Reading Comprehension English II U Naciones

8/11/2019 Reading Comprehension English II U Naciones

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Universidad de las Naciones

ANTOLOGIA DE INGLS

COMPRENSIN DE TEXTOS

UNIVERSIDAD DE LAS NACIONES

MATERIA: INGLS II


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Introduccin

La antologa de ingls II comprensin de textos representa un enfoque accesible a la

comprensin de textos en ingls para propsitos especficos. Se trata de un mtodo

dinmico de induccin al lenguaje, diseado para usarse por el alumno y maestro, dentro

y fuera de clase, aumentando el dominio del idioma ingls a travs del estudio de

diferentes tipos de lecturas, teniendo una atencin especial a la identificacin de

cognados, conectores y la comprensin de vocabulario en contexto.

Se ha creado La antologa de ingls II comprensin de textos con el siguiente propsito:

hacer ms fcil el perfeccionamiento y la fluidez de su ingls, para as incrementar sus

oportunidades de xito en la comprensin de textos en ingls.

Nuestro sistema de aprendizaje ha sido diseado para hacer uso de sus conocimientos

previos del ingls y ampliarlos, presentando el vocabulario y las frases en contextos

relevantes y estimulantes, que adems ponen nfasis en las cuatro aptitudes del lenguaje:

la lectura, la escritura, el lenguaje hablado y la comprensin del idioma.


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INDICE

1. Buscar cognados y falsos cognados Pagina 1

1.1 Basic elements of organization structure Pagina 3

2. Recursos referenciales Pagina 4

2.1 how children learn Pagina 6

3. Conectores Pagina 8

4. Vocabulario en contexto Pagina 12

5. Reading exercise

5.1the birth of our galaxyPagina 17

5.2Cause and causes of executive alcoholism, drug abuseand mental illness

Pagina 20


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1. Buscar cognados y falsos cognados

Para comprender un texto en ingls podemos valernos de varios recursos, pero uno de los ms

importantes consiste en aprovechar las palabras parecidas al espaol. Tales palabras tienen un

parecido tan cercano al idioma materno que fcilmente podemos relacionarlas con la definicin

ms cercana de la palabra en espaol.

Estos vocablos son clasificados en dos categoras:

(a) Los que tienen cierta semejanza:

DRUG DROGA

CLEARCLARO

(b) B. Los vocablos que son muy similares o idnticos:

DIPHTHERIA - DIFTERIA

ADMINISTRATIONADMINISTRACIN

IDEALIDEAL

Los falsos cognados son las palabras que parecen tener un significado cercano a palabrasparecido al espaol pero realmente expresan algo diferente. Para identificarlas hay que

tomar muy en cuenta la relacin de dicha palabra con la que le rodean (contexto). Si no

tiene una coherencia lgica significa que, aunque lo parezca, no es un cognado.

Cierto nmero de palabras de ortografa similar o idntica tienen significados diferentes

en los dos idiomas:

WORD REALTRANSLATION

Once Una vez

Actually En realidad

Largely En gran parte

Principal Director


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Observa el texto Basic elements of organization structure en forma global y realiza los

siguientes ejercicios.

1. Subraya todas las palabras que encuentres parecidas al espaol.

2. Estudia las palabras subrayadas dentro de su propio contexto y trata de clasificarlas en

cognados y falsos cognados sin la ayuda de un diccionario.

COGNADOS EQUIVALENTE EN ESPAOL

1.

2.

3.

4.

5.

6.

7.

8.

FALSOS COGNADOS EQUIVALENTE EN ESPAOL

1.

2.

3.

4.

5.

6.

7.

8.


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1.1 BASIC ELEMENTS OF ORGANIZATION STRUCTURE

Organizing is the process of arranging work and resources so that planned goals can be

achieved. One important part of the organizing function is determining organization

structure. Organization structure consists of four main elements; job design,

departmentalization of positions and units, methods of vertical coordination, and

methods of horizontal coordination. Organization charts provide a graphic depiction of

the broad outlines of an organizations structure and help employees trace the chain

of command.

There are four main approaches to job design: job simplification, job rotation, job

enlargement, and job enrichment. The job characteristics model helps guide job efforts

by explaining the importance of core job characteristics, critical psychological states,

and high growth-need strength to job outcomes. A related aspect of designing jobs is

providing alternative work schedules. Major types of alternative work schedules

include flextime, the compressed workweek, and job sharing.

Among the most commonly used forms of departmentalization are functional,

divisional, hybrid, and matrix. There are five major means of achieving vertical

coordination, which is the linking of activities at the top of the organization with thoseat the middle and lower levels: formalization, span of management, centralization

versus decentralization, delegation, and line and staff positions.

Three major means are particularly useful in facilitating horizontal coordination are

slack resources, information systems, and lateral relations. Slack resources provide a

cushion of resources that allows adaptation to change, while information systems

enhance information exchange. Lateral relations, which involve coordination to

change, while information systems enhance information exchange. Lateral relations,

which involves coordinating efforts with peers in other departments and units, has

several main forms: direct contact, liaisons roles, task forces, teams, and managerial

integrators. Methods of horizontal coordination are particularly useful in promoting

innovation because they facilitate the exchange of ideas across organizational units.

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2. Recursos Referenciales: Pronombres relativos, pronombres personales, adjetivos

posesivos, etc.

Cuando hablamos o escribimos hacemos uso de ciertos elementos que sirven para evitarrepetir algo que ya se mencion o que se mencionar enseguida. A estas partes del texto los

llamamos recursos referenciales o referentes.

1. PRONOMBRES PERSONALES (personal pronouns): Se usan alprincipio de la oracin,

sustituyendo a los nombres.

2. ADJETIVOS POSESIVOS (possessive adjectives): Se usan al principio en medio de la

oracin, antes del sustantivo.

3. PRONOMBRES POSESIVOS (possessive pronouns): Se usan al final de la oracin, despusdel sustantivo.

The new car is HERS.

verb Marias car.

4. PRONOMBRES OBJETO (Object pronouns): Se usan despus del verbo o de una

preposicin, sustituyen a los nombres.

The new car belongs to HER

Verb Prep Maria

SHE has a new Car.

Maria verb adjective noun.

HER car is new

Marias car verb


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2.1HOW CHILDREN LEARN

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We discovered that education is not something which the teacher does, but that

itis a natural process which develops spontaneously in the human being. It is not

acquired by listening to words, but in virtue of experiences in which the child

acts on his environment. The teachers task is not to talk, but to prepare and

arrange a series of motives for cultural activity in a special environment made for

the child.

A central component of Piagets developmental theory of learning and thinking is

that both involve the participation of the learner. Knowledge is not merely

transmitted verbally but must be constructed and reconstructed by the learner.

Piaget asserted that for a child to know and construct knowledge of the world,

the child must act on objects; the mind organizes reality and acts upon it. The

learner must be active: heis not a vessel to be filled with facts. Piagets approach

to learning is a readiness approach. Readiness approaches in developmental

psychology emphasize that children cannot learn something until maturation

gives them certain prerequisites. The ability to learn any cognitive content is

always related to theirstage of intellectual development. Children who are at a

certain stage cannot be taught the concepts of a higher stage.

Intellectual growth involves there fundamental processes: assimilation,

accommodation, and equilibration. Assimilation involves the incorporation of

new events into preexisting cognitive structures. Accommodation means existing

structures changer to accommodate to the new information. This dual process,

assimilation-accommodation, enables the child to form schema. Equilibration

involves the person striking a balance between himself and the environment,

between assimilation and accommodation. When a child experiences a new

event, disequilibrium sets in until heis able to assimilate and accommodate the

new information and thus attain equilibrium. There are many types of

equilibrium between assimilation and accommodation that vary with the levels

of development and the problems to be solved For Piaget, equilibration is the

major factor in explaining why some children advance more quickly in the

development of logical intelligence than do others.


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Consultando el texto titulado How children learn complete el siguiente ejercicio:

1. It en la lnea 2se refiere a:____________________________

2. his en la lnea 4se refiere a:____________________________

3. it en la lnea 9se refiere a:____________________________

4. he en la lnea 10 se refiere a:____________________________

5. them en la lnea 13 se refiere a:____________________________

6. their en la lnea 14 se refiere a:____________________________

7. himself en la lnea 21se refiere a:____________________________

8. he en la lnea 23 se refiere a:____________________________


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3. Conectores

Los conectores son palabras o expresiones cuya funcin es relacionar ideas completas dentro de

un texto. De acuerdo al propsito que tengan las ideas que cada conector est relacionado,podemos encontrar las diferentes clases de conectores que a continuacin se enumeran.

Use the following words to complete the paragraphs below.

CAUSE EFFECT CONTRAST INTENSIFIER TRANSITION

caused by as a result however so the main cause

cause consequently but so ... that (result) another cause

results from as a consequence on the contrary such ... that (result) a third cause

therefore even for all these reasons

REASON ADDITION COMPARISON PURPOSE CONDITION

because (of) moreover on the one hand in order to otherwise / if not

since furthermore on the other hand so that if / unless

Two 12-year-old girls, standing outside a mini-mart are wearing matching tube tops and short skirts like

Britney Spears *clones. One holds a cigarette, like an adult, where everyone can see her. She looks

around to make sure other girls are noticing her. When asked why she dresses the way she does, she

says that she likes it. ___________________________, it seems to me that the reasons for her

behavior are more complex. More specifically, they have more to do with her ambiguous role as a pre-

teen in society. A young girl's "wannabe" look, her mimicking of a teen idol,

is_______________________ personal insecurity, a desire to be popular and by peer pressure.

* mimic (v.) - copy or imitate, mimicry (n.) ; clone (n.) - identical genetic copy;


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Part 2










for mimicking teen-idols is personal insecurity. Pre-teens are in between child and

adult stages. They are no longer children, the ways they behaved in the past are no

longer appropriate. they are not yet adults; they do not know the ways

of the adult world. This conflict can feelings of insecurity. when they

were younger, they could whine and cry to get attention from their parents and other children.

, that kind of behavior would be "uncool" around their teenage peers. Often

, the teenager does not know how to act his or her age. pre-teens do no

know what to do, they often turn to copy-cat behavior as a way to fit in and be more secure.


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Part 3










A second cause is that pre-teens feel they need to be popular be more secure within

their own age group. , they turn toward models of popularity - teen idols - and start

dressing like them. Unfortunately, many of their idols dress and behave in ways that are not age-

appropriate. Teenies need better role models than Hollywood currently has to offer.

they interpret "dressing up" as wearing provocative, sexy clothing, rather than clothing that makes them

look good and feel comfortable and secure. of their need to be popular, young girls start

dressing and acting as if they were much older than they really are.


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Part 4










for young girls mimicking teen idols is peer pressure. They often see the adults

closest to them, their parents and teachers, as "uncool", as enemies.

they turn to peers who pressure each other to look, act, and dress exactly alike. This peer group can

exert pressure often pre-teens do things as a group that they would not

normally do. One of these things is spending ridiculous amounts of money on idol clothing-lines. That's

right! Young hollywood celebrities are making money off their twelve-year old "peers" who give-in to

peer pressure. The peer pressure here is great most normal girls will

succumb. we can see that personal insecurity, desire to be popular and peer pressure

can


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4. Deducir el significado de palabras no familiares por medio del contexto.

Hacer predicciones a partir del contexto es una estrategia muy importante para la

comprensin de un texto. Contexto es una combinacin de vocabulario y gramtica que

rodea una palabra. El contexto puede ser la oracin o el prrafo en donde se encuentra la

palabra en un texto. Al saber el significado general de una oracin obtendrs tambin el

significado de un texto sin detenerte a buscar cada palabra en el diccionario.

Guessing Meaning of Vocabulary from Context

Exercise 1

Deduce el significado de la palabra subrayada en cada oracin.

1. She had often come into conflict with her mother-in-law.

a) announcement b) attainment c) argument

2. The old womans blunt questions embarrassed her, making her momentarilytongue-tied.

a) emit b) ashamed c) loathe

3. We just need a couple more chairs so everyone can sit down.

a) one b) two c) three

4. Please, Uncle Jack, give me a piggyback!a) a ride on someone back or shoulderb) a small bagc) people who arrived to settle in Bangkok 2000

5. Ladda does not like to eat papaya or carrots, which is high in vitamin A, so shelacks it. Her mother keeps telling her that an inadequate supply of vitamin A canlead to blindness.

a) too big b) not enough c) full

How many did you get right from Exercise 1? _________


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Language FocusNow you will learn how to guess the meaning of unfamiliar words or new words bylooking around the words to find clues. These clues will help you to find theirmeanings; then you will better understand what you are reading. There are manyways to help you guess the meaning of unfamiliar words from the context. Read the

explanation below and study the examples.

1. DefinitionA definition gives the meaning of words. The writer may use words, phrases, orstatements to define something. The writer will use key words, or signal words toidentify a definition so you need to look for them. See examples of key wordsbelow.

Key wordsis/are means/meanis/are called what this means is

is/are known as consist ofis/are defined as refer tois/are described as may be seen as

e.g.

1. Inflation is a rise in the general level of prices you pay for things you buy.

an unfamiliar word = inflationsignal word = is

the definition = a rise in the general level of prices you pay for everything you buy.

2. Someone who explores and studies caves is known as a spelunker.

an unfamiliar word = spelunkersignal words = is known as

definition = someone who explores and studies caves

Exercise 2Use signal words as your clues to find the meaning of the underlined words. Circle

signal words and write their meaning in the space provided.

1. The encyclopedia defines astrology as the ancient art or science of diviningthe fate and future of human beings from indications given by the positions

of stars and other heavenly bodies.

2. astrology means______________________________________

3. Sales literature means printed matters that contain information on thegoods.

Sales literature means_________________________________


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4. The part at the back of the car used for holding luggage is called the carboot in United Kingdom, whereas Americans would refer to this as the carstrunk.

car boot means______________________________________

2. Restatement

The writer may use other words, phrases, or sentences to provide the meaning ofdifficult words. We call this restatement; the writer describes it again or in adifferent way. Signal words for restatement are in the Key words box below.

Key wordsor

that is to sayin other wordsi.e. or that is

e.g.

The surface of Africa consists mainly of plateaus, or large flat areas, although theseoccur at different levels.

an unfamiliar word =plateaussignal word = or

meaning = large flat areas


signal words and write the meaning in the space provided.

1. According to Indian custom, a great dowry of money and objects is given to thebridegroom, in other words, it is a dot.dot = ______________________________________

2. There are several types of aerosol cans. Simple ones contain a liquefied gas,called the propellant, in which material is dissolved, i.e., melt.dissolved =__________________________________

3. Our youth nowadays should not engage in intoxicating things such as alcohol,cigarettes, and tranquilizers, that is to say, they should not ingest them.engage =___________________________________


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3. Punctuation marks

Punctuation is used to describe the meaning of unfamiliar words. The writer will

write unfamiliar words and then use punctuation, words, phrases, or sentences toexplain the meaning of the new words. Such punctuation is in the Key words box

below.

Key words

, commas

, , appositive

( ) parentheses

? ? dashes

; semicolon

: colon

e.g.

Full-color pictures are printed using only black and three colors: yellow, cyan (a lightblue) and magenta (a light purple).

an unfamiliar word = cyan and magentasignal punctuation = ( )

meaning : cyan = a light blueand magenta = a light purple

The use of computers to handle text, or word processing, was foreseen in the1950s.

an unfamiliar word = handle textsignal punctuation = , ,

meaning : handle text = word processing


signal words and write the meaning in the space provided.

1. Both facsimile (known as fax) and electronic mail (email) are ways of sendingdocuments.

Facsimile =______________________________________

Electronic mail =__________________________________

2. An FM radio DJ (disk jockey) broadcasts over the airwaves.DJ =___________________________________________


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3. Infection ? becoming ill through contact with bacteria ? of the respiratory systemsuch as the nose, the throat, and the chest is among the most common of alldiseases.

Infection =______________________________________

4. Examples

Examples help us to understand the meaning of new words. See key words or signalwords used for showing examples in the Key words box.

Key workdsuch aslikefor example,

for instanceis / aree.g.Use navigation buttons, such as, the Next button, the Previous button, theMenu button, and the Exit button, to go back and forth or jump to other topics

while you are using your English software.unfamiliar words = navigation buttons

signal word = such asmeaning = buttons on computer program that are used for turn on pages

Exercise 5Use signal words as your clues to find the meaning of the underlinedwords by choosing the best answer for each question. Circle signal words.

1. Some people in the North of Thailand do wickerwork, for example, they makeelephants, turtles, plates, beds, and chairs, from teak trees for earning money.

a) silver handicraft b) bronze handicraftc) niello handicraft d) wood handicraft

2. The Savanna grasslands are the home of grazing animals such as elephants,giraffes, antelopes and zebras. Lions, leopards and hyenas also live there.

a) non-backbone animals b) meat-eating animalsc) invertebrate animals d) grass-eating animals

3. A tourist guide advised them to see the elephant round up. There was racing,colorful war procession, marching, kicking a ball and tug-of-war between men andelephants.

a) show b) breedc) sleep d) born


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READING EXERCISE

The birth of our galaxy

1 Long before the Sun and the solar system formed, before the galaxy existed, the

universe was filled with gas - mainly hydrogen, with some helium. This gas was

eventually to be turned into stars, planets and people. But before these things could

happen, the galaxy had to form.

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Astronomers believe that the galaxy formed out of a large, fairly spherical cloud of

cold gas, rotating slowly in space. At some point in time, the cloud began to collapse

in on itself, or condense, in the same way that the clouds which formed individual

stars also condensed. Initially, some stars may have formed as the gas cloud began to

fragment around the edges, with each fragment condensing further to form a star or

group of stars. Because the cloud was spherical at that time, we dosee some very old

stars distributed in a spherical halo around the outside of the galaxy today. At such

early times, these stars consisted only of the hydrogen and helium gas which made up

the cloud.

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The cloud continued to collapse, with more and more stars being formed as it did so.

Since the cloud was rotating, the spherical shape began to flatten out into a disc, and

the stars which were formed at this time filled the disc regions. Once again we see

this shape today in the main body of the galaxy. As the formation of new stars

continued, some of those which had been created earlier had enough time to evolve

to the end of their active lifetimes, and these stars began to shed their atmospheres

or explode in huge supernova events. In the process, these older citizens of the still

young galaxy enriched the gas in the cloud with the new, heavier elements which they

had formed, and the new stars being created in the disc regions contained the heavier

elements. Astronomers call these younger, enriched stars population 1 stars, and the

older stars population 2.

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IV. En espaol, escriba un resumen del texto en aproximadamente 50 palabras.


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Costs and causes of executive alcoholism, drug abuse andmental illness

Exactly what constitutes mental health or mental illness? It is indeed a difficult question to

answer. Although psychiatry is a respected subspecialty of medicine, a clear definition of

mental illness remains elusive. Many psychiatric disorders overlap (American Psychiatric

Association, 1987) and the reasons for their onset are still obscure. The cures are even

more uncertain. Professional opinions can differ widely about definitions, etiologies, and

treatments. In short, psychiatry is still as much an art as it is a science. If the professionals

cannot agree, where does this leave the employer who is aware that the troubled senior

executives are a problem and is sincerely motivated to help?

How much are troubled senior executives costing their organizations? No one knows for

sure. Although the costs of mental illness in the population as a whole and in the hourly

employee work force in particular are generally well documented, data about the costs of

troubled senior executives are not available. Many corporations do not keep separate

records about the nature or cost to the firm of their impaired senior executives, preferring

to merge these data with those for overall employee impairment. As a consequence, it is

difficult to be precise in determining the costs of senior executive alcoholism, drug abuse,

or mental illness within an organization. In addition, many of the costs of senior executive

impairment are not quantifiable and, therefore, cannot be subjected to rigorous analysis.

Although difficult to measure, the costs of troubled senior executives fall into several

categories. First is the cost of lost productivity, that is, paying substantial salary and


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benefits to a troubled senior executive who is not performing. An executive whose yearly

salary is $400,000 and who receives an additional $100,000 a year in benefits but who

works at only one fifth of his or her maximum productive effort loses the firm more than

$7,000 a week a good deal more than the cost of the most expensive psychiatric

treatment.

The second category of costs includes sick leave, absenteeism, health care costs, and

disability payments. Troubled senior executives may be absent from the office for

significant periods of time due to illness. If their illness has progressed to the point of no

return, they may become permanently disabled and need to prematurely retire. Troubled

senior executives may run up large health care bills, for example, for repeated

hospitalizations for alcoholic cirrhosis of the liver, repeated psychiatric hospitalizations for

recurrent depressive or psychotic episodes, and the like.

Termination and replacement costs make up the third category. The cost of replacing

senior executives who must eventually be released can be quite high when the costs of

recruitment, hiring, orientation, and training are included.

The fourth category includes the costs of poor professional judgment and bad business

decisions. As noted earlier, troubled senior executives often display poor business

judgment and make bad decisions that may adversely affect the firm as a whole the more

senior the executive, the greater the impact of the bad decision.


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The fifth category includes the costs of lowered morale, negative publicity, and damage to

the corporate image if the inappropriate actions and behaviors of troubled senior

executives become public knowledge or widely known in the corporate community.

Alcoholic executives embezzling corporate funds, manic executives getting involved in

messy extramarital affairs, drug-dependent executives selling inside information to support

their habit, depressed executives committing suicide, psychotic executives attacking other

executives or employees all are examples that fall within this fifth category.

Last of all are the cots of litigation when the organization has to defend itself against legal

action taken by the terminated executive for wrongful discharge or discrimination. Legal

action can also be initiated by other executives who may have been emotionally abused or

physically harmed by the troubled executive.

Alcoholism and drug abuse and dependency are psychiatric disorders in their own right

(Vailant, 1983; Mirin, 1984). The causes of alcoholism in executives and other individuals

are still not clearly understood. One popular theory is that the causation of alcoholism is a

function of genetic endowment. Family studies clearly show that relatives of alcoholics

have a higher rate of alcoholism than the population as a whole (Kaplan and Sadock,

1985). Adoption studies conducted in Denmark concluded that adopted males whose

biological parents were alcoholics were more than four times as likely to become

alcoholics as adopted males whose parents were not alcoholics (Kaplan and Sadock,

1985). They usually developed severe cases of alcoholism by their early twenties and

usually required treatment. Another theory of etiology is that alcoholism is a function of


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early childhood experience and family dynamics. Investigators have discovered that family

histories of alcoholics often reveal childhood environments of marital and family conflict

and parental emotional neglect. The child of an alcoholic is unable to get his or her

emotional needs fulfilled and experiences feelings of anger, depression, and guilt.

A third category of causation is that alcohol acts as a direct toxin on the brain, destroying

vital brain tissue and significantly altering brain function. This results in the appearance of

a variety of other psychiatric illnesses, including several of the organic mental disorders.

There also appears to be a strong relationship between depression and the extended use

of drugs or alcohol. Individuals who were depressed prior to drug or alcohol abuse

frequently turn to drugs or alcohol as a way to ease their emotional pain. Unfortunately,

continued use usually results in greater levels of depression rather than less because of

the toxic effect of the substances on the brain. The deepening depression in turn results in

continued alcohol or drug use, and the vicious cycle continues.

What about the causes of drug abuse? Because there are so many different types of drugs

to abuse and become dependent on, it is difficult to postulate one comprehensive theory of

causation of drug abuse and dependency (Vaillant,1983; Mirin, 1984). Also, as with

alcohol, there is little agreement within the psychiatric community as to the definitive

origins of drug abuse and dependency. Research data suggest that drug abuse and

dependency are a disease caused by complex interaction of biological vulnerabilities,

psychological issues, and environmental settings. Drug abusers usually have a history of

experimentation with more socially approved substances like tobacco, alcohol, and

marijuana (Kaplan and Sadock, 1985). Recent studies also indicate that drug abusers


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have problems with poor impulse control, ego deficits, and an inability to appropriately

manage intense affects, including anger and rage (Kaplan and Sadock,1985). It is thought

that some of these deficits in psychological structures and their associated functioning are

in part a consequence rather than a cause of long-term chronic drug use. Becoming a drug

abuser appears to be a function of the following: the cost, availability, and status of the

drug; the financial condition of the drug abuser; the methods of initiation and the social

supports that encourage continued usage; the psychological makeup and biological

vulnerabilities of the individual; the type and intensity of current life stressors; the coping

skills of the drug abuser; and the unwitting encouragement of the social or occupational

environment. Drug abusers often have a low frustration tolerance and a need for

immediate gratification. They are motivated to seek to induce and perpetuate a highly

pleasurable mental state. Recent research indicates that certain drugs may impact on the

genetically vulnerable brain to produce biochemical changes that further induce the drug-

seeking and drug-taking behavior (Kaplan and Sadock, 1985).

Working in the world is a demanding, challenging, stressful and sometimes hazardous

activity. Unfortunately, little hard research data are available to shed light on this important

precipitating factor. My clinical experience with many employees and managers indicates

that work can adversely affect one's psychological balance. Boring, unstimulating work in

unpleasant and unattractive surroundings can contribute to the appearance of

psychological distress. At the other extreme, individuals who experience work overload, or

"burnout", frequently complain of a variety of somatic and psychological symptoms. Some

workers may become emotionally distressed when they find themselves in a work situation

for which they feel unqualified. Conflicts with superiors over unclear expectations,


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5. La incapacidad total permanente es un ejemplo de la segunda categora decostos que esta clase de empleados provocan a la compaa.

o V

o F

6. El reemplazo de un ejecutivo de alto nivel puede implicar un alto costo parala empresa al sumar todos los gastos que sto produce.

o V

o F

7. Los ejecutivos que cometen desfalcos y que para cubrirlos vendeninformacin confidencial sobre la empresa pueden tratar de suicidarse.

o V

o F

8. El personal sano de la empresa puede entablar demandas legales por el

dao emocional que les producen los ejecutivos enfermos.o V

o F

9. Un estudio realizado en Dinamarca mostr que el tener padres alcohlicosaumenta el riesgo de padecer esta enfermedad.

o V

o F

10. Es inevitable que los hijos de las familias donde existen problemasemocionales graves desarrollen problemas tempranos con el alcohol.

o V

o F

11. Una teora sobre el alcoholismo indica que el alcohol acta como una toxinapara el cerebro y es la causa de problemas mentales orgnicos.

o V

o F

12. Un gran nmero de trastornos serios de depresin son producidos por elconsumo frecuente de alcohol.

o V

o F

13. La investigacin sobre el abuso y la dependencia a las drogas muestra queson provocados por diversos factores que interactan.

o V

o F


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Maestra- Ingls II

30


14. Estudios recientes afirman que la falta de habilidad para manejaremociones como la ira puede ser consecuencia del abuso crnico de lasdrogas.

o V

o F

15. Entre los factores que pueden dar origen a un drogadicto se encuentra lamanera en que una persona se enfrenta a los problemas diarios.

o V

o F

16. El trabajar en un ambiente poco estimulante puede dar por resultado laaparicin de sufrimiento psicolgico.

o V

o F

17. Muchos problemas de tensin en el empleo pueden darse tanto porocupaciones muy aburridas o que implican una gran carga de trabajo.

o V

o F

18. Un gran nmero de personas que enfrentan cambios drsticos en su mbitolaboral desarrollan trastornos psicolgicos.

o V

o F

19. La carga gentica de algunos individuos puede hacerlos propensos a

desarrollar enfermedades mentales en ambientes de trabajo muy exigentes.o V

o F


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Maestra- Ingls II


Bibliografa

1. Arman, Louann. Leech, Patrick. Murria, Janet. Reading Skills for the Social Sciences Oxford

University Press. 1988

2. Alvarez, Guadalupe; Williamson, Marcela. English for law. Centro de Enseanza de LenguasExtranjeras. Universidad Autnoma de Mxico. Mexico DF, 1996

3. Koda, K. (2005). Insights into second language reading: A cross-linguistic approach.Cambridge: Cambridge University Press.

4. Grellet, F Developing Reading Skills. Cambridge University Press. 2001

5. Peregoy, S. F., & Boyle, O. F. (2001). Reading, writing, and learning in esl: A resource book

for k-12 teachers. New York: Longman.

6. Vacca, J. L., Vocca, R. T., Gove, M. K., Burkey, L., Lenhart, L. A., & McKeon, C. (2003).Reading and learning to read (5th ed.). Boston: Allyn & Bacon.

7. Yopp, R. H., & Yopp, H. K. (2006). Informational texts as read-alouds at school and home.Journal of Literacy Research, 38(1), 37-51.

8. http://cwabacon.pearsoned.com/bookbind/pubbooks/seyler_ab/chapter1/deluxe.html

9. http://www.mediacampus.unam.mx/videos/501/cognados-y-falsos-cognados

10.http://www.uefap.com/reading/readfram.htm
http://cwabacon.pearsoned.com/bookbind/pubbooks/seyler_ab/chapter1/deluxe.htmlhttp://cwabacon.pearsoned.com/bookbind/pubbooks/seyler_ab/chapter1/deluxe.htmlhttp://www.mediacampus.unam.mx/videos/501/cognados-y-falsos-cognadoshttp://www.mediacampus.unam.mx/videos/501/cognados-y-falsos-cognadoshttp://www.uefap.com/reading/readfram.htmhttp://www.uefap.com/reading/readfram.htmhttp://www.uefap.com/reading/readfram.htmhttp://www.mediacampus.unam.mx/videos/501/cognados-y-falsos-cognadoshttp://cwabacon.pearsoned.com/bookbind/pubbooks/seyler_ab/chapter1/deluxe.html

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