Módulo

192 Asignatura: English as a global culture
ENGLISH AS A GLOBAL CULTURE

CARTA DE PRESENTACIÓN
El mundo globalizado actual se sustenta en la posibilidad de comunicación entre

las fronteras geográficas, culturales y lingüísticas de los países. El libre comercio
y los diferentes acuerdos en la política internacional han obrado una buena parte
de esta condición comunicativa, pero entonces, ¿por qué surge la necesidad de
aprender inglés en el mundo actual?
Desde finales del siglo XVI con la creciente expansión del imperio británico en sus
colonias en África, Asia y América, se inaugura una estructura de poder político,
social, económico y cultural regida en primera instancia por Inglaterra, y luego
por la naciente y próspera colonia inglesa en América: Los Estados Unidos de
América.
Este hecho histórico ha tenido una profunda influencia tanto en el contexto global:
la geografía, la política internacional y la economía de mercado; como en el
contexto individual: nuestros imaginarios, aspiraciones, necesidades, decisiones y
oportunidades.
Con este complejo fenómeno en mente, surge la propuesta temática de este curso
de inglés. No solamente como una propuesta que pretende ofrecerle herramientas
que le permitan comprender críticamente las diferentes dimensiones implicadas en
este proceso, sino también con el propósito de reconocernos individual, social y
culturalmente en estos relatos.
INTRODUCCIÓN TEMÁTICA A LA ASIGNATURA
Este módulo presenta el tema de la globalización a través de cuatro unidades

temáticas: la dimensión geopolítica, en la que se presenta la distribución geográfica
y política del mundo en función de la presencia militar, cultural y lingüística del inglés.
En segunda instancia, tenemos la dimensión económica, en la que abordamos el
fenómeno del consumismo. En tercer lugar, presentamos el tema de la industria
mediática que nos representa y reproduce modelos culturales. Por último, nos
concentramos en la dimensión tecnológica para revisar las transformaciones en
las dinámicas comunicativas del mundo operadas por los avances tecnológicos.
OBJETIVO GENERAL
Comprender textos en inglés haciendo uso de recursos y estrategias de lectura.
Asignatura: English as a global culture 193

Universidad Autónoma de Manizales
CONTENIDO PROGRAMÁTICO
A continuación se presenta el contenido programático de la asignatura en mapas

conceptuales. El primero hace referencia a las estrategias de lectura que se van
a desarrollar en el curso, y el segundo a los temas que se van a tratar a lo largo
del presente módulo.
Esquema 1. Contenido por estrategias de lectura
Tabla 1. Contenido integrando estrategias con ejes temáticos por sesión

ESTRATEGIAS DE APRENDIZAJE
El aprendizaje de una segunda lengua es un proceso que nunca termina, y que

supone mucho esfuerzo, dedicación y empeño. Es por esta razón que usted dispone
de tres entornos distintos –la teleclase, el módulo impreso y el aula virtual- de los
que puede hacer uso para poner en práctica todos los días las estrategias de
lectura y sus propias habilidades comunicativas.
En este módulo encontrará diferentes actividades que le van a permitir desarrollar

las mismas habilidades que fomentamos en la teleclase, junto con los textos que
se trabajan allí. Pero adicional a este recurso, le extendemos la invitación para
que entre al aula virtual, desarrolle las actividades interactivas, acceda a todos los
recursos que ofrece internet para aprender inglés, y nos envíen sus preguntas y
comentarios a través de los foros de preguntas que están allí dispuestos para este
fin.
EVALUACIÓN DEL APRENDIZAJE
La evaluación del aprendizaje se lleva a cabo haciendo uso de tres criterios de

evaluación: check understanding, linguistic awareness y think about it. Los objetivos
para cada uno de estos criterios de evaluación son los siguientes:
CHECK UNDERSTANDING LINGUISTICS AWARENESS THINK ABOUT IT

Interpretar un texto en desarrollar conciencia Establecer realciones
inglés haciendo uso de liguistica de aspectos entre el contexto
recursos y estrategias de generales de la lengua socio cultural de los
lecturas. inglesa. estudiantes y de la
lengua inglesa.
Tanto las actividades en este módulo, las del aula virtual y las teleclases, como
las evaluaciones y la autoevaluación de este curso están orientadas a que usted
alcance estos objetivos y pueda usted mismo planear, monitorear y evaluar su
aprendizaje.
BIBLIOGRAFÍA BÁSICA
http://www.wordreference.com/
http://www.englishclub.com/learn-english.htm
http://www.learnenglish.org.uk/

Session 1 Title
A GEOPOLITICAL PERSPECTIVE
One Language, One world
Subtitle
Goals
• Identificar el significado de las palabras en relación con su contexto.
• Identificar las funciones gramaticales de sustantivos, adjetivos y verbos en un
contexto determinado.
• Identificar cómo la colonización anglosajona influenció la geografía del
mundo actual.
What do you know?

• What do you know about the British Imperialism?
• How many countries speak English as their official language?
• Why do we have to learn English?.
Questions
Focus on
Culture
Culture Traditions
Traditions
Speak
Speak History
History
Colony
Colony Believes
Believes Language
Language
Key vocabulary

Session 1
Different places, one language

Mahatma Hindu, is from India, Manu Waikiki is from Hawaii, and Alex Borinquen
from Puerto Rico. Despite how culturally different they are, they have one thing in
common, they all speak English. India is a big country in Asia; it was a British colony
for many, many years, so almost all of its citizens speak English. Hawaii is an island
on the North Pacific Ocean, and it belongs to the United States, and Puerto Rico
is an island on the Caribbean Sea, is officially known as the Commonwealth of
Puerto Rico, and belongs to the United States. As you can see all these places are
very far away one from the other, have different traditions, history, believes and yet
they all have English as their official language.
This happened because each one of these places was, at a given point on their
history, colonized by an English speaking culture, whether it was done by the British
on the late sixteenth century and early seventeenth century, or by the United States
around the nineteenth and twentieth century. This is one of the reasons why English
has become one of the most spoken languages around the world.
PUERTO RICO
HAWAII
ENGLAND
INDIA
UNITED STATES

Check Understanding
• En el cuadro que se presenta a continuación, escribe en la primera casilla los
personajes presentes en el texto, en la segunda, el tema del que están hablando
y en la tercera, el lugar en el que está sucediendo la conversación.
Who? What? Where?
Con base en la lectura del texto “Different places, one language”, responde las
siguientes preguntas:
1. Which ones of the following territories belong to the United States:
a. India and Hawaii

RCH!
S O M E RESEA s were
b. Puerto Rico and Hawaii DO untrie sh
ther co ti
What o d by the Bri II
e
c. England and Puerto Rico col o n i z an XV
d
r i n g t he XVI
du es?
centuri
d. Hawaii and England
2. Why do they speak English as their ofﬁcial language?
a. Because they were interested in doing business with the United States.
b. Because they forgot their native language.
c. Because they speak English as their native language.
d. Because they were colonized by England or by the United States.
3. What do you think were some of the consequences for these countries for being
colonized?

Session 1
Use vocabulary
Where are they from? ______________________

What language do they speak?_______________
What kind of traditions do they have?
__________________________________________
__________________________________________
__________________________________________
Where is she from? ______________________

What language does she speak?_______________
What kind of traditions does she have?
____________________________________________
____________________________________________
______________________________________
Where are you from? ______________________

What language do you speak?_______________
What kind of traditions do they have?
__________________________________________
__________________________________________
__________________________________________

Apply your linguistic awareness

Lee una vez más el texto “Different places, one language”, subraya los sustantivos
que se enuncian en el texto y clasifícalos en la siguiente tabla según correspondan
a personas, animales, cosas, lugares o ideas abstractas.
Los sustantivos son aquellas palabras que se refieren a personas, animales,

cosas, lugares o ideas abstractas sobre las cuales decimos algo.
ABSTRACT
PEOPLE ANIMALS THINGS PLACES
IDEAS
Mahatma Hindu Sea India Country
Lee con atención la siguiente lista de palabras. Escribe en frente de cada una
de ellas su respectiva forma en plural:
Normalmente se forma el plural en Inglés con una sola ‘s’: one book - two
books
Pero hay excepciones:

• Si la palabra termina con ‘sh’, ‘ch’, ‘s’, ‘x’, ‘z’, añadimos ‘es’: church –
churches
• Algunos nombres terminan en ‘o’, y el plural en ‘oes’: tomato – tomatoes
• Si la palabra en consonante + y, cambiamos la ‘y’ por una ‘i’ y añadimos
‘es’: baby – babies.
• También existen plurales irregulares: Child – Children
Woman – Women
Person - People
Thing: Country:
Colony: Year:
Place: Reason:

Session 2 Title
A GEOPOLITICAL PERSPECTIVE
Why to speak English?
Subtitle
Goals
• Identificar el significado de las palabras en relación con su contexto.
• Identificar las funciones gramaticales de sustantivos, adjetivos y verbos en un
contexto determinado.
• Identificar cómo la colonización anglosajona influenció la geografía del
mundo actual.
What do you know?

• How are the political frontiers of the countries defined?
• How did the British Empire influence the current frontiers?
• What are the consequences of the British Empire nowadays?
Questions
Focus on
Colonization
Colonization Empires
Empires
History
History Connection
Connection
Community
Community Identity
Identity
Key vocabulary

Why to speak English?

Since the colonization of many territories in Africa, Asia, Oceania and America, the
British Empire has spread the English language around the world. In the late 16th
century and the beginning of the 17th, the British Empire had conquered more
than a quarter of the world’s population and territory, becoming one of the most
powerful empires ever seen in the recent history. This historical event, that lasted
over a hundred years, has very important consequences in the way we perceive our
contemporary societies.
Nowadays, we all feel the necessity to learn English, not only because of the
professional advantages, but also as the only mean of communication with people
from different countries around the world. This linguistic and cultural connection
that has appeared among the global population thanks to a common language,
market, technology and advertising, is a strong phenomenon that affects directly
our daily lives, and that assures us the possibility to get to feel part of a global
community even with the risk of losing a national or local identity.
BRITISH COLONIES

Session 2
Check Understanding
En el cuadro que se presenta a continuación, escribe en la primera casilla el tema
central del que se habla en el texto, en la segunda, lo que se dice sobre ese tema,
y en la tercera, el contexto desde el cual se sitúa el autor para hablar sobre el
tema.
Who? What? Where?
• Con base en la lectura del texto “Why to speak English”, responde las siguientes
preguntas:
1. What is the historical reason of our current need to speak English?

a. The America discovery
b. The printing press
c. The British empire
d. The Renaissance
2. According to the text, why do we feel a global connection?

a. Because we share a language, market, technology and advertising.
b. Because we don’t have any frontiers left.
c. Because we need to take care of the environment.
d. Because we fight the same wars.
3. What do you think are some of the advantages and disadvantages of

having a global culture?
ADVANTAGES DISADVANTAGES

Think about it
Hoy en día, McDonald’s es el restaurante de comida rápida con más presencia
en el mundo. Como parte de su estrategia comercial, McDonald’s ha incluido
en su menú tanto las comidas tradicionales de cada país, como algunas de sus
costumbres culturales, como es el caso de la India, en donde ningún sándwich
contiene carne de res, dada la importancia que tiene este animal en la cultura
hindú.
Y
McDonald’s IND
IA ’s JAPAN ’s GERMAN
McDonald McDonald
heavybagmedia.com/ http://farm1.static.flickr. http://www.foundbypat.

blog/2008/08/02/the-anthrop... com/181/446516980_50e3ade676.jpg com/2008_04_27_archive.html
Con base en el texto y las imágenes que lo acompañan, responde las siguientes
preguntas:
1.¿Cómo crees que la presencia de la comida rápida de McDonald’s ha influido

en la forma como se percibe la comida típica en tu país?
2.¿Cuáles serían algunas implicaciones de que la comida de McDonald’s se

incorpore en las tradiciones culturales locales?

Session 2
Evaluate yourself
Antes de terminar esta primera unidad, debes revisar si has cumplido con los
objetivos que se habían planteado. En la siguiente tabla, encontrarás en la columna
de la izquierda los objetivos con los que se dio inicio a la unidad, en la de la mitad,
lo que se espera que hayas alcanzado hasta este punto y en las columnas de la
derecha, un espacio para que tú reflexiones si has cumplido o no con lo que se
esperaba.
En caso de que la respuesta a las preguntas sea positiva, te felicitamos y te invitamos

a continuar con la siguiente unidad. En caso contrario, te sugerimos que retomes
las actividades que te resultaron difíciles, y que pidas ayuda a tus profesores en
caso de tener dudas puntuales sobre algún aspecto.
Goal What you did in this chapter Yes No
Identificar el significado de Identifiqué el uso de palabras y

las palabras en relación expresiones en inglés en las situaciones
con su contexto. que se describieron en esta unidad.
Identificar las funciones Entendí lo que significa un sustantivo, un

gramaticales de adjetivo y un verbo y los identifiqué en
sustantivos, adjetivos y los textos.
verbos en un contexto
determinado.
Identificar cómo la Pude establecer relaciones entre la

colonización anglosajona historia del Imperio Británico y diferentes
influenció la geografía del aspectos culturales de la actualidad.
mundo actual.

Session 3 Title
AN ECONOMICAL PERSPECTIVE
A credit life
Subtitle
Goals
• Establecer características del texto a partir de la estructura del mismo.
• Utilizar el presente simple (verbo to be) identificando su significado, uso y
función.
• Establecer relaciones entre los hábitos de consumo y la estructura de poder
económico que los sustenta.
What do you know?

• What do you know about the credit business?
• How many credit cards do you have?
• Why are they helpful or harmful?
Questions
Focus on
Money
Money Bank
Bank Account
Account
Credit card
Credit card Shop
Shop Mortgage
Mortgage
Need
Need Payments
Payments Debt
Debt
Key vocabulary

Session 3
Credit Life
Olga is a graduate student from Russia; she just arrived to the United States to study her
PhD on economics. Olga does not have money, but now, because she has a scholarship,
the university where she is going to study, is going to give her money so she does not have
to work for a living and can devote her time only to study.
The problem is that when she goes to the bank to open her bank account, they give her a
credit card. Soon after, she receives an invitation on the mail, from another bank to have
another credit card, and she accepts. After a while she has six credit cards, and instead of
studying she shops and shops for things that she does not really need.
Very soon, her grades are suffering, her closet is growing and all the money she gets goes
to pay the credit cards, the problem is that is not enough, so soon she gets behind on her
payments. She is in so much debt that her family has to mortgage their home to get money
to help her pay her credit card debt. Finally, her family forces her to cancel her cards and
give up shopping to save her PhD. Last spring she finally graduated. Now she has no debt,
and has learned that having a life is better than having a credit life.

Check Understanding
En el cuadro que se presenta a continuación, escribe en la primera casilla los personajes
presentes en la conversación, en la segunda, el tema del que están hablando y en la
tercera, el lugar en el que está sucediendo la conversación.
Who? What? Where?
Con base en la lectura del texto “Credit life”, responde las siguientes preguntas:
1. Where does Olga come from?
a. United States
!
b. England
M E R E SEARCH d
DO SO he credit car
c. Russia es t
How do ness work?
d. India busi
2. What is Olga’s problem?
a. She was not accepted in the University to study her PhD.
b. Her family does not have any money to support her.
c. She cannot stop crying because she broke up with her boyfriend.
d. She does not have enough money to pay for her credit cards debts.
3. What did she have to do to solve her problems?
a. Her family mortgaged their house and she gave up shopping.
b. She found a new boyfriend and they are very happy now.
c. She applied to another university and they accepted her.
d. She found a job so now she works and studies.

Session 3
Use vocabulary
Observa con cuidado la siguiente imagen y sigue las instrucciones que se enuncian a
continuación:
Credit card
Account Shop
Bank Mortgage
Money Debt
Use the words in the circles to describe the characters and the possible situation that is
going on there. Write 4 short descriptive sentences in the lines given below:


Observa con atención la imagen y lee con cuidado las oraciones que se muestran
a continuación. Completa las oraciones que acompañan la imagen con base en la
información que se encuentra en el recuadro:
El verbo “to be” nos sirve para hablar sobre diferentes aspectos de una
persona, por ejemplo su nombre, nacionalidad, de dónde es, su profesión,
como se siente, en dónde está, etc. Y también para describir las características
de alguien o algo, por ejemplo qué es, su color, a quien pertenece, etc.
En el presente simple, el verbo “To be” se conjuga de la siguiente manera:
PRONOUN VERB TO BE TRADUCCIÓN

I Am Yo soy/ estoy
YOU Are Tu eres/ estás
HE Is El es/ está
SHE Is Ella es/ está
IT Is Eso es/ está
WE Are Nosotros somos/ estamos
THEY Are Ellos son/ están
1. She is Olga
What is your name? ___________________________
2. She is 28 years old
How old are you? _____________________________
3. She is in the United States
Where are you? ______________________________
4. She is a student
What is your occupation? ______________________

Session 4 Title
AN ECONOMICAL PERSPECTIVE
What do we really need?
Subtitle
Goals
• Establecer características del texto a partir de la estructura del mismo.
• Utilizar el presente simple (verbo to be) identificando su significado, uso y
función.
• Establecer relaciones entre los hábitos de consumo y la estructura de poder
económico que los sustenta.
What do you know?
• What is the purpose of having a credit card?

• Who benefits from consumer credits?
• Why is the credit system important for the economy?
Questions
Focus on
Credit
Credit Capitalist economy
Capitalist economy Sell
Sell
Buy
Buy Money
Money Need
Need
Debts
Debts Wealthy Happiness
Wealthy Happiness Goals
Goals
Key vocabulary

What do we really need?

The credit plays an important role in every capitalist economy, due to the fact that these
economies are sustained by a very simple principle: keep people selling and buying stuff.
This is the main reason for governments to invest large quantities of money in helping
people gain access to credits that will make them buy things.
But the real problem behind this economical perspective is that people usually buy more
than they actually need, and get more debts than they can afford. An economical issue? I
don’t think so; I rather think that it is a cultural matter associated with economical as well
as media influences. We are surrounded by wealthy models that look like the easiest way
to happiness. Having the latest car, and wear fashionable clothes, constitute our society’s
most precious goals.
http://www.haqeeqat.org/ext/articles/capitalism/capitalism_pyramid.jpg

Session 4
Check Understanding
En el cuadro que se presenta a continuación, escribe en la primera casilla el tema central
del que se habla en el texto, en la segunda, lo que se dice sobre ese tema, y en la tercera,
el contexto desde el cual se sitúa el autor para hablar sobre el tema.
Who? What? Where?
Con base en la lectura del texto “What do we really need?”, responde las siguientes
preguntas:
1. Why is it important for the government to keep people buying things?
a. Because it is important for the government to have happy citizens.
b. Because the government owns all the products that are sold in the shops.
c. Because people will vote for them if they are satisfied.
d. Because economy works if people sell and buy things.
2. How does the credit system influence your daily life?
3. According to the text, how is “happiness” defined in our contemporary society?

Think about it
Observa con cuidado la siguiente tabla. En ella se establece una comparación entre
los hábitos de crédito y consumo en Estados Unidos y los hábitos de consumo en
nuestro país. A partir de esta información, responde las preguntas que se enuncian
a continuación:
USA COLOMBIA
The credit life in the United States is In Colombia is not easy to get a credit;
widely present in everyday transactions: most people actually don’t have access
people pay from a soda to a car with either to credits or to credit cards. They
their credit card. Everybody has at least usually buy things only when have saved
one, and up to eight credit cards, and enough money to pay for what they want
every single thing they have at home to buy.
was bought using the credit system.
1. What are some of the consequences 1. What are some of the consequences
of having this kind of credit life? of having this kind of credit life?
2. How does the economy works 2. How does the economy works
when people have these consumer when people have these consumer
habits? habits?

Session 4
Evaluate yourself
Antes de terminar esta segunda unidad, debes revisar si has cumplido con los objetivos que
se habían planteado para esta sesión. En la siguiente tabla, encontrarás en la columna de
la izquierda los objetivos con los que se dio inicio a la unidad, en la de la mitad, lo que se
espera que hayas alcanzado hasta este punto y en las columnas de la derecha, un espacio
para que tú reflexiones si has cumplido o no con lo que se esperaba.

a continuar con la siguiente unidad. En caso contrario, te sugerimos que retomes las
actividades que te resultaron difíciles, y que pidas ayuda a tus profesores en caso de tener
dudas puntuales sobre algún aspecto.
Establecer características Pude extraer información importante de

del texto a partir de la los textos a partir de elementos como su
estructura del mismo título, subtítulos, gráficos, etc.
Utilizar el presente Pude entender el uso y significado

simple (verbo to del presente simple en un contexto
be) identificando su determinado.
significado, uso y función.
Establecer relaciones Pude entender las implicaciones

entre los hábitos de económicas, políticas y culturales de
consumo y la estructura mis propios hábitos de consumo.
de poder económico que
los sustenta.

Session 5 Title
THE MEDIATIC INDUSTRY

Stereotypes
Subtitle
Goals
• Identificar los elementos constitutivos del texto de acuerdo con su tipología.
• Utilizar el presente simple (verbo auxiliar) identificando su significado, uso y
función.
• Caracterizar las imágenes culturales que son reproducidas en el
entretenimiento.
What do you know?

• What kind of image of the underdeveloped countries do we have?
• Where do we get those images from?
• Why do we take for granted those images?
Questions
Focus on
Stereotypes
Stereotypes Culture
Culture Movies
Movies
Minorities
Minorities Exotic
Exotic Dangerous
Dangerous
Civilized
Civilized Developed
Developed Wealthy
Wealthy
Women
Women Profile
Profile Powerful
Powerful
Key vocabulary

Session 5
Stereotypes
Throughout the history of cinema, Hollywood has created a wide variety of stereotypes,
which are used with the purpose of imposing the perception that the American culture is
superior in comparison with other cultures.
Since the very beginning of Hollywood, movies have shown minorities, such as Native
Americans, African Americans, Hispanics and others, as exotic, dangerous, poor,
uneducated. What these stereotypes do is to reinforce the idea that white culture is civilized,
developed, wealthy, educated, while other cultures are not.
Women have also been the object of stereotypes; blondes for instance are portrayed
in some films as naïve, vain and stupid, while brunets as seductive, cold, mysterious.
However, one of the most characterized women stereotypes created by Hollywood has
to do with sexuality. Therefore, most actresses are supposed to be beautiful, slim, and
graceful. Women who do not fit this profile usually don´t get the main roles and therefore
don´t become great stars. They portray secondary roles, even if they are more talented
and experienced than the beautiful, slim and graceful ones.
The same goes for men, Hollywood have created a very specific stereotype for film heroes;
they are usually tall, strong, masculine, and athletic. The ones, who do not fit the profile,
are considered for secondary roles, where they play characters that are mocked, pushed
and abused, for not being the hero type.
So, as we can see, film is a powerful tool, because is able to manipulate the way we
perceive life and reality in such a way that we may end up believing and creating an image
of the world that is not real, a world that is manipulated so the white American culture
becomes idealized, and other cultures are not taken into account.
www.nypost.com/p/blogs/popwrap/who_are_hollyw...
www.realtelevision.net/.../03/the-hollywood-

Check Understanding
En el cuadro que se presenta a continuación, escribe en la primera casilla el tema sobre
el cual se habla en el texto, en la segunda, qué se está diciendo sobre ese tema y en la
tercera, el contexto en el cual se problematiza el tema.
Who? What? Where?
Con base en la lectura del texto “Stereotypes”, responde las siguientes preguntas:
1. What is the problem that this text is pointing out?
a. The inequity that rules most of the countries in Africa.

H!
b. The stereotypes that Hollywood has built around us. OM E RESEA RC d in
DO S ro duce
ch a movi e p olom bia.
Wat out C
c. The dictatorships in Latin-America during the XX century. oo d ab y it
Holl yw a bout the wa i an
Th ink l omb
d. The stereotypes we have around the American culture.
r es e n ts th e Co ple.
rep eo
e an d p
c ultur
2. According to the text, why are movies so powerful?
a. Because they have beautiful people playing the main characters.
b. Because they are determinant in the way we perceive reality.
c. Because they manipulate the directors and producers.
d. Because they are owned by very rich and powerful people.
3. What are some consequences of these stereotypes in our society?

Session 5
Use vocabulary
Observa con cuidado las imágenes y las palabras que se presentan a continuación.
Todas estas palabras hacen referencia a los estereotipos que hemos venido
mencionando en esta sesión. Traza una línea entre la palabra y la imagen que
represente su significado.
Exotic
Dangerous
Civilized
Wealthy
Naïve
Seductive
Powerful


Observa con cuidado las siguientes imágenes, y lee atentamente los textos que las
acompañan. A continuación se presentan algunos criterios que te pueden ayudar
a comparar las características de cada uno de estos estereotipos. Para esto debes
usar la explicación del uso y significado del verbo auxiliar do/does del presente
simple.
PRONOUN VERB TO BE TRADUCCIÓN

I Feel Don’t feel
YOU Feel Don’t feel
HE Feels Doesn’t feel
SHE Feels Doesn’t feel
IT Feels Doesn’t feel
WE Feel Don’t feel
THEY Feel Don’t feel
Hello… I was
Hey… How you doing? I´m wondering… if I may
Johnny, I´m going to let please have the
you go out with me tonight. opportunity… to ask if
you could go out with
me.
CRITERIA JOHNNY NERD
Have a high self-steem. He has a high self-steem.
He doesn’t think his

Think his physical aspect is
physical aspect is the most
the most important thing.
important thing.
Spend his time and money

in books and technology.
Play chess as his favorite

sport.

Session 6 Title

How do we know the world?
Subtitle
Goals
• Identificar los elementos constitutivos del texto de acuerdo con su tipología.
• Utilizar el presente simple (verbo auxiliar) identificando su significado, uso y
función.
• Caracterizar las imágenes culturales que son reproducidas en el
entretenimiento.
What do you know?

• How do media and advertising influence your life?
• How do these stereotypes become important for you?
• Why is it important to have a critical approach to these discourses?
Questions
Focus on
Images
Images World
World People
People Customs
Customs
Foreign
Foreign Become
Become Discourses
Discourses
Tendencies
Tendencies Media
Media Advertising
Advertising
Screen
Screen
Key vocabulary

How do we know the world?

So now we think we’ve got a lot of images of almost everywhere in the world, and at least
some general information about the people, customs and food of foreign cultures like the
Chinese and Indian. But what we haven’t asked yet is where did we get such images, how
did they become real to us.
Most of the ideas, pictures, discourses and tendencies that we take for real, come to
our lives through the media: TV, movies, advertising, etc. Our very concepts of what’s
beautiful, good, bad and tasty usually are based on what we get from the products that
are constantly sold on the screen. Media are meant to build the image of what we expect
to be, wear, feel, eat and become.

Session 6
Check Understanding
Who? What? Where?
Con base en la lectura del texto “How do we know the world”, responde las siguientes
preguntas:
1. What is the main topic of the text “How do we know the world”?
a. Media
b. Technology
c. Fashion
d. Movies
2. What is the main idea of the text “How do we know the world”?
a. How media makes us feel comfortable about ourselves.
b. How media influence what we want to be.
c. How technology is important in daily life.
d. How fashion has changed the world in the XX century.
3. Why is it important to have a critical approach to these discourses?

Think about it
What do you see? Write two

short sentences to describe
what is in the picture.
http://3.bp.blogspot.com/_J0aBZp7JXJQ/R19nUSCY_6I/
AAAAAAAAAkk/-_ZYmqDetMI/s400/wallpaper7.jpg
Now answer the following questions based on the picture and the sentences you
wrote before:
1. What product are they trying to advertise?

2. Is the product anywhere in the picture?
3. Why do they use these women to promote a beer?
4. What concept of a woman is sold in these kind of advertising?
5. How does this kind of advertising influence your own life, desires and
expectations?

Session 6
Evaluate yourself
Antes de terminar esta tercera unidad, debes revisar si has cumplido con los objetivos
que se habían planteado. En la siguiente tabla, encontrarás en la columna de la
izquierda los objetivos con los que se dio inicio a la unidad, en la de la mitad,
esperaba.
Identificar los elementos Pude extraer información importante de

constitutivos del texto de un texto a partir de su estructura general
acuerdo con su tipología. (título, subtítulo).
Utilizar el presente Pude entender el uso y el significado

simple (verbo auxiliar) del presente simple en un contexto
identificando su determinado.
Caracterizar las Pude establecer relaciones entre mis

imágenes culturales que propios imaginarios culturales y los
son reproducidas en el que son producidos por los medios de
entretenimiento. comunicación.

Session 7 Title
A TECHNOLOGICAL VIEW
So far, so close
Subtitle
Goals
• Identificar el tema central y la idea principal de un texto.
• Utilizar el pasado simple (verbo to be) identificando su significado, uso y
función.
• Identificar la manera en la que internet interviene en nuestro acceso a la
información y la comunicación.
What do you know?

• What are the advantages that internet has brought to our lives?
• How have our lives changed because of the new technologies?
• Why is it important to keep a critical point of view when facing these
technologies?
Questions
Focus on
Study
Study Girlfriend
Girlfriend Graduated
Graduated
Country
Country Separated
Separated Cell phone
Cell phone
Bill
Bill Email
Email Computer
Computer Chat
Chat
Key vocabulary

Session 7
So Far, So Close
Amila and Luis studied together at Memorial High School, she is African American and
he is Hispanic. From the first time he set eyes on her, he decided that she could be his
girlfriend. They are together now and love each other very much.
Unfortunately, they graduated last year from high school and they went to different
universities across the country. Although they were both sad to be separated, they decided
to continue their relationship. But nobody understood their decision. Their friends told them
that it was a mistake, so did their families, but they were persistent.
At first, they called each other over the cell phone, but the bills were too expensive. Then
they decided to write emails, but sometimes they didn´t have time or were away from their
computers. They decided to come up with a schedule to chat or talk using the computer.
They both have friends, go out to parties and fieldtrips and enjoy their school, but every
day at eight o´clock they talk for an hour or two. They use web cams to see each other and
whenever they can they fly to visit. So for four years their relationship keep on going thanks
to technology which help them be close while being away.

Check Understanding
En el cuadro que se presenta a continuación, escribe en la primera casilla los personajes
presentes en el texto, en la segunda, el tema del que están hablando y en la tercera, el
lugar en el que está sucediendo la conversación.
Who? What? Where?
Con base en la lectura del texto “So far, so close”, responde las siguientes preguntas:
1.Why did Amila and Luis separate?

RCH!
a. Because she could not stand that he was jealous. S O M E RESEA were
D O gs
k i n d of thin past,
Wha t n the
b. Because they were going to different universities. kable i s to
unthin re real thank
wa
c. Because Amila’s father opposed to the relationship. that no chnology?
te
d. Because Luis was deported back to Mexico.
2.When they decided to continue their relationship, despite the distance, they:
a. were supported by their family and friends.
b. could not find the way to keep in touch.
c. tried all the means they could to keep in touch.
d. met new people and fell in love again.
3. In this story, technology plays a very important and positive role in helping people keep
in touch. Can you think of a situation in which technology has a negative role?

Session 7
Use vocabulary
What are these gadgets for? Observa con cuidado las imágenes que se
presentan a continuación. Frente a cada imagen, escribe una frase corta en la
que expliques la función que cumple cada uno de estos aparatos.


La tecnología ha evolucionado rápida y drásticamente en los últimos años. A
continuación encontrarás una tabla para que compares la tecnología disponible
hace 20 años, con la tecnología disponible en nuestros días. No olvides conjugar
los verbos en pasado cuando te refieres a una situación pasada, y en presente
cuando te refieres a la actualidad.
20 YEARS AGO NOWDAYS
1. People listened to music 1. People listen to music

using a walkman. using an ipod.
2. 2.
3. 3.
4. 4.

Session 8 Title
A TECHNOLOGICAL VIEW
How do we feel connected?
Subtitle
Goals
• Identificar el tema central y la idea principal de un texto.
• Utilizar el pasado simple (verbo to be) identificando su significado, uso y
función.
• Identificar la manera en la que internet interviene en nuestro acceso a la
información y la comunicación.
What do you know?

• What are the advantages and disadvantages of having virtual social
networks?
• How do these social networks change the way we relate to others?
• How do you think the world will change with the coming technology?
Questions
Focus on
Frontiers
Frontiers Means
Means Networks
Networks
Messages
Messages
Profit
Profit Widen
Widen Information
Information
Presence
Presence Virtuality
Virtuality
Key vocabulary

How do we feel connected?

Technology has broken the geographical frontiers by introducing new means of
communication such as chats, social networks, emails, and other ways of sending instant
messages. These means make us feel connected almost everywhere at any time, with all
the people we know, and, in most of the cases, with people we have never seen.
Despite how much profit we can get from technology, there are some considerations we
have to keep in mind when talking about it. This over-communicated world widens our
opportunities to have access to information, but at the same time, we could ask ourselves
if we are losing all personal and direct contact to other human beings, by replacing their
presence with virtuality.

Session 8
Check Understanding
Who? What? Where?
Con base en la lectura del texto “How do we feel connected”, responde las siguientes
preguntas:
1. What is the main topic of the text “How do we feel connected”?
a. Means of communication
b. Political frontiers
c. Technology
d. Virtuality
2. What is the main idea of the text “How do we feel connected”?
a. A critical view on the informational and communicational technology.
b. The upcoming technological gadgets.
c. How to communicate easily when you are abroad.
d. How things could change in the next 20 years.
3. How do you think the word will change with the coming technology?

Think about it
These are some of the results obtained in a survey 1 done to 362 people about their
perceptions on virtual relationships. Participants ranged in age from 8 to 22 years.
Most of them live in the United States:
I am closer to my virtual friends than I

How did you meet your virtual friend?
am to friends I see face-to-face
120
195 174
96
156
# responses
72
# responses
48 117
24 78 69
58
0 54
39
extracurricular
Friends
already knew
other
chat
IM
board
school
don’t have
7
0
srt _ agree agree neutral dis srt _ dis
It is easier to be honest in a virtual Where have you received information

relationship than in an in-person about how to be safe online?
relationship?
230
125
110
184
100 93
138
# responses
75 66
# responses
72
59
92
50
46
25
0
haven´t
magazine
experience
television
other
school
parents
afterschool
website
Friends
0
yes always sometimes not usually no
Answer the following questions:
1. What are the possible problems derived from the increasing number of people
that prefer virtual relationships over the face-to-face ones?
2. What can be done to prevent the different kinds of crime committed through
these means?
3. Do you know any case in which people used a virtual social network to commit
a crime?
1
Taken from: www.smartgirl.org/reports/4989033.html

Session 8
Evaluate yourself
Antes de terminar esta cuarta unidad, debes revisar si has cumplido con los objetivos
que se habían planteado. En la siguiente tabla, encontrarás en la columna de la
izquierda los objetivos con los que se dio inicio a la unidad, en la de la mitad,
esperaba.
Identificar el tema central Pude identificar el tema central y la idea

y la idea principal de un principal en los textos que aparecen en
texto. esta unidad.
Utilizar el pasado Pude utilizar el verbo to be en pasado

simple (verbo to simple en un contexto dado.
be) identificando su
Identificar la manera en Pude identificar y relacionar con mi

la que internet interviene contexto algunas de las prácticas
en nuestro acceso a sociales de internet que tienen alguna
la información y la influencia en mi vida.
comunicación.

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192 Asignatura: English as a global culture

ENGLISH AS A GLOBAL CULTURE

El mundo globalizado actual se sustenta en la posibilidad de comunicación entre

INTRODUCCIÓN TEMÁTICA A LA ASIGNATURA

Este módulo presenta el tema de la globalización a través de cuatro unidades

Comprender textos en inglés haciendo uso de recursos y estrategias de lectura.

Asignatura: English as a global culture 193

A continuación se presenta el contenido programático de la asignatura en mapas

Esquema 1. Contenido por estrategias de lectura

Tabla 1. Contenido integrando estrategias con ejes temáticos por sesión

194 Asignatura: English as a global culture

El aprendizaje de una segunda lengua es un proceso que nunca termina, y que

En este módulo encontrará diferentes actividades que le van a permitir desarrollar

EVALUACIÓN DEL APRENDIZAJE

La evaluación del aprendizaje se lleva a cabo haciendo uso de tres criterios de

CHECK UNDERSTANDING LINGUISTICS AWARENESS THINK ABOUT IT

Asignatura: English as a global culture 195

What do you know?

196 Asignatura: English as a global culture

Different places, one language

Asignatura: English as a global culture 197

Who? What? Where?

1. Which ones of the following territories belong to the United States:

a. India and Hawaii

2. Why do they speak English as their ofﬁcial language?

b. Because they forgot their native language.

c. Because they speak English as their native language.

d. Because they were colonized by England or by the United States.

198 Asignatura: English as a global culture

Where are they from? ______________________

Where is she from? ______________________

Where are you from? ______________________

Asignatura: English as a global culture 199

Apply your linguistic awareness

Los sustantivos son aquellas palabras que se refieren a personas, animales,

Pero hay excepciones:

200 Asignatura: English as a global culture

What do you know?

Asignatura: English as a global culture 201

Why to speak English?

202 Asignatura: English as a global culture

Who? What? Where?

1. What is the historical reason of our current need to speak English?

2. According to the text, why do we feel a global connection?

3. What do you think are some of the advantages and disadvantages of

Asignatura: English as a global culture 203

heavybagmedia.com/ http://farm1.static.flickr. http://www.foundbypat.

1.¿Cómo crees que la presencia de la comida rápida de McDonald’s ha influido

2.¿Cuáles serían algunas implicaciones de que la comida de McDonald’s se

204 Asignatura: English as a global culture

En caso de que la respuesta a las preguntas sea positiva, te felicitamos y te invitamos

Goal What you did in this chapter Yes No

Identificar el significado de Identifiqué el uso de palabras y

Identificar las funciones Entendí lo que significa un sustantivo, un

Identificar cómo la Pude establecer relaciones entre la

Asignatura: English as a global culture 205

What do you know?

206 Asignatura: English as a global culture

Asignatura: English as a global culture 207

Who? What? Where?

1. Where does Olga come from?

2. What is Olga’s problem?

a. She was not accepted in the University to study her PhD.