Taller de Comprensión de Textos I - Colegio de Bachilleres del ...

Taller de
Comprensión
de Textos I

2
COLEGIO DE BACHILLERES
DEL ESTADO DE SONORA
Director General
Lic. Bulmaro Pacheco Moreno
Director Académico
Lic. Jorge Alberto Ponce Salazar
Director de Administración y Finanzas
Lic. Oscar Rascón Acuña
Director de Planeación
Dr. Jorge Ángel Gastélum Islas
TALLER DE COMPRENSIÓN DE TEXTOS I
Guía de Aprendizaje
Copyright ©, 2008 por Colegio de Bachilleres
del Estado de Sonora
Todos los derechos reservados.
Segunda edición 2009. Impreso en México.
DIRECCIÓN ACADÉMICA
Departamento de Desarrollo Curricular
Blvd. Agustín de Vildósola, Sector Sur
Hermosillo, Sonora. México. C.P. 83280
Registro ISBN, en trámite.
COMISIÓN ELABORADORA:
Elaboración:
Fausto Alfonso Guerrero Rodríguez
Supervisión Académica:
Jesús Arely Meza León
Diseño de Portada:
María Jesús Jiménez Duarte
Edición:
Bernardino Huerta Valdez
Jesús Arely Meza León
Coordinación Técnica:
Martha Elizabeth García Pérez
Coordinación General:
Lic. Jorge Alberto Ponce Salazar
Esta publicación se terminó de imprimir durante el mes de Junio de 2009.
Diseñada en Dirección Académica del Colegio de Bachilleres del Estado de Sonora
Blvd. Agustín de Vildósola; Sector Sur. Hermosillo, Sonora, México
La edición consta de 746 ejemplares.

Ubicación Curricular
COMPONENTE:
FORMACIÓN PARA EL
TRABAJO
CAPACITACIÓN:
ASISTENCIA TÉCNICA
BILINGÜE
Esta asignatura se imparte en el V Semestre; no tiene antecedente, la
asignatura consecuente es Taller de Comprensión de Textos II, y se
relaciona con todas las de la capacitación.
HORAS SEMANALES:
03
DATOS DEL ALUMNO
CRÉDITOS:
06
Nombre: ______________________________________________________
Plantel: _________________________________________________________
Grupo: ____________ Turno: _____________ Teléfono:_______________
Domicilio: _____________________________________________________
______________________________________________________________
3

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Mapa Conceptual de la Asignatura
GETTING IN TO
READING
TEXT TYPES
COGNATES
TALLER DE
COMPRENSIÓN DE
TEXTOS I
READING SKILLS SPECIFIC IDEAS SYNTHESIZING
LETTER TYPES AND
PUNCTUATION
TEXT FORMAT
MAIN IDEA
NOUN PHRASES
WHAT, WHERE,
WHEN, WHY…
NOUN
AFFIXES
THE DICTIONARY
MAIN AND
SUPPORTING
IDEAS
ORGNAIZING A
TEXT
DISCOURSES
SYNTHESIS

Índice
Objetivo general de la asignatura ........................................................................ 6
Recomendaciones para el alumno ......................................................................6
Presentación .........................................................................................................7
RIEMS ................................................................................................................... 8
UNIDAD 1. READING SKILLS .................................................................... 11
1.1. Getting in to reading .....................................................................................12
1.2. Letter types and punctuation ........................................................................13
1.3. Text types ..................................................................................................14
1.4. Text format ..................................................................................................15
1.5. Cognates ..................................................................................................18
1.6. Main idea ..................................................................................................19
UNIDAD 2. SPECIFIC IDEAS ..................................................................... 21
2.1. Noun phrases ................................................................................................22
2.2. Nouns ..................................................................................................23
2.3. What, where, when, why.. .............................................................................24
2.4. Affixes ..................................................................................................26
UNIDAD 3. SYNTHESIZING ....................................................................... 33
3.1. The Dictionary ...............................................................................................34
3.2. Main and supporting ideas ...........................................................................38
3.3. Organizing a text ...........................................................................................38
3.4. Discourses ..................................................................................................42
3.5. Synthesis ..................................................................................................45
Bibliografía de consulta ........................................................................................47
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Objetivo General de la Asignatura
El alumno:
A través de estrategias de lectura, aplicará técnicas de comprensión para adquirir
información relacionada con procesos de trabajo, datos específicos y
organización de síntesis.
Recomendaciones para el alumno
La presente Guía de Aprendizaje constituye un importante apoyo para ti; en él se
manejan los contenidos mínimos de la asignatura Taller de Comprensión de
Textos I.
No debes perder de vista que el Modelo Académico del Colegio de Bachilleres del
Estado de Sonora propone un aprendizaje activo, mediante la investigación, el
análisis y la discusión, así como el aprovechamiento de materiales de lectura
complementarios; de ahí la importancia de atender las siguientes
recomendaciones:
Maneja la Guía de Aprendizaje como texto orientador de los contenidos
temáticos a revisar en clase.
Utiliza la Guía de Aprendizaje como lectura previa a cada sesión de clase.
Al término de cada unidad, resuelve la autoevaluación, consulta la escala de
medición del aprendizaje y realiza las actividades que en ésta se indican.
Realiza los ejercicios de reforzamiento del aprendizaje para estimular y/o
reafirmar los conocimientos sobre los temas ahí tratados.
Utiliza la bibliografía recomendada para apoyar los temas desarrollados en
cada unidad.
Para comprender algunos términos o conceptos nuevos, consulta el glosario
que aparece al final del módulo.
Para el Colegio de Bachilleres es importante tu opinión sobre los módulos de
aprendizaje. Si quieres hacer llegar tus comentarios, utiliza el portal del
Colegio: www.cobachsonora.edu.mx

Presentación
La importancia de la asignatura de Taller de Comprensión de Textos I en el
desarrollo de esta capacitación radica en el enfoque comunicativo que le permitirá
al alumno identificar ideas y emociones expresadas en textos, mediante el empleo
de estrategias específicas en beneficio de su desarrollo personal, cultural y
laboral.
En cuanto a contenidos, ésta se aboca a la revisión de los conceptos de: Lectura,
lenguaje, emisor, mensaje y receptor, con base en las definiciones
convencionales, el uso de la tipografía en un texto, signos de puntuación,
identificar diversos tipos de texto de acuerdo a su contenido, identificar las partes
de un texto, identificar los cognados y falsos cognados en una lectura, identificar
la idea principal de un texto en inglés, identificar la frase nominal y la acción en un
enunciado, identificar los circunstanciales en textos, uso de afijos (sufijos y
prefijos) como medio para ampliar el vocabulario, identificación de ideas primarias
y secundarias, identificar las partes lógicas de un texto, uso de los marcadores de
discurso en inglés y elaborar una síntesis escrita de un texto.
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RIEMS
Introducción
El Colegio de Bachilleres del Estado de Sonora, en atención a los programas de
estudio emitidos por la Dirección General de Bachillerato (DGB), ha venido
realizando la elaboración del material didáctico de apoyo para nuestros
estudiantes, con el fin de establecer en ellos los contenidos académicos a
desarrollar día a día en aula, así como el enfoque educativo de nuestra Institución.
Es por ello, que actualmente, se cuenta con los módulos y guías de aprendizaje
para todos los semestres, basados en los contenidos establecidos en la Reforma
Curricular 2005. Sin embargo, de acuerdo a la reciente Reforma Integral de
Educación Media Superior, la cual establece un enfoque educativo basado en
competencias, es necesario conocer los fines de esta reforma, la cual se dirige a
la totalidad del sistema educativo, pero orienta sus esfuerzos a los perfiles del
alumno y profesor, siendo entonces el camino a seguir el desarrollo de las
competencias listadas a continuación y aunque éstas deberán promoverse en
todos los semestres, de manera más precisa entrará a partir de Agosto 2009, en
el primer semestre.
Competencias Genéricas
CATEGORIAS COMPETENCIAS GENÉRICAS
I. Se autodetermina
y cuida de sí.
II. Se expresa y
comunica
III. Piensa crítica y
reflexivamente
IV. Aprende de
forma autónoma
V. Trabaja en forma
colaborativa
VI. Participa con
responsabilidad en
la sociedad
1. Se conoce y valora a sí mismo y aborda problemas y retos
teniendo en cuenta los objetivos que persigue.
2. Es sensible al arte y participa en la apreciación e interpretación
de sus expresiones en distintos géneros.
3. Elige y practica estilos de vida saludables.
4. Escucha, interpreta y emite mensajes pertinentes en distintos
contextos mediante la utilización de medios, códigos y
herramientas apropiados.
5. Desarrolla innovaciones y propone soluciones a problemas a
partir de métodos establecidos.
6. Sustenta una postura personal sobre temas de interés y
relevancia general, considerando otros puntos de vista de manera
crítica y reflexiva.
7. Aprende por iniciativa e interés propio a lo largo de la vida.
8. Participa y colabora de manera efectiva en equipos diversos.
9. Participa con una conciencia cívica y ética en la vida de su
comunidad, región, México y el mundo.
10. Mantiene una actitud respetuosa hacia la interculturalidad y la
diversidad de creencias, valores, ideas y prácticas sociales.
11. Contribuye al desarrollo sustentable de manera crítica, con
acciones responsables.

Competencias docentes:
1. Organiza su formación continua a lo largo de su trayectoria profesional.
2. Domina y estructura los saberes para facilitar experiencias de aprendizaje
significativo.
3. Planifica los procesos de enseñanza y de aprendizaje atendiendo al enfoque
por competencias, y los ubica en contextos disciplinares, curriculares y
sociales amplios.
4. Lleva a la práctica procesos de enseñanza y de aprendizaje de manera
efectiva, creativa e innovadora a su contexto institucional.
5. Evalúa los procesos de enseñanza y de aprendizaje con un enfoque
formativo.
6. Construye ambientes para el aprendizaje autónomo y colaborativo.
7. Contribuye a la generación de un ambiente que facilite el desarrollo sano e
integral de los estudiantes.
8. Participa en los proyectos de mejora continua de su escuela y apoya la
gestión institucional.
9

OBJETIVOS DE UNIDAD
El alumno:
Identificará las estrategias básicas de lectura, a través del manejo de técnicas de
comprensión, para adquirir información relacionada con procesos de trabajo.
TEMARIO
Getting in to reading
Letter types and punctuation
Text types
Text format
Cognates
Main idea
Unidad 1
Reading skills

12
Taller de Comprensión de Textos I
1.1 GETTING IN TO READING
Warm up
Identify in the post card the following concepts:
Receiver
Emissary
Message and Language
I. Find in the dictionary the following concepts and write them on index cards.
1.
Receiver
Emissary
Message
Language
Reading
2.
(1) _____________________________
(2)__________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
(3)______________________________

II. Make a conceptual map with the information that you found.
1.2 LETTER TYPES AND PUNCTUATION
I. Identify and write the parts of a letter where it corresponds:
a) Message
b) Closing
c) Date
d) Signature
e) Destinatary
(2)_____________________________
Reading skills
(1) __________________
(3)__________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
(4)______________________________
(5)______________________________
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Taller de Comprensión de Textos I
Homework 1. Find out on your own the usage of bold letters.
II. Identify the vocabulary in the following sentences:
a) If the bus ride seems boring, sing songs to pass the time.
b) If something doesn’t make sense, ask questions.
c) Never throw snow balls. Last month, a snowball almost hit Lee’s glasses. Lee
saw it coming and ducked jus tin time.
d) Do you suppose you can help clean up the bus.
1. Answer the question Why do you think bold words were needed in the sentences above?
______________________________________________________________________________________________
______________________________________________________________________________________
2. Write a letter to a friend and use bold and italic words, check for punctuation signs.
1.3 TEXT TYPES
I. Find out a description of these texts, and write two examples where you can find them:
Text type Description Example
Informative.
Narrative
Descriptive
Homework 2. Find examples of articles of the three texts and bring them to the next class to share it with your
classmates (newspapers, brochures, books, internet articles, magazines, etc.).

Reading skills
II. Team work. Gather into groups of five and share the articles you brought for homework. Identify the main
characteristics. Take turns present one to the class.
1.4 TEXT FORMAT
I. Identify the parts of a text in these two articles: (Title, date, picture description, author, name of the article,
message)
1.
4 April 11, 2008 -- Updated 1720 GMT (0120 HKT) _________________________
Kid-friendly ERs ______________
________________________
When nine-month-old Gillian Branam had an asthma attack, the emergency room nurse had to give her
medicine through an adult-sized mask. Needless to say, it didn't work very well. In this week's Empowered
Patient, CNN Medical Correspondent Elizabeth Cohen tells you how to find the best ER for your child -- one
with child-sized equipment and actual pediatricians. ____________________________
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Taller de Comprensión de Textos I
2.
February 7, 2008 -- Updated 1412 GMT (2212 HKT) _____________________
STORY HIGHLIGHTS
If you get hit by a bus tomorrow ___________________
Make emergency contacts and info on your medical wishes easy to find
Make emergency info cards -- Web sites can help -- and keep in wallet, glove box
Identify a specific person to make medical decisions for you if you're incapacitated
By Elizabeth Cohen ____________________________________
CNN
Empowered Patient, a regular feature from CNN Medical News correspondent Elizabeth Cohen, helps put you
in the driver's seat when it comes to health care.
Having an emergency card in your wallet can help firstresponders
make safe treatment choices for you.
ATLANTA, Georgia (CNN) -- Mark Balduzzi isn't old. He
isn't sick. He isn't paranoid, either. But he's seen enough
shootings, car accidents, and 52-car pile ups to know
his life could end at any moment.
_______________________________
"Even though I think I have another 30 good years left, I
know tomorrow I could get hit on the road by some
nitwit," says Balduzzi, 50, who was a police officer for 15 years and a paramedic for eight in New York and is
now a health and safety consultant for the insurance industry.
That's why he has all his ducks in a row: He's filled out all the right forms so his wife can make medical and
financial decisions for him in case he can't make them himself.
We don't like to think about it, but any of us could get hit tomorrow by a nitwit. So here, step by step, is what
to do now to prepare.
Step 1: Put crucial medical information in wallet and glove box
Step 2: Put your "in case of emergency" numbers in wallet, glove box, cell phone
Step 3: Appoint someone to make decisions for you
Step 4: Don't forget the HIPAA release form
Step 5: Give these forms to several people, and tell your family whom you've appointed to make decisions for
you. ________________________

3. Write a small paragraph and use the different parts of text.
Reading skills
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___________________________.
4. Make a chart in your notebook with a brief description of the Text Parts.
Examples.
Parentheses
Why
To set apart clarifying,
explanatory, or digressive
words, phrases, or sentences.
To enclose numerals marking
divisions in a text.
Footnotes
Why
To explain a fact or idea or give
the source of a work cited in
the body of the text.
To direct the reader to further
literature on the topic.
To cross-reference to other
parts of the text.
For explanations that would
interfere with the main text.
What
The enclosure of expressions
that are not essential to the
meaning of the sentence but
which can clarify or deepen
understanding.
Brackets that enclose a word or
group of words that interrupt a
sentence are called
parentheses.
What
A note printed at the bottom of a
page to which attention is drawn
by a reference mark or symbol in
the body of the text. They are
called notes or endnotes when
printed at the end of a chapter or
book.
Features
Parentheses are used to enclose
scientific names of plants or animals.
The parentheses may come within a
sentence but can sometimes follow a
sentence depending on whether it
refers to part or all of the sentence.
If brackets are not used, paired
commas enclose the extra material.
fuctions seen in this lesson.
Features
Numbered consecutively through
each chapter.
Numbering usually “superior Arabic,”
replacing the code system previously
common.
Reference marks are placed after the
word, phrase, or paragraph or number
referenced in the Footnote or endnote.
Endnotes are increasingly
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Taller de Comprensión de Textos I
1.5 COGNATES
I. Find the cognates in the article. Underline them. See examples given.
Mariah Carey
She's proclaimed emancipation before, but Mariah Carey's never sounded as free as she does on
her 10th album. The usual hummable radio hip-hop and bold ballads are here, in pristine form.
("Bye Bye," a memorial for a lost loved one, is particularly effective.) But so are some coy surprises,
like the irresistible "I'm That Chick" (which covertly samples "Off the Wall" for an early Michael
Jackson disco bounce) and the Swizz Beatz-produced "O.O.C.," which is catchy enough to make
that the vernacular's standard abbreviation for "out of control." Carey even digs deep and pulls up
"Side Effects," a Scott Storch-produced, dark hip-hop track that follows a passive woman's descent
into domestic abuse ("Sleeping with the enemy/ Aware that he was smothering every last part of
me"). Capping it off with Bible-quoting, upright-piano gospel ("I Wish You Well"), Carey's made a
pop album with equal parts levity and gravity. —Kerri Mason
II. Study these examples. These are words are often confused with the word given in Spanish.
1.- library- librería.
2.- pan-pan
3.- Meter-mater.
4.-affect- afecto.
5.- aisle-aislé.
6.-alien-alien.
7.-also-also.
8.-amazed-amasar.
9.-apocalypse-Apocalipsis.
10.-appellation-apelacion.
11.-applique-aplique
12.-apportion-aportar.
13.-appreciably-apresiable.
14.-apropos-aproposito.
15.-ardor-ardor.
16.-arm-arma.
17.-asertive-arsetivo.
18.-asuming- assumer.
19.-attacker-atacar.
20.-attic-atico.
21.-bailee-bailé.
22.-bank-banco.
23.-bit-bit.
24.-blazer-placer.
25.-bolt-boltio.
26.-cabin-cabina.
27.-calve- calvo.
28.-camper-camper.
29.-canter-cantar:
30.-cap-capa.
31.-chose-choza.
32.-communize-comunista:
33.-composed-componer.
34.-gabby-Gaby
35.-fury-furioso.
36.-genial-genial
37.-grand-grande.
38.-lime-lima.
49.-powder-poder

III. Write a small paragraph and include some false cognates.
Reading skills
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________.
1.6 MAIN IDEA
I. Identify the main idea in this paragraph.
a) Little Red Riding Hood
Charles Perrault
Once upon a time there lived in a certain village a little country girl, the prettiest creature who was ever
seen. Her mother was excessively fond of her; and her grandmother doted on her still more. This good
woman had a little red riding hood made for her. It suited the girl so extremely well that everybody called
her Little Red Riding Hood.
b) Little Red Riding Hood
Charles Perrault
Once upon a time there lived in a certain village a little country girl, the prettiest creature who was ever
seen. Her mother was excessively fond of her; and her grandmother doted on her still more. This good
woman had a little red riding hood made for her. It suited the girl so extremely well that everybody called
her Little Red Riding Hood.
One day her mother, having made some cakes, said to her, "Go, my dear, and see how your grandmother
is doing, for I hear she has been very ill. Take her a cake, and this little pot of butter."
Little Red Riding Hood set out immediately to go to her grandmother, who lived in another village.
As she was going through the wood, she met with a wolf, who had a very great mind to eat her up, but he
dared not, because of some woodcutters working nearby in the forest. He asked her where she was
going. The poor child, who did not know that it was dangerous to stay and talk to a wolf, said to him, "I am
going to see my grandmother and carry her a cake and a little pot of butter from my mother."
"Does she live far off?" said the wolf
MAIN IDEA:
"Oh I say," answered Little Red Riding Hood; "it is beyond that mill you see there, at the first house in the
village."
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Taller de Comprensión de Textos I
1. Create a cluster (map) with the main idea and the supporting details.
MAIN IDEA
Homework 3. Bring to the class one short story in English.
Team Work: Get in a team and find in the book you brought for homework, main ideas and share the with
classmates.

OBJETIVOS DE UNIDAD
El alumno:
Obtendrá datos específicos de un texto en inglés por medio de estrategias de
lectura y apoyándose en el reconocimiento de estructuras lingüísticas.
TEMARIO:
Noun phrases
Nouns
What, where, when, why…
Affixes
Unidad 2
Specific Ideas

22
Taller de Comprensión de Textos I
2.1 NOUN PHRASES
These are noun phrases:
The red book
All of the people of the street
Those two girls sitting over there
The English teacher
I. Now you find the noun phrases in the sentences. Underline your answers.
1. My new house cost me a $1,000.000.00 pesos.
2. The problematic neighbors always complain.
3. The broken lamp was removed.
4. My torn book is still useful.
5. I saw an amazing car.
II. Create five noun phrases with the following words:
Articles Adjectives Nouns
a – an - the
1. ______________________________________
2. ______________________________________
3. ______________________________________
4. ______________________________________
5. ______________________________________
beautiful
new
economic
red
sweet
III. Find some noun phrases in this paragraph. The first one is done as an example.
apple
shoes
dress
girl
desk
Once upon a time, there was an old lady who used to live in a far away farm with her two nieces and one
nephew. She had a tragic accident, so she was no longer able to work, her lovely family had to help with
the heavy duties.
1.________ an old lady __________________
2._______________________________________
3._______________________________________
4._______________________________________
5._______________________________________

2.2 NOUNS
I. Study this list of nouns:
How are plurals formed?
Specific Ideas
Singular Plural Singular Plural Singular Plural Singular Plural Singular Plural
hat hats watch watches fly flies crisis crises half halves
leg legs box boxes story stories thesis theses wife wives
II. Now write the plural forms of these nouns:
gas__________ book___________ table____________ glass___________
dog__________ loaf ___________ basis____________ chair___________
country_______ song___________ salary___________ thief____________
ball___________ mess___________ self_____________ spy_____________
III. Complete the following with appropriate forms of verbs from the boxes: (Remember that the noun has to
match with the verb)
drive work sell teach ride
play type eat fly cook
1. My sister _____________ a French in school.
2. Bill _____________ a taxi all day.
3. Jockeys ____________ in races.
4. Mary ____________ in a factory.
5. In the market they ___________ letters.
6. Peter _____________ the piano very well.
7. Cows ___________ grass.
8. My father ___________ lunch for me every day.
9. Only experienced pilots ___________ jumbo jets.
10. Mary is a secretary; she _____________ letters.
IV. What is a verb phrase?
Definition
Here are two senses for verb phrase:
1. In traditional terminology, a verb phrase is a phrase that
has the syntactic role of a simple verb, and
is composed of a main verb and auxiliary verbs or verbal particles related syntactically to the verb.
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Taller de Comprensión de Textos I
2. In generative grammar, a verb phrase is a syntactic unit that corresponds to the predicate. In addition to
the verb, this includes auxiliaries, objects, object complements, and other constituents apart from the
subject.
V. Now find verb phrases in this paragraph and find a verb from the box. The first one is done for you as an
example.
used to milk used to sell used to camp used to make used to live
When we were children we (16) used to camp almost every weekend. We loved the scent of pines of the
country and t smell of humid weather; the view of the country was amazing! Near the camp there was a small
ranch; there lived an old couple, they (17)_____________________________ their relatives. Their nieces (18)
__________________ the cows and they also (19)______________________ cheese and other products. Their
nephews (20) _________________________ them to the nearest town.
2.3 WHAT, WHERE, WHEN, WHY…
I. Find the correct question word for each sentence.
1. __________ came while I was gone? 6. ________ washes the clothes every week?
2. __________ can I park my car? Over there. 7. ______ many days a week do you go to school?
3. __________ of these books is yours? 8. _________ did your parents get married?
4. __________ will you eat for lunch today? 9. _________ will you go to America?
5. __________ does your mother look like? 10. _________ hat is this?

II. Read and then answer these questions related to the text.
A There are many nonnative speakers of English at colleges and universities in the United States
and Canada. Nonnatives are usually international students or resident aliens. International
students in the United States are nonresidents with F or J visas. Resident aliens are
immigrants or refugees. In addition, some U. S. and Canadian citizens are nonnative
speakers. They do not speak English as their first language.
B
California is the state with the most international students. Texas and New York are next. Other
states with large numbers of international students are Massachusetts, Illinois, Michigan,
and Pennsylvania. Students from Europe most often attend school in the northeastern or
northwestern states, and students from Asia usually go to school in the midwestern states.
Latin Americans most often study in the South and Southwest, and Africans usually attend
school in the Midwest and South. In Canada, many nonnative speakers study in Quebec
and speak French. Some go to school in the provinces of Ontario, Nova Scotia, British
Columbia, and Alberta.
C Engineering is the most popular field of study for visa students. Many study management and
business. Most international students major in practical subjects. These subjects provide
useful skills that help students find good jobs.
D Many visa students in the United States come from the Middle East and Asia, and many are
from oil countries. Iran, Taiwan, Nigeria, Japan, Hong Kong, Venezuela, Saudi Arabia,
China, India, and Thailand send large numbers of students to the United States.
International students in Canada often come from Hong Kong, Malaysia, and the Kingdom.
E Visa students are only a small part of the many nonnative speakers at American colleges and
universities. But the facts show that nonnatives are very important in American higher
education.
Specific Ideas
1. Who are known as nonnatives?
___________________________________________________________________________________________
________________________________________________.
2. What state is the state with the most international students?
___________________________________________________________________________________________
___________________________________________________________________________________________
_______________________________________________.
3. What career is the most popular field of study for visa students?
___________________________________________________________________________________________
___________________________________________________________________________________________
________________________________________________.
4. Where do most visa students in the United States come from?
___________________________________________________________________________________________
___________________________________________________________________________________________
________________________________________________.
5. In what level of education are nonnatives very important?
___________________________________________________________________________________________
___________________________________________________________________________________________
________________________________________________.
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2.3 AFFIXES
I. Study this table of affixes.
Comparison of kinds of affixes
Here is a table showing some kinds of affixes with examples:
Affix Relationship to root or stem Example
prefix Occurs in the front of a root
or stem
suffix Occurs at the end of a root
or stem
infix Occurs inside of a root or
stem
circumfix Occurs in two parts on both
outer edges of a root or
stem
simulfix Replaces one or more
phonemes in the root or
stem
suprafix Superimposed on one or
more syllables in the root
or stem as a
suprasegmental
II. Study these tables to learn more about prefixes and suffixes.
What is a prefix?
unhappy
happiness
bumili 'buy' (Tagalog,
Philippines)
kabaddangan 'help'
(Tuwali Ifugao,
Philippines)
man + plural > men
stress in the words
'produce, n. and
produce, v.
Definition
A prefix is an affix that is joined before a root or stem.
Example (English)
The prefix un- attaches to the front of the stem selfish to form the word unselfish.
What is a suffix?
Definition
A suffix is an affix that is attached to the end of a root or stem.
Example (English)
The past tense suffix -ed attaches to the end of the stem walk to form the past tense verb
walked.

III. Here you have two tables with the most popular Prefixes and Suffixes. Study them.
Root or Prefix Meaning
General Roots and Prefixes
Examples
a, an not, without atheist, anarchy, anonymous apathy,
aphasia, anemia
ab away from absent, abduction, aberrant, abstemious
ambul to walk ambulatory, amble, ambulance,
somnambulist
ante before anteroom, antebellum, antedate
antecedent, antediluvian
anti, ant against, opposite antisocial, antiseptic, antithesis, antibody,
antichrist, antinomies, antifreeze,
antipathy, antigen, antibiotic
audi to hear audience, auditory, audible, auditorium,
audiovisual, audition
be thoroughly bedecked, besmirch, besprinkled
auto self automobile, automatic, autograph,
autonomous, autoimmune
bene good, well benefactor, beneficial, benevolent,
benediction, beneficiary, benefit
cede, ceed, cess to go, to yield succeed, proceed, precede, recede,
secession, exceed, succession
chron time chronology, chronic, chronicle
chronometer, anachronism
cide, cis to kill, to cut fratricide, suicide, incision, excision,
circumcision
circum around circumnavigate, circumflex,
circumstance, circumcision,
circumference, circumorbital,
circumlocution, circumvent,
circumscribe, circulatory
clud, clus claus to close include, exclude, clause, claustrophobia,
enclose, exclusive, reclusive,
conclude
con, com with, together convene, compress, contemporary,
converge, compact, confluence,
concatenate, conjoin, combine
contra, counter against, opposite contradict, counteract, contravene,
contrary, counterspy, contrapuntal
cred to believe credo, credible, credence, credit,
credential, credulity, incredulous
Specific Ideas
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cycl circle, wheel bicycle, cyclical, cycle, encliclical
de from, down, away detach, deploy, derange, deodorize,
devoid, deflate, degenerate, deice
dei, div God, god divinity, divine, deity, divination, deify
demo people democracy, demagogue, epidemic
dia through, across, between diameter, diagonal, dialogue dialect,
dialectic, diagnosis, diachronic
dict speak predict, verdict, malediction, dictionary,
dictate, dictum, diction, indict
dis, dys, dif away, not, negative dismiss, differ, disallow, disperse,
dissuade, disconnect, dysfunction,
disproportion, disrespect, distemper,
distaste, disarray, dyslexia
duc, duct to lead, pull produce, abduct, product, transducer,
viaduct, aqueduct, induct, deduct,
reduce, induce
dyn, dyna power dynamic, dynamometer, heterodyne,
dynamite, dynamo, dynasty
ecto outside, external ectomorph, ectoderm, ectoplasm,
ectopic, ectothermal
endo inside, withing endotoxin, endoscope, endogenous
equi equal equidistant, equilateral, equilibrium,
equinox, equitable, equation, equator
e, ex out, away, from emit, expulsion, exhale, exit, express,
exclusive, enervate, exceed, explosion
exter, extra outside of external, extrinsic, exterior extraordinary,
extrabiblical extracurricular,
extrapolate, extraneous
flu, flux flow effluence, influence, effluvium, fluctuate,
confluence, reflux, influx
flect, flex to bend flexible, reflection, deflect, circumflex
graph, gram to write polygraph, grammar, biography,
graphite, telegram, autograph,
lithograph, historiography, graphic
hetero other heterodox, heterogeneous, heterosexual,
heterodyne
homo same homogenized, homosexual, homonym,
homophone
hyper over, above hyperactive, hypertensive, hyperbolic,
hypersensitive, hyperventilate,
hyperkinetic

hypo below, less than hypotension, hypodermic, hypoglycemia,
hypoallergenic
in, im not inviolate, innocuous, intractable,
innocent, impregnable, impossible
infra beneath infrared, infrastructure
inter, intro between international, intercept, intermission,
interoffice, internal, intermittent,
introvert, introduce
intra within, into intranet, intracranial, intravenous
jac, ject to throw reject, eject, project, trajectory, interject,
dejected, inject, ejaculate
mal bad, badly malformation, maladjusted, dismal,
malady, malcontent, malfeasance,
maleficent
mega great, million megaphone, megalomaniac, megabyte,
megalopolis
meso middle mesomorph, mesoamerica, mesosphere
meta beyond, change metaphor, metamorphosis, metabolism,
metahistorical, metainformation
meter measure perimeter, micrometer, ammeter,
multimeter, altimeter
micro small microscope, microprocessor, microfiche,
micrometer, micrograph
mis bad, badly misinform, misinterpret, mispronounce,
misnomer, mistake, misogynist
mit, miss to send transmit, permit, missile, missionary,
remit, admit, missive, mission
morph shape polymorphic, morpheme, amorphous
multi many multitude, multipartite, multiply,
multipurpose
neo new neologism, neonate, neoclassic,
neophyte
non not nonferrous, nonabrasive, nondescript
omni all omnipotent, omnivorous, omniscient
para beside paraprofessional, paramedic,
paraphrase, parachute
per through, intensive permit, perspire, perforate, persuade
peri around periscope, perimeter, perigee,
periodontal
Specific Ideas
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phon sound telephone, phonics, phonograph,
phonetic, homophone, microphone
phot light photograph, photosynthesis, photon
poly many polytheist, polygon, polygamy,
polymorphous
port to carry porter, portable, report, transportation,
deport, import, export
re back, again report, realign, retract, revise, regain
retro backwards retrorocket, retrospect, retrogression,
retroactive
sanct holy sanctify, sanctuary, sanction,
sanctimonious, sacrosanct
scrib, script to write inscription, prescribe, proscribe,
manuscript, conscript, scribble, scribe
sect, sec cut intersect, transect, dissect, secant,
section
semi half semifinal, semiconscious, semiannual,
semimonthly, semicircle
spect to look inspect, spectator, circumspect,
retrospect, prospect, spectacle
sub under, below submerge, submarine, substandard,
subnormal, subvert
super, supra above superior, suprarenal, superscript,
supernatural, supercede
syn together synthesis, synchronous, syndicate
tele distance, from afar television, telephone, telegraph, telemetry
theo, the God theology, theist, polytheist
therm, thermo heat thermal, thermometer, thermocouple,
thermodynamic, thermoelectric
tract to drag, draw attract, tractor, traction, extract, retract,
protract, detract, subtract, contract,
intractable
trans across transoceanic, transmit, transport,
transducer
un not uncooked, unharmed, unintended
veh, vect to carry vector, vehicle, convection, vehement
vert, vers to turn convert, revert, advertise, versatile,
vertigo, invert, reversion, extravert,
introvert

vita life vital, vitality, vitamins, revitalize
Number Prefixes
Prefix Meaning Examples
mono, uni one monopoly, monotype, monologue,
mononucleosis, monorail, monotheist,
unilateral, universal, unity, unanimous,
uniform
bi, di two divide, diverge, diglycerides, bifurcate,
biweekly, bivalve, biannual
tri three triangle, trinity, trilateral, triumvirate,
tribune, trilogy
quat, quad four quadrangle, quadruplets
quint, penta five quintet, quintuplets, pentagon, pentane,
pentameter
hex, ses, sex six hexagon, hexameter, sestet, sextuplets
sept seven septet, septennial
oct eight octopus, octagon, octogenarian, octave
non nine nonagon, nonagenarian
dec ten decimal, decade, decalogue, decimate
cent hundred centennial, century, centipede
mill, kilo thousand millennium, kilobyte, kiloton
mega million megabyte, megaton, megaflop
giga billion gigabyte, gigaflop
tera trillion terabyte, teraflop
milli thousandth millisecond, milligram, millivolt
micro millionth microgram, microvolt
nano billionth nanosecond, nanobucks
pico trillionth picofarad, picocurie
femto quadrillionth femtosecond
Specific Ideas
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IV. Use the words you learned (prefixes or suffixes), in a small paragraph.
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Homework: Bring a small newspaper, brochure, internet article and find the prefixes and suffixes.

OBJETIVOS DE UNIDAD
El alumno:
Organizará una síntesis a partir de la interpretación de ideas primarias y secundarias
contenidas en un texto, para la comprensión del mismo.
TEMARIO:
The dictionary
Main and supporting ideas
Organizing a text
Discourses: Generalizing, Description, Classification
Synthesis
Unidad 3
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Taller de Comprensión de Textos
3.1 THE DICTIONARY
To use the dictionary follow the steps:
1. Decide what word you wish to look up. Did you find something that you
read or hear it in a conversation?
2. Figure out what letter your target word starts with (i.e. PSYCHOTIC would start with a P; and GNOME
would start with a G; and words like KNOCK, KNICKERS and KNOB would naturally begin with a K). For
the purposes of this article, we will look up the word bias.
3. Open the dictionary so that it lies flat on the table before you. In the upper corners of the pages, notice the
GUIDE WORDS. Find the section dealing with words beginning with the letter of your target word. If you
see guide words beginning with the letter E, then move a few pages forward to the F section.
4. Consider the second letter of your target word, in this case, U. You must move along until you find guide
words beginning with FU. Perhaps you will see "furrow/futtock" in the upper left corner of the left page and
"futtock plate/gaberlunzie" in the upper right corner of the right page. Now you know that FUTILE is going
to be located on one of these two pages.
5. Scan down the list of entry words moving past FURRY and FUSE and FUSS. Since your word begins with
FUT, you must go past all the FUR and all the FUS words alphabetically until you reach the FUT area of
the page. In our example, you will need to move right down through FUT and FUTHARK and this is at last,
where you will find FUTILE.
6. Read the entry word and notice any near neighbors that might be related, such as FUTILITY.
7. Read the information given about this word. Depending on your dictionary, you might find many things.
o A definition of the word.
o One or more pronunciations. Look for a pronunciation key near the beginning of the dictionary to help
you interpret the written pronunciation.

Synthesizing
o Synonyms and antonyms. You can use these in your writing, or as further clues towards the word's
meaning.
o An etymology, derivation, or history of the word. Even if you don't know Latin or Greek, you may find
that this information helps you to remember or understand the word.
o Examples or citations of how the word is used. Use these to add context to the meaning of the word.
o Derived terms and inflections (I am, you are).
o Phrases or idioms associated with the word.
8. Think about how this information relates to the word as you encountered it. If there are multiple definitions,
decide which one matches your source or context for the word and notice how the different definitions are
related to one another.
9. Try using your new word in a sentence. If it's difficult to spell, write it a few times to help yourself
remember it.
Guide Words: the first and last entry words on a dictionary page.
I. On the lines provided, write the guide words for each of the following groups of words appearing on a
dictionary page. Hint: remember that dictionary entry words are alphabetized on each dictionary page.
Example: nativity Guide Words: nation -nature
nature
nation
natural
native
1. serve 3. animal
serpent angry
servant
angel
service and
sermon anger
Guide Words: ___________ - ___________ Guide Words: ___________ - ___________
2. horrible 4. paw
hope patient
horse path
horn peace
horizon patrol
Guide Words: ___________ - ___________ Guide Words: ___________ - ___________
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Syllabication: Shows how words are divided into syllables
II. Locate each of the following words in a dictionary, and answer the questions that follow.
Example: attempt
a. How many syllables does attempt have? __________
b. Which syllable is stressed when spoken? _________
1. constitution a. How many syllables does constitution have? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
b. Which syllable is stressed when spoken? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
2. principal a. How many syllables does principal have? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
b. Which syllable is stressed when spoken? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
3. forest a. How many syllables does forest have? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
b. Which syllable is stressed when spoken? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
4. rectangle a. How many syllables does rectangle have? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
b. Which syllable is stressed when spoken? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Part of Speech: The function of a word in a sentence
III. Use a dictionary to identify the different parts of speech for each word below. Then write sentences using the word as
each different part of speech.
Example:
a. exchange noun (part of speech)
I had an exchange to make at the pet store because I’d bought a poisonous snake.
b. exchange verb (part of speech)
The clerk would not exchange the snake for another one, but he refunded my money.
1. a. needle _______________ (part of speech)
b. needle
2. a. exercise
b. exercise
3. a. escape
b. escape
_____________________________________________________________________.
_______________ (part of speech)
_____________________________________________________________________.
_______________ (part of speech)
_____________________________________________________________________.
_______________ (part of speech)
_____________________________________________________________________.
_______________ (part of speech)
_____________________________________________________________________.
_______________ (part of speech)
______________________________________________________________________.

Word Forms: Other forms of an entry word
Synthesizing
IV. For each entry word listed below, write other forms of that word. Use a dictionary to check your spelling.
The spellings of entry words were changed to create new word forms.
Example: sit a. sat b. sitting c. sits
1. control a. _______________ b. ________________ c. _______________
2. dance a. _______________ b. ________________ c. _______________
3. leave a. _______________ b. _______________ _ c. _______________
Definition: The meaning of a word or term; words may have more than one meaning.
V. On the lines provided, write two different meanings for each word.
Example: bank (entry word)
a. a business establishment where money is kept or saved or invested.
b. a steep natural incline.
1. desert (entry word)
a. _________________________________________________________________________
b. _________________________________________________________________________
2. fair (entry word)
a. _________________________________________________________________________
b. _________________________________________________________________________
3. lead (entry word)
a. _________________________________________________________________________
b. _________________________________________________________________________
Homographs: Words that are spelled the same but have different meanings and possibly different
pronunciations.
VI. Use context clues to write sentences that show the different meanings of each word below. Use a
dictionary for help.
1. bow (entry word)
a. _________________________________________________________________________
b. _________________________________________________________________________
2. pound (entry word)
a. _________________________________________________________________________
b. _________________________________________________________________________
3. count (entry word)
a. _________________________________________________________________________
b. _________________________________________________________________________
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3.2 MAIN AND SUPPORTING IDEAS
Understanding the topic, the gist, or the larger conceptual framework of a textbook chapter, an article, a
paragraph, a sentence or a passage is a sophisticated reading task. Being able to draw conclusions, evaluate,
and critically interpret articles or chapters is important for overall comprehension in college reading. Textbook
chapters, articles, paragraphs, sentences, or passages all have topics and main ideas.
A paragraph is a group of sentences related to a particular topic, or central theme. Every paragraph has a key
concept or main idea. The main idea is the most important piece of information the author wants you to know
about the concept of that paragraph.
When authors write they have an idea in mind that they are trying to get across. This is especially true as authors
compose paragraphs. An author organizes each paragraph's main idea and supporting details in support of the
topic or central theme, and each paragraph supports the paragraph preceding it.
A writer will state his/her main idea explicitly somewhere in the paragraph. That main idea may be stated at the
beginning of the paragraph, in the middle, or at the end. The sentence in which the main idea is stated is the topic
sentence of that paragraph.
The topic is the broad, general theme or message. It is what some call the subject.
The main idea is the "key concept" being expressed.
Supporting details, major and minor, support the main idea by telling how, what, when, where, why, how much, or
how many. Locating the topic, main idea, and supporting details helps you understand the point(s) the writer is
attempting to express. Identifying the relationship between these will increase your comprehension.
I. Identify the main idea in the following paragraph, underline with red.
The spoken word (whether conversation or oratory or the coy mixture of the two which is now familiar to us on
television) is a very different thing from the written word. What is effective or allowable or desirable in the one
may be quite the reverse in the other, and the extempore speaker cannot correct himself by revision as the
writer can and should. It is therefore not fair to take a report of a speech or of an oral statement and criticise it
as if it were a piece of considered writing.
3.3 ORGANIZING TEXT
In English, a text is a piece of writing several paragraphs long written about one topic. The aim of the essay
should be deduced strictly from the wording of the title or question, and needs to be defined at the
beginning. The idea of an essay is for you to say something for yourself using the ideas of the subject, for
you to present ideas you have learned in your own way. The emphasis should be on working with other
people’s ideas, rather than reproducing their words. The ideas and people that you refer to need to made
explicit by a system of referencing.
Your essay should have the following sections:
Preliminaries Title page
Main text
Introduction
Main body
Conclusion
End matter References

An essay has three main parts
1. An introduction
2. A main body
3. A conclusion
The introduction
The introduction consists of two parts:
Synthesizing
a. It should include a few general statements about the subject to provide a background to your essay
and to attract the reader’s attention. It should try to explain why you are writing the essay. It may
include a definition of terms in the context of the essay, etc.
b. It should also include a statement of the specific subdivisions of the topic and/or indication of how
the topic is going to be tackled in order to specifically address the question.
It should introduce the central idea or the main purpose of the writing. It should address the question.
The main body.
The main body consists of one or more paragraphs of ideas and arguments. Each paragraph develops a
subdivision of the topic. The paragraphs of the essay contain the main ideas and arguments of the essay
together with illustrations or examples. The paragraphs are linked in order to connect the ideas. The purpose
of the essay must be made clear and the reader must be able to follow its development.
The conclusion.
The conclusion includes the writer’s final points.
a. It should recall the issues raised in the introduction and draw together the points made in the main
body
b. and explain the overall significance of the conclusions. What general points can be drawn from the
essay as a whole?
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It should clearly signal to the reader that the essay is finished and leave a clear impression that the purpose
of the essay has been achieved, and that the question has been answered.
I. INTRODUCTION
General Statement Organization Statement
II. MAIN BODY
A. Introductory Sentence
Point 1
Point 2
Point 3
Concluding Sentence
B. Introductory Sentence
Point 1
Point 2
Point 3
Concluding Sentence
C. Introductory Sentence
Point 1
Point 2
Point 3
Concluding Sentence
III. CONCLUSION
Recall issues in introduction; draw together main points; final comment
I. Read the following text
Relationship between working while in high school and dropping out
2000
Students who worked moderate hours at a paid job during their last
year of high school were least likely to drop out of school, according to
a new report. This report used data covering youth
aged 18 to 20 from the 2000 Youth in Transition Survey.

However, those who worked 30 or more hours a week during their last
year of high school were the most likely to end up leaving.
The report confirmed previous research showing that there is a strong
relationship between the number of hours students worked and
dropping out of high school. It points to the fact that working and
finishing high school can mix, if working is done in moderation.
Although a link clearly exists between the number of hours worked and
dropping out, this study does not conclude that this is a simple causeand-effect
relationship. Previous research suggests dropping out of
high school is more a process based on a number of factors than a
decision one makes all at once.
For example, some students may have been far enough along in the
dropping out process to prefer working to schooling. Or some may
have needed money. In fact, 44% of students who worked 30 or more
hours a week reported dropping out because of "wanting to work" or
"having to work/money problems."
The report also considered other factors known to be related to whether
a student drops out, such as enjoyment of school, demographic profile,
participation in extracurricular activities, and parents' education and
occupation.
However, even after taking other factors into account, students who
worked 30 or more hours a week were 2.4 times more likely to drop
out than students with moderate work schedules
(between 1 and 20 hours). Students who did not work at all
were 1.5 times more likely to drop out than moderate workers.
Students who were able to maintain a balance between their studies
and the workload from their part-time jobs had the lowest risk of
dropping out of high school. These students had the advantages of a
paying job - some money, some autonomy, and some skill
development - and still obtained a high school diploma.
II. Identify the organization text.
1. Indicate:
a) Introduction (underline with red)
b) Main Body (underline with blue)
c) Conclusion (underline with yellow)
2. Now.
a) Shadow with green the main ideas.
b) Shadow with orange the supporting ideas.
c) Make a graphic organization.
Synthesizing
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Topic
3.4 DISCOURSES
Some words and phrases help to develop ideas and relate them to one another. These kinds of words and phrases
are often called discourse markers.
Note that most of these discourse markers are formal and used when speaking in a formal context or when presenting
complicated information in writing.
Markers Definition Examples:
with regard to;
regarding; as
regards; as far as
……… is
concerned, as for
Main ideas Supporting ideas
These expressions focus attention on what
follows in the sentence. This is done by
announcing the subject in advance. As regards
and as far as………is concerned usually
indicate a change of subject
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
His grades in science subjects are
excellent. As regards humanities …
With regard to the latest market
figures we can see that
Regarding our efforts to improve the
local economy, we have made
As far as I am concerned, we should
continue to develop our resources.
As for John's thoughts, let's take a
look at this report he sent me.

on the other hand;
while; whereas
however,
nonetheless,
nevertheless
moreover,
furthermore, in
addition
therefore, as a
result,
consequently
These expressions give expression to two ideas
which contrast but do not contradict each other.
All these words are used to present two
contrasting ideas.
We use these expressions to add information to
what has been said. The usage of these words
is much more elegant than just making a list or
using the conjunction 'and'.
These expressions show that the second
statement follows logically from the first
statement.
Well Serves various functions in discourse
depending on the context and its position in the
Synthesizing
Football is popular in England, while
in Australia they prefer cricket.
We've been steadily improving our
customer service center.
On the other hand our shipping
department needs to be redesigned.
Jack thinks we're ready to begin
whereas Tom things we still need to
wait.
Smoking is proved to be dangerous
to the health. Nonetheless, 40% of
the population smokes.
Our teacher promised to take us on a
field trip. However, he changed his
mind last week.
Peter was warned not to invest all of
his savings in the stock market.
Nevertheless, he invested and lost
everything.
His problems with his parents are
extremely frustrating. Moreover, there
seems to be no easy solution to
them.
I assured him that I would come to
his presentation. Furthermore, I also
invited a number of important
representatives from the local
chamber of commerce.
Our energy bills have been
increasing steadily. In addition to
these costs, our telephone costs
have doubled over the past six
months.
He reduced the amount of time
studying for his final exams. As a
result, his marks were rather low.
We've lost over 3,000 customers over
the past six months. Consequently,
we have been forced to cut back our
advertising budget.
The government has drastically
reduced its spending. Therefore, a
number of programs have been
canceled.
Well, I can also give you like Funds
Transfer, Item Search, Order
Statement or Change TIN.
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utterance. Stenstrom states that "well" at the
beginning of a turn serves as a response marker
to what has gone before.
Now At the beginning of a turn is used as a transition
marker, introducing a new topic and changing
the direction of the discourse. In the case of
automated dialogues, where the application
may be very specific, "now" can be used to
move from one part of the dialogue to another.
Actually Smith and Jucker (2000) claim that "actually"
gives processing instructions to a listener about
how the particular utterance should be
understood. For the hearer, use of "actually"
highlights the fact that something is now being
said that might not have been expected in this
context but that is relevant nevertheless (Lenk
1998:167).
"Actually" can therefore be used to signal to the
hearer that although what follows is relevant to
the ongoing discourse, it will contain (in the
opinion of the speaker) information that the
hearer is not expecting.
OK "OK" has a rather informal status in spoken
English, but can have many uses in spoken
dialogue systems, depending on the level of
formality required for the service. Stenstrom
assigns various functions to "OK" depending on
its location within an utterance.
"OK" at the beginning of a turn expresses
agreement, and can also indicate
acknowledgement of the preceding utterance.
"OK" in second position following "yes"
emphasizes the agreement expressed by "yes".
However, that role depends on the intonation of
the utterance. For example, " Yes, OK" (spoken
with a sigh) potentially indicates reluctant
agreement or consent. On the other hand, "Yes,
OK" (spoken with stress on "OK") indicates
impatience with the interlocutor.
"OK" within the turn finishes a topic, and "OK" at
the end of a turn asks for confirmation. (Again
depending on intonation).
Now, would you like to select another
service?
Actually, there is a charge of 3 for an
interim postal statement. Would you
like one to be sent?
OK, just tell me if you want another
service.

3.5 SYNTHESIS
Synthesizing
A synthesis is a combination, usually a shortened version, of several texts made into one. It contains the
important points in the text and is written in your own words.
To make a synthesis you need to find suitable sources, and then to select the relevant parts in those sources.
You will then use your paraphrase and summary skills to write the information in your own words. The
information from all the sources has to fit together into one continuous text. Please remember, though, that
when you synthesise work from different people, you must acknowledge it.
The following stages may be useful:
1. Find texts that are suitable for your assignment.
2. Read and understand the texts.
3. Find the relevant ideas in the texts. Mark them in some way - write them down, take notes, underline
them or highlight them.
4. Make sure you identify the meaning relationships between the words/ideas - use colours or
numbers.
5. Read what you have marked very carefully.
6. Organize the information you have. You could give all similar ideas in different texts the same
number or letter or colour.
7. Transfer all the information on to one piece of paper. Write down all similar information together.
8. Paraphrase and summarise as necessary.
9. Check your notes with your original texts for accuracy and relevance.
10. Combine your notes into one continuous text.
11. Check your work.
a. Make sure your purpose is clear
b. Make sure the language is correct
c. Make sure the style is your own
d. Remember to acknowledge other people's work
I. Review all unit.
II. Get in a team and choose a topic.
a) Find information about.
b) Look the vocabulary.
c) Sum up the information, looking:
Main ideas.
Supporting ideas.
d) Make the synthesis using the parts of text (introduction, main body, conclusion)
e) Use the markers to make the synthesis.
f) Make a presentation in power point.
g) Share your job with classmates.
h) Give a report to your teacher
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Taller de Comprensión de Textos

Bibliografía de consulta
Synthesizing
1. BRIGGS, Sandra J. Grammas: strategies and practice intermediate. Estados Unidos: Scott Foresman,
1994.
2. EVANS, Virginia y J. Dooley. Reading writing targets. Ldon: Express, 1998.
3. GREENALL, Simon y Michael Swan. Effective Reading. CUP, 1998 Ninth Ed., 1998*
4. GREENALL, Simon y Diana Pye. Reading. Cambridge, CUP, 1991.
5. JONES, Leo. Communicative grammar practice. Estados Unidos: Cambridge University Press, 1993.
6. LOUGHEED, Lin. Business correspondence: letters, faxes and memos. Estados Unidos: Addison-
Weskley, 1993.
7. SCHOENBERG, Irene E. Focus on grammar. Estados Unidos: Addison Wesley Publishing, 1994.
8. SIMMON, John y Barbara Plamer C. Reading by doing An introduction to effective reading Teacher’s
manual: National Textbook Company, 1994.*
9. SMITH, Lorraine. Themes for today A beginning reading skills text. Heinle and Heinle, 1996.
10. TAYLOR, James y Elvia Campuzano. Reading 1 Structure and Strategy. MacMillan, 1996.*
11. MOORE, John and others. Reading and Thinking in English. Oxford University Press, 1980.
Vínculos relacionados
http://academic.cuesta.edu/acasupp/as/308.HTM
http://esl.about.com/cs/advanced/a/a_dmark.htm
http://spotlight.ccir.ed.ac.uk/public_documents/Dialogue_design_guide/discourse_markers.htm
http://www.reallygoodstuff.com/pdfs/154826.pdf
http://www.uefap.com
http://www.wikihow.com/Use-a-Dictionary
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