REPUBLICA BOLIVARIANA DE VENEZUELA

UNIVERSIDAD NACIONAL EXPERIMENTAL POLITECNICA

“ANTONIO JOSÉ DE SUCRE”
VICERRECTORADO PUERTO ORDAZ
DEPARTAMENTO DE ESTUDIOS GENERALES
SECCIÓN DE HUMANIDADES
CÁTEDRA DE INGLÉS

TEXTO-GUÍA PARA LA ENSEÑANZA Y EL

APRENDIZAJE DE LA COMPRENSIÓN LECTORA DE
INGLÉS TÉCNICO PARA LA INGENIERÍA EN LA
ASIGNATURA INGLÉS II. UNEXPO-PUERTO ORDAZ.

Autor: Lic. Lucenia Farías N.

1
 PUERTO ORDAZ, JULIO DE 2009

UNIDAD I

OBJETIVOS ESPECÍFICOS
REVISAR LOS OBJETIVOS BÁSICOS ESTUDIADOS EN INGLÉS I:
1. INFERIR EL SIGNIFICADO DE PALABRAS DE ACUERDO A SU
CONTENIDO.

2. COMPRENDER LAS PARTES ENTRE PARTES DE UN TEXTO A

TRAVÉS DE LAS REFERENCIAS CONTEXTUALES.

3. INCREMENTAR VOCABULARIO A TRAVÉS DE SINÓNIMOS Y

ANTÓNIMOS.

4. ANALIZAR EL TÍTULO DEL TEXTO ANTES DE LEERLO.

5. ASOCIAR EL TÍTULO CON TODAS LAS PALABRAS POSIBLES.

6. IDENTIFICAR LOS CONECTORES E INDICAR SUS FUNCIONES DE

ACUERDO AL ENLACE DE IDEAS.

7. IDENTIFICAR COMPUESTOS NOMINALES SIMPLES.

2
I.-LEE EL TÍTULO DEL TEXTO, Y RESPONDE:
¿QUÉ PALABRAS ASOCIAS CON EL TÍTULO? ¿QUÉ INFORMACIÓN PREDICES
ENCONTRAR EN EL TEXTO, SEGÚN EL TÍTULO?

1 Why Study Engineering?

Engineers belong to the greatest profession in the world, responsible for almost
everything that makes life worth living - from leisure activities to medical
treatment, mobile communications to modern transport systems.
Within the wide boundaries of the engineering profession, there are thousands
5 of challenging activities, in areas such as research, development, design,
manufacture and operation of products and services. Activities which provide
stimulating intellectual challenges with diverse and varied tasks, inevitably
involving deadlines, and all added to the satisfaction of real output or delivery.
Demand for good engineers is high, in practically every country in the world. In
10 the IT and electronics sectors in particular, there are world shortages of
Chartered and Incorporated Engineers, and unemployment amongst professional
engineers is lower than for almost any other profession.
Engineering degrees can lead to a vast number of career opportunities, with
graduates in demand in almost every sector of the economy. The word used
15 most often when referring to a career in engineering is variety; and electrical,
civil, marine, chemical, software, systems, information and manufacturing
engineering offer a host of alternative job opportunities for new graduates.
Specialisations range from Automation to Power Generation and from
Communications to Manufacturing. Within each of these fields, there are
20 opportunities in research, design, development and tests, as well as
management, production, marketing and sales. A degree can also provide a
passport into the world of education. Professional engineers also stand a better
chance of becoming a chief executive than any other professional,
outnumbering accountants by three to one!
25 The environment in which engineering professionals work has never been more
dynamic. New materials, technologies and processes are being developed all the
time. Increasing globalisation, new markets, and changing employment patterns
also mean that an engineering career is now a truly international one.
How to Qualify. At school, students should take a board range of subjects
30 covering both art and sciences. Mathematics and Physics are usually essential,
but English is also important, and a foreign language desirable. Minimum
qualifications for entry to an Engineering degree course are normally 'A' levels
or equivalent in Mathematics and Physics, but a third subject in either the Arts
or Sciences ensures a wider choice of degree options. Students without the
3
35 relevant 'A' levels have the opportunity to 'convert' on one-year pre-entry
courses at selected universities. With the exception of a few specialist courses, it
is common for all students to take the same subjects in the first year(s) of a
degree, before going on to specialise in the final year(s), when they can choose
from a number of options. For this reason, when selecting a course it is
40 important to check what options are available, especially if undergraduates
already have a specific career in mind. However, specialising in one area whilst
at University does not preclude working in another field of the profession at a
later date.
What type of degree? There is a wide variety of undergraduate and
45 postgraduate courses available worldwide, many of which are discussed in the
articles listed on the left. However, in the end, the choice of which course to
take must be a personal one, dependent on the aims, circumstances and
preferences of the individual student.
After Graduation. A degree is only the beginning of the formation of a
50 professional engineer. In order to qualify for membership of a professional
engineering institution, or to qualify for Chartered Engineering status, graduates
will often have a minimum of two years industrial training, and two years career
development in a responsible position.
Embarking on a training programme in a major industry enables new graduates
55 to develop experience of a wide range of jobs, and acquire a broad
understanding of engineering activity outside their own branch. Students who
were sponsored during their degree courses may already have spent time in
industry, and will have started to give their academic studies an industrial
perspective. Postgraduate training also offers graduates the chance to keep their
60 career options open, as the opportunity to experience the work of different
sectors of an industry can open up new areas of interest not previously
appreciated. The IEE accredits industrial training programmes, each year
producing a list of companies that undertake to provide accredited training.
A Rewarding Future. There is little doubt that the world of engineering - and
all that it encompasses -offers exciting opportunities for both men and women.
65 The industrial and economic success of every nation is rooted firmly in its
manufacturing and engineering base, and the skills and ingenuity of its
professional engineers. The ability to research, develop and apply new
technologies is essential, particularly in today's global markets.
In the UK alone, engineering-led industry contributes about 40% of its gross
70 domestic product, and is the 'goose that lays the golden eggs' for its national
economy. From space travel to household electrician, the role of the engineer is
crucial. For anyone looking for a rewarding future with a wide variety of
employment prospects, there has never been a more exciting time to embark on
a career in engineering.
4
1. IDENTIFICA LOS COGNADOS, SUBRAYÁNDOLOS O
RESALTÁNDOLOS.
2. IDENTIFICA ALGUNAS PREPOSICIONES.
3. ¿A QUÉ SE REFIEREN LAS PALABRAS SUBRAYADAS?
4. IDENTIFICA ALGUNOS CONECTORES Y COMENTA SUS FUNCIONES.
5.UBICA EN EL TEXTO EL SINÓNIMO Y ANTÓNIMO DE LAS SIGUIENTES
PALABRAS:

SINÓNIMO-LÍNEA ( )
supply=___________________________
maintain=_________________________
functions=_________________________
opportunity=_______________________
tasks=_____________________________
field=_____________________________
new=_____________________________
ANTÓNIMO-LÍNEA ( )
old≠_____________________________
higher≠__________________________
narrow≠__________________________
after≠____________________________
earlier≠__________________________
poor≠____________________________
high≠____________________________

PARA UBICARTE EN EL SIGUIENTE TEMA A LEER, RESPONDE ESTAS

PREGUNTAS:
¿Qué es la Ingeniería?
¿Es una ciencia, una disciplina?

Nombra algunas sub-disciplinas que

conozcas. ¿De qué se encarga cada una?
de ellas?

¿Con cuál de ellas te identificas? ¿Por qué?

¿Cuál es la diferencia entre la Ingeniería
Eléctrica
y la Electrónica
5
I.-ADEMÁS DE LAS PALABRAS DISCIPLINA, SUBDISCIPLINAS,
INGENIERO, AGREGA OTRAS ASOCIADAS CON ESTE TÍTULO.

ENGINEERING
BRANCHES

1 Engineering is the applied science of acquiring and applying knowledge to

design, analysis and/or construction of words for practical purposes.
The American Engineers’ Council for Professional Development, also Known
as, ECPD, (later ABET) defines Engineering as: “The creative application of
5 scientific principles to design or develop structures, machines, apparatus, or
manufacturing processes, or works utilizing them singly in combinations or to
construct or operate the same with full cognizance of their design; or to
forecast their behavior under specific operating conditions; all as respects an
intended function, economics of operation and safety to life and property”. One
10 who practices engineering is called an engineer, and those licensed to do so
have formal designations such as Professional Engineer, Chartered Engineer or
Incorporated Engineer. The broad engineering discipline encompasses a range
of specialized sub-disciplines that focus on the issues associated with
developing a specific product kind, or using a specific technology type.
15 There are traditionally four primary engineering disciplines, namely civil,
mechanical, electrical, and chemical engineering, each of these having several
distinct specialized branches. Other important and distinct engineering
disciplines are concerned with mining, nuclear technology, and environmental
control.
20 The oldest of the four main disciplines is civil engineering, which developed
from techniques used in the ancient world. It is concerned with the design, site
preparation, and construction of all types of structures and facilities, such as
bridges, roads, tunnels, harbors, and airfields. Most of the projects involving
civil engineering are undertaken by the public sector and are concerned with
25 the development of urban, regional, and national infrastructures. Within the
overall context of civil engineering there are several specialized branches, such
as structural engineering, foundation engineering, public health and sanitary
6
 engineering, and irrigation engineering. Municipal and traffic engineering are
more recent specializations.
30 Branches of Engineering.
Engineering, much like science, is a broad discipline which is often broken
down into several sub-disciplines. These disciplines concern themselves with
differing areas of engineering work and some extent can be outlined as
follows, however this classification is broad at best. Although initially an
engineer will be trained in a specific discipline, throughout an engineer`s
35 career the engineer may become multi-disciplined, having worked in several of
the outlined areas.
Aerospace Engineering – The design of aircraft, spacecraft and related topics.
Chemical Engineering – The conversion of raw materials into usable
commodities.
40 Civil Engineering – The design and construction of public and private works,
such as bridges and buildings.
Computer Engineering – The entire process of designing and coding
computers and computer related devices.
Electrical Engineering – The design of electrical systems, such as
45 transformers, as well as electronic goods.
Environmental Engineering – Environmental Engineers are concerned with
protecting the environment by assessing the impact a project has on the air,
water, soil and noise levels in its vicinity.
Instrumentation Engineering – The design of all electronic instruments.
50 Mechanical Engineering – The design of physical or mechanical systems,
such as engines, kinematic chains and vibration isolation equipment.
Mining Engineering – The extraction of raw materials from the earth,
including ores, natural gases and crude oils.
Software Engineering – The design and development of software for use in
55 digital systems.
For each of these fields there exist considerable overlap, especially in the areas
of the application of sciences to their disciplines such as physics, chemistry
and mathematics.

II.-¿A QUÉ SE REFIEREN LAS PALABRAS SUBRAYADAS EN EL TEXTO?

7
III.- IDENTIFICA COMPUESTOS NOMINALES DEL GRUPO N+N
IV.-UBICA EN EL RECUADRO DIEZ (10) PALABRAS RELACIONADAS CON
EL TEXTO.
D I S C I P L I N E
C H E M I C A L S N
G L U O P H M R P G
A R E O L A I J K I
S T I V F I N Q B N
E L R E E N I G N E
S F E H I L N E M P
P W D E S I G N K L

V. PAREO: une las expresiones de la columna “A” con las de la columna “B”
Column “A” Column “B”
1. Chemical Engineering. ( ) It is related with the transformation of raw
materials
2. A Civil Engineer. ( ) He/she is a professional who realizes works
such as buildings, roads, etc. for public and private usage
3. Computer Engineering. ( ) This subdiscipline masters experts in the
whole process of designing and coding devices which are related with computers.
4. An Electrical Engineer. ( ) This professional can design both electrical
systems and electronic goods.
5. Environmental Engineers. ( ) They are engineers concerned with protecting
the environment.
6. Mining Engineering. ( )It concerns with the study of earth in order to
locate and extract raw material from it.
7. Software Engineering. ( ) Its key words are: software, digital use,
systems, and others.
8. Engineering. ( ) It is a wide discipline and it has several
subdisciplines.

UNIDAD II

8
 OBJETIVOS ESPECÍFICOS

1.RECONOCER LOS SUFIJOS EN INGLÉS TÉCNICO SEGÚN SU

FUNCIÓN DENTRO DE LA PALABRA DERIVADA PARA ASÍ DEDUCIR SU
SIGNIFICADO.

2.RECONOCER LAS DIFERENTES FUNCIONES DE UNA PALABRA CON

EL SUFIJO “ING”.

3.REFORZAR LAS REFERENCIAS CONTEXTUALES.

5.INCREMENTAR VOCABULARIO A TRAVÉS DE SINÓNIMOS Y

ANTÓNIMOS.

6.REFORZAR LOS COMPUESTOS NOMINALES DEL TIPO N+N.

7.IDENTIFICAR, COMPRENDER E INTERPRETAR COMPUESTOS

NOMINALES COMPLEJOS

¿CÓMO TRADUCIRIAS LAS SIGUIENTES PALABRAS?

9
 TO TRANSFORM TRANSFORMER TRANSFORMATION
TRANSFORMING TRANSFORMED TRANSFORMABLE

¿QUÉ DIFERENCIA OBSERVAS EN ESTAS PALABRAS?

¿SABES SU SIGNIFICADO?

WIDE WIDEST WIDEN

WIDER WIDENESS, WIDTH WIDELY

¿Y DE ÉSTAS?

CHARGE UNCHARGED OVERCHARGED

CHARGED DISCHARGED RECHARGED

PREFIJOS:
MUCHOS PREFIJOS EN INGLÉS SON MUY PARECIDOS AL
CASTELLANO YA QUE SON DE ORIGEN LATINO Y GRIEGO ( IN-, ANTI-,
BI-, AUTO-, MICRO-, PRE-, POST-, RE-, DIS-, SUPER-, TRI-, UNI-, EX,
HEMI-, MONO-, ETC.).
ENTRE LOS USADOS EN INGLÉS TÉCNICO DE INGENIERIA Y
DIFERENTES AL CASTELLANO TENEMOS: UN-, OVER-, UNDER-, MIS.

No,
No lo suficientemente Uncharged
UN  bueno, Unstable
Des-, in-
Tomado del LIBRO-TEXTO PARA LA ENSEÑANZA Unplug
DE LA LECTURA COMPRENSIVA EN INGLÉS TÉCNICO
PARA ESTUDIANTES QUE CURSAN EL CUARTO SEMESTRE DE INGENIERÍA ELÉCTRICA EN LA
Demasiado,
UNIVERSIDAD EXPERIMENTAL POLITÉCNICA Overheat
“ANTONIO JOSÉ DE SUCRE” (Marín, 2000)
OVER  En exceso, Overload
Sobre- Oversupply

Muy poco,
10 Underload
*UNDER Por debajo, Undervoltage
Sub-, su- Undertuned

Malo, Misuse
MIS  equivocado Mismatch
Mal- Misplug
*Pero no en el caso de “understand”
 SUFIJOS:
EN INGLES EXISTEN POCOS SUFIJOS QUE SE PARECEN AL
CASTELLANO (-TION, -SION, -LAR, -ISM, -IC, -IVE, -ABLE, -IBLE)

ENTRE LOS SUFIJOS DE ADJETIVOS EN INGLES TÉCNICO, TENEMOS:

-AL  natural, virtual, conditional, …
-IVE  active, negative, reflexive, …
-ABLE available, changeable, capable, …
-OUS  numerous, dangerous, tremendous,
-IC  mechanic, static, electric, …
-FUL  careful, harmful, useful, …
-LESS careless, meaningless, lossless, …
-ER  heavier, thinner, cleverer, larger, lower
-EST  easiest, fattest, largest, cleverest, …
-ATE  appropriate, adequate, approximate, …

AL AGREGAR EL SUFIJO –EN (O “N”) A CIERTOS ADJETIVOS, ESTOS

CAMBIAN DE:

11
 Adjetivos VERBOS.
Soft to soften
Cheap to cheapen
Light to lighten
Dark to darken

ESTE CAMBIO A VERBO SUCEDE EN ALGUNOS ADJETIVOS, PERO NO

EN TODOS. EJEMPLOS:
ADJETIVO VERBO
high To heighten
hot To heat
cold To cool
easy To ease

OTROS ADJETIVOS PERMANECEN IGUALES COMO VERBOS:

ADJETIVO VERBO
empty To empty
dirty To dirty
blind To blind
wet To wet

TAMBIEN HAY SUSTANTIVOS QUE PERMANECEN IGUALES COMO

VERBOS:
SUSTANTIVOS VERBOS
design To design
transport To transport
manufacture To manufacture
decrease To decrease
Heat To heat
program To program
progress To progress

ENTRE OTROS SUFIJOS DE VERBOS, TENEMOS:

12
-IZE  organize, computerize, magnetize
-FY  verify, identify, amplify
-ATE  complicate, operate, evaluate

A ALGUNOS ADJETIVOS LE AGREGAMOS LOS SUFIJOS “NESS” O

“ITY” Y LOS CONVERTIMOS EN SUSTANTIVOS
ADJETIVOS
SUSTANTIVOS

FLUID HARD
FLUIDITY HARDNES
USELESS USELESSNESS
WEAK
WEAKNESS
DUCTILE STABLE
SOFT
FLEXIBLEDUCTILITY STABILITY
SOFTNESS
FLEXIBILITY
TAMBIEN ENCONTRAMOS SUFIJOS DE SUSTANTIVOS DERIVADOS DE
VERBOS: -TION, -SION, -ANCE, -ENCE, - MENT,-OR, -ER.

VERBOS SUSTANTIVOS

To transport Transportation
To emit Emission, emitter
To improve Improvement
To attend Attendance
To infer Inference
To operate Operator
To program Programmer

13
 OTROS SUFIJOS DE SUSTANTIVOS SON:
AGE  advantage, leakage, storage,…
IST Scientist, technologist, specialist,…
URE Mixture, Procedure, failure,….
ISM Magnetism, mechanism, symbolism,…
TH Strength, length, growth,…
UM Spectrum, vacuum, medium,…

SUFIJOS PARA FORMAR ADVERBIOS

LY largely, usually, rapidly
WARDS Sidewards, inwards, upwards

EJERCICIO: SELECCIONA LA PALABRA ADECUADA.

1. Engineering is a (relatively-relative-relation-) young academic discipline or
profession.
2. Only in recent years has it reached a maturity stage where some of its defining
details and differentiating characteristics can be (articulated-articulate-
articulation).
3. The (slow-slower-slowly) and less exact methods of controlled breeding are
being replaced by genetic engineering, tissue engineering, and
nanotechnology applications.
4. We humans have the cleverness to do that. It is the (development-develop-
developed) of the tools, theories, and methods and the understanding of the
appropriate sciences and mathematics for that process that is engineering.
5. It is a central part of the history of human. Not only has engineering made our
lives (easier-easiest-easily) and longer.
6. One of the (earliest-early-earlier) engineering categorizations was into
military and civilian engineering.
7. Not only is much of the inanimate world (created-creative-creation) by
engineering, part of the living world is also.

14
 SUFIJO ING
Este es un sufijo inglés que forma palabras que pueden cumplir varias funciones en
un texto.
A)Verbos:
1.Verbo en gerundio: Indica tiempos continuos. Presentan la lectura “ando”, “endo”.
Ejemplo: Enginneers are writing a new report. Se lee: Los ingenieros están
escribiendo un nuevo informe.
2.Verbo en participio presente: por lo general se encuentra entre N+V(ing)+N.
Ejemplo: Paper producing machine. Se lee: una máquina que produce papel.
3.Verbo en infinitivo: Se lee con las terminaciones: AR,ER,IR.
3.1 Cuando se encuentra después de verbos tales como: stop, avoid, consider,
finish, continue, detest, enjoy, escape, forgive, practice, prevent, suggest, etc.
Ejem: Engineers must take notes of the errors to prevent other damages. Se lee:
Los ingenieros deben registrar los errors para prevenir otros daños.
3.2. Cuando se encuentra después de preposiciones tales como: after, on, before,
by, with, of, in, for, etc.
Ejem: After writing the report, engineers send it to the boss. Se lee: Después de
escribir el informe, los ingenieros lo envían al jefe.
B)Sustantivos o nombres: es el sujeto de quien se habla en la oración.
15
Ejem: Mechanical Engineering is related with industrial machinery and engines.
Se lee: La Ingeniería mecánica está relacionada con maquinaria industrial y motores.
C)Modificadores: son aquellos sustantivos que modifican al nombre principal.
Ejem: The programming model. Se lee: el modelo de la programación.
D)Oración temporal o sustituto de cláusula relativa: cuando el “ING” está
sustituyendo una oración o frase. Ejemplo: These are the main aspects conforming
the issue. Se lee: Estos son los aspectos principales los cuales conforman el tema.

EL SUFIJO ING, NO SÓLO SE USA PARA FORMAR EL GERUNDIO DE

UN VERBO, SINO TAMBIÉN PARA SUSTANTIVOS, MODIFICADORES,
VERBOS EN INFINITIVOS, VERBOS EN PARTICIPIO PRESENTE Y
ORACIÓN TEMPORAL O SUSTITUTO DE CLÁUSULA RELATIVA

I. OBESERVA LA INTERPRETACIÓN DE LAS PALABRAS QUE

CONTIENEN EL SUFIJO “ING” EN ESTAS EXPRESIONES:
1.MAINTENANCE ENGINEERING: Ingeniería de Mantenimiento.
2.THE BETTER COMPUTER DEALING EXPERIENCES: Las mejores
experiencias que se relacionan con las computadoras.
3.DECISION-MAKING RESPONSIBILITY: Responsabilidad en la toma de
decisiones.
4.E-LEARNING DISCUSSION: Discussion del aprendizaje electrónico
5.AN INTERESTING ENGINEERING COURSE: Un curso interesante de
Ingeniería.

II. INDICA LA FUNCIÓN DE LAS PALABRAS CONTENTIVAS DEL SUFIJO

“ING”, E INTERPRÉTALAS:
1.The intellectual heart of the book is a new understanding of human needs defined
by the relationships people have and the activities they carry out.
2.Instead of trying to apply the latest new technology , we start by asking what is it
that people want to do in their lives?

16
3.The first activity is collecting information. Next is forming relationships with
people through communications media –e-mail and instant messaging and so on.
4. We wound up with a quite exciting and novel product that you can see on our
Website.
5.Redoing photos systems from personal to public and allowing people to create
something from their photos opens new possibilities.
6. We have to address the goal of universal usability: helping people whose English
skills are poor, people working on slow modems and old computers or people whose
reading may be poor.

COMPUESTOS NOMINALES

UN COMPUESTO NOMINAL ES LA UNION DE DOS O

MÁS NOMBRES (SUSTANTIVOS). SE USA FRECUENTE-
MENTE EN INGLÉS TÉCNICO YA QUE DAN INFORMACIÓN DE
UNA MANERA PRECISA Y CORTA.
EL COMPUESTO NOMINAL SIMPLE (N+N) SE BASA EN EL
LLAMADO PRINCIPIO DE INVERSIÓN MEDIANTE EL CUAL
DOS NOMBRES SE INVIERTEN.

Ejemplo:
The presentation of the information The cost of hardware

The information presentation The hardware cost

Existen muchos otros tipos de compuestos nominales; entre los más

frecuentes (además del tipo N+N) en17inglés técnico tenemos:
N+N+N, A+N+N, N+V+N, A+N+N+N.
 TIPO N+N TIPO N+N+N
THESE ENGINEERING STUDENTS THESE EMPLOYEE TRAINING COMPANIES
THE ORGANIZATION FUNCTIONS AN ENERGY CONVERSION DEVICE
THE ENERGY CONSERVATION THE COMPUTER PROGRAM INSTRUCTIONS
SOME PROGRAMME EVALUATION
THE DATA ANALYSIS
TECHNIQUES
THE COMMUNICATION SYSTEMS THE DISK DATA AMOUNT
THE PROCESS CONTROL A DISTANCE EDUCATION ENVIRONMENT

VEAMOS ALGUNOS EJEMPLOS:

EN UN COMPUESTO NOMINAL LA ÚLTIMA PALABRA SIEMPRE SERÁ

UN NOMBRE; Y ADEMÁS ES EL NOMBRE PRINCIPAL; ES DECIR, ES
DE ÉL DEL QUE SE HABLA; LOS DEMÁS SON SUS MODIFICADORES.

TIPO A+N+N TIPO A+N+N+N

A LARGE-PRODUCTION MACHINE 12-INCH MEASURING SCALE
NEW TRAINING TOOLS THE CHEMICAL ATOM NUCLEUS ACTIVITY
A REAL-LIFE EXAMPLE A LARGE ASSEMBLY LINE PRODUCTION
AN INTELLIGENT CONTROL THE GENERAL DECISION MAKING
SYSTEM FUNCTIONS
THIS INTERESTING RESEARCH THE LAST SCIENTIFIC-TECHNOLOGICAL
SUBAREA INNOVATION ADVANCES
THE DIGITAL-COMPUTER INTELLIGENT CONTROL SYSTEM
TECHNOLOGY FOUNDATIONS

SI EN UN COMPUESTO NOMINAL ESTÁ PRESENTE UN ADJETIVO,

ÉSTE MODIFICA AL NOMBRE PRINCIPAL, A MENOS QUE
SE LE COLOQUE UN GUIÓN18 PARA INDICAR QUE ESE ADJETIVO
MODIFICA A LA PALABRA QUE LE SIGUE. RECUERDA QUE EN INGLÉS
LOS ADJETIVOS VAN ANTES DE LOS NOMBRES.

*LOS NUMEROS SON ADJETIVOS NUMERALES.

 CUANDO LOS COMPUESTOS NOMINALES NO LLEVAN
GUIÓN DONDE DEBERÍAN SE SOBREENTIENDE QUE EL
ADJETIVO ESTA MODIFICANDO AL NOMBRE QUE LE SIGUE

Por ejemplo:
LOW FREQUENCY VOLTAGE
TOTAL QUALITY CONTROL
THREE FUNCTIONS COPIER MACHINE
En el primer ejemplo se sobreentiende que la frecuencia es baja. La que es
total, es la calidad, en el segundo ejemplo, y, en el tercero se expresa que la
máquina ejecuta tres funciones. Esto es frecuente cuando se habla de:
SPEED, FREQUENCY, TEMPERATURE, PRESSURE, entre otros.

TIPO N+V+N
AN OIL LUBRICATING TOOL
AN OIL LUBRICATED TOOL
SOME WORKER MANAGING MACHINES
SOME WORKER MANAGED MACHINES
THE MACHINE COMPUTED DATA

EN ESTE TIPO (N+V+N) SI EL VERBO:

A) CONTIENE EL SUFIJO ING, SIGNIFICA QUE EL NOMBRE
PRINCIPAL ES EL QUE EJECUTA LA ACCIÓN.
Ejemplo:
THE POWER CARRYING MACHINE
19
Se interpreta como: la máquina que transporta energía.

B) ESTÁ EN PARTICIPIO PASADO, EL NOMBRE PRINCIPAL RECIBE

LA ACCIÓN.
Ejemplo:
THE POWER CARRIED MACHINE
Se interpreta como: la máquina transportada con energía.

EL PARTICIPIO PASADO DE LOS VERBOS TAMBIÉN PUEDEN

FUNCIONAR COMO ADJETIVOS EN LOS COMPUESTOS NOMINALES

EJEMPLOS:
A COMPUTERIZED INFORMATION SYSTEM
CHARGED-PARTICLE COLLISIONS
A FIXED-VOLTAGE REGULATOR
A GIVEN TEACHING-LEARNING PROCESS SITUATION

TIPO A+A+N+N+N
SLIGHTLY MORE COMPLICATED CORPORATION DECISIONS
A PARTICULARLY GOOD PRODUCT-SYSTEMS
A RELATIVELY SUFFICIENT ENGINEER DEPTH
THE WIDELY EXPLAINED PROCESS FLOWCHART
SOME CLEARLY IDENTIFIED PROFESSIONAL SKILL CHARACTERISTICS

ALGUNOS EJEMPLOS DE EXCEPCIONES DE LAS REGLAS

ANTERIORES Y DE COMPUESTOS QUE SIGUEN OTRAS REGLAS:

1. SCIENCE FICTION
2. MACHINE TOOLS
20
 3. THE ENGINE CAR
4. A MICROWAVE HIGH-SPEED WIRELESS LINK SYSTEM.
5. MICROPROCESSOR-BASED PROCESS-CONTROL SYSTEM
6. THE INSTRUCTOR-STUDENT E-MAIL INTERACTION
7. OTHER SCIENCE-BASED ENGINEERING BRANCHES.

¿CÓMO INTERPRETARÍAS ESTOS COMPUESTOS NOMINALES?

1. An initially given teaching situation_____________________________________

2. A traditional-methods learning process___________________________________

3. The atom-electron attracting power ______________________________________
4. Effective interesting economic-law theories._______________________________
5. A highly trained corporation Mining Engineer______________________________

6. A generally wider job challenges variety__________________________________

EN EL SIGUIENTE TEXTO ENCONTRARAS EJEMPLOS DE CADA
SITUACIÓN PLANTEADA; Y COMO FASE PREPARATORIA PARA
REALIZAR LA LECTURA QUE SE PRESENTA A CONTINUACIÓN
RESPONDE ESTAS PREGUNTAS:

1. ¿QUÉ IDEA SUGIERE EL TÍTULO DEL TEXTO?

2. ¿QUÉ PALABRAS GUARDAN RELACIÓN CON EL MISMO?

3. ¿QUÉ INFORMACIÓN PUEDES PREDECIR PARTIENDO DE LOS

SUBTÍTULOS?

AHORA, LEE CUIDADOSAMENTE EL TEXTO:

1 THE NEW COMPUTING

THE OLD COMPUTING IS ABOUT WHAT COMPUTERS CAN DO;
THE NEW COMPUTING IS ABOUT WHAT PEOPLE CAN DO.
Computers can be valuable tools, and networked resources via the Internet can
be beneficial to many different populations and communities. Unfortunately,
5 people are unable to reach their task frustrating experiences; this can hinder the
effectiveness technology. This research summary provides information about the
21
 user frustration research that has been performed at the University of Maryland
and Towson University. Causes of user frustration are discussed in this research
summary along with the surprising finding that nearly one-third to one-half of
the time spent in front of the computer is wasted due to frustrating experiences.
10 Furthermore, when interfaces are planned to be deceptive and confusing, this
can lead to increased frustration.
When hard to use computers cause users to become frustrated, it can affect
workplace productivity, user mood, and interactions with other co-workers.
Previous research has examined the frustration that students and their families
face in using computers. When learning more about the causes and measure the
severity of user frustration with computers in the workplace, we collected
15
modified time diaries from 50 workplace users, who spent an average of 5.1
hours on the computer. In this exploratory research, users reported wasting on
average, 42-43% of their time on the computer due to frustrating experiences.
The largest frustrating experiences number occurred while using word
processors, email, and web browsers. The causes of the frustrating experiences,
the time lost due to the frustrating experiences, and the effects of the frustrating
20 experiences on the mood of the users are discussed in this paper.
When computers crash, network congestion causes delays, and poor user
interfaces trigger confusion there are dramatic consequences for individuals,
organizations, and society. These frustrations, not only cause personal
dissatisfaction and self-efficacy loss, but may disrupt workplaces, slow learning,
and reduce participation in local and national communities. Our exploratory
study of 107 student computer users and 50 workplace computer users shows
25
high frustration levels and loss of 1/3–1/2 of time spent. The lost of time to fix
problem, and importance of task, strongly correlate with frustration levels for
both student and workplace users.

I.COMENTA, EN CASTELLANO, A QUE SE REFIEREN LAS PALABRAS

SUBRAYADAS EN EL TEXTO.
II.INFIERE EL SIGNIFICADO DE LAS PALABRAS EN LOS RECUADROS.

III.UBICA EN EL TEXTO EL SINÓNIMO Y EL ANTÓNIMO DE:

SINÓNIMO-LÍNEA ( ) ANTÓNIMO-LÍNEA ( )
gives=_____________________________ next≠___________________________
22
realized=___________________________ shortest≠________________________
biggest=___________________________ efficient≠________________________

IV.IDENTIFICA PALABRAS CON DISTINTOS SUFIJOS E INDICA SUS

FUNCIONES.

V.EXTRAE COMPUESTOS NOMINALES, E INTERPRÉTALOS EN

CASTELLANO.

(N+N; N+N+N; N+V+N; A+N+N+N)

LÍNEA COMPUESTO NOMINAL INTERPRETACIÓN

VI PRECISA INFORMACIÓN RELEVANTE DEL TEXTO LEÍDO

RESOLVIENDO EL SIGUIENTE CRUCIGRAMA COMO UNA ESTRATEGIA
ORIENTADORA PARA LA ELABORACIÓN DE RESUMENES

COMPUTER EXPERIENCES

1 2 3

23
 6

ACROSS
5 IT ALSO CAUSES FRUSTRATION TO
COMPUTER USERS.
6 COMPUTERS ARE VALUABLE…
DOWN
1 IT CAN BE AFFECTED BECAUSE OF
FRUSTRATION.
2 THERE ARE SOME BAD CONSECUENCES
FOR BOTH WORKPLACE USERSAND …
3 PEOPLE WASTE THEIR TIME AT THE
COMPUTER DUE TO THEIR BAD…
4 IT IS A CONSECUENCE OF ITS USAGE.

UNIDAD III

OBJETIVOS ESPECÍFICOS

1.-INFERIR EL SIGNIFICADO DE PALABRAS DE ACUERDO A SU

CONTENIDO.

24
2.-COMPRENDER LAS PARTES ENTRE PARTES DE UN TEXTO A
TRAVÉS DE LAS REFERENCIAS CONTEXTUALES.

3.-RECONOCER PALABRAS SINÓNIMAS Y ANTÓNIMAS.

4.-ANALIZAR EL TÍTULO DEL TEXTO ANTES DE LEERLO.

5.-ASOCIAR EL TÍTULO CON TODAS LAS PALABRAS POSIBLES.

6.-INFERIR EL CONECTOR ADECUADO DE ACUERDO AL ENLACE DE

IDEAS.

7.-DISCRIMINAR CONECTORES DE RAZÓN, RESULTADO, PROPÓSITO Y

DE CONDICIÓN PARA INTRODUCIR LA RELACIÓN CAUSA-EFECTO.

CONECTORES: Los conectores o conjunciones son palabras que unen dos o más
palabras, frases, oraciones o párrafos.

Existe una amplia clasificación de ellos; mencionaremos los más comunes en Inglés
técnico:

1.De Adición:
a.Copulativos: Son aquellos que unen algo a lo ya mencionado.
b.Continuativos: Se utilizan para dar continuación a la idea que se está expresando.

2.De Correlación o disyuntivos: Indican elección, separan o diferencian dos términos.

25
3.De Condición: Son aquellos que indican requisito o condición para la realización de
algo.

4.De Constrate:.
a) Concesivos: Se utilizan para señalar una objeción o reparo a lo dicho
anteriormente.

b.Adversativos: Añaden una negación a la frase anteriormente mencionada, una frase

opuesta a la otra.

5.Causales: Introducen causas a nivel del texto cuando una oración cumple la función
de ser causa de otra.

6.Comparativos: Se utilizan cuando una o más oraciones expresan grados de

comparación por semejanza o diferencia.

7.De Propósito o Funcionales: se utilizan para expresar un fin, objetivo o propósito.

8.De Conclusión:
a.Conclusivos Estos conectores indican el cierre de una idea.

b.De resultado: reflejan la consecuencia de lo dicho en el texto.

A CONTINUACIÓN SE AGRUPAN LOS DISTINTOS CONECTORES,

ALGUNOS SINÓNIMOS Y SUS FUNCIONES. SE HAN AGREGADO NUEVOS
EJEMPLOS A LOS YA APORTADOS POR MARIN, 2000.
CONECTORES MÁS USADOS EN INGLES TÉCNICO
RAZÓN (CAUSA) CONTRASTE RESULTADO (EFECTO)
AS: Como, ya que BUT: Pero, sino, sin embargo THEREFORE: Por lo tanto
SINCE: Ya que, como HOWEVER: Sin embargo CONSEQUENTLY: Como resultado
BECAUSE: Porque, Como NEVERTHELESS: Sin embargo =AS A CONSECUENCE
BECAUSE OF: A causa de ALTHOUGH: Aunque AS A RESULT: Como resultado
OWING TO: Debido a IN SPITE OF: A pesar de HENCE: Por lo tanto, de allí
DUE TO: Debido a DESPISTE: A pesar de SO: De manera que
ON ACCOUNT OF: Debido a INSTEAD OF: En vez de THEN: Entonces
FOR= Por WHILE: Mientras que THUS: De este modo
GIVEN THAT= Dado que WHEREAS: Mientras que FOR THIS REASON: Por esta razón
WHEN= Cuando EVEN THOUGH: Aun cuando THEREBY: Por eso, de este modo
WHILE= Mientras REGARDLESS OF: A pesar de THERE= Pore so, así.
IN ORDER THAT= Para qué IN CONTRAST= En contraste THEREAFTER= A partir de allí
26
WHY= Por qué? EVEN IF= Aunque
NONETHELESS= Sin embargo
NOT EVEN= Ni siquiera
BUT THEN= Pero al fin y al cabo
ADICIÓN EXPANSIÓN
ALSO, TOO: También FOR EXAMPLE: Por ejemplo
IN ADDITION TO= Además FOR INSTANCE: Por ejemplo
AS WELL: También IN FACT: de hecho
AS WELL AS: Asi como SUCH AS: Tal (es) como
FURTHERMORE: Además IN OTHER WORDS: es decir
MOREOVER: Además ; THAT IS: En otras palabras
BESIDES: Además I.E. (ID EST): Es decir, por ejem.
LIKEWISE: Además E.G. (EXEMPLI GRATIA): Ejem.
SIMILARY: De igual manera
PROPOSITO EXCEPCIÓN
IN ORDER TO: Para BUT: Excepto, menos
FOR: Con el proposito de EXCEPT(THAT): Excepto que
SO AS TO: Para APART FROM: Diferente a
SO THAT: De modo que OTHER THAN: Diferente a
SO: De modo que UNLESS: A menos que
EXCEPT FOR= Excepto
CORRELACIÓN CONCLUSIÓN
OR: O TO SUMMARISE: En Resumen
EITHER… OR: O… O TO SUM UP: En Resumen
NEITHER…NOR: Ni… ni IN SHORT: En Resumen
INSTEAD OF: En vez de IN BRIEF: En Resumen
BOTH…AND: Tanto… como ON THE WHOLE: En Resumen
RATHER: más Bien IN SUMMARY: En Resumen
RATHER THAN: Más que SUMMARISING: En Resumen
IN TURN: A su vez SO= Así que
BUT RATHER: Sino más bien
I.ANALIZA EL TÍTULO DEL TEXTO ANTES DE LEERLO.
CONDICIÓN
IF: si WHEN(IF): Si, cuando
GIVEN: Dada(o), dadas(os)
ONLY IF: Solo si
PROVIDED THAT: Siempre que
IN CASE=
SO(AS) LONG AS: Siempre y Cuando
UNLESS: A menos que
OTHERWISE: De lo contrario
ONCE: Una vez que
COMPARACIÓN
AS (if): Como (si)
LIKE: Como
UNLIKE: Diferente a
LIKEWISE: De las misma forma
JUST AS: Como, asi como
SIMILARLY: Al igual que
IN SO FAR AS= En la misma medida
que
TIEMPO
BEFORE: Antes (de) (que)
AFTER THAT: Después de eso
LATER, THEN: Luego
SINCE THEN: Desde entonces
AT THE TIME: En el momento
AT A TIME: A la vez
MEANWHILE: Mientras tanto
AS: A medida que
UNTIL: Hasta que
FIRSTLY= En primer lugar

1 INFORMATION SYSTEM.
An Information System is almost by definition an interactive process of human
judgment alternating with computer actions.
In industries which have a relatively homogeneous product created with a
5 relatively homogeneous technology, the information systems can be devised
without enormous difficulty. However, most manufacturing companies have a
highly diversified technology of order entry, raw material acquisition, conversion
processes distribution and sales mechanisms. A simple measure of the

27
 heterogeneity of the information technology is the number of different paper
10 forms used throughout the company.
Although these systems are often called Management Information Systems, their
common element is the need for an integrated database. Constructing such a
database, where the meaning of each value is precisely understood by those
personnel who wish to used it, is a major undertaking. One of the main
15 advantages of an integrated database of any significant organizational scope is
that it makes possible major fast response information _____________ decision
systems.
Most information systems in use in manufacturing deal largely with responses to
well-structured questions that solve specific problems._____________ , there is
20 a requirement for top management to be in a position to ask “what if” questions
of great detail. _____________, these questions can be answered in a relatively
short time. An example of this kind of usage is an on-line response system which
analyzes proposed changes in a union contract _____________ evaluating their
implications. This can be a powerful tool _____________ aid negotiator in a
25 bargaining situation.
Using a computerized information system has increased the flow of information
in industries, _____________ large volumes of it may be processed more rapidly
and more efficiently.
II.LEE EL TEXTO Y COMPLÉTALO CON EL CONECTOR ADECUADO.
AND - HOWEVER - SINCE - BESIDES - IN ORDER TO - THEN - FOR-
-UNLESS - IN SHORT - BEFORE -
III.EXPRESA, EN CASTELLANO, EL SIGNIFICADO DE LAS PALABRAS
DENTRO DE LOS RECUADROS.

IV. ¿A QUÉ SE REFIEREN LAS PALABRAS SUBRAYADAS?. RESPONDE

EN CASTELLANO.

V.INDICA EL SINÓNIMO Y EL ANTÓNIMO DE:

SINÓNIMOS-Línea ( ) ANTÓNIMOS- Línea ( ):

28
Help=_____________________________ slowly≠=_______________________
Principal=__________________________ with ≠_________________________
Named=___________________________ tiny≠__________________________
Benefits=__________________________ long≠__________________________

VI. SELECCIONA EL CONECTOR APROPIADO.

1 Computers are certainly going to become more powerful and they’ll (also-
because-although) get cheaper. That means they´ll become much more
commonly available. It´s likely they’ll be integrated with other devices and may
even become specialized devices you throw away (when-but-so) they go wrong.
5 Flat panel screens will certainly replace cathode-ray tube monitors almost
completely (because-as a result-for this reason) they take up less space and use
less power. They look better (as well- because-since). There´s likely to be
devices used for security, biometric devices for scanning your eye or taking your
fingerprints. They´ll be used (so-instead of-due to) passwords. Printing, printers,
10 colour printers, colour laser printers are becoming cheaper (as-when-so) more
printing will be done in colour. The shape and design of computers are likely to
change and become much more varied (because of-thus-because) we can now
construct the motherboards in flexible form. On the software side, companies are
trying hard to improve voice control (so-if-for) you´ll be able to talk to your
computer to control it without using a keyboard.

UNIDAD IV

OBJETIVOS ESPECÍFICOS
1.-INFERIR EL SIGNIFICADO DE PALABRAS DE ACUERDO A SU
CONTENIDO.

2.-INCREMENTAR VOCABULARIO A TRAVÉS DE SINÓNIMOS Y

ANTÓNIMOS.
29
3.-ANALIZAR EL TÍTULO DEL TEXTO ANTES DE LEERLO.

4.-INFERIR EL CONECTOR ADECUADO DE ACUERDO AL ENLACE DE

IDEAS.

5.-COMPRENDER LAS RELACIONES ESPECÍFICAS DE CAUSA Y

EFECTO.

6.-ANALIZAR FLUJOGRAMAS, ILUSTRACIONES Y/O GRÁFICOS Y

EXTRAER INFORMACIÓN DE ELLOS.

RELACIÓN CAUSA-EFECTO

Reconocer las relaciones de causa y efecto en textos técnicos conlleva a identificar

los hechos, eventos o fenómenos que se desencadenan como consecuencia de otro
que lo origina. Esto facilita la comprensión de lo leído y la elaboración de resúmenes,
particularmente, de textos académicos.
LA RELACIÓN CAUSA- EFECTO SE PUEDE PRESENTAR ASI:
1. CAUSA EFECTO
2. EFECTO CAUSA
3. CAUSA EFECTO (1) CAUSA
EFECTO

30
 EFECTO (2)

PARA RECONOCERLOS PODEMOS ENCONTRAR VARIOS INDICADORES:

1. ORACIONES QUE CONTIENEN VERBOS QUE INDICAN RELACIÓN
CAUSA-EFECTO:
CAUSE- PRODUCE- ORIGINATE- CREATE- EMERGE-GENERATE-
RESULT- BE CAUSED BY- BE PRODUCED BY- PERMIT-PREVENT-

EJEMPLOS:
a).A date or event occurs which causes the trigger routine to run.
b).The trigger routine runs, which activates the payload routine.
c).The keyboard is unlocked, permitting/allowing you to use the PC.
d).The keyboard remains locked, preventing/stopping you (from) using the PC.

2. ORACIONES CON CONECTORES QUE INTRODUCEN CAUSA.

SINCE- BECAUSE- DUE TO- AS- BECAUSE OF- AS A RESULT OF-
WHEN-

EJEMPLOS:
a). As portable computer devices get smarter and more capable, connectivity
frustrations increase, and this is where Bluetooth comes in.
b) Asynchronous transmission is not used when great amounts of data must be sent
rapidly.
3. ORACIONES CON CONECTORES QUE INTRODUCEN EFECTO.
FOR THIS REASON- AS A CONSECUENCE- THEREFORE- HENCE-
WHETHER

EJEMPLOS:
a).The scanner does not find a match for your fingerprint, therefore the keyboard
remains locked.
b). Transmitting only one bite at a time makes this a relatively slow method. As a
result, asynchronous transmission is not used when great amounts of data must be
sent rapidly.

4. ORACIONES CONDICIONALES:
IF- WHEN- WHETHER- ONLY IF- ASSUMING THAT-UNLESS-ONCE

EJEMPLOS:
a).When the trigger routine runs, the payload routine activates.
b).If the scanner finds a match for your fingerprint, the key board is unlocked.

31
 c).Whether you´re looking for the best airline fares, the Web can help.

5. ORACIONES CON CLAUSULAS “ _ING”.

EJEMPLOS:
a).Using Musical instrument digital Interface (MIDI), computers can communicate
with synthesizers.
b).Digital Versatile Disk (DVD) drives read DVD disks (by) using blue laser light.
c).A Wage Audio file (WAV) may sample a song 44,000 times a second, creating a
huge mass of information.

6. EXPRESIONES CON ADJETIVOS EN GRADO COMPARATIVO.

a).The higher sales, the higher income.
b).The more products in a market, the more production volumes in economics.
c) No human error or mistakes, a finished result with no imperfections.

I.IDENTIFICA RELACIONES CAUSA- EFECTO E INTERPRÉTALAS.

 On the technical front, a successful web site requires an understanding of

front-end web development.
 We learn about you and your customers… and combine it with our years of
experience with innovative design and good, clean code. It is the combination
of these elements that bring the vision of a good, successful web site forward
and into reality.

A PARTIR DE FLUJOGRAMAS SE PUEDE EXTRAER INFORMACIÓN. II.ANALIZA

EL SIGUIENTE Y ESCRIBE UN TEXTO BREVE CON LA INFORMACIÓN
OBTENIDA.
Flowcharting
Begin
Begin
planing
planing
websit
websit
ee
ANALYIS

What’s
32
the
site’s
purpos
e?
 Who´s
the
target?
udienc
e?

What
What
How
How willwill look,
look, feel,
feel,
itit be
be and
and DESIGN
created,
created, content
content
rolled
rolled out
out will
will the
the AND
and
and site
site have?
have?
managed?
managed? IMPLEMENTATION
How
How do do
we
we know
know
EVALUATION ifif the
the site
site
is
is
effective?
effective?

Begin
Begin
constructin
constructin
gg website
website

III.COMPARA TU TEXTO REDACTADO CON EL SIGUIENTE.

1 SIX PHASES OF THE WEB SITE DESIGN AND DEVELOPMENT
PROCESS
There are numerous steps in the web site design and development process. From
gathering initial information, to the creation of your web site, and finally to
maintenance to keep your web site up to date and current.

Phase One: Information Gathering

5
The first step in designing a successful web site is to gather information. Many
things need to be taken into consideration when we design the look and feel of
your site, so we first ask a lot of questions to help us understand your business
and your needs in a web site.

33
 Certain things to consider are:
Purpose: What is the purpose of the site? Do you want to provide information,
10 promote a service, sell a product?

Goals: What do you hope to accomplish by building this web site? Two of the
more common goals are either to make money or share information.

Target Audience: Is there a specific group of people that will help you reach
your goals? It is helpful to picture the “ideal” person you want to visit your web
site. Consider their age, sex or interests - this will later help us determine the best
15 design style for your site.

Content: What kind of information will the target audience be looking for on
your site? Are they looking for specific information, a particular product or
service, online ordering…?

20 Phase Two: Planning

Using the information gathered from phase one, we put together a plan for your
web site. Here we develop a site map - a list of all main topic areas of the site, as
well as sub-topics (if applicable). This gives us a guide as to what content will be
on the site, and is essential to developing a consistent, easy to understand
navigational system. This is also the point where we decide what technologies
25 should be implemented - interactive forms, e-Commerce, flash, etc.
Phase Three: Design
Drawing from the information gathered up to this point, we determine the look
and feel of the site. Target audience is one of the key factors taken into
consideration here. A site aimed at teenagers, for example, will look much
30 different than one meant for a financial institution. We also incorporate elements
such as the company logo or colors to help strengthen the identity of your
company on the web site.

Once we’ve designed a prototype, you are given access to the Client Studio,
which is a secure area of our web site. The Client Studio allows you to view your
project throughout the design and development stages. Most importantly, it gives
35 you the opportunity to express your likes and dislikes on the site design.
In this phase, communication is crucial to ensure that the final web site will
match your needs and taste. We work together in this way, exchanging ideas,
until we arrive at the final design for the site. Then development can begin…

Phase Four: Development

40
34
 This is where the web site itself is created. We take all of the individual graphic
elements from the prototype and use them to create the actual, functional site.
We also take your content and distribute it throughout the site, in the appropriate
areas. Elements such as javascript rollovers, interactive forms, or e-commerce
are implemented and made functional during this phase, as well. This entire
45 time, you will continue to be able to view your site in the Client Studio, and
suggest any additional changes or corrections you would like to have done.

Phase Five: Testing and Delivery

At this point, we attend to the final details and test your web site. We test things
such as the complete functionality of forms or other scripts, we test for last
50 minute compatibility issues (viewing differences between different web
browsers), ensuring that the site is optimized to be viewed properly in the most
recent browser versions.
Once we receive your final approval, it is time to deliver the site. We use an FTP
(File Transfer Protocol) program to upload the files to your server. Here we
quickly test again to make sure that all files have been uploaded correctly, and
55 that the site continues to be fully functional. This marks the official launch of
your site, as it is now viewable to the public.

Phase Six: Maintenance

The development of your web site is not necessarily over, though. One way to
bring repeat visitors to your site is to offer new content or products on a regular
60 basis. If this interests you, we will be more than happy to continue working
together with you to update the information on your web site. We offer
maintenance packages at reduced rates, based on how often you anticipate
making changes or additions to your site.
IV.EXTRAE DEL TEXTO RELACIONES CAUSA-EFECTO E
INTERPRÉTALAS.

V.IDENTIFICA EL CONECTOR, VERBO O PLABARA QUE INTRODUCE LA

RELACIÓN CAUSA-EFECTO.

VI. INFIERE EL SIGNIFICADO DE PALABRAS DENTRO DE LOS

RECUADROS DE ACUERDO AL CONTEXTO.

35
LEE EL SIGUIENTE TEXTO Y REVISA TODAS LAS ESTRATEGIAS DE
COMPRENSIÓN LECTORA QUE SE HAN PRESENTADO HASTA AHORA.

1 Facilitating Computer Conferencing:

Recommendations From the Field
By:Zane L. Berge
Introduction
5 Over the past few decades, several technologies have emerged that can be used
in education, more specifically in distance learning: audio-, video-, and computer
conferences; audiographics; CD-ROM, and other forms of computer-based
instruction. When using most of these more sophisticated technologies, it
becomes essential that an adequate infrastructure be constructed and high-quality
36
10 technical support be made available when students and instructors need it.
An overarching assumption here is that when designing instruction the use of
technology is secondary to well-developed learning objectives and instructional
plans. A set of guidelines may help design the learning environment. A few are
listed here as examples of designing (especially distance) learning, but not as a
15 comprehensive list: synchronous interaction is generally more costly than
asynchronous interaction (with regard to direct costs of equipment and other
resources/ materials, and when considering convenience to users); density of
content should be inversely related to the amount of synchronicity within the
learning environment; synchronous communication can be used to promote
20 social interaction in addition to any interaction with content that may occur; and
a variety of delivery formats should be used for presentation (especially if
synchronous learning is for relatively long periods of time).
While principles such as these seem to guide our design and effective use of
these technologies in distance education, and, for the most part, in place-based
25 education as well, there is an immediate need for systematic research.
Computer-mediated conferencing (CMC), or computer conferencing (CC) as
preferred in this article, may offer features and possibilities that make it unique
as a communications channel for use in distance education (Eastmond, 1992;
Waggoner, 1992). The challenge to teachers and instructional designers is to
30 identify the strengths of CC for the learning process, and utilize them within a
total delivery system. We are finding that the strengths of CC are often not so
compelling if CC is relied upon as the sole delivery method of instruction.
Rather, it is when CC is combined with other media, such as audioconferencing
or classroom delivery, that an effective instructional system can be designed.
35 Technology's Role in High-Quality Instruction
An underlying assumption is that one goal of distance education is to create an
environment that will promote high quality and individual and social interaction
for the student during the construction of knowledge. By high quality I mean
active learning using higher-order thinking skills such as evaluation, analysis,
40 and synthesis, rather than simply rote memorization. It may be that the
distinguishing feature between technology-mediated activities in distance
education and technology-mediated entertainment or recreation is the care and
purpose that course designers and developers take to stimulate activities leading
to learning, i.e., to cause certain intelligent responses to the learning material,

37
45 context, or environment.
Interactions in Learning
There are essentially two kinds of interaction with regard to learning. One is a
student individually interacting with content. The other is social activity: a
student interacting with others about the content. Both types of interaction are
50 necessary for efficient, effective, and affective learning. In distance education, it
is particularly important to provide an environment in which both kinds of
interaction can occur. In the past the social interaction about the content has most
often only been between instructor and student; but it is increasingly possible for
students to interact with one another, even when geographically separated.
55 Interaction takes different forms, for example:
Between a student and course materials; between student and learning
activities/examinations; between student and instructor; and among students.
Each student must do something with the knowledge he or she is attempting to
learn. Interacting with content means actively processing and combining this
60 content with prior knowledge. Regarding social interaction, it is my assumption
that a goal of distance teaching is to create an environment that both fosters trust
among the learner and the instructor and also seeks to promote a cooperative and
collaborative environment, allowing students to learn from course materials, the
instructor, and each other.
65 Some media channels promote particular interactions and other channels can
hinder that same type of interaction. A combination of technologies/media can
provide and environment rich in various opportunities for interaction, provided
the strengths and weaknesses of each are considered.
Synchronous and Asynchronous Interaction
70 Hand-in-hand with the principle of interaction is the assumption that learning is
a social activity. That doesn't necessarily have to mean face-to-face interaction—
social interaction can occur among people using phones, fax, mail, the Internet,
and other mediating technologies. Social interaction doesn't necessarily require
real-time (synchronous) communication. Thus, interaction among learners or
75 instructor can be independent of time and geography. A major complaint about
correspondence courses as a form of distance education is the long time lags
between submission of assignments and responses from the instructors. There
are mediating, asynchronous technologies that can preserve the independence of
time and space and yet considerably speed up the turnaround response time.

38
80 Designers of learning environments need to take into account how both
synchronous (real-time) interactions and asynchronous interactions are valuable
tools when meeting various instructional goals.
Computer Conferencing in Distance Education. What Is Computer
Conferencing?
85 Computer conferencing merges telecommunications and computers to form a
system for permitting groups of people to communicate with each other. This is
usually done at times convenient to each person, with no need for all persons to
be online at once, i.e., asynchronously. This is described as sophisticated e-mail
that is characterized by: Participants in a computer teleconference type their
communications into computer terminals that are connected, via a special long-
90 distance phone network, to a central computer. The central computer stores the
typed message permanently and places it in sequence with messages contributed
by others. The message will be available to the conference members.

UNIDAD V

OBJETIVOS ESPECÍFICOS
1.- INFERIR EL SIGNIFICADO DE LAS PALABRAS DE ACUERDO AL
CONTEXTO.

2.- REFORZAR LAS REFERENCIAS CONTEXTUALES.

3.-INCREMENTAR EL VOCABULARIO A TRAVÉS DE SINÓNIMOS Y

ANTÓNIMOS.

39
4.- REFORZAR LOS CONECTORES.

5.- REFORZAR LAS RELACIONES CAUSA-EFECTO.

6. DEDUCIR EL SIGNIFICADO DE LAS UNIDADES LEXICO-SEMÁNTICAS

COMPUESTAS A TRAVÉS DEL RECONOCIMIENTO DE LOS ELEMENTOS
QUE LA CONSTITUYEN.

7.- ANALIZAR EL TITULO DEL TEXTO ANTES DE SU LECTURA.

8.- IDENTIFICAR EL TÓPICO DEL TEXTO.

9.- EXTRAER LAS IDEAS PRINCIPALES DE UN TEXTO.

10.-INTERPRETAR GRÁFICOS E INFERIR INFORMACIÓN A TRAVÉS DE

ELLOS.

11.- ELABORAR RESUMENES DE TEXTOS TÉCNICOS.

I.INTERPRETA LAS SIGUIENTES COMPUESTOS NOMINALES:

 THE COMPUTER ENGINNERS
 AN ENERGY LEVEL
 THE CHEMICAL ELEMENT ACTIVITY
 A HIGH-LEVEL LANGUAGE
 AUDIOVISUAL EQUIPMENT MAINTENANCE
 FOUR BASIC TRANSPORTATION MEANS
 INPUT-OUTPUT CONTROL MECHANISMS
 OTHER ENGINEERING DISCIPLINES.
 THE LIVING WORLD PART
 IMAGINATION USING ENGINEERS
 E-COMMERCE CONSULTANT.
 LONG NAMES-NUMBERS LISTS
40
  A PERMANENT STORAGE CONTAINER
 A PROJECTS MANAGING MANAGER.
 UNINTERRUPTIBLE POWER SUPPLIES.
 THE SYSTEMS SUPPORT–IMPLEMENTATION.
 THE EXPANDING NANOTECHNOLOGY FIELD
 THE INFINITE MAGNETIC FIELD QUANTITIES
 A GRAPHICAL USER INTERFACE SOFTWARE
 THE BASIC-SOFTWARE-HARDWARE EXPERTISE
 SELF AUTOMATED ROBOTIC PRODUCTION PLANTS
 THE TESTS MEASUREMENTS INDICATING RESISTANCE
 THE TECHNICAL TEACHING DISTANCE DELIVERY
 THE SECOND MOST POPULAR INTERNET SERVICE
 THE NEW TECHNOLOGY DRIVEN INDUSTRY DEVELOPMENT
 THE MOST APPROPRIATE TOOLS COMBINATION
 THE INFORMATION SUPERHIGHWAY CONCEPT
 THE CONSENSUS-SEEKING PROCESS
 GREAT LOGIC SPECIAL MECHANICAL-OPERATIONS USED
SYSTEMS
 FUNCTIONAL-ORGANIZATIONAL-STRUCTURE COMMUNICATION
LINES

II.LEE EL SIGUIENTE TEXTO CUIDADOSAMENTE.

1 ENGINEERING
Engineering is the design, analysis, and/or construction of works for practical
purposes. One who practices engineering is called an engineer, and those
licensed to do so have formal designations such as Professional Engineer or
5 Chartered Engineer. Engineers use imagination, judgment, and reasoning to
apply science, technology, mathematics, and practical experience. The result is
the design, production, and operation of useful objects or processes. The broad
discipline of engineering encompasses a range of specialized sub-disciplines that
focus on the issues associated with developing a specific kind of product, or
10 using a specific type of technology.
Methodology
The crucial and unique task of the engineer is to identify, understand, and
interpret the constraints on a design in order to produce a successful result. It is

41
 usually not enough to build a technically successful product; it must also meet
15 further requirements. Constraints may include available resources, physical or
technical limitations, flexibility for future modifications and additions, and other
factors, such as requirements for cost, marketability, producibility, and
serviceability. By understanding the constraints, engineers derive specifications
for the limits within which a viable object or system may be produced and
20 operated.
Problem solving
Engineers use their knowledge of science, mathematics, and appropriate
experience to find suitable solutions to a problem. Creating an appropriate
mathematical model of a problem allows them to analyze it (sometimes
25 definitively), and to test potential solutions. Usually multiple reasonable
solutions exist, so engineers must evaluate the different design choices on their
merits and choose the solution that best meets their requirements. Genrich
Altshuller, after gathering statistics on a large number of patents, suggested that
compromises are at the heart of "low-level" engineering designs, while at a
30 higher level the best design is one which eliminates the core contradiction
causing the problem.
Engineers typically attempt to predict how well their designs will perform to
their specifications prior to full-scale production. They use, among other things:
prototypes, scale models, simulations, destructive tests, nondestructive tests, and
35 stress tests. Testing ensures that products will perform as expected. Engineers as
professionals take seriously their responsibility to produce designs that will
perform as expected and will not cause unintended harm to the public at large.
Engineers typically include a factor of safety in their designs to reduce the risk of
unexpected failure. However, the greater the safety factor, the less efficient the
40 design may be.
Computer use
As with all modern scientific and technological endeavors, computers and
software play an increasingly important role. As well as the typical business
application software there are a number of computer aided applications (CAx)
45 specifically for engineering.
One of the most widely used tools in the profession is computer-aided design
(CAD) software which enables engineers to create 3D models, 2D drawings, and
schematics of their designs. CAD together with Digital mockup (DMU) and

42
 CAE software such as finite element method analysis allows engineers to create
50 models of designs that can be analyzed without having to make expensive and
time-consuming physical prototypes.
There are also many tools to support specific engineering tasks such as
Computer-aided manufacture (CAM) software to generate CNC machining
instructions; Manufacturing Process Management software for production
55 engineering; EDA for printed circuit board (PCB) and circuit schematics for
electronic engineers; MRO applications for maintenance management; and AEC
software for civil engineering.
In recent years the use of computer software to aid the development of goods
has collectively come to be known as Product Lifecycle Management (PLM).

III.-ANALIZA EL TÍTULO DEL TEXTO RESPONDIENDO A LAS SIGUIENTES

PREGUNTAS:

a) ¿GUARDA RELACIÓN EL TÍTULO CON EL TEXTO LEÍDO?

b) ¿CÓMO LO CONSIDERAS: APROPIADO, MUY GENERAL O MUY
ESPECÍFICO? JUSTIFICA TU RESPUESTA.

IV ¿A QUÉ SE REFIEREN LAS PALABRAS SUBRAYADAS EN EL TEXTO?

V. INFIERE EL SIGNIFICADO DE LAS PALABRAS QUE SE ENCUENTRAN
DENTRO DE LOS RECUADROS.
VI. CONVIERTE ESTAS FRASES EN COMPUESTOS NOMINALES:
1.The revolution in computers____________________________________________
2.The laws of physics___________________________________________________
3.The specific objectives of the sciences____________________________________
4.The transmission and amalgamation of the seven curricular components_________
5.The characteristics of a basic rectangle____________________________________
6. The crucial and unique task of the engineer________________________________
7. A factor of safety in their designs________________________________________
43
8. Access and distribution of all this information______________________________
9. The circuit schematics for electronic engineers_____________________________
10. The use of computer software__________________________________________

VII. EXTRAE DEL TEXTO DIVERSOS TIPOS DE COMPUESTOS

NOMINALES
(N+N; N+N+N; N+V+N; A+N+N; A+N+N+N, Y OTROS.)

LÍNEA COMPUESTO NOMINAL INTERPRETACIÓN

VIII. EXTRAE DEL TEXTO LEÍDO CUATRO RELACIONES CAUSA-

EFECTO. SUBRAYA LA CAUSA EN CADA UNA E INTERPRETALAS EN
CASTELLANO.
TÓPICO, PÁRRAFO E IDEA PRINCIPAL:

PARA LOGRAR LA COMPRENSIÓN LECTORA DE UN TEXTO ES DE

UTILIDAD DETECTAR EL TÓPICO DEL MISMO. PARA ELLO PRIMERO
DEBES PRECISAR:

¿QUÉ ES EL TÓPICO DE UN TEXTO?

a). Es el tema del párrafo, ensayo o discurso, etc.

b). Es el objeto de discusión o conversación.

44
c). Es el asunto de interés común seleccionado para ser tratado individual o
grupalmente.

¿CÓMO IDENTIFICAR EL TEMA O TÓPICO?

SI RESPONDES A PREGUNTAS TALES COMO: ¿ACERCA DE QUÉ HABLA

EL TEXTO? ¿SOBRE QUÉ ASUNTO ESCRIBE EL AUTOR?

La respuesta será la palabra o frase general que está relacionada con la

discusión, estudio, escritura, arte, etc.

EL TÓPICO ES EXPRESADO EN UNA ORACIÓN QUE PUEDE ESTAR

UBICADA EN CUALQUIER LUGAR DENTRO DEL TEXTO.
LA IDEA PRINCIPAL ES LO QUE PIENSA EL AUTOR EN RELACIÓN
AL TEMA.

EL TÓPICO PUEDE SER GENERAL Y ESPECÍFICO, PERO DEBES

ENCONTRAR EL MÁS ADECUADO TEXTO LEÍDO.

45
 TOO SPECIFIC: MECHANICAL
ENGINEERING AND OTHERS

TOPIC: ENGINEERING BRANCHES

TOO GENERAL: ENGINEERING

TAMBIÉN DEBES SABER CÓMO RECONOCER UN PÁRRAFO.

¿CUÁNDO UN “PÁRRAFO” ES UN PÁRRAFO?

CUANDO ÉSTE CONTIENE UN GRUPO DE ORACIONES Y TODAS

ELLAS AYUDAN A DESARROLLAR UNA IDEA CENTRAL.

OBSERVA EL SIGUIENTE EJEMPLO:

A VCR!
1 We really are glad that we bought a VCR. We used to be so tired after
work that we rarely had the energy to go out to the movies. Nowadays, we
often stop off on the way home from work and pick up one or two movies.
We can stay at home, relax on a comfortable sofa or in bed, and snack
5 from the near-by kitchen while we watch a movie. We can re-run parts of
the movie, or put it on “pause” in order to stop and talk. Ah, that’s the life.
Thank you, VCR!

1. La oración que contiene el tópico es aquella en la cual el autor

generaliza lo que luego detallará. Con ella presenta su discurso.
We really are glad that we bought a VCR.

46
 2. La función del resto de las oraciones es explicar, desarrollar o ampliar
con detalles lo expresado en la oración general.

IX.REALIZA EL SIGUIENTE EJERCICIO: LEE EL TEXTO E IDENTIFICA EL

TÓPICO Y LA IDEA PRINCIPAL. EXPRÉSATE EN CASTELLANO.

A SHORT WEB HISTORY

Although the Web came into being in 1991, it was not until 1993, with the
development of the Mosaic Web browser software, that it became widely and
conveniently accessible. By 1994, it had become the second most popular Internet
service, and it moved into first place by early 1995. In the first three months of that
year, at least 18 million people in the U.S. and Canada used the Web, and incredibly,
a large survey found that the total Web use time per month was equal to the total
playback time of all rented videotapes in these two countries.

AL RECONOCER EL TÓPICO DE UN PÁRRAFO TAMBIÉN IDENTIFICARÁS

LAS ORACIONES QUE APOYAN Y AMPLÍAN LA INFORMACIÓN.

¿CÓMO IDENTIFICARLA LA IDEA PRINCIPAL?

LA IDEA PRINCIPAL ES AQUELLA QUE CONTIENE LA IDEA QUE EL

AUTOR DESEA EXPRESAR ACERCA DEL TÓPICO.

X.IDENTIFICA EL TÓPICO DEL TEXTO TITULADO “ENGINEERING”, Y

EXTRAE LA(S) IDEA(S) PRINCIPAL(ES) EXPRÉSATE EN CASTELLANO.

47
 EN RESUMEN:
 EL TÓPICO EXPRESA SOBRE QUÉ ESTÁ ESCRIBIENDO EL
AUTOR.
 LA IDEA PRINCIPAL CONTIENE LO QUE EL AUTOR PIENSA
ACERCA DEL TÓPICO.
 CUANDO CONOCES LA IDEA PRINCIPAL SABES QUÉ ES
IMPORTANTE Y QUÉ PUEDES OMITIR A LA HORA DE HOJEAR EL
TEXTO, PARAFRASEAR O HACER UN RESUMEN.

1 Engineering Comparison to other disciplines

Scientists study the world as it is; engineers create the world that has never
been. By: Theodore von Kárán
There exists a definitive overlap between the sciences and engineering
5 practice; in engineering, one applies science. Students in mathematics and
engineering both begin their education by studying the fundamental principles
of mathematics, such as geometry, algebra, and especially, calculus. However,
as the students progress, their foci diverge. The mathematics student continues
to learn mathematics, consisting of advanced principles and concepts which
10 typically build on those of the past. The engineering student begins to focus
primarily on mathematical application. At the end of his education, the engineer
will ideally understand most of the science necessary for the solution to physical
problems. The scientist will know far more science than the engineer, but with
much of this knowledge being too abstract for utility in real world applications.
15 Engineering is concerned with the design of a solution to a problem. A
scientist may ask why a phenomenon arises, and proceed to research the answer
to the question. Engineers do not deal with scientific phenomena,
48
 ____________ may use science in solving a problem, and/or find out how to
implement that solution. ____________, scientists attempt to explain
20 phenomena, ____________ engineers use that knowledge to construct solutions
to problems. Both areas of endeavor rely on accurate materials-phenomenon
observation. Both use mathematics and classification criteria ____________
analyze and communicate observations. Scientists are expected to interpret their
observations and to make expert recommendations for practical action based on
25 those interpretations. Scientists may ____________ have to complete
engineering tasks, ____________ designing experimental apparatus or building
prototypes. Conversely, in the process of developing technology engineers
sometimes find themselves exploring new phenomena, ____________
becoming, for the moment, scientists.
30 However, engineering research has a character different from that of
scientific research. First, it often deals with areas in which the basic physics
and/or chemistry are well understood, but the problems themselves are too
complex to solve in an exact manner. Examples are the use of numerical
approximations to the Navier-Stokes equations to describe aerodynamic flow
35 over an aircraft, or the use of Miner's rule to calculate fatigue damage. Second,
engineering research employs many semi-empirical methods that are foreign to
pure scientific research, one example being the parameter variation method.
Other fields
There are significant parallels between engineering and medicine. Both fields
are well known for their pragmatism —the solution to real world problems often
40 requires moving forward before phenomena are completely understood in a
more rigorous scientific sense and therefore experimentation and empirical
knowledge is an integral part of both. Part of medicine examines the function of
the human body. The human body although biological has many functions
similar to a machine. The heart for example functions much like a pump, the
45 skeleton is like a linked structure with levers, etc. This similarity has led to the
development of the field of biomedical engineering that utilizes concepts
developed in both disciplines.
There are also close connections between the workings of engineers and
artists; they are direct in some fields, for example, architecture, landscape
50 architecture and industrial design (even to the extent that these disciplines may
sometimes be included in a University's Faculty of Engineering); and indirect in
49
 others. Artistic and engineering creativity may be fundamentally connected as
the case of Leonardo Da Vinci indicates.
In Political science the term engineering has been borrowed for the study of
55 the subjects of Social engineering and Political engineering that deal with
forming political and social structures using engineering methodology coupled
with political science principles.

I.ESCRIBE LAS POSIBLES PALABRAS QUE CONSIDERES ESTÁN

RELACIONADAS CON EL TÍTULO.

II.DISCUTE ESTAS PREGUNTAS ANTES DE LEER EL TEXTO.

1. ¿Qué es la Ingeniería?
2. ¿De qué se encarga el ingeniero?
3. ¿Cuáles ciencias están relacionadas con la ingeniería?
4. ¿Cuál es la interdependencia existente entre la Ingeniería y otras ciencias y
disciplinas?
5. ¿Cuál es el elemento común entre la Ingeniería y las Ciencias?

III.LEE EL TEXTO Y REALIZA LAS ACTIVIDADES SUGERIDAS.

IV.COMPLETA LOS ESPACIOS EN BLANCO CON EL CONECTOR

ADECUADO:

like – but - in other words – whereas – also – because – or - in short - in order to

-such as- thus-

V.INFIERE EL SIGNIFICADO DE LAS PALABRAS QUE SE ENCUENTRAN

DENTRO DE LOS RECUADROS.

50
VI. ESCRIBE, EN CASTELLANO, A QUÉ SE REFIEREN LAS PALABRAS
SUBRAYADAS.

VII.IDENTIFICA PALABRAS QUE CONTENGAN SUFIJOS E INDICA QUÉ

FUNCIÓN CUMPLEN.

VIII.UBICA EN EL TEXTO EL SINÓNIMO Y EL ANTÓNIMO DE LAS

SIGUIENTES PALABRAS.

SINÓNIMO-LÍNEA ( )
concerns with=__________________________
depend on=_____________________________
wholly=_______________________________
concentrate=___________________________
precise=_______________________________
joined=________________________________
ANTÓNIMO-LÍNEA ( )
less≠_____________________________
fictional≠_________________________
easy≠____________________________
tangible≠_________________________
distant≠__________________________
finishes≠_________________________

IX.INDICA SI LOS SIGUIENTES PLANTEAMIENTOS SON VERDADEROS

O FALSOS DE ACUERDO AL TEXTO:

a).Some sculptures’ works are related with architecture, industrial design and
engineering.
b) Because of the resemblance of the human body to a machine, the development of
the biomedical engineering field arose.
c) Engineering students begin their education by studying the fundamental principles
of mathematics, and when they finish it they can solve real world problems.
d) Engineers sometimes change their primary activity: from being an engineer to
becoming a scientist.
51
e) The purposes of researching for engineering are similar to that of scientific
research.
f) Engineers deal with scientific phenomena and scientists attempt to use that
knowledge to solve problems.
g) The foci of engineering and sciences are the accurate observation of materials-and
phenomena.

X.CAMBIA ESTAS FRASES A COMPUESTOS NOMINALES.

1.An internet interaction with the manager and co-workers._____________________.

2.The surprising findings of the previous research.____________________________.

3.The severity of the frustration with computers in the work place._______________

4.Any research which evaluates frustrating causes. ___________________________

XI.EXTRAE DEL TEXTO OCHO COMPUESTOS NOMINALES, E

INTERPRÉTELOS EN CASTELLANO.

LÍNEA COMPUESTO NOMINAL INTERPRETACIÓN

52
XII.RESPONDE, EN CASTELLANO, LAS SIGUIENTES PREGUNTAS DE
ACUERDO AL TEXTO.

1.WHICH ENGINEERING FIELD. HAS BEEN DEVELOPED BY COMPARING

HEART WITH A PUMP?_______________________________

2.WHICH ARE THEY THE MAIN PRINCIPLES FOR AN ENGINEERING

STUDENT?

3.WHAT IS THE MAIN DIFFERENCE BETWEEN THE ENGINEERING

RESEARCH AND THE SCIENTIFIC RESEARCH?__________________________

4.WHO KNOWS MORE ABOUT SCIENCE THAN AN ENGINEER?___________

5.WHAT IS THE ENGINEER FUNCTION?________________________________

6.WHAT´S THE DEFINITION OF ENGINEERING?_________________________

INTERPRETACIÓN DE GRÁFICOS:
EXTRAER INFORMACIÓN DE UN GRÁFICO PERMITE CRITICAR,
ANALIZAR Y PREDICIR LO SUGERIDO POR LA LECTURA FIGURATIVA

I.-OBSERVA LOS GRÁFICOS QUE SE PRESENTAN A CONTINUACIÓN Y

RESPONDE A LAS SIGUIENTES PREGUNTAS:
¿DE QUÉ TRATA EL TEXTO?, ¿CUÁL ES EL TEMA CENTRAL?,
¿CUALES SON LOS SUBTEMAS?

Communication systems

Text and graphics only Multimedia

53
 synchronous asynchronous netphones synchronous

fax webpages
newsgroups

Communication systems

Audio only

asynchronous chats voicemail synchronous asynchronous

email
bulletin board videoconferencing

1 COMMUNICATION SYSTEMS
In the short term, computers are certainly going to become more powerful and
they’ll also get cheaper. That means they´ll become much more commonly
available. It´s likely they’ll be integrated with other devices and may even
5 become specialized devices you throw away when they go wrong. Flat panel
screens will certainly replace cathode-ray tube monitors almost completely
because they take up less space and use less power. They look better as well.
There´s likely to be devices used for security, biometric devices for scanning
your eye or taking your fingerprints. They´ll be used instead of passwords.
10 Printing, printers, colour printers, colour laser printers are becoming cheaper so
more printing will be done in colour. The shape and design of computers are
likely to change and become much more varied because we can now construct
the motherboards in flexible form. On the software side, companies are trying
hard to improve voice control so you´ll be able to talk to your computer to
15 control it without using a keyboard.
Another development which I expect to become more common in the future is

54
 media centre computer. This type of computer makes it easy to record video,
play DVD´s listen to music and watch TV. I expect the way that software is sold
will change too. Instead of buying individual packages, people may rent or hire
20 the components they need –word processor or whatever- and connect to them
over the Internet. Service providers will make different components available
and you´ll be charged a fee for the ones you use.
In the longer term, they won´t be able to make computers any more powerful
using electronics so other methods may come in for the data signals in the
25 computer.
They will definitely be integrated more with TV systems and with telephony
and become much more communication devices. It´s likely much smaller
devices will be made probably built into clothing which will allow you to
communicate wherever you go, and there may even be devices to control home
devices, to help people with disabilities and implanted into the human brain. We
might not call them computers in the future but they´ll be everywhere.

I.EL TEXTO ANTERIOR CONTIENE UNA SERIE DE CARACTERÍSTICAS

DE UN COMPUTADOR. HAZ UNA LISTA DE ELLAS.

II.ANALIZA LAS SIGUIENTES AFIRMACIONES Y SEÑALA SI SON

VERDADERAS O FALSAS DE ACUERDO AL TEXTO LEÍDO. JUSTIFICA
LAS RESPUESTAS.

1. Computers are getting cheaper as they’re becoming more powerful.

2. Cathode-ray tube monitors will certainly replace flat panel screens because they
take up less space and use less power.
3. People’s fingerprints will be used instead of passwords.
4. It´s likely to talk to your computer to control it without using a keyboard.
5. Computers might change their names in the future and they´ll be everywhere.
6. Electronic devices will probably control home devices, help people with
disabilities and be implanted into the human brain.

55
III. UBICA EN EL RECUADRO 12 PALABRAS CLAVES CONTENIDAS EN
EL TEXTO LEÍDO Y QUE PUDIERAS TOMAR EN CUENTA AL RESUMIR EL
TEXTO.
K E Y B O A R D K L
C O M P O N E N T O
D E C O M P U T E R
P A S S W O R D S T
O S A R G H J U T N
W F E T F M L K N O
E L E C T R O N I C
R M O N I T O R F
D E V I C E S J P G
L T E L E P H O N Y
S Y S T E M S N Y M

INTERPRETA EL SIGUIENTE GRÁFICO:

ESTUDIA ESTE “URL” (UNIFORM RESOURCE LOCATOR)

THE WORLD WIDE WEB

http://www.hw.ac.uk/libWWW/irn/irn.html

protocol
prefix web domain
service country directory document
domain code path name
name
service

56
II. DESPUÉS DE ANALIZAR EL GRÁFICO, RESPONDE ESTAS
PREGUNTAS:
Which part of the address tells you:
1. The university is the UK?
2. The type is a webpage?
3. The type of transmission standard your browser must be use to access
the data?
4. This points to the computer where the webpage is stored?
5. This is where the webpage is stored in the computer?
6. This is a university?
7. This uses the Web service?

III. LEE EL SIGUIENTE TEXTO Y COMPARA TUS RESPUESTAS:

1 The World Wide Web

To find the webpage you want, you have to click on a webpage hyperlink or
enter a URL. A Uniform Resource Locator into a browser. The URL is the
address of the page. When you do that, the browser sends the URL to a DNS

5 server.
The DNS server is the Domain name Server. It uses a look-up table to find the IP
address of the Web server referred to in the URL. The IP address is a unique, 32-
bit set of numbers. Every computer on the web has its own IP address.
Once the DNS server has found the IP address, it sends it back to the browser.

10 The browser then uses this IP address to send a request to the web server. The
request is sent as a series of separate data packets which include both the IP
address of the Web server and the IP address of the computer. These data packets
57
 are first sent to a router computer, which uses the IP address of the Web server to
determine the best available route for each packet.
15 The packets are passed from router to router until they reach the Web server.
They may travel by different routes before reaching the server. As the individual
packets reach the Web server, they’re put back together again.
The Web server now services the request by sending the requested webpage back
to the browser computer. Again it travels as a series of separate data packets from
20 router to router. This time the router uses the IP address of the browser computer
to work out the best available path for each packet. As the packets arrive at the
browser computer, they’re combined to form the webpage you requested and are
displayed in your browser.

IV. CONECTA CADA PALABRA DE LA COLUMNA “A” CON LA PALABRA

CORRESPONDIENTE DE LA COLUMNA “B”. PUEDES HACER MÁS DE
UNA COMBINACIÓN:

COLUMN A COLUMN B
BULLETIN BOARD
DOMAIN BUTTON
FILE ENGINE
GRAPHICAL LINK
MOBILE MAP
SEARCH MESSAGE
SITE NAME
SYNCHRONOUS PAGE
TEXT PHONE
WEB TRANSMISSION

V. COMENTA A QUÉ SE REFIEREN LAS SIGUIENTES EXPRESIONES, EN

CASTELLANO:
58
Línea 6: it____________________________________________________________
Línea 8, its:___________________________________________________________
Línea 11,which:_______________________________________________________
Línea13, which:_______________________________________________________
Línea 15, which:_______________________________________________________
Línea 17, which:_______________________________________________________
Línea 19, it:___________________________________________________________
Línea 22, they:________________________________________________________

¿QUÉ SIGNIFICA RESUMIR?

EL PROCESO DE ELABORACIÓN DEL RESUMEN ESTÁ ÍNTIMAMENTE
RELACIONADO CON LA ESTRATEGIA DE PARAFRASEO Y PUEDE
DEPENDER DE ÉSTE. ESTA ACTIVIDAD CONSTA DE CONSTRUIR EN
UNA FRASE LA IDEA PRINCIPAL DE UN PÁRRAFO O DE UN TEXTO
CORTO. RESUMIR REQUIERE LA COMPRENSIÓN DE LO LEÍDO ASÍ
COMO LA HABILIDAD DE EXPRESAR ESA INTERPRETACIÓN CON SUS
PROPIAS PALABRAS. ESTO TAMBIÉN AMERITA BREVEDAD Y
PRECISIÓN. SE LOGRA UN BUEN RESUMEN CONDENSANDO SIN
OMITIR PALABRAS CLAVES, MANTENIENDO EL PUNTO DE VISTA DEL
AUTOR, Y PRESENTANDO LA INFORMACIÓN SIGUIENDO UNA
SECUENCIA LÓGICA. EL OBJETIVO DE RESUMIR ES CAPTAR LA
ESENCIA DEL TEXTO DE MANERA CLARA Y CONCISA.

UN BUEN RESUMEN SE CARACTERIZA POR:

59
 o ser breve,
o describir el tópico principal o el tema del texto,
o incluir solo la información importante,
o omitir los detalles menores o irrelevantes,
o organizar la información de manera clara, y
o expresar el significado de las palabras del autor.

A CONTINUACIÓN SE SUGIEREN ALGUNOS PROCEDIMIENTOS PARA

ELABORAR UN RESUMEN ACEPTABLE:

1. Expresión oral: después de leer el texto repite lo contenido en el texto oralmente

a un compañero a un pequeño grupo,
1.1- Apóyate en gráficos o dibujos para guiar la secuencia de los eventos
principales,
1.2- También puedes usar palabras o estructuras claves para marcar la
secuencia de lo narrado. Por ejemplo: first…, second…, then…, after
that…, o tiempos verbales que lo indiquen.
2. Expresión gráfica: realiza dibujos o diagramas que representen los elementos
claves del texto y úsalos para repetir lo leído de manera breve.
3. Después de leer el material escrito se escribe un bosquejo preliminar del
resumen. Este puede sufrir cambios tratando de organizar y reajustar lo expresado
inicialmente; esto es posible usando los conectores apropiados para enlazar las
ideas expuestas.
4. Redacción: cuando transcribas la versión final del resumen se expresa la
información de manera condensada sin descuidar los aspectos relevantes,
manteniendo lo esencial y evitando los detalles, ejemplos, repeticiones, etc.. Se
recomienda guardar el orden de presentación de la información y usar un
lenguaje preciso y claro.

60
 LA ELABORACIÓN DE RESÚMENES ES UNA ESTRATEGIA
COGNOSCITIVA MUY IMPORTANTE QUE CONSISTE EN LA
CONDENSACIÓN Y PARAFRASEO DE LOS PUNTOS MÁS
IMPORTANTES DE UN TEXTO.

LEE EL SIGUIENTE TEXTO Y REPASA TODAS LAS ESTRATEGIAS

DESARROLLADAS A LO LARGO DEL CURSO. LUEGO, HAZ UN
RESUMEN DEL MISMO.

HOW TO READ AN ENGINEERING RESEARCH PAPER

By: William G. Griswold
2 Reading research papers effectively is challenging. These papers are written in
a very condensed style because of page limitations and the intended audience,
which is assumed to already know the area well. Moreover, the reasons for
writing the paper may be different than the reasons the paper has been assigned,
6 meaning you have to work harder to find the content that you are interested in.
Finally, your time is very limited, so you may not have time to read every word
of the paper or read it several times to extract all the nuances. For all these
reasons, reading a research paper can require a special approach.
To develop an effective reading style for research papers, it can help to know
11 two things: what you should get out of the paper, and where that information is
located in the paper. First, I'll describe how a typical research paper is put
together.
Despite a paper's condensed form, it is likely repetitive. The introduction will
state not only the motivations behind the work, but also outline the solution.
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16 Often this may be all the expert requires from the paper. The body of the paper
states the authors' solution to the problem in detail, and should also describe a
detailed evaluation of the solution in terms of arguments or an experiment.
Finally, the paper will conclude with a recap, including a discussion of the
primary contributions. A paper will also discuss related work to some degree.
21 Because of the repetition in these papers at different levels of detail and from
different perspectives, it may be desirable, to read the paper ``out of order'' or to
skip certain sections. More on this below.
The questions you want to have answered by reading a paper are the following:
What are motivations for this work? For a research paper, there is an
26 expectation that a problem has been solved that no one else has published in the
literature. This problem intrinsically has two parts. The first is often unstated,
what I call the people problem. The people problem is the benefits that are
desired in the world at large; for example some issue of quality of life, such as
saved time or increased safety. The second part is the technical problem,
31 which is: why doesn't the people problem not have a trivial solution? There is
also an implication that previous solutions to the problem are inadequate. What
are the previous solutions and why are they inadequate? Finally, the motivation
and statement of the problem are distilled into a research question that can be
addressed within the confines of this particular paper. Oftentimes, one or more
36 of these elements are not explicitly stated, making your job more difficult.
What is the proposed solution? This is also called the hypothesis or idea.
There should also be an answer to the question why is it believed that this
solution will work, and be better than previous solutions? There should also be
a discussion about how the solution is achieved (designed and implemented) or
41 is at least achievable.
What is the work's evaluation of the proposed solution? An idea alone is
usually not adequate for publication of a research paper. This is the concrete
engagement of the research question. What argument, implementation, and/or
experiment makes the case for the value of the ideas? What benefits or
46 problems are identified?
What is your analysis of the identified problem, idea and evaluation? Is this
a good idea? What flaws do you perceive in the work? What are the most
interesting points made? What are the most controversial ideas or points made?
For work that has practical implications, you also want to ask: Is this really

62
51 going to work, who would want it, what it will take to give it to them, and when
might it become a reality?
What are the contributions? The contributions in a paper may be many and
varied. Beyond the insights on the research question, a few additional
possibilities include: ideas, software, experimental techniques, or an area
56 survey.
What are future directions for this research? Not only what future directions
do the authors identify, but what ideas did you come up with while reading the
paper? Sometimes these may be identified as shortcomings or other critiques in
the current work.
61 What questions are you left with? What questions would you like to raise in
an open discussion of the work? What do you find confusing or difficult to
understand? By taking the time to list several, you will be forced to think more
deeply about the work.
What is your take-away message from this paper? Sum up the main
66 implication of the paper from your perspective. This is useful for very quick
review and refreshing your memory. It also forces you to try to identify the
essence of the work.
As you read or skim a paper, you should actively attempt to answer the above
questions. Presumably, the introduction should provide motivation. The
71 introduction and conclusion may discuss the solutions and evaluation at a high
level. Future work is likely in the concluding part of the paper. The details of
the solution and the evaluation should be in the body of the paper. You may find
it productive to try to answer each question in turn, writing your answer down. I
recommend that you keep a notebook on all the papers you read, or mark-up the
76 papers themselves. You could use my standard two-page form that you can fill
out for each paper. In practice, you are not done reading a paper until you can
answer all the questions.
Also, you should be aware of the context of the paper in relation to the other
papers in the class. Often a paper will represent a generalization, new direction,
81 or contradiction to earlier papers.
If you find that filling out this form doesn't work for you, you can try writing a
250 word abstract of the paper--not rewriting the abstract at the front of the
paper, but your abstract, capturing the above five issues from your perspective.
I often find it useful to write an abstract because it develops the logical

63
86 connections between the above five issues.
Taking time to writing down questions you have about the paper will often
surface thoughts that were not initially articulated. Perhaps the paper was vague
on key issues, or ignored issues that you think are important. If you come to
class with such questions, you are prepared to counter or preempt my own
91 questions.
Reading a book is somewhat different. Although you want to answer the above
questions for a book, it may not do the book justice given the amount of detail
in each chapter. You may want to fill out the above questions on a chapter-by-
chapter basis, and then produce a summary form for the entire book when you
106 have finished reading it. However, each chapter will have a particular slant that
may make certain questions irrelevant. Also, a book is often not oriented
towards explaining the solution to a research problem. However, engineering
books are invariably oriented towards problem solving of one kind or another.
I have a habit of writing on papers directly, less with books simply because they
111 cost so much. A well-annotated paper is worth its weight in gold, as it not only
contains the content of the paper, but your assessment of its value to you.
Advice on note taking. Although I have provided a form that can be filled out,
I actually advocate annotating the paper directly. The paper is a rich canvas on
which to layer your thoughts. Here is how I suggest approaching the reading
116 and mark-up process:
Highlight important comments as you go. Using a highlighter, as opposed to
underlining, can really help key senteneces "pop out" at you when you return to
review the paper later.
Mark the important paragraphs of the paper according to motivation/problem,
121 idea/solution, their evaluation, and contributions.
On the front of the paper, write down the take-away message.
On the front of the paper, or near the end, write down your key questions. Other
questions may be written in the margins as you read.
Try to answer the questions for yourself, as best you can. Use Google or other
126 sources as appropriate.
Until you have been able to complete the above process, it is likely that you
have not yet thought critically enough about the paper. A second pass over the
paper is sometimes required to have it all come together for you. To help you
further structure your reading and note-taking activities, you might want to

64
 follow this rubric, using it as a kind of check list.

SEGUIDAMENTE ENCONTRARAS TEXTOS ADICIONALES PARA

REVISAR Y EJERCITAR TODAS LAS ESTRATEGIAS DE PRE-LECTURA,
LECTURA Y POS-TLECTURA ESTUDIADAS.

1 BLUETOOTH
As portable computing devices get smarter and more capable, connectivity
frustrations increase.
This is where Bluetooth comes in. The brainchild of Ericsson, IBM, Intel,
5 Nokia and Toshiba, Bluetooth is a microwave high-speed wireless link system
that’s designed to work with portable equipment. To that end, it’s low power,
very small and very low cost. It uses the same frequencies as existing radio
LANs (and incidentally, microwave ovens) to create a secure 1 Mbit/s link
between devices within 10m of each other. These devices can be laptops,
10 PDAs, cell phones, wired telephone access points, even wristwatch devices,
headphones, digital cameras and so on. With them, your notebook PC will be
able to access your cellular phone –and thus the Internet- without you having
to take the phone out of your pocket. Files can be exchanged and
communications set up for voice and data between just about any devices
15 capable of handling the information.
Bluetooth operates in the unlicensed SM (Industrial, Scientific and Medical)
band at 2.45GHz, which is globally available for products.
There’s 89 MHz of bandwidth allocated here, and since Bluetooth is very low
power, it actually radiate less than most national and international standards
65
20 allow non-transmitting devices to leak as part of their normal operation. This
is key, as it allows the technology to operate without restriction on aircraft.
As befits their status as radio frequency experts, Ericsson and Nokia
developed the RF side of Bluetooth. The link works in a similar way to the
IEEE 802.11 wireless networking system, with a packet-switching protocol
25 based on fast-frequency hopping direct sequence spread spectrum. In other
words, it constantly switches channel to avoid interference. It changes
frequency 1,600 times a second through 79 frequency bands. It’s expected that
this will be so good at avoiding conflicting signals from other sources that the
transmission power can be kept very low.
30 Security is taken care of through the frequency hopping and 40-bit encryption.
As the system uses radio, it can work through some barriers –briefcases, shirt
pockets and desktops, for example- but it won´t carry through office buildings.
The power level of the transmitter can be varied, with feedback from the
remote side of the link used to set the output to the lowest level commensurate
35 with error-free operation. This saves power and increases the usable density of
devices. The device can operate at up to 1mW (an optional power amplifier
can increase this to 100mW) and the whole lot consumes between 8mA and
30mA at 2.7V. Various power-saving modes can be used when a device isn’t
transmitting, trading off speed of response for battery life. These work with
40 current levels between 300pA and 60pA.
Within the 10m radius of at unit, up to 10 independent full-speed piconets can
operate, with bandwidth reduced proportionately if more than this are in use.
Each can handle up to eight devices, and can be further subdivided into
separate services: 432Kbit/s full-duplex data, 721/56Kbit/s asymmetric
45 duplex, or 384Kbit/s third generation GSM. Each channel can also support
three 64Kbit/s full-duplex voice channels. An optional variation in modulation
technique would double the basic data rate to 2Mbit/s.
Power consumption and cost were very significant factors in Bluetooth’s
design, and it was decided not to make the system a fully-fledged LAN. As a
50 result, there’s no collision detection. All devices on a piconet are synchronized
to a master device and are controlled by it to prevent simultaneous operation
on the same frequency. Any device can be a master, and is elected dynamically
when the link starts up.
The standard is open and royalty-free to members of the Bluetooth special

66
 interest group.

I.RESPONDE LAS SIGUIENTES PREGUNTAS DE ACUERDO AL TEXTO:

1. What frustrating problem does Bluetooth solve?

2. Who first developed Bluetooth?

3. In what ways is Bluetooth particularly suited to portable systems?

4. What do Bluetooth devices share with microwave ovens?

5. List some devices that are suitable for use with Bluetooth.

6. Why is Bluetooth suitable for use on airplanes?

7. What factors provide security for Bluetooth communications?

8. How is the output power level of the transmitter set?

II.UNE LOS TÉRMINOS DE LA COLUMNA “A” CON LAS DEFINICIONES DE

LA COLUMNA”B”.

“A” “B”
Bluetooth. Radio Frequency.
SM band. The number of devices that can be used in the same area.
RF. A microwave high-speed wireless link system designed to
IEEE 802.11 work with portable equipment.
Frequency hopping. Very low power network links between Bluetooth devices.
Usable density. An unlicensed frequency range at 2.45 GHz.
Piconet. A standard for networking systems with a packet-switching
protocol.
Constantly switching channels.

III. ANALIZA LAS SIGUIENTES AFIRMACIONES Y SEÑALA SI SON

VERDADERAS O FALSAS.
67
 a. Bluetooth is an expensive system.

b. Bluetooth devices can communicate at a distance of up to 20m.

c. The SM band is available throughout the world.

d. Bluetooth has a very low radiation level.

e. Each Bluetooth connection operates at one fixed frequency.

f. Bluetooth signals will pass through walls of buildings.

g. The master Bluetooth device is determined when a link is first established

Materials Science
1 Materials Science is an interdisciplinary field involving the properties of matter
and its applications to various areas of science and engineering. It includes
elements of applied physics and chemistry, as well as chemical, mechanical,
civil and electrical engineering. With significant media attention to nanoscience
5 and nanotechnology in the recent years, materials science has been propelled to
the forefront at many universities, sometimes controversially.

Fundamentals of Materials Science

In materials science, rather than haphazardly looking for and discovering

materials and exploiting their properties, one instead aims in order to understand
10 materials fundamentally so new materials with the desired properties can be
created.

The basis of all materials science involves relating the desired properties and
relative performance of a material in a certain application to the structure of the
atoms and phases in that material through characterization. The major
15 determinants of the structure of a material and thus of its properties are its
constituent chemical elements and the way in which it has been processed into
its final form. These, taken together and related through the laws of
thermodynamics, govern the material’s microstructure, and thus its properties.

Materials in Industry
20 Radical materials advances can drive the creation of new products or even new

68
 industries, ________________ stable industries ________________ employ
materials scientists to make incremental improvements and troubleshoot issues
with currently used materials. Industrial applications of materials science
25 include materials design, cost-benefit tradeoffs in industrial production of
materials, processing techniques (casting, rolling, welding, crystal growth, thin-
film deposition, sintering, glassblowing, etc.), __________________analytical
techniques (characterization techniques __________________ electron
microscopy, x-ray diffraction, calorimetry, nuclear microscopy (HEFIB),
Rutherford backscattering, neutron diffraction, etc.).
I.LEE EL TEXTO Y COMPLÉTALO CON LOS CONECTORES ADECUADOS.

-for- -because of- -since- -but- -and- -such as- -also- - as-

RECUERDA QUE EL MAL USO DE LOS CONECTORES

RESTA COHERENCIA A UN TEXTO
h.

II. EXPRESA, EN CASTELLANO, CUÁL INFORMACIÓN ES

REEMPLAZADA POR LAS PALABRAS SUBRAYADAS.

III.UBICA EN EL TEXTO EL SINÓNIMO Y EL ANTÓNIMO DE LAS

SIGUIENTES PALABRAS:

SINÓNIMO-LÍNEA ( ) ANTÓNIMO- LÍNEA ( )

production= ______________________ ancient≠ __________________________
cause= ___________________________ initial≠____________________________
important=________________________ similar≠___________________________
Presently=________________________ few≠_____________________________

IV. INFIERE EL SIGNIFICADO DE LAS SIGUIENTES PALABRAS SEGÚN

EL CONTEXTO:
69
Involving:____________________________________________________________
Propelled:____________________________________________________________
Forefront:____________________________________________________________
Desired:______________________________________________________________
Major:_______________________________________________________________
Tradeoffs:____________________________________________________________

VERBOS IRREGULARES MÁS COMUNES EN LECTURAS TECNICAS

INFINITIVE PAST PAST. PART MEANING

TO BE WAS, WERE BEEN SER, ESTAR
TO CHOOSE CHOSE CHOSEN ESCOGER, SELECCIONAR
TO DRAW DREW DRAWN DIBUJAR, ATRAER (METALES),
SACAR
TO FALL FELL FALLEN CAER, BAJAR, DISMINUIR.
TO FORBID FORBADE FORBIDDEN PROHIBIR.
TO FREEZE FROZE FROZEN CONGELAR(SE)
TO GET GOT GOTTEN CONSEGUIR, OBTENER.
TO GIVE GAVE GIVEN DAR, PROVEER, SUMINISTRAR.
TO GROW GREW GROWN CRECER, AUMENTAR
TO KNOW KNEW KNOWN SABER, CONOCER.
TO RISE ROSE RISEN SUBIR, AUMENTAR, INCREMENTAR
TO SEE SAW SEEN VER, VISUALIZAR, NOTAR
TO SHOW SHOWED SHOWN MOSTRAR, DEMOSTRAR
TO TAKE TOOK TAKEN TOMAR, AGARRAR, ASIR
TO WEAR WORE WORN DESGASTAR(SE), CONSUMIR(SE)
TO WRITE WROTE WRITTEN ESCRIBIR

TO BEGIN BEGAN BEGUN COMENZAR, EMPEZAR.

TO RUN RAN RUN FUNCIONAR, OPERAR, CORRER

TO GO WENT GONE IR
TO UNDERGO UNDERWENT UNDERGONE SER SOMETIDO A,
EXPERIMENTAR

TO FEED FED FED ALIMENTAR(SE), AVANZAR

(MECANISMO)
TO HAVE HAD HAD TENER, POSEER, HABER
70
TO HOLD HELD HELD SUJETAR, CONTENER
TO LEAD LED LED CONDUCIR, LLEVAR, INDUCIR,
IMPULSAR
TO KEEP KEPT KEPT RETENER, ALMACENAR
TO LEAP LEAPT LEAPT BROTAR, SALTAR (CHISPA)
TO LEAVE LEFT LEFT DEJAR, IRSE, SALIR DE
TO LIGHT LIT LIT ENCENDER, PRENDER
TO LOSE LOST LOST PERDER (SE)
TO MAKE MADE MADE HACER, FABRICAR, CREAR
TO MEET MET MET REUNIR(SE), CONOCER, SATISFACER
TO MEAN MEANT MEANT SIGNIFICAR, REFERIRSE A
TO SAY SAID SAID DECIR
TO STICK STUCK STUCK PEGARSE, ADHERIRSE, UNIRSE
TO STRIKE STRUCK STRUCK GOLPEAR, CHOCAR CON
TO SWING SWUNG SWUNG MECER(SE), OSCILAR, GIRAR
TO TELL TOLD TOLD DECIR, REFERIR
TO UNDERSTAND UNDERSTOOD UNDERSTOOD ENTENDER, COMPRENDER
TO WITHSTAND WITHSTOOD WITHSTOOD SOPORTAR, RESISTIR A

TO CAST CAST CAST FUNDIR (METALES)

TO CUT CUT CUT CORTAR, REBAJAR, INTERRUMPIR
TO PUT PUT PUT PONER, COLOCAR
TO SET SET SET PONER, COLOCAR, ESTABLECER
TO SHUT SHUT SHUT CERRAR
TO SPLIT UP SPLIT UP SPLIT UP DIVIDIR
TO SPREAD SPREAD SPREAD EXTENDER(SE), ESTIRAR(SE)

TO BIND BOUND BOUND JUNTAR, UNIR.

TO FIND FOUND FOUND ENCONTRAR, NOTAR, DESCUBRIR
TO GRIND GROUND GROUND TRITURAR, PULVERIZAR, MOLER,
AFILAR
TO WIND WOUND WOUND DEVANAR, ENROLLAR,
EMBOBINAR

TO BEND BENT BENT DOBLAR (SE)

TO BURN BURNT BURNT QUEMAR (SE), CALCINAR (METAL)
TO DEAL (WITH) DEALT (WITH) DEALT (WITH) ESTUDIAR, TRATAR
TO SEND SENT SENT ENVIAR
TO SPEND SPENT SPENT GASTAR, CONSUMIR

TO DO DID DONE HACER, REALIZAR

TO SHOW SHOWED SHOWN MOSTRAR, DEMOSTRAR
TO THINK THOUGHT THOUGHT PENSAR

71
Para una lista de verbos más amplia visita:
http://www.englishpage.com/irregularverbs/irregularverbs2.html

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