viernes, 15 de diciembre de 2017

Tarea resuelta de READING AND WRITING IV Octubre 2017- Febrero 2018

1. Learning activity:
Infer information in the written context.
2. Topic:
The angry young men
3. Competences that support activity:
Students will be able to information from texts.
4. Strategies
a. Develop the different activities from reading section in the textbook: “North
Start Reading and Writing IV” and the academic guide.
b. Practice with the Open courseware “Reading and responding” in the
following link:
c. Apply the reading strategies to understand texts using scanning and
skimming techniques.
d. Answer the on-line quiz 1.
5. Evaluation criteria
The feedback will be provided in each answer in the system.
Read the text and answers the questions below.
The Angry Young Men
The Angry Young Men is a name given to a group of authors in Great Britain in

the 1950s. The name is a reference to the title of a play, Look Back in Anger, by
John Osborne. Other novelists and playwrights considered in this group include

John Wain, Kingsley Amis, Philip Larkin, John Braine, Harold Pinter, and Alan
Not a formal group by any means, the Angry Young men were generally all
from working-class backgrounds. A common theme in their writing was
dissatisfaction with both traditional and contemporary social organizations and
social structures, particularly the middle and upper British classes. However,
their political views, especially with regard to coping with social issues, were
varied-to the point that some of them didn´t wish to have stories published in
the same collection with other members of this group. Most of the members,
in fact, rejected the name Angry Young Men, though it continues even today to
be used by literary critics. This movement is seen as influencing the filmmaking
trend in the 1950s and 1960s known as British New Wave, a direct translation
of the French term nouvelle vague.
1. What does the passage imply about Osborne, Wain, Amis, Larkin,
Braine, Pinter, and Sillitoe?
a. No all of them were British.
b. They were the first members of the Angry Young Men.
c. They refused to allow female members.
d. They were only some of the Angry Young Men.
2. What can be inferred about the views of the Angry Young Men?
a. They agreed about social problems, but not solutions.
b. They were not interested in filmmaking.
c. They didn´t think British society could be improved.
d. Most British readers didn´t agree with them.
Read the text and answer the questions below.
It´s a bright and almost as pretty as gold, but it´s cheaper and more practical.
Brass is not a single metal but an alloy (or combination) of copper and zinc.
Using different proportions of copper and zinc produces brasses with different
qualities. Furthermore, the addition of other metals such as tin, iron or aluminum

can give different qualities to brass; these metals are generally added to make
the brasss stronger or more practical for special applications. Aluminum, fo
example, makes brass not only stronger but also more resistant to corrosion.
Brass is softer than most metals and melts at a relatively low temperature
which makes it popular for decorative uses. Many cultures create vases
plates, candlesticks, and ornaments out of brass. Several common musica
instruments such as the trumpet, saxophone, and French horn are fashioned
from brass. Brass is used for items such as doorknobs and light fixtures, but no
for structural supports or the construction of bridges, buildings, or cars, which
are generally made from steel.
These days almost all brass is recycled. A magnet is used to separate and
remove other metals, such as iron, and the brass scraps that remain are melted
down and re-formed into new products.
1. What does the author imply about steel in paragraph 2?
a. Ornaments are never made from steel.
b. It is stronger metal than brass.
c. It is less attractive than brass.
d. Steel is not an alloy.
2. Which of the following can be inferred from paragraph 3?
a. Brass is not attracted by magnets.
b. Iron is more valuable than brass.
c. Recycling is more expensive than making new brass.
d. Almost all iron is also recycled.
1. Learning activity:
Write introductions and conclusions paragpraps.
2. Topic:

3. Competences that support activity:
Students will be able to write introductions and conclusions of different types of
essays using a variety of tehcniques.
4. Strategies
a. Read information about introductions and conclusions in the textbook
and academic guide in unit 6.
b. Analyze the different techniques employed for writing an introduction or
conclusion in unit 6.
c. Develop the different activities from writing section in the textbook: “North
Start Reading and Writing IV” and the academic guide.
d. Review the open coursewares: essays introduction
parts-of-an-essay/introductions.cfm. And essays conclusion http://www.
e. Participate in academic chat that will be based on your concerns regarding
this topic.
5. Evaluation criteria
The feedback will be provided after each response through EVA.
Read the following question and write an introduction and conclusion for
an essay based on the questions and indicates which technique is used.
a. Some people prefer to take trains or subways when they commute to
work. Other people like to take buses to get to their jobs. Which do you
prefer? Use specific reasons and examples to support your choice.

No hay comentarios:

Publicar un comentario