2015-Programa Curso Apoyo Idioma Inglés
2015-Programa Curso Apoyo Idioma Inglés
2015-Programa Curso Apoyo Idioma Inglés
Carrrera de Traductor
T Pblico
Ao 22015
3 Horras semanalees
Materria Anual
Professores: Estela Chemen, Juan Carloos David.
Horarrio:
* Mirrcoles y sb
bados de 8:30 a 10:00
0
Funda
amentacin
Las carreras
c de formacin de traducttores en lenguas extra anjeras tiennen como
objetivvo instrume ental que eel futuro tra
aductor ma aneje en forma certera a, fluida y
flexiblle la lenguua extranjeera objeto de d estudio en todas sus dimen nsiones o
aspecctos. Dentrro de estoss se encue entra el addecuado m manejo de la lengua
objetivvo.
Conflu uyen e in nteractan dinmicam mente con esta discciplina los aspectos
semnticos, morrfosintctico os, lxicos y pragmtticos de la lengua que e son, por
otra pparte, objetoo de estudio de esta y otras discciplinas que e integran la
a currcula
de la formacin de d traducto ores.
El futturo traducctor de ing gls como lengua exxtranjera desempea
d ar un rol
mod lico en tod dos los asppectos de su s prctica profesiona al. La capa acidad de
comunicar sus id deas correcctamente ta anto en el ddiscurso oraal, como ass tambin
el esccrito, es un aspecto inssoslayable en la forma acin del fu
uturo traducctor.
Si bieen el curso no pretend de como fin n dar una visin
v total de la mate eria, s se
esperra dar una a visin abbarcativa y crtica sob bre los ele
ementos a tener en
cuentta para el desarrollo
d d
de una leng gua, hacien ndo especiial hincapi en el rol
del alumno com mo actor prrincipal en su propio crecimientto. Por otro o lado, al
trabajar sobre el desarro ollo de la a capacida ad de aprreciacin literaria y
comprensin general, esta materia se ervir como o soporte p
para otras instancias
curricculares. Los s textos quue se traba ajarn guarrdan relaci n directa con otras
asigna aturas, tal ser
s el casso de traducccin, interrpretacin, lingstica, literatura,
etc. LLa pronunciacin corre ecta y la precisin
p enn las preseentaciones orales de
los diiferentes arrtculos son n aspectoss que sern n muy teniidos en cuenta para
sustentar los con nocimientoss de gram tica, fonolo
oga y traduuccin.
P d lC d A lI Idi I l 2015
Todo el trabajo realizado a lo largo del curso de apoyo permitir al alumno
adquirir las herramientas necesarias para rendir el examen de ingreso a la
Carrera en el turno de su eleccin o los exmenes que se estipularen para
ingresar a la Carrera.
Objetivos generales
Contenidos:
Unidad 1
Semantic fields: Vocabulary related to the topics dealt with in the course book.
Cognates.
Phrasal and prepositional verbs (this topic will be dealt with and recycled in all
the units)
Strategies for reading and listening comprehension, background information,
discourse level. How to use dictionaries.
Tenses in context. Tenses: Present I past I future (Simple I progressive I
perfect). Future in the past. The subjunctive mood: Use of Wish /If only /It's
(high) time, etc.
Conditional Sentences: Use of various introductory conjunctions. Types O,
1, 2, 3. Mixed types. Inversion of subject and verb in the conditional clause.
Should and Were to. Conditional in Reported Speech.
Active and passive voice: Non-finite forms. Passive gerund, passive infinitive,
passive reflexive. Impersonal forms. Choice of D.O. or I.0. as subject of the
passive sentence. Omission of agent. (Note: Use of Steal/ Rob I Make I See I
Hear I Suppose I Expect, etc. in the passive voice).
Modals in context. Modal verbs I Anomalous finites: Can I Can't I Could I
Couldn't I May I Might /Shall/ Should I Ought to I Will/ Would I Must I Need I
Needn't I Mustn't I Dare I Use to I Had better I Would rather I Would sooner I
Have I ' Have got I Have to. Modal verb + simple progressive I perfect
infinitive. (Note: Contrast between Used to I Be used to I Would. Needn't have
done sth. I Didn't have I need to do sth.).
Novels The Book of Illusions and Atonement (screenplay)
Unidad 2
Semantic fields: Vocabulary related to the topics dealt with in the course book.
Introduction of phonetic symbols.
Suffixes and prefixes, Present and past participles: As adjectives. As part of a
verbal group.
Unrelated participles. Misrelated participles. Absolute constructions. Non
-progressive verbs. (Note: Contrast between adjectives such as Interesting
/Interested, Exhausting I Exhausted, etc.).
Gerund and infinitive: Verbs followed by -ing only I either -ing or infinitive
without change of meaning I either -ing or infinitive with different meaning.
Bare and full infinitive after verbs, adjectives and nouns. The infinitive
expressing purpose. (Note: Use of Make I Let I Help; Remember I Forget;
Stop; Like I Hate ; Regret, etc.
SECOND TERM
Unidad 3
Semantic fields: Vocabulary related to the topics dealt with in the course book.
Synonymous pairs.
Discourse levels.
Writing: discuss+ opinion, speeches, letters.
Verbs: Regular and irregular. Spelling rules for the formation of regular past
tenses and present I past participles.
Reported Speech: Statements, questions, commands, exclamations,
suggestions, invitations, warnings, offers, requests, apologies. Different
verbs used to introduce a reported sentence. Words and tenses that must
I need not be changed from direct speech into reported speech.
Affixes: Main prefixes and suffixes. Word formation. Derivatives.
Symbols of punctuation.
Causative use of Have and Get. lnchoative verbs: Become I Fall/ Grow I Get I
Come, etc. Phrasal, prepositional and phrasal-prepositional verbs. Question
tags. (Note: Collocations with Make I Do; Say I Tell, etc.).Position of adverbs,
articles, complex noun phrases, prepositions, relative clauses, countable,
uncountable nouns.
Unidad 4
Semantic fields: Vocabulary related to the topics dealt with in the course book.
Synonymous pairs.
Comprehension and translation of set phrases.
Writing: Instructions and explanations, extracting and re-presenting.
Adjectives and adverbs: Place in the sentence. Comparison. Double
comparison. Possessive adjectives. Demonstratives. Adverbs of manner, place,
time, frequency, duration. Inversion of subject and verb after initial negative
adverbs and adverbial phrases. (Note: Hard I Hardly; Loud /Loudly, etc.).
Exclamations with What I How. Quite I Fairly I Rather. Too. Enough. Unreal
future, word order, tails, heads, ellipsis, discourse markers, collocations, phrasal
verbs.
Novel: Indignation by Philip Roth.
Play: The Importance of being Earnest by Oscar Wilde
Metodologa
6. Se entrenar a los alumnos para el examen oral. A tal fin, dos veces al ao,
se trabajarn los temas habituales mediante debates en clase para
promover el pensamiento crtico y el uso de vocabulario especfico. Los
alumnos podrn exponer voluntariamente un tema de su eleccin delante
de sus compaeros y profesores a modo de preparacin del examen oral.
(Los dos ttulos ltimos se discutirn con los alumnos, siendo posible una
eleccin ms abierta e individualizada de acuerdo a temas, preferencias,
autores o novedades).
El curso se dividir en grupos con el fin de preparar glosarios sobre los libros y
pelculas con los que se trabajarn.
Recursos didcticos:
Mtodos de evaluacin
Se trabajar con mock exams para entrenar a los alumnos para la situacin
de examen, en tiempo real.
ASPINALL Tricia & CAPEL Annete, Advanced Masterclass CAE New Edition,
Oxford University Press 2000
WEST, Clare, Recycling Advanced English, Egypt, Georgian Press Ltd., 1995.
YULE, George, New Oxford Practice Grammar, CD Oxford University Press,
2008.
Headway advanced, John and Liz Soars, Oxford University Press, 2006.
STEIN, Jess and BERG FLEXNER, Stuart, The Random House Thesaurus,
New York, Random House, 1992.
ESTELA CHEMEN
JUAN CARLOS DAVID
2015