Lengua extranjera: Ingls Resolucin de casos prcticos, con la siguiente tipologa (ver muestra): Ejercicios de Audio A partir de un documento

de audio en ingls de 5 minutos de duracin: Se proporcionar un resumen de la informacin que contiene. Se plantearn una serie de preguntas relevantes y de distinta ndole (compresin textu al, auditiva, etc.) que sern respondidas para que el alumno pueda comprobar reali zando este prctico cul ha sido su nivel de comprensin y, por tanto, acierto respond iendo a dicho prctico. Ejercicios escritos Anlisis de textos (mximo 700 palabras) teniendo en cuenta: Tipo y gnero textual. Fu nciones comunicativas (principales y secundarias). Recursos estilsticos. Comentario lingstico de un texto cuya extensin no superar las cincuenta lneas. Los as pectos objeto del comentario sern de tipo discursivo, lingstico, sociocultural, etc ., as como sus implicaciones metodolgicas. Traduccin inversa (de espaol a ingls) de un texto actual literario o periodstico, si n diccionario. Aparte de ofrecer la traduccin inversa del texto suministrado se o frecern consejos de cmo abordar este tipo de ejercicios para realizar una prueba ms efectiva sin diccionario. Traduccin directa (de ingls a espaol) de un texto actual literario o periodstico, si n diccionario. Aparte de ofrecer la traduccin directa del texto suministrado se o frecern consejos de cmo abordar este tipo de ejercicios para realizar una prueba ms efectiva sin diccionario. Transcripciones fonticas. A common example purportedly documenting the inextricable linkage of language, c ulture, and thought refers to Eskimo words for snow . (1) According to this example, undifferen tiated Eskimo languages are credited with some variable number of unique words for snow and ar e compared to English, which has but one. (2) As most commonly expressed, the example refers t o the power that cultural interests or setting have on the structure of language. (3) A somewhat more sophisticated version applies the putative Eskimo categorization of snow to theories of gramma tical influence on perception. (4) Other examples of vocabulary elaboration are sometimes used for similar explanatory purposes, but none is as widely cited as this one. (5) Such popularity is at onc e ironic and unfortunate because the evolution of the example, a curious sequence of distortions and inac curacies, offers both a case study in the creation of an oral tradition and an object lesson on the ha zards of superficial scholarship. (6) The earliest reference to Eskimos and snow was apparently made by Franz Boas. (7 ) Among many examples of cross-linguistic variation in the patterns of form/meaning associati on, Boas presents a brief citation of four lexically unrelated words for snow in Eskimo: aput snow on the ground , qana falling snow , piqsirpoq drifting snow , and qimuqsuq a snow drift . (8) In this casual e xample, Boas makes little distinction among roots , words , and independent terms . (9) He intends to illustrate the noncomparability of language structures, not to examine their cultural or cognit ive implications. (10) The example became inextricably identified with Benjamin Whorf. (11) Although fo

r Boas the example illustrated a similarity between English and Eskimo, Whorf reorients it to contr ast them. (12) It is a minor diversion in his article Science and linguistics , a discussion of pervasive semantic categories such as time and space, and he develops it no further, here or elsewhere in his writings. (13) Of particular significance is Whorf s failure to cite specific data, numbers, or s ources. (14) His English glosses suggest as many as five words but not the same set given by Boas. (15) A lthough Whorf s source is uncertain, if he did rely on Boas, his apparently casual revision of n umbers and glosses are but the first mistreatments to which the original data have been subjected. (16) Anthropological fascination with the example is traceable to two influential tex tbooks written in the late 1950s and adopted in a variety of disciplines well into the 1970s. (17) In the first, The Silent Language, Edward Hall inexplicably describes the Eskimo data as nouns and, altho ugh his argument implies quite a large inventory, specific numbers are not provided. (18) In the second, Roger Brown s Words and Things, the author claims precisely three Eskimo words for snow but his discussion illustrates a creeping carelessness about the actual linguistic facts of the exa mple. (19) With the passing of time, textbook references to the example have reached such p roliferation that no complete inventory seems possible, but examination of a representative set re veals common features: lack or inaccuracy of citations; applications of the example to divers e and contradictory theoretical purposes; wholesale reanalysis of the example and its history. (20) Casual classroom use is startlingly frequent and much more often accompanied by apocryphal numbers, w hich usually range from about a dozen to more than one hundred. (21) The gradual filtering of the example into the educated lay population has established its vitality beyond university walls , from nine Eskimo words for snow in a trivia encyclopedia to a local television references to two h undred words during winter snow forecasts. (22) [From L. Martin, Eskimo words for snow , adapted]supuestos INGLS 5 QUESTIONS 1. Nouns and Noun Phrases a) Nominalisation. Find all the nouns in the first paragraph which have resulted from a process of affixation or conversion and indicate the process (e.g., deverbal, deadjectiv al). 2. Identify all the noun phrases in sentences (4) and (16) bearing in mind that one noun phrase may have another as constituent. For each noun phrase, pick out the noun head. 3. Clause Patterns and Subordination a) Objects and complements. In the following examples identify the objects (eith er direct or indirect) and complements (either subject complement or object complement) and i ndicate

the pattern of complementation (intransitive, intensive, monotransitive, di-tran sitive, complex-transitive): (i) Such popularity is at once ironic and unfortunate. (ii) The evolution of the example offers a case study in the creation of an oral tradition. (iii) Whorf relied on Boas. (iv) Hall inexplicably describes the Eskimo data as nouns. (v) The lecturer told them that Eskimos have many words for snow. (vi) The paths of linguistics and psycholinguistics coincided at first. 4. Subordinate clauses can be finite and non-finite and can have various functio ns (nominal, adverbial, relative, comparative). Identify four finite and four non-finite clau ses and indicate their function. 5. Analysis a) Analyse the underlined noun phrase in (1) using a tree-diagram. 6. Text Exploitation Retaining and using vocabulary is one of the main problems for students. Activit ies tend to be very specific from a lexical point of view, e.g., means of transport, technology and computers, but more importantly, they should be meaningful to students, that is, related to their everyday experience. Prepare a 20-30 minute vocabulary-building activity in which lists o f related words are elicited from groups of students drawing on their knowledge and experience.