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EJERCICIO 2
OBJETIVO: Practicar a través del texto ―Why Students Communicate in the
Classroom?‖ cómo utilizar la cohesión gramatical para contestar preguntas deinformación específica.
ACTIVIDADES DE PRELECTURA
ACTIVIDAD 1ACTIVACIÓN DEL CONOCIMIENTO
PREVIO
Ejercicio tomado y editado de : Brioli, C. (1993 ). Inglés II . Módulo II: Coherencia y Cohesión. EstudiosUniversitarios Supervisados. Escuela de Educación. Universidad Central de Venezuela
SIN UTILIZAR EL
DICCIONARIO
1.2 Realice una lectura global del
texto No. 5 con el propósito de
verificar si la información obtenida
coincide con sus previsiones acerca
del contenido.
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
El subtítulo: ―Affinity” corresponde
a una sección del texto No. 5 ―Why
Students Communicate in the
Classroom‖, escrito por Thomas Hurt
y otros. Sobre la base de estoselementos intente anticipar el
contenido del texto.
1.1 Escriba en castellano las
informaciones que espera encontrar
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
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1.3 En el texto No. 5 aparecen las siguientes ideas importantes. Ordénelas de acuerdo ala secuencia en que se presentan, escribiendo en la línea correspondiente el número del párrafodonde se expresa cada idea. (Verifique la respuesta en la Unidad de Apoyo Didáctico del CD)
IDEAS No. del párrafo
a) Problems that arise from the strong need tocommunicate with other students ________
b) Reasons that explain why students seek tocommunicate with others ________
c) Problem that arises when students intend toestablish an affinity relationship with theirteacher ________
d) People with whom students seek to communicatein the classroom ________
e) What the teacher must do in order to letstudents satisfy the strong communication needwithin a positive classroom atmosphere ________
ACTIVIDAD 2. VOCABULARIO (Verifique la respuesta en la Unidad de Apoyo Didáctico del CD)
Localice en el texto cada una de las palabras de la columna izquierda. Trate dededucir su significado por contexto. Luego, seleccione de la lista ubicada en el ladoderecho el significado que corresponda y trace una línea entre la palabra y susignificado.
PALABRA SIGNIFICADO
inner (par. 1, lin.2) false person
outcomes (par. 2, lin. 7) close friend
phony (par. 3, lin. 12) to reprehend
garnering (par 3, lin. 12) internal,interior
pals (par 3, lin. 12) to acummulate
reprimanded (par 4, lin. 7) results, consequences
disruptive (par. 4, lin. 18) the quality of interrupting
the orderly course of something
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Why students communicate in the classroom
Affinity
(1) Affinity between two people is often the desired outcome of communication.
Most students have an inner need for warm relationships with other people, including
teachers. Almost no one wants to be isolated from fellow human beings. Consequently,
students often seek to communicate with others in order to establish close affinity
relationships with people. Some students have a lower need for affinity than others, and
they will probably initiate less communication on a social level than will students with
higher affinity needs.
(2) Most students do desire to establish an affinity relationship with their teacher.
This is a particularly strong motivation for communication at the lower levels and only
declines slightly as the student moves through the educational system. Thus, the student
will often initiate communication with the teacher that has little to do with the subject
matter at hand. The student will also initiate communication with other students in the
classroom in order to establish affinity relationships with them. These are normaloutcomes of normal communication motivations. However, problems can occur as a
result of this affinity need.
(3) One problem that may occur when students seek communication with their
teacher in order to establish an affinity relationship is that such an attempt may be
misperceived by either the teacher or other students. We are all familiar with the label
texto tomado de: Hurt, T. (s/f). Communication in the classroom en Brioli, C. (1993). Inglés II. MóduloII: Coherencia y Cohesión. Estudios Universitarios Supervisados. Universidad Central de Venezuela
―apple polisher.‖ Whether it be true or not,
most students believe that if a student has afriendly relationship with a teacher, the
student will get more rewards from the
teacher. If the teacher perceives the student
initiating an unusually large number of social
interactions, the teacher may be turned off.
He or she may perceive the student as being a
TEXTO No. 5
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Ejercicio 273
―phony,‖ interested only in garnering the benefits that come from beings pals with the teacher.
Similarly, other students who observe these interactions may develop a negative attitude
toward the student involved. Since most students are somewhat lacking in maturity, it is very
difficult for them to know when they are approaching the line of normal affinity interaction and
when they pass the point at which they would be perceived as apple polishing.
them may cause problems in communication between the teacher and the student. The student
sees nothing wrong in his or her behaviour (and indeed there is nothing intrinsically wrong
with it) and is likely to interpret the teacher’s attempts to regulate the extent of affinity-seeking
communication behavior as an abuse of power. Probably the biggest problem that arises from
communication motivated by the need for affinity is the poor timing on the part of the student.
Few teachers would object if Billy wants to talk to Mary in order to establish a better affinity
relationship. But most teachers do object if Billy tries to do this while the teacher is explaining
the arithmetic assignment. While Billy’s motivations are normal, his behavior is potentially
disruptive, and interferes with teacher-student communication.
(5) While several other factors also motivate students to communicate, the desire to establish
affinity relationships with others may well be the strongest force. A positive classroom
atmosphere will permit the student to engage in the satisfaction of this motivation, at least to
some extent. The problem for the teacher is to regulate that extent without generating negative
perceptions of the teacher on part of the students.
(4) Another problem arising from the need for affinity is that
the student may become a ―social butterfly‖ in the classroom —
that is, a person who seeks to communicate a great deal with otherstudents in order to satisfy a high affinity need. Again, there is
nothing abnormal about this motivation or behavior, but it can get
in the way of effective learning. Such communication attempts
are often reprimanded by the teacher, particularly in the self-
contained classrooms in the lower grades. While there is a
definite need to keep such interactions under control, regulating
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ACTIVIDAD 3. COMPLETE EN INGLES EL SIGUIENTE ESQUEMA
3.1 Lea nuevamente el texto y complete en inglés la información que falta. Preste atención alas palabras resaltadas tanto en el texto como en el esquema. (Verifique la respuesta en la Unidadde Apoyo Didáctico del CD)
ACTIVIDADES DE LECTURA
a) Most students have an inner need for warm relationships with other people includingteachers. Consequently,__________________________________________________
______________________________________________________________________ ______________________________________________________________________
b) Most students do desire to establish an affinity relationship with their teacher. Thus, ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
c) The student will also __________________________________________________ ______________________________________________________________________ ______________________________________________________________________
d) These are normal outcomes of normal communication. However, ___________________________________________________________ as a result of ______________________________________________________________________
e) One ________________________________________________________________ ______________________________________________________________________ ____________________________. If ______________________________________ _____________________________________________, the teacher may be turned off.
f) Similarly, ___________________________________________________________ ________________________________________________________________. Since __________________________________________________, it is very difficult forthem to know when they are approaching he line of normal affinity interaction andwhen they pass the point at which they would be perceived as apple polishing.
g) Another ____________________________________________________________ _________________________________________ is that the student may become asocial butterfly in the classroom – that is, _____________________________________
______________________________________________________________________
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Ejercicio 275
3.2 Complete el cuadro siguiente, colocando los conectores subrayados en la actividad anterioral lado de la categoría correspondiente. Luego escriba el significado en español de cada conector. (Verifique la respuesta en la Unidad de Apoyo Didáctico del CD)
TIPO DE RELACIÓN CONECTOR SIGNIFICADO
Causa-efecto
Adición
Secuencia
Contraste o limitación
Condición
Ejemplificación
ACTIVIDAD 4. RESPONDA EN ESPAÑOL LAS SIGUIENTES PREGUNTAS
Preste atención a las palabras y frases que relacionan distintas partes del texto refiriéndosea informaciones ya mencionadas y luego responda (Verifique la respuesta en la Unidad de ApoyoDidáctico del CD)
1. What are normal outcomes of normal communication motivations? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________
Explique qué relación semántica es importante establecer para responder la pregunta anterior, indicando la referencia y el referente respectivo.
__________________________________________________________________ __________________________________________________________________
__________________________________________________________________
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2. What attempt is usually misperceive by either the teacher or the student? ________________________________________________________________________
________________________________________________________________________ ________________________________________________________________________
Explique qué relación semántica es importante establecer para responder la pregunta 2,indicando la referencia y el referente respectivo.
________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
3. What communication attempts are often reprimanded by the teacher? ________________________________________________________________________
________________________________________________________________________ ________________________________________________________________________
Explique qué relación semántica es importante establecer para responder la pregunta,indicando la referencia y el referente respectivo.
________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
4. What interactions may develop a negative attitude toward the student involve? ________________________________________________________________________
________________________________________________________________________ ________________________________________________________________________
Explique qué relación semántica es importante establecer para responder la pregunta,indicando la referencia y el referente respectivo.
________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
THINKING
STRATEGIES
¿Cree usted que a Mafaldale importe establecer una
buena comunicación consu maestra? ¿Por qué?
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ACTIVIDAD 5. MONITOREO
ACTIVIDAD 6. VOCABULARIO (Verifique la respuesta en la Unidad de Apoyo Didáctico del CD)
6.1 Las siguientes palabras que aparecen en el texto están formadas por sufijos. Subrayeen cada palabra el sufijo y luego ubíquela según su función en la columnacorrespondiente. Si necesita ayuda, consulte su material de Inglés I.
affinity relationship probably behavior intrinsically perception
particularly motivation slightly assignment potentially negative
educational familiar friendly positive satisfaction maturity
effective disruptive social
Complete las siguientes frases:
5.1 Una referencia es___________________________________________________ ____________________________________________________________________
5.2 Los pasos para ubicar el referente son __________________________________
____________________________________________________________________
5.3 Un conectador es ___________________________________________________
____________________________________________________________________
5.4 Las funciones de los conectadores son__________________________________
____________________________________________________________________
5.5 Los pasos para determinar las ideas que une un conector son ________________
____________________________________________________________________
5.6 La cohesión gramatical (a través de las referencias y los conectadores) es un
mecanismo que al momento de leer un texto en inglés ayuda a
_____________________________________________________________________
___________________________________________________________________
ACTIVIDADES DE INTEGRACIÓN YEXTENSIÓN
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NOUN VERB ADJECTIVE ADVERB
6.2 Ahora escriba en el espacio correspondiente el significado de cada una de las palabras que ubicó en el cuadro anterior.
PALABRA SIGNIFICADO PALABRA SIGNIFICADO