Reliable Information: reported speech, cambio de tiempos y datos engañosos (Inglés 3)
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En Reliable Information usas la estadística (medidas de tendencia central y de dispersión) para descubrir por qué algunos datos son falsos o engañosos. En inglés repasas el reported speech completo: cómo cambia cada tiempo verbal al contar lo que dijo alguien, y cómo reportar reacciones como That’s great! o I’m sorry to hear that.
En tu libro: este proyecto está en las páginas 166 a 173 de Projects and Readings. Third Grade (SEP). La gramática está en las páginas 167 y 168.
De qué trata el proyecto
La página 166 cuenta el caso de Ana, que busca trabajo en vacaciones y ve un anuncio de vendedores con un ingreso mensual «entre $3,000 y $20,000». Ana se pone la meta de ganar $10,000 al mes. El libro explica (página 167) que el anuncio usa datos engañosos: con un rango tan grande no se puede saber cuánto gana un vendedor típico. Puede que casi todos ganen solo el sueldo base y que muy pocos lleguen a $20,000. Para saberlo haría falta conocer qué porcentaje gana cada cantidad, es decir, la distribución de los datos.
En la página 168 aparece otro caso: dos equipos de básquetbol tienen la misma edad promedio (15 años), pero eso no dice si todos los jugadores tienen 15 o si unos tienen 12 y otros 18. Para eso sirven las medidas de dispersión, como el rango y la desviación estándar.
Vocabulario del proyecto
| English | Español | Ejemplo |
|---|---|---|
| reliable | confiable | Check if the information is reliable. |
| misleading | engañoso | The ad uses misleading numbers. |
| average | promedio | The average age of the team is 15. |
| range | rango | The range of salaries is very big. |
| data | datos | We need more data to decide. |
| survey | encuesta | We did a survey about internet use. |
| income | ingreso | Her monthly income is $8,000. |
| salary | sueldo | The base salary is low. |
Gramática: reported speech y cambio de tiempos
En el reported speech no usamos las palabras exactas: las contamos, sin comillas, y el tiempo verbal retrocede un paso hacia el pasado:
| Direct speech | Reported speech |
|---|---|
| Simple present: “I have internet access.” | Simple past: He said he had internet access. |
| Present progressive: “I am studying.” | Past progressive: She said she was studying. |
| Simple past: “I saw the ad.” | Past perfect: Ana said she had seen the ad. |
| Present perfect: “I have finished.” | Past perfect: He said he had finished. |
| Will: “I will apply.” | Would: She said she would apply. |
Ejemplo del libro (página 167):
Juan: Do you have access to internet at home? — Pedro: Yes, I do. Juan: How many hours do you spend online? — Pedro: I spend five hours a week on the internet.
Reported: Pedro said that he had internet access, and that he spent five hours per week on the internet.
- Pedro said that he had internet access.
Recuerda cambiar también los pronombres (I → he/she) y algunas palabras: this → that, here → there, today → that day, now → then.
Ejercicio del libro resuelto
Página 168: reporta las reacciones
Pasa cada reacción a reported speech
a) Ana said, “That’s too bad.” → Ana said that .
b) Sophia said, “That’s great news.” → Sophia said that .
c) Alan said, “I’m sorry to hear that.” → Alan said that .
d) Patrick said, “I’m glad to hear that.” → Patrick said that .
e) My mom said, “I’m happy to hear that.” → My mom said that .
f) Marie said, “That sounds awful.” → Marie said that .
g) Grandpa mentioned, “That sounds wonderful.” → Grandpa mentioned that .
h) Susan said, “That’s a pity.” → Susan said that .
Ver respuestas
a) Ana said, “That’s too bad.” → Ana said that it was too bad.
b) Sophia said, “That’s great news.” → Sophia said that it was great news.
c) Alan said, “I’m sorry to hear that.” → Alan said that he was sorry to hear that.
d) Patrick said, “I’m glad to hear that.” → Patrick said that he was glad to hear that.
e) My mom said, “I’m happy to hear that.” → My mom said that she was happy to hear that.
f) Marie said, “That sounds awful.” → Marie said that it sounded awful.
g) Grandpa mentioned, “That sounds wonderful.” → Grandpa mentioned that it sounded wonderful.
h) Susan said, “That’s a pity.” → Susan said that it was a pity.
Con exclamaciones cortas se usa un verbo que exprese la reacción: “Congratulations!” the teacher exclaimed → The teacher congratulated me. “Sure,” Tom said → Tom agreed. “Oh no! Really?” Dad said → Dad was surprised and asked if it was true.
Toca para escuchar las expresiones de la página 168 y úsalas en tus conversaciones:
- That’s too bad.
- I’m sorry to hear that.
- I’m glad to hear that.
- That sounds amazing!
- That’s a shame.
Practica más
Elige el reported speech correcto
Ver respuestas
“I am looking for a job,” Ana said. → Ana said she was looking for a job.
“The company has invented the data,” Carlos said. → Carlos said the company had invented the data.
“I will check the source,” my sister said. → My sister said she would check the source.
“We spent two hours online,” they said. → They said they had spent two hours online.
Calcula con los datos (habilidad del proyecto)
a) The ages of a team are 12, 13, 15, 17 and 18. The average age is and the range is years.
b) The ages of another team are 15, 15, 15, 15 and 15. The average age is and the range is years.
Ver respuestas
a) The ages of a team are 12, 13, 15, 17 and 18. The average age is 15 and the range is 6 years.
b) The ages of another team are 15, 15, 15, 15 and 15. The average age is 15 and the range is 0 years.
Los dos equipos tienen el mismo promedio, pero el primero tiene mucha más dispersión: por eso un promedio solo puede ser engañoso.
Comprueba lo aprendido
1. ¿En qué tiempo se convierte el present perfect en el reported speech?
En past perfect: “I have finished” → He said he had finished.
2. Pasa a reported speech: «I spend three hours online», said Lucía.
Lucía said (that) she spent three hours online.
3. ¿Por qué el anuncio de «$3,000 a $20,000 al mes» es engañoso?
Porque el rango es enorme y no da la distribución: no sabemos cuántos vendedores ganan cada cantidad. Es posible que casi todos ganen el mínimo y que la cifra alta sea excepcional.
Temas relacionados: medidas de tendencia central y dispersión en Saberes y pensamiento científico 3, y direct speech y reported speech.
Referencias
- Secretaría de Educación Pública (2025). Uérakua anapu uantakua. Projects and Readings. Third Grade. Secondary. SEP, pp. 166-173.
- Huff, D. (1954). How to Lie with Statistics. W. W. Norton.
- Murphy, R. (2019). English Grammar in Use (5.ª ed.). Cambridge University Press, unidades 47 y 48.
