

6. Explain the following concepts using your own words:

…
Monoglossia

…
Heteroglossia

…
Gender as a
monoglossic system
(This is the most important concept! Explain fully.)
Gender as a …
heteroglossic system

7. Bakhtin and Saussure are contrasted at the end of the second section. Can you
explain the contrast?

8. Connectors. There are two very important connectors in the last paragraph. Find
them and explain the kind of connection established and the concepts joined.

Connector: … Line:… Type of connection: …

 Inglés a Distancia – Nivel Elemental – Módulo 2 – 3

Concept I: …

Concept II: …
Connector: … Line:… Type of connection: …

Concept I: …

Concept II: …

9. The verifying section is finished. We recommend rereading your answers to integrate

them before you elaborate your main idea.

INTERNALIZE:
10. Express the main idea of this text in one well-written sentence. This sentence has
to be your own creation, and it should be complete, specific and concise. Select and
combine the concepts you consider the most important. In this way you will be
hierarchizing.

…
 Inglés a Distancia – Nivel Elemental – Módulo 2 – 4

TEXT Nº 7

ANTICIPATE: Find important concepts before reading the text in detail.

1. Before you have a look at the text, read the bibliographical data to get a general idea
of the topic discussed.

Sebastiani, M. G., (2003) “The Other Side of Peronist Argentina: Radicals and
Socialists in the Political Opposition to Perón (1946-1955)” in Journal of Latin
American Studies, Volume 35, pp. 311-339.

2. Is it a familiar topic for you? What do you know about this subject?

3. Read the first and the last sentence of each of the two paragraphs. Advance a general
reading hypothesis.

4. Scan the text and circle important connectors and key words (words that are
semantically connected to your general hypothesis). This activity should take you only 3
minutes because you will read the text in detail later.

In case you forgot, to scan a text implies giving it a

quick look or overview; it is the opposite of detailed,
thorough reading. In most cases we scan texts to
discover words or phrases that are semantically
connected to the conceptual network we are building
as we deal with the text in a global perspective.

5. State your specific reading hypothesis integrating the key words selected in the
previous question. Try to do it in a well-written sentence.

6. Now you can certainly read the text in detail better, with a lot of concepts in mind.
Go ahead, read the text thoroughly.

VERIFICATION:
 Inglés a Distancia – Nivel Elemental – Módulo 2 – 5

7. On line 9 onwards the author talks about the “historiographic debate that takes
place around the topic of Peronism”. Why is it followed by a connector of contrast?
What is her position about it?

8. “The accusations of the opposition”. Which are the accusations of the opposition?
Explain in your own words.

9. What data does the author provide to support her position? Mention at least three.

10. Towards the end of the text the author softens her position. Which connector does
she use? Which concepts does it introduce?

EXTRA CREDITS
General Academic Vocabulary: the following are words that belong to a close group of
terms used in academic discourse (go back to Module 1 in case you forgot). It is very
important that you remember them.
11. Find the best equivalent for them in Spanish

Feature (line 2): ……..

Attempt/s (line 3 and 53): ………..

Account(s) (lines 48): ………..

Modal verbs (Consult the Grammar Dictionary again). Concentrate on the following:
 must (line 13)
 should (line 23)
 may (line 45)

12. Determine the meaning expressed by each modal and briefly explain the
concept.
 Inglés a Distancia – Nivel Elemental – Módulo 2 – 6

INTERNALIZATION:

13. These concepts belong to the text. Tick/Highlight the ones you consider important
as to be included in your main idea.

□ Peronismo y oposición política

□ Reglas democráticas
□ Ejercicio legítimo del poder
□ Radicales y socialistas
□ Acusaciones antiperonistas
□ Pluralismo político
□ Contienda política legítima
□ Partidos políticos opositores
□ Reduccionismo en el análisis histórico

14. Combine the concepts you selected in the previous activity and write the main
idea of the text. Remember you have to do it in only ONE sentence. For more
information about how to elaborate a main idea, go back to Texts 1 and 2 in Module 1.

…
 Inglés a Distancia – Nivel Elemental – Módulo 2 – 7

TEXT Nº 8

Here is a short story. Enjoy it!

ANTICIPATE: The way we anticipate any aesthetic text is quite different from the
way we anticipate an efferent text (Initial Document p. 3) because the reading has to be
more linear (we can’t start at the end, for example, we would destroy the story!) Let’s
see how we can go about it, then.

1. The first thing that we read in a short story is the title and the name of its author.

THE FUN THEY HAD by Isaac Asimov

2. What do you expect the story to be about? Hypothesize. Do you know the author?

3. Most short stories generally present the characters, the setting (time and place) and
the situation in the introduction. See if you can discover them by reading the first 13
lines (the first two paragraphs). Then, complete:

 Who? (characters)
…
 Where? (place)
…
 When? (time)
…
 Why? (situation)
…
4.Now, read the complete story. Enjoy it! Read for pleasure first! Do not use your
dictionary yet.

VERIFY:
5. Can you explain the title of the story now?

6. Make a list of five (5) differences between your school days, school days at present
and the situation described in the story. You may design a chart like this:
 Inglés a Distancia – Nivel Elemental – Módulo 2 – 8

My school days School days at present Short story

… … …

INTERNALIZE: let´s discuss together in our virtual classroom!

 Inglés a Distancia – Nivel Elemental – Módulo 2 – Texto 9 - 9

TEXT Nº 9

ANTICIPATE:
1. The text you are going to read was taken from this source. Study the bibliographical
data.

Fagar, G. (1999): Bathing in the Roman World. Introduction. University of

Michigan.

2. Read the first sentence of each paragraph (exclusively!) to discover how the text is
organized.

3. Indicate text organization as part of your general reading hypothesis: the parts it
has and the topic you think is enlarged in each part. Follow the example:

 Parte I Introducción (líneas 1-15): generalidades acerca del baño comunal romano
 ……………

4. Remember that when we read texts to learn, the most important information is the
new information the author gives us, the piece of information that will allow us to
enlarge our knowledge of the world.Which paragraph seems to contain the most
important information? Quickly read it at this point. Then, reread your answers to the
previous question; integrate the different concepts in order to write your specific
reading hypothesis for this text.

5. Now, you can read the text in detail. The anticipation of the text will help you
concentrate on the most important information.

VERIFICATION:

6. Explain the following concepts as used in the text. Do not translate, conceptualize.
Be specific and concise.

 communal bathing (line 24)

…
 ill-illumined aspects of Roman practice (line 126)
…
 Inglés a Distancia – Nivel Elemental – Módulo 2 – Texto 9 - 10

7. Complete the following chart.

Civilization/Culture Main Characteristics

 ..................................................................................................
…
 .................................................................................................

 ..................................................................................................
…
 .................................................................................................

 ..................................................................................................
…
 .................................................................................................

 ..................................................................................................
…
 .................................................................................................

8. Select an important connector. Determine the type of connection established,

mention the concepts joined (in one phrase):

Connector: … Line:… Type of connection: …

Concept I: …

Concept II: …

Justify your choice. Why this connector? Explain why you consider it important.

9. Explain the conclusion and the recommendation made by the author. (Notice the use
of a modal verb of suggestion or recommendation. Which is it? You can use the
Grammar Dictionary.)
 Inglés a Distancia – Nivel Elemental – Módulo 2 – Texto 9 - 11

Modal verb:
Suggestion/recommendation:
…

INTERNALIZATION:
10. List the characteristics of a main idea as it is requested in this course.

 Bien escrita
 ……………………………….
 ……………………………….
 ……………………………….
 ……………………………….

11. Write the main idea of the text. Remember which the focus of the text is. Go back
to the title.

…
 Inglés a Distancia – Nivel Elemental – Módulo 2 – Texto 10 - 12

TEXT Nº 10

Geerte M. Savenije& Pieter de Bruijn (2017): “Historical empathy in a museum:

uniting contextualisation and emotional engagement”, International Journal of
Heritage Studies. Available at: http://dx.doi.org/10.1080/13527258.2017.1339108

ANTICIPATE:

1. Study the bibliographical data and analyze the title, subtitles and keywords. What is
the text about? Put forward a general reading hypothesis

2. The title makes reference to the idea of uniting dos aspects. Could you scan the
abstract and the introduction and find out what these two aspects are about?

3. Now, focus on the aim of the article and state a specific reading hypothesis. One
sentence!

4. Now, it is time to read the text in detail. Let’s get down to work!

VERIFY:

5. In the table below, you will see key concepts extracted from the text. Explain them
in your own words.

HISTORICAL EMPATHY IN A MUSEUM

Historical empathy
…

Emotional engagement
…
 Inglés a Distancia – Nivel Elemental – Módulo 2 – Texto 10 - 13

Interplay between
cognitive and affective
dimension …

Visitors’ stories (113)

…
Strong moral responses
(119) …

6. According to the authors, why is empathy important in history education?

7. Explain the techniques mentioned by the authors to activate engagement.

8. Now, let’s concentrate on connectors. Select ONE important connector. Then,

explain its logical function and paraphrase the ideas it links. Do not translate
sentences, conceptualize in noun phrases.

Connector: …………………. Line: … Type of logical function: …………

Concept I: …………………..…….

Concept II: ……………………….

9. Reference. Focus on the following noun phrases and explain the concepts they refer
back to:

i. These strategies (line 42)

ii. This process (line 83)

 Inglés a Distancia – Nivel Elemental – Módulo 2 – Texto 10 - 14

INTERNALIZE:

10. Finally, write the main idea of the text in one sentence. This sentence must be
complete, specific and cohesive.

Para ser completado por la docente

CALIFICACIÓN
APROBADO
APROBADO (-): Ideas principales pendientes para corrección y REFORMULACIÓN.
Reformulá las ideas principales indicadas e insertalas al inicio del Módulo 3 con este
subtítulo: ‘Correcciones pendientes del Módulo 2’.
NO APROBADO: Corregí los ejercicios indicados para reformulación en un nuevo
documento. Transformalo en PDF y entregalo en el espacio de Recuperatorio del
Módulo 2.