Download Tema 2: Estructura esquemática del Texto CIENTÍFICO EXPLICATIVO

UNIDAD IV: EL TEXTO CIENTÍFICO EXPLICATIVO
TEMA 3
Al finalizar esta parte de la unidad se espera que usted pueda:
Reconocer los recursos que los escritores en inglés utilizan para dar textura
al texto Descriptivo, es decir, para enlazar los significados del mismo en un
todo coherente:
Contenidos del Tema 3
Tema 1: Propósito Social del Tipo Textual CIENTÍFICO EXPLICATIVO
Texto 1: “FORCES”
Texto 2: “HOW OZONE POLLUTION WORKS”
Group Work 1.1
Tema 2: Estructura esquemática del Texto CIENTÍFICO EXPLICATIVO
2.1. Partes de la estructura esquemática
Group Work 2.1
2.2: Función que cumple cada una de las partes de la estructura esquemática
Pair Work 2.2
Individual Work 2.3
Tema 3: Elementos que dan textura al Texto CIENTÍFICO EXPLICATIVO
3.1. El Sujeto más frecuente en la Oración identificatoria general delTexto
Explicativo.
Group Work 3.1
3.2. Conjunciones más frecuentes en el Texto Explicativo: secuencia explicativa
Pair Work 3.2
Individual Work 3.3
Tema 4: Aspectos Léxico-gramaticales del Texto Científico Explicativo
4.1 Conectores más frecuentes en el Texto Científico Explicativo
4.2. Verbos más frecuentes en el Texto Científico Explicativo
4.3. Cláusulas más frecuentes en el Texto Científico Explicativo
Group Work 4.1
Pair Work 4.2
Individual work 4.3
Individual work 4.4
EVALUACION FINAL
Tarea Final 1:
Actividad Individual
Resumen de la Unidad
Bibliografía
Anexo
Sitios donde se puede encontrar información sobre el Tema estudiado
Sitios donde se pueden encontrar ejemplos del tipo textual Informe de
Ciencia Descriptivo, en inglés
Glosario de términos usados en la Unidad I
La TEXTURA de un texto es lo que une a las cláusulas individuales en núcleos
de significado que se distribuyen en todo el texto. A través de la textura las
cláusulas individuales se unifican en una unidad completa cohesiva de
significado, es decir, en un texto. Los elementos más importantes que le dan
textura al Texto Científico explicativo son EL SUJETO de la Oración
Identificatoria General y la CONJUNCIÓN DE CAUSA-EFECTO.
3.1. El Sujeto de la Oración Identificatoria General del
Texto Explicativo.
Concentrémonos en el sujeto de la oración clasificatoria general del Texto Explicativo.
Veamos este aspecto en el texto “Forces”. Este texto consta de tres partes y cada una de
ellas constituye un texto independiente. La primera parte es la parte principal o más
general y está encabezada por el título principal. A continuación se incluyen dos textos
secundarios, encabezadas por subtítulos.
Group Work 3.1
¿Cuál es el sujeto en la oración identificatoria general en cada uno de los textos?
Resaltarlos con amarillo en el texto.
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…………………………………………….. …………………………………………….
………………………………………………………
Text 1:
Adapted from:
http://www.factmonster.com/dk/science/encyclopedia/dynamics.html
FORCES
From the movements of the planets to the energy produced inside atoms, everything
that happens in the Universe is ultimately caused by forces. A force is a push or pull
that can make an object move or turn around. The bigger the force, the more
movement it can produce. When two or more forces act together on an object, their
effects are combined. Sometimes the forces add together to make a larger force, and
sometimes they cancel each other out.
TURNING FORCES
A turning force is a force that can make an object turn around. If an object is fixed at
one point and can rotate around it, that point is called a pivot. If a force acts on the
object, the object turns around the pivot. The turning force is called a torque and the
effect it produces is called a moment. The bigger the force, the greater the moment.
The moment also increases if the force acts at a greater distance from the pivot. A
wheelbarrow is free to pivot around a large wheel at the front. When the worker lifts the
handles, the force causes the entire wheelbarrow to swing upwards and turn around
the wheel. The long body and handles of a wheelbarrow increase the effect and make
it easier to tip out a heavy load.
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COMBINED FORCES
Combined forces are forces which act together on an object. When forces act in the
same direction, they combine to make a bigger force. When they act in opposite
directions, they can cancel one another out. If the forces acting on an object balance,
the object does not move, but may change shape. If the forces combine to make an
overall force in one direction, the object moves in that direction.
3.2. Conjunciones que indican una relación de causa –
efecto en el Texto Explicativo
Hemos observado que el sujeto de la oración identificatoria general del texto explicativo
se refiere al fenómeno que será explicado a continuación en el texto.
El recurso más importante utilizado para darle TEXTURA a un TEXTO EXPLICATIVO es
la CONJUNCIÓN DE CAUSA-EFECTO.
Veamos ahora qué conjunciones se utilizan en el Texto 1 para indicar las relaciones de
causa – efecto que permiten explicar cómo y por qué ocurre el fenómeno del cual trata el
texto.
Observemos nuevamente el Texto 1 donde se han resaltado estas conjunciones:
Text 1:
Adapted from:
http://www.factmonster.com/dk/science/encyclopedia/dynamics.html
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FORCES
From the movements of the planets to the energy produced inside atoms, everything
that happens in the Universe is ultimately caused by forces. A force is a push or pull
that can make an object move or turn around. The bigger the force, the more
movement it can produce. When two or more forces act together on an object, their
effects are combined. Sometimes the forces add together to make a larger force, and
sometimes they cancel each other out.
TURNING FORCES
A turning force is a force that can make an object turn around. If an object is fixed at
one point and can rotate around it, that point is called a pivot. If a force acts on the
object, the object turns around the pivot. The turning force is called a torque and the
effect it produces is called a moment. The bigger the force, the greater the moment.
The moment also increases if the force acts at a greater distance from the pivot. A
wheelbarrow is free to pivot around a large wheel at the front. When the worker lifts the
handles, the force causes the entire wheelbarrow to swing upwards and turn around
the wheel. The long body and handles of a wheelbarrow increase the effect and make
it easier to tip out a heavy load.
COMBINED FORCES
Combined forces are forces which act together on an object.
When forces act in the same direction, they combine to make a bigger force. When
they act in opposite directions, they can cancel one another out. If the forces acting on
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an object balance, the object does not move, but may change shape. If the forces
combine to make an overall force in one direction, the object moves in that direction.
Pair work 3.2
Identifique las conjunciones que indican una relación de causa y efecto y resáltelas
con color amarillo en la última parte del texto “Forces”.
Individual work 3.3
Now, work alone! Individual work 3.3
Resalte las conjunciones que indican causa y efecto en el Texto 2: “How ozone
pollution works”. ¿Presenta este texto las conjunciones características, que son
propias de los textos explicativos?
Si_____
No_____
Texto 2:
How Ozone Pollution Works
by Craig C. Freudenrich, Ph.D.
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Photo courtesy U.S. EPA
Ozone is a major component of smog.
In this article, we will examine what ozone is, how it is produced, what health hazards it poses
and what you can do to reduce ozone pollution.
Ozone is a molecule of three oxygen atoms bound together (O3). It is unstable and highly
reactive. Ozone is used as a bleach, a deodorizing agent, and a sterilization agent for air and
drinking water. At low concentrations, it is toxic.
Ozone is found naturally in small concentrations in the stratosphere, a layer of Earth's upper
atmosphere. In this upper atmosphere, ozone is made when ultraviolet light from the sun splits
an oxygen molecule (O2), forming two single oxygen atoms. Each single oxygen atom then
binds to an oxygen molecule to form ozone. Stratospheric ozone has been called "good" ozone
because it protects the Earth's surface from dangerous ultraviolet light.
Photo courtesy NIEHS/NIH
Ozone production from NOx pollutants: Oxygen atoms freed
from nitrogen dioxide by the action of sunlight attack oxygen
molecules to make ozone. Nitrogen oxide can combine with
ozone to reform nitrogen dioxide, and the cycle repeats.
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Ozone can also be found in the troposphere, the lowest layer of the atmosphere. Tropospheric
ozone (often termed "bad" ozone) is man-made, a result of air pollution from internal
combustion engines and power plants. Automobile exhaust and industrial emissions release a
family of nitrogen oxide gases (NOx) and volatile organic compounds (VOC), by-products
of burning gasoline and coal. NOx and VOC combine chemically with oxygen to form ozone
during sunny, high-temperature conditions of late spring, summer and early fall. High levels of
ozone are usually formed in the heat of the afternoon and early evening, dissipating during the
cooler nights.
Photo courtesy NASA
Worldwide seasonal changes in tropospheric ozone: Tropospheric
ozone increases during summers in the northern and southern
hemispheres when the climate is hot. The most tropospheric
ozone is observed during summer in the northern hemisphere.
Although ozone pollution is formed mainly in urban and suburban areas, it ends up in rural
areas as well, carried by prevailing winds or resulting from cars and trucks that travel into rural
areas. Significant levels of ozone pollution can be detected in rural areas as far as 250 miles
(150 km) downwind from urban industrial zones.
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Photo courtesy NIEHS/NIH
Ozone pollution can travel from urban to rural areas.
A esta altura de la Unidad, reflexione sobre su aprendizaje, haciéndose las siguientes
preguntas:
¿Estoy entendiendo esto? ¿Tiene sentido? ¿Estoy logrando mi propósito? ¿Cómo va
progresando la tarea? ¿Necesito hacer algún cambio en este momento?
This is the end of Part 3 of Unit 4.
Click here to go to Part 4 of the Unit
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