UNIVERSIDAD CATÓLICA SANTA ROSA INGLÉS INSTRUMENTAL II

ESCUELA DE COMUNICACIÓN SOCIAL PROFESOR: MSC. JACINTO PABÓN

4th PERIOD

TWO-WORD VERBS OR PHRASAL VERBS

1.- Back out= volverse atrás, echarse atrás

2.- Bear up= no perder la esperanza
3.- Bring about= causar, originar
4.- Bring along= traer consigo
5.- Bring around= convencer, reanimar
6.- Bring in= introducir, servir la mesa, presentar cuentas, hacer pasar
7.- Bring on= conducir, causar, traer
8.- Bring over= acompañar
9.- Bring through= curar(se)
10.- Bring up= arrimar, educar, criar, traer a colación
11.- Break up= terminar
12.- Call on= visitar
13.- Call up= telefonear
14.- Clear up= resolver, librarse de
15.- Come about= suceder
16.- Come across= encontrar, tropezar con
17.- Come along= acompañar
18.- Come apart= desunir, desprender
19.- Come around= restablecer, volver en sí, ponerse de acuerdo, cambiar de dirección
20.- Come between= interponerse, desunir, separar
21.- Come by= venir por, pasar junto a, obtener, encontrar
22.- Come in= entrar, llegar, empezar, poner en uso
23.- Come into= entrar, heredar
24.- Come off= separar, soltarse, salir bien
25.- Come on= apresurarse
26.- Come out= revelarse, descubrir, salir a luz, publicar
27.- Come over= venir de lejos
28.- Come through= salir bien, soportar, cumplir
29.- Come to= llegar a, volver en sí
30.- Come up= alcanzar, surgir, ponerse de moda
31.- Come upon= atacar, embestir, encontrarse con
32.- Cut up= divertirse
33.- Find out= averiguar, darse cuenta
34.- Get about= divulgar, hacerse público, mejorar (un paciente)
35.- Get across= hacer aceptar, hacer compronder
36.- Get after= regañar, criticar
37.- Get ahead= ir más allá, sobresalir
38.- Get along= tener éxito, llevarse bien, seguir
39.- Get around= divulgar, eludir, manejar a una persona, salir mucho
40.- Get away= marcharse, evadirse, escapar
41.- Get back= volver, regresar
42.- Get behind= quedarse atrás, apoyar, abogar por
43.- Get by= lograr pasar, arreglárselas
44.- Get even= vengarse, desquitarse
45.- Get in= entrar, alcanzar, introducirse, hacer entrar
46.- Get off= salir, marcharse, apearse, deshacerse de
47.- Get on= subir, llevarse bien, seguir
48.- Get out= bajarse (de un auto), librarse de, perder la cabeza
49.- Get over= convalecer, recuperarse, vencer
50.- Get through= terminar, pasar por entre
51.- Get up= levantarse
52.- Give away= reveler, traicionar
53.- Give back= devolver
54.- Give in= ceder, rendirse
55.- Give up= dejar de hacer algo, admitir la derrota
56.-Hand on= transmitir
57.- Hand out= repartir
58.- Have on= llevar puesto (ropa)
59.- Hold up= demorar
60.- Let up= disminuir
61.- Look in= visitar brevemente
62.- Look on= ver, presenciar, ser testigo
63.- Look out= tener cuidado
64.- Look over= examinar
65.- Look up= encontrar
66.- Make up= reconciliarse, maquillarse, inventar
67.- Make (one`s) mind= decidir
68.- Mix up= confundir, mezclar
69.- Put off= demorar, posponer
70.- Put on= vestirse
71.- Run into= tropezar con, chocar con
72.- Show off= exhibirse
73.- Show up= aparecer, desenmascarar
74.- Take off= desvestirse
75.- Take on= responsabilizarse
76.- Take over= controlar
77.- Take up= subir, apretar, emprender, tomar posesión
78.- Turn on= encender
79.- Turn off= apagar
80.- Turn up= doblar, arremangar, voltear
81.- Try out= ser examinado
82.- Try on= probarse (ropa)
UNIVERSIDAD CATÓLICA SANTA ROSA INGLÉS INSTRUMENTAL II
ESCUELA DE COMUNICACIÓN SOCIAL PROFESOR: MSC. JACINTO PABÓN
4th PERIOD

OBJETIVO Nº 1: EJERCITACIÓN SOBRE TWO-WORD VERBS

A) Replace the underlined words by the two-word verbs

B) Translate the answer into Spanish
1.- Raymond stopped smoking two months ago
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2.- Rita accompanies her son to the physician every two weeks
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3.- Mr. Stern visits us for a very short time. He is so busy.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
4.- My manager convinced me about the new business project
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
5.- The Daily Journal published the Venezuelan political aims
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
6.- A bus accident has caused a terrible traffic delay
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
7.- Johnny will decide about his next career after thinking for days
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
8.- Please, don’t start the radio now. I have a headache
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
9.- The policemen realized I was attacked by the thieves
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
10.- Jenny was exhibiting her new fashioned clothes
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
UNIVERSIDAD CATÓLICA SANTA ROSA INGLÉS INSTRUMENTAL II
ESCUELA DE COMUNICACIÓN SOCIAL PROFESOR: MSC. JACINTO PABÓN
4th PERIOD
OBJETIVO Nº 2: FALSE COGNATES

1.- Accommodation= adaptación, arreglo, favor, préstamo, comodidades, alojamiento

2.-Actual= real, verdadero
3.- Actually= en realidad, realmente
4.- Assist= ayudar, auxiliar, acudir
5.- Attend= asistir (a una clase, una conferencia, etc.)
6.- Brave= valiente
7.- Can= poder, envase, enlatar
8.- Carpet= alfombra
9.- Cart= carreta
10.- Confident= seguro, confidente
11.- Convenient= cómodo, próximo, conveniente
12.- Devote= dedicar, aplicar, entregar, condenar, maldecir
13.- Disgrace= deshonra, vergüenza, avergonzar
14.- Disparate= desigual, diferente, distinto
15.- Divert= apartar
16.- Embarraced= avergonzado, desconcertado, preocupado
17.- Eventually= finalmente, con el tiempo
18.- Exit= salida, salir
19.- Fabric= tela, tejido
20.- Facility= conveniencia, habilidad, afabilidad, destreza, facilidad
21.- Figure= precio, valor, cifra, figura
22.- Former= anterior, primero, antiguo
23.- Grant= concesión, donación
24.- Gross= conjunto, total, ingreso bruto
25.- Inference= conclusión
26.- Intend= pensar, proponerse, destinar, querer decir, intentar
27.- Introduce= presentar a alguien o algo, introducir
28.- Invest= invertir, cercar, sitiar
29.- Large= grande /- At large= en libertad
30.- Lalitude= libertad, amplitud, latitud
31.- Lectura= conferencia
32.- Leer= mirar de soslayo, mirar lujuriosamente
33.- Library= biblioteca
34.- Ore= mineral
35.- Pan= cacerola, sartén
36.- Parents= padres
37.- Polite= cortés, educado, culto
38.- Premise = local (comercial), establecimiento
39.- Prevent= impedir
40.- Realize= darse cuenta
41.- Sensible= sensato, cuerdo, inteligente
42.- Simple= sencillo
43.- Succeed= tener éxito
44.- Success= éxito
45.- Sympathy= compasión / to extend one’s sympathy= dar el pésame
46.- Utility= empresa de servicio público, utilidad, conveniencia, provecho
47.- Venture= empresa
UNIVERSIDAD CATÓLICA SANTA ROSA INGLÉS INSTRUMENTAL II
ESCUELA DE COMUNICACIÓN SOCIAL PROFESOR: MSC. JACINTO PABÓN
4th PERIOD

OBJETIVO Nº 3: VERBOS MODALES

PRACTICE ABOUT OBJECTIVE N° 3:

REWRITE THESE SENTENCES USING THE MODAL VERBS

1. Capacity: The new enterprise starts having the legal documents

_____________________________________________________________________________
2. Necessity: An economic organization grows according to the quality of work
_____________________________________________________________________________
3. Deduction: Lots of tourists visit Margarita Island all the year. Beaches and services offer
excellent conditions
_____________________________________________________________________________
4. Permission: Mr. Adams analyses the accounting information in any time
_____________________________________________________________________________
5. Obligation: You foresaw the consequences of this change of behavior
_____________________________________________________________________________
6. Possibility: Maritza catches a cold in areas with air conditioned
_____________________________________________________________________________
7. Prohibition: A good son forsakes his old parents in undesirable conditions
_____________________________________________________________________________
8. Deduction: Our sales were better than other months. Our firm increased its profits
_____________________________________________________________________________
9. Probability: That man has a positive environment in his next job
_____________________________________________________________________________
10. Ability: You found out the meaning of this article by internet
_____________________________________________________________________________
11. Necessity: The supervision of our work is made without prejudices
_____________________________________________________________________________

12. Deduction: There is a strike in the International Lines. I wait for traveling to Italy
_____________________________________________________________________________
UNIVERSIDAD CATÓLICA SANTA ROSA INGLÉS INSTRUMENTAL II
ESCUELA DE COMUNICACIÓN SOCIAL PROFESOR: MSC. JACINTO PABÓN
4th PERIOD

OBJETIVO Nº 4.- RECONOCIMENTO DE PREFIJOS Y SUFIJOS

PREFIJOS

(Los señalados con * son para formar vocablos de sentido negativo)

1) ante 2) *anti 3) bi 4) *dis 5) fore 6) *ill 7) *im

8) *in 9) inter 10) *ir 11) mal 12) mid 13) *mis 14) news

15) *non 16) on 17) out 18) over 19) re 20) sur 21) tri

22) ultra 23)*un 24) under 25) up

SUFIJOS

1) –able 2) –age 3) –al 4) –ally 5) –an 6) –ance 7) –ancy

8) –ant 9) –ary 10) –cious 11) –dom 12) –ed 13) –en 14) –ence

15) –ent 16) –er 17) –est 18) –ful 19) –hood 20) –ic 21) –ies

22) –ing 23) –ire 24) –ish 25) –ism 26) –ist 27) –ity 28) –ive

29) –ize 30) –less 31) –logy 32) –ly 33) –ment 34) –ness 35) –oid

36) –or 37) –ous 38) –ship 39) –sion 40) –tion 41) –try 42) –y
UNIVERSIDAD CATÓLICA SANTA ROSA INGLÉS INSTRUMENTAL II
ESCUELA DE COMUNICACIÓN SOCIAL PROFESOR: MSC. JACINTO PABÓN
4th PERIOD

READING Nº1: 1066 AND ALL THAT

There is no doubt that today, English is one of the most important and richest of the world’s
languages. Probably the most significant factor accounting for the latter quality was the Conquest of
England by the Normans more than 900 years ago. The conquering Normans spoke French. Most of
the inhabitants of the conquered nations spoke varieties of Anglo-Saxon, a language of Germanic
origin.

The Normans were stronger than the local English inhabitants politically and, naturally, their
language was the language of the King’s court. It also became the language for written documents,
together with Latin, and was generally regarded as “more literary” and somehow “better” than the
language of the common people. In spite of apparently being “worse”, however, the language of the
ordinary inhabitants of England, and more especially the language spoken by the inhabitants of the
central part of the country, did not die out. For centuries, the two languages continued to exist side-
by-side.

The individual most responsible for bringing them together (and one of the greatest writers in
English literature) was a customs official who lived in the late fourteenth century, named Geoffrey
Chaucer, whose Canterbury Tales is one of the most extraordinary works in English, practically
created, or at least made acceptable, a new language, which was a combination of the more elegant
French and the cruder but more powerful Germanic elements.

Since Chaucer’s time the two languages have been woven closer and closer together, forming the
single language that we now know as English. However, even today, vestiges of the differences
survive, for words of French or Latin origin still tend to occur more frequently in formal written
English than in spoken English. This naturally means that, for Spanish or Portuguese speakers, for
example it is often easier to understand written English than spoken English. You can find evidence of
this in this paragraph. Go through it and underline the words which are similar to words in your
language. It is virtually certain that these will be words of Latin (or Greek) or French derivation, and
they were brought probably to England by William the Conqueror and his men long ago.

One clear example of the dual origins of English is to be found in the ways comparative and
superlative adjectives are formed. Adjectives of one syllable, usually of Germanic origin, form
comparatives and superlatives by the addition of suffixes (-er, -est) as in German. There are nine
examples of such forms in this passage. On the other hand, longer adjectives tend to be derived from
French or Latin and form their comparative and superlative (in the same way as in Latin languages)
through the addition of words preceding the adjective (more, most), which itself remains unchanged.
Can you find the eight examples of such forms in this passage? Do you find the second type easier or
more difficult to understand than the first?
UNIVERSIDAD CATÓLICA SANTA ROSA INGLÉS INSTRUMENTAL II
ESCUELA DE COMUNICACIÓN SOCIAL PROFESOR: MSC. JACINTO PABÓN
4th PERIOD
READING Nº 2: A GOOD START

In 1975, Jaws, a movie about the horror caused by a terrible man-eating Great White shark, became
the most profitable movie of all time. In 1982, E.T., about a charming alien from outer space, proved to be
even more popular and profitable than Jaws. E.T. remained the champion for more than a decade, until it
was replaced by Jurassic Park, a film made in 1993 about dinosaurs being brought back to life. Any
director making one of these movies must be a very successful film-maker; a director making two of them
would be a Hollywood genius. So what can we say about Steven Spielberg, who directed all three?

To start at the beginning, we can say that Spielberg was born in Cincinnati, Ohio, on December 18 th,
1947 and that he moved with his family to Arizona, significantly nearer to Hollywood, in 1957. It must be
mentioned that even as a child he was crazy about movies and he says that he “grew up in middle-class
suburbia with three parents: his mother, his father and the TV set”. He did not study at film school and
was largely self-taught as a film-maker. He started early and at 16 made a two-hour science fiction home
movie. Incredibly, this was shown for one night at a local movie theater in Phoenix, Arizona. (In1977, he
made a rather more famous science-fiction epic: Close Encounters of the Third Kind.) In 1969, Spielberg
managed to get a job making television movies for Universal Studios.

That was where the Spielberg story really began. By 1974, he had made his first feature film, Sugarland
Express, and a year later Jaws burst on the scene, clearing swimmers from beaches around the United
States. Perhaps most of them were in movie theaters making Jaws the (then) greatest success of all time.
Steven Spielberg was 28!

In the 1980s, he made not only E.T., but also Raiders of the Lost Ark (’81) and its two sequels, Indiana
Jones and the Temple of Doom (’84) and Indiana Jones and the Last Crusade (’89). Each took in over 100
million dollars. Naturally, some of Spielberg’s movies were less successful. You may not have noticed 1941
(’79), The Color Purple (’85), The Empire of the Sun (’87), Always (’89), or Hook (’91), but his big success –
and he has no fewer than eight in the all-time top 20- are really big.

Something was missing for Spielberg, however. Although by 1993 he was the most successful movie
director in history, he had never won an Academy Award (an “Oscar”) for “best film of the year” or for
“best director”. He had enchanted the public with different kinds of movie: science fiction, old-style
adventures, fairy stories, romances, dramas, a horror movie, but perhaps, suggested some cynics, he was
“too successful”; or perhaps he was not considered “serious”.

In 1993, Spielberg was making a movie which certainly had a serious theme: the Holocaust. Critics
knew it was based on Thomas Keneally’s book Schindler’s Ark, the true story of a German businessman
named Oskar(!) Schindler who had saved more than 1,000 Jews from death in the Second World War. It
was also known that the movie was to be in black and white –a radical change for Spielberg. In general,
the critics were not optimistic, and many believed that Spielberg was the wrong director for such a “dark”
subject. In fact, when the movie appeared, most critics were very favorably impressed. But what would be
the reaction of the Academy?

Each year, there are five nominations in each of a number of categories. These are announced several
weeks before the “Oscar” ceremonies, held in Los Angeles. Schindler’s List (apparently Spielberg did not
want another “ark”) received an impressive 12 nominations. But would it win any Oscars? The Color
Purple had received 11 nominations but hadn’t won any. In the event, on March 22nd, 1994, Schindler’s
List won no fewer than seven Oscars, including both “best director” and “best film” (the first black and
white movie to win that award for 34 years). Spielberg, who had said “I stopped developing emotionally
when I was 19”, and who had intended to make Schindler’s List for 10 years but felt he “was not mature
enough”, had achieved the greatest of his many triumphs. What might the future bring? Maybe, at 46,
Spielberg was just getting started.
UNIVERSIDAD CATÓLICA SANTA ROSA INGLÉS INSTRUMENTAL II
ESCUELA DE COMUNICACIÓN SOCIAL PROFESOR: MSC. JACINTO PABÓN
4th PERIOD

READING Nº3: THE MOST IMPORTANT BOOK

On December 27th, 1831, a tiny 242-ton ship, the H.M.S. Beagle, left Plymouth, England on a
journey that was to last five years. The major objective of the voyage was to survey the coast of
South America. That alone may have made it historically memorable, but what made it significant
was the work of the Beagle’s young naturalist: Charles Darwin.

Today we think of Darwin as a brilliant scientific thinker, but it was in fact quite surprising that he
was chosen as a member of the Beagle’s crew. He had failed as a student of medicine at Edinburgh
and then had studied at Cambridge University to become a clergyman before deciding not to. In fact
he had spent more time during his three years at Cambridge looking at beetles and other insects and
shooting birds than studying. It was probably the former interest which got Darwin his position on
the Beagle.

At the beginning of the journey, which has been called “the most famous of the great voyages of
scientific discovery and the least heroic”, Darwin had no thoughts of evolution and only vague
thoughts of it when it finished. But the five years gave Darwin, who had extraordinary powers of
observation, a unique opportunity to see and discover. He collected rocks, plants, animals, and fossils
and discovered seven new species of animals –all in South America and, significantly, two of them
extinct. He also made extensive notes of his observations and catalogued his specimens with great
care. Astonishingly, he never made another scientific trip abroad.

The Beagle started out from Plymouth, made its first stop in the Cape Verde islands and continued
to the eastern tip of Brazil. From there it sailed to Tierra del Fuego, with five prolonged visits ashore
en route. There were four more stops on the way up the western coast of Chile and Peru before the
famous stop n the Galapagos Islands, where Darwin was able to study a number of extraordinary
animals, physically isolated from the rest of the world. While there, he was also able to study a quite
ordinary (apparently) group of birds, which consisted of thirteen differently –adapted families of
finches. From the Galapagos, the Beagle sailed to New Zealand and then to Eastern Australia,
Tasmania and the southwest tip of Madagascar, around Africa’s southern cape, and across the South
Atlantic for a return visit to the easternmost point of South America on the way.

At the end of the voyage, the 27-year-old Darwin had a big enough store of information to begin
formulating the ideas which eventually, almost thirty years later, led to The Origin of Species. Often
described as “the most important book of the nineteenth century”, that publication was to affect
forever man’s considerations regarding his origins.
UNIVERSIDAD CATÓLICA SANTA ROSA INGLÉS INSTRUMENTAL II
ESCUELA DE COMUNICACIÓN SOCIAL PROFESOR: MSC. JACINTO PABÓN
4th PERIOD

READING Nº4: A PICTURE WORTH A THOUSAND WORDS?

The first television service began in 1939 in London, but was closed down after a few months due
to the outbreak of the Second World Warm and television did not become widespread anywhere
until the 1950s, in the United States. Yet today, only forty years later, it without be difficult to
imagine life without TV in most countries in the world.

When it first appeared, television was expected to make extraordinary contributions in terms of
education and culture. Radio could already reach almost everyone in most countries, and it offered a
source of entertainment, news and communications, as well as some educational programs. It had
also acted as a unifying force, with enormous numbers of people in a particular area sharing the
same experience simultaneously. In addition, it had had some notable unifying effects on language.
Television, it was thought, would have all these beneficial results, but to a much greater degree since
the viewer would not only hear but also see what was happening.

There is little doubt that some of these expectations have been fulfilled. More people see
television than ever read newspapers and they are better informed concerning events in the furthest
corners of the earth, and beyond, as a result. TV has proved useful in bringing comfort to people
unable to leave their beds, to lonely people and to old people. In some ways it may even have
brought families closer together as they stay at home more to watch their favorite programs.
However, in a number of ways the effects of television have been a source of disappointment and
even of concern to those who had such great expectations of it.

There is no doubt that the main problem with TV has been its effect on young people. Some
sociologists claim, for example, that in the United States at least, television has produced a
generation of TV-addicts with a need for a number of hours of TV viewing every day. Others say that
it has led to increased violence because an average American teenager has seen about 15,000 deaths
on TV before he or she becomes an adult. They claim that the violence on television is particularly
dangerous because its painful consequences are usually not obvious. Similarly, educationalists
complain that TV has caused reading ability and interest in reading to fall because children do not
need to use their own imaginations when watching television, as they do when reading.

In any case, whether the ultimate effect of TV is good or not, it is certain that its presence will
continue to be important in our lives. Technological developments occur constantly which make
television more versatile and more widespread. There are satellites to bring pictures immediately
from around the world, systems such as cable TV, which can bring dozens of channels into the home,
five-centimeter television sets which can be carried everywhere. Unquestionably, the challenge of
this little square monster means we all should consider how we can control it, so that it does not
control us!
UNIVERSIDAD CATÓLICA SANTA ROSA INGLÉS INSTRUMENTAL II
ESCUELA DE COMUNICACIÓN SOCIAL PROFESOR: MSC. JACINTO PABÓN
4th PERIOD
READING Nº5: BRAILLE

Louis Braille was born on January 4th, 1809 in Couvray, a small town near Paris. He was a very
intelligent little boy, but when he was three he had a terrible accident. He was playing with some of his
father’s tools when one of them cut his left eye. The eye became infected and the situation quickly
became worse with Louis eventually losing his sight in that eye. Then the worst possible thing happened:
his right eye became infected and he became completely blind at the age of five. Many years later Louis
Braille’s tragedy was to benefit blind people all over the world.

In Couvray, Louis received lessons from a priest and a schoolmaster had demonstrated that he was
more intelligent than other pupils of his age. In 1819 he went to the National Institute for Young Blind
People in Paris. There he learned to read using a system of raised wooden letters which blind readers felt
with their hands. This was difficult and terribly slow –most students when they finally finished reading a
sentence, could not remember how it had begun! As one of the best students, Louis won prizes for
mathematics, grammar and composition. However, what he found most interesting was the idea of
developing a new and better system to help blind people to read.

Several systems had already been tried out including carved wooden letters, wax sheets cut with a
writing knife and even string tied with special knots! In 1819, a French army officer, Charles Barbier, had
invented a system he called “night writing”, using dots and dashes pressed on paper. Barbier explained his
invention at the Institute in 1821, with twelve-year-old Louis Braille among his audience. But Braille was
blind and Barbier was not. Braille knew that dots were much easier than dashes to read, and he quickly
realized that “night writing” was too cumbersome, requiring as many as fourteen dots and dashes for one
letter.

The system that Braille came up with was brilliant because it was much simpler than Barbier’s and
simpler meant easier and quicker to read. Braille based his system on the position of the dots used for the
number six in dominoes.

He divided the alphabet into three groups with ten letters in each of the first two groups. The first ten
letters (A-J) used combinations of the dots numbers 1-4, as follows: A-B-C-D-E-F-G-H-I-J. The next ten
letters (k-t) used one simple adaptation in relation to the first ten: K-L-M-N-O-P-Q-R-S-T. The last five
letters (U-V-X-Y-Z) required a simple further adaptation, and one letter in the English alphabet was
omitted since it was not used in French.

The students at the Institute realized that Braille’s system was better than the one they were forced to
use, because it enabled them to read more quickly. But the authorities there were older and, they
thought, wiser than the students and they refused to accept a new system invented by a mere 20-year
old. The problem was that the authorities were not blind themselves.

Probably the Institute’s most brilliant graduate, Louis Braille died of tuberculosis on January 6th, 1852,
poor and almost unknown. But his system was not forgotten and was finally adopted by the Institute just
six months after Braille’s death. Within eight years it was finally adopted in the U.S.A; in 1868, Dr.
Armitage founded the English Braille Printing and Publishing House in London and later the system was
adapted for different alphabets in Russia, Egypt and China. It is still in use today, with computers having
made the process of turning text into Braille much faster and more efficient than before, Indeed, “Braille”
is now and international common noun, which is no longer written with the capital “B” that a proper noun
would require.

In 1852, Braille was buried quietly and without fanfare in Couvray, in 1952, in a dramatic and moving
ceremony, his body was transferred to the Pantheon in Paris, where France’s greatest heroes are interred.
UNIVERSIDAD CATÓLICA SANTA ROSA INGLÉS INSTRUMENTAL II
ESCUELA DE COMUNICACIÓN SOCIAL PROFESOR: MSC. JACINTO PABÓN
4th PERIOD

QUESTIONS FOR THE READINGS OF 4th PERIOD

READING N° 1: 1066 AND ALL THAT

1.-Why does this reading have the title of “1066 and all that”? (Look at the information by
internet)
2.- What is the linguistic base of the Anglo-Saxon language?
3.- What language was considered “more literary” and “better”?
4.- What was the language of the inhabitants of the central part of England?
5.- What was the Geoffrey Chaucer´s influence in English?
6.- What was the language of the conquerors of England?
7.- In which language were the documents written?
8.- Who was the author of the “Canterbury Tales”?
9.- What languages are the origin of some similar Spanish words?
10.- How are formed the comparative and superlative forms of “tall” and “important”?

READING N° 2: A GOOD START

1.- Did Steven Spielberg attend classes in a film school?
2.- How many films did he make in the 1980s?
3.- In which year did he make his first science-fiction film?
4.- With which film did he win seven Oscars?
5.- How many Oscars did “The Color Purple” win?
6.- How old was he when he got a work in Universal Studios?
7.- When was “The Schindler´s List” made?
8.- What was the theme of the film with which Spielberg won seven Oscars?
9.- Where is the Oscar´s ceremony celebrated?
10.- How long ago was Spielberg born?

READING N° 3: THE MOST IMPORTANT BOOK

1.- What was Darwin doing for three years in Cambridge University?
2.- What did he become at last: a clergyman, a physician or a scientist?
3.- Where was the most famous stop during that journey?
4.- What were the extraordinary powers that Darwin had?
5.- Why is “The Origin of Species” the most important book of the XIX century?
6.- How long ago did Darwin make his famous trip on the H.M.S.Beagle?
7.- In which career did he fail in Edinburgh?
8.- Which country do the Galapagos Islands belong to?
9.- What did he collect in South America?
10.- What were the places that the Beagle´s crew visited?
UNIVERSIDAD CATÓLICA SANTA ROSA INGLÉS INSTRUMENTAL II
ESCUELA DE COMUNICACIÓN SOCIAL PROFESOR: MSC. JACINTO PABÓN
4th PERIOD

QUESTIONS FOR THE READINGS OF 4th PERIOD

READING N°4: A PICTURE WORTH A THOUSAND WORDS?

1.- How long was the television service closed?
2.- How is the television useful for lonely, old and unable people?
3.- Why do people prefer to receive more information through the television?
4.- What are the benefits of television for the families at home?
5.- How can we receive immediately pictures and news from everywhere of the world?
6.- What do the sociologists claim about the television programs?
7.- What is the claim of the educationalists?
8.- What were the expectations about the television when it appeared?
9.- Which communication medium was the first one, the radio or the television?
10.- What is the result of the television development?

READING N°5.- BRAILLE

1.- How old was Louis Braille when he died?
2.- Why did he go to Paris when he was ten years old?
3.- In which year did Braille invent his system?
4.- How was considered the Braille´s system?
5.- How long ago did he die?
6.- Where was Braille finally buried?
7.- What is the base of Braille´s system?
8.- Was Braille blind from his birth?
9.- What did Charles Barbier use in his system?
10.- When was the Braille´s system adopted by the Institute?