Profesorado de Biologia TP

INGLÉS TÉCNICO
GUÍA DE TRABAJOS PRÁCTICOS

ÁREA: PROFESORADO EN BIOLOGÍA
SEDE: CONCEPCIÓN
DOCENTES:
● Esp. Edith del V. Javiera Murúa

● Esp. Marcela A. Acevedo
● Prof. Carlos Buadas
Año 2018
UNIVERSIDAD NACIONAL DE CATAMARCA
FACEN – INGLÉS TÉCNICO
FACULTAD DE CIENCIAS EXACTAS Y NATURALES

INGLÉS TÉCNICO
TRABAJO PRÁCTICO Nº 1
TEXTO: CELL BIOLOGY
CELL BIOLOGY
Cell biology (formerly called cytology, from the Greek κυτος, kytos, "vessel") is a branch of
biology that studies the different structures and functions of the cell and focuses mainly on the
idea of the cell as the basic unit of life. Cell biology explains the structure, organization of the
organelles they contain, their physiological properties, metabolic processes, signaling
pathways, life cycle, and interactions with their environment. This is done both on a
microscopic and molecular level as it encompasses prokaryotic cells and eukaryotic cells.
Knowing the components of cells and how cells work is fundamental to all biological sciences;
it is also essential for research in bio-medical fields such as cancer, and other diseases.
Research in cell biology is closely related to genetics, biochemistry, molecular biology,
immunology, and developmental biology.
Chemical and molecular environment
The generalized structure and

molecular components of a cell
The study of the cell is done on a molecular level; however, most of the processes within the
cell are made up of a mixture of small organic molecules, inorganic ions, hormones, and water.
Approximately 75-85% of the cell’s volume is due to water making it an indispensable solvent
as a result of its polarity and structure. These molecules within the cell, which operate as
substrates, provide a suitable environment for the cell to carry out metabolic reactions and
signaling. The cell shape varies among the different types of organisms, and are thus then
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classified into two categories: eukaryotes and prokaryotes. In the case of eukaryotic cells -
which are made up of animal, plant, fungi, and protozoa cells - the shapes are generally round
and spherical, while for prokaryotic cells – which are composed of bacteria and archaea - the
shapes are: spherical (cocci), rods (bacillus), curved (vibrio), and spirals (spirochetes).
Cell biology focuses more on the study of eukaryotic cells, and their signaling pathways, rather
than on prokaryotes which is covered under microbiology. The main constituents of the
general molecular composition of the cell includes: proteins and lipids which are either free
flowing or membrane bound, along with different internal compartments known as organelles.
This environment of the cell is made up of hydrophilic and hydrophobic regions which allows
for the exchange of the above-mentioned molecules and ions. The hydrophilic regions of the
cell are mainly on the inside and outside of the cell, while the hydrophobic regions are within
the phospholipid bilayer of the cell membrane. The cell membrane consists of lipids and
proteins which accounts for its hydrophobicity as a result of being non-polar substances.
Therefore, in order for these molecules to participate in reactions, within the cell, they need to
be able to cross this membrane layer to get into the cell. They accomplish this process of
gaining access to the cell via: osmotic pressure, diffusion, concentration gradients, and
membrane channels. Inside of the cell are extensive internal sub-cellular membrane-bounded
compartments called organelles.
Growth and development

The growth process of the cell does not refer to the size of the cell, but instead the density of
the number of cells present in the organism at a given time. Cell growth pertains to the
increase in the number of cells present in an organism as it grows and develops; as the
organism gets larger so too does the number of cells present. Cells are the foundation of all
organisms, they are the fundamental unit of life. The growth and development of the cell are
essential for the maintenance of the host, and survival of the organisms. For this process the
cell goes through the steps of the cell cycle and development which involves cell growth, DNA
replication, cell division, regeneration, specialization, and cell death. The cell cycle is divided
into four distinct phases, G1, S, G2, and M.
The G phases – which is the cell growth phase - makes up approximately 95% of the cycle.
The proliferation of cells is instigated by progenitors; the cells then differentiate to become
specialized, where specialized cells of the same type aggregate to form tissues, then organs
and ultimately systems. The G phases along with the S phase – DNA replication, damage and
repair - are considered to be the interphase portion of the cycle. While the M phase (mitosis
and cytokinesis) is the cell division portion of the cycle. The cell cycle is regulated by a series
of signaling factors and complexes such as CDK's, kinases, and p53 to name a few. When the
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cell has completed its growth process, and if it is found to be damaged or altered it undergoes
cell death, either by apoptosis or necrosis, to eliminate the threat it cause to the organism’s
survival.
Reference
https://en.wikipedia.org/wiki/Cell_biology
ACTIVIDADES:
1. Observe el texto y determine:
 Número de párrafos: …5….

 Número de líneas: ……55…..
 ¿De dónde se extrajo el texto?
 Tipo de texto: Instructivo / Narración / Noticia periodística / Artículo enciclopédico /
Nota de revista
2. Describa el elemento paralingüístico que se presenta en el texto.

Se presenta en el texto una imagen de una célula con sus componentes moleculares,
oraganelas, lisosoma, mitocondria.
3. Extraiga los siguientes tipos de palabras, consigne líneas e interprételas (no menos de
5 de cada categoría):
Palabras transparentes: Biology (L.2) Cancer (L.8) idea (L.3) fundamental (L.41)
indispensable (L.13)
Palabras conocidas: animal (L.19) Bacteria (L.20) proteína (l.24) factors (L.52)
organismos (L.39)
Palabras técnicas: Prokaryotic (L.6) eukaryotic (L.6) Methabolic (L.16) membrana
(L.32) archaea (L.20)
Palabras repetidas: cell, molecules, and, they, of
Palabras clave: Hydrophilic, biology, molecules,
4. Lea el texto en forma global para decidir cuál de las siguientes frases sintetiza mejor el
tema central. Justifique su elección.
● La estructura y funciones de la célula.

● Las ramas de la biología celular y pertinencia de cada una.
● El campo de estudio de la biología celular y se focaliza en algunos aspectos de
la célula.
● La función de las células procariotas en la biología celular.
5. Revise el texto y complete el siguiente cuadro con ejemplos de:
Mayúsculas Palabras remarcadas Porcentajes Siglas

y/o en cursiva
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Cell (L.1) Kytos (L.1) 75-85% (L.14) DNA (L.43)

Chemical (L11) Cocci (L.21) 95 % (L.46) CDK (L.52)
Greek (L.1) Bacillus (L.21) G1 (L.45)
6. Observe el gráfico y mencione los componentes de la célula que puede identificar sin
consultar el diccionario.
Cellia, Lysosome, Cytoplasm, Ribosome, Centrioles
7. Coloque en orden las ideas centrales de los párrafos. Relee las primeras oraciones de
cada párrafo (o también conocidas como oraciones tópicas) para poder resolver este
punto.
Párrafo Nº Idea central del párrafo

2 El estudio de la célula a nivel molecular
5 Significado, etapas y alcances del crecimiento celular
1 Origen del término biología celular y sus principales características
3 Las células eucariotas son objeto de estudio de la biología celular
8. Con información del primer párrafo, marque correspondencia entre las siguientes
frases.
1. la estructura y organización a. de señalización 1-E

2. las propiedades b. con el ambiente 2-F
3. los procesos c. de vida 3-D
4. los trayectos d. metabólicos 4-A.
5. el ciclo e. de las organelas 5-C.
6. las interacciones f. fisiológicas 6-B.
9. Sin consultar el diccionario primero infiera el significado en castellano de los siguientes

términos y/o expresiones. Si no los conoce, deje el espacio en blanco. Luego, verifique
con el diccionario.
Términos y/o expresiones Inferencia Equivalente provisto por el diccionario

organelles Organalla
physiological properties
metabolic processes
life cycle Ciclo de vida
molecular level Nivel molecula
prokaryotic cells Celula procariota
eukaryotic cells Celula eucariota
research in cell biology
osmotic pressure Presion osmotica
diffusion difusion
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concentration gradients
membrane channels
host
survival
cell growth
10. Extraiga sustantivos que identifique por terminación, posición en la estructura e

inflexión plural (10 en total). CONSIGNAR LÍNEAS.
Studies (L2) Cell (L3) Organell (L4) Science (l7) Proceses (L.12) Enviorement (L5) microscopic
(L6) molecular (L11) structure (L15) Proliferation (L.47) Difution (L.33)
11. Identifique adjetivos (8 en total). Clasifíquelos en calificativos y determinantes.
CONSIGNAR LÍNEAS.
Demostrativos: That (L.2) This (L.5) Which (L.15) These (L.15)
Calificativos: Small (L13) essential (L.8) Sutiable (L.16) Fundamental (L.41)
12. Observe las palabras en negrita para completar el cuadro. Luego, interprete las frases.
ADJETIVO GRADO DE COMPARACIÓN INTERPRETACIÓN
POSITIVO COMPARATIVO SUPERLATIVO
most of the processes within the cell (l. 12 ) X La mayoría de los
procesos adentro de la
célula
a mixture of small organic molecules (l. 13) X La mezcla de pequeños
organismos
moleculares
Cell biology focuses more on the study (l. 22) X La biología celular se
focaliza mas en el
estudio
as the organism gets larger so too does the X Mientras el organismo
number of cells present(l. 40) se hace más grande,
también lo hace el
número de celular
presentes
13. Identifique F.N. (Frase Nominal) y F.V. (Frase Verbal) de las siguientes oraciones.
Identifique el núcleo de la frase nominal.
● F.N: Research in S.N. cell biology V.P.C: is closely related F.V: to genetics, biochemistry,
molecular biology, immunology, and developmental biology.
● F.N. S.N Cell biology V.P.C: focuses F.V more on the study of eukaryotic cells, and their
signaling pathways, rather than on prokaryotes which V.P.C is covered F.N under
microbiology.
● F.N:The cell membrane consists of lipids and proteins which accounts for its hydrophobicity
as a result of being non-polar substances.
● F.N:The growth and development of S.N: the cell V.P.C: are essential for F.V: the
maintenance of the host, and survival of the organisms.
14. Una las palabras con sus respectivas definiciones en inglés:
1. MOLECULE A.The scientific act of prevention of disease and how

the body reacts to disease 3-A
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2.LIPID B. An illness which affects to a person, animal or plant

4-B
3.IMMUNOLOGY C. The smallest unit into which any substance can be

divided without losing its own chemical nature, usually
consisting of two or more atoms 1- C
4.DISEASE D- One of the several types of fatty substances in

living things, such as fat, oil or wax 2-D
15. Utilice las palabras del ejercicio 12 en las oraciones correspondientes.
a) In a medical sense, IMMUNOLOGY deals with the body’s system of defense against
disease-causing microorganisms and with disorders in that system’s functioning.
b) The MOLECULE of oxygen gas contain just two atoms.
c) Smoking is probably the major factor causing heart DISEASE
d) Although biological LIPID are not large macromolecular polymers (e.g., proteins, nucleic
acids, and polysaccharides), many are formed by the chemical linking of several small
constituent molecules.
INGLÉS TÉCNICO
TEXTO: THE CHEMISTRY OF CELLS
 Lea el título y observe la imagen para responder estas preguntas:
¿Qué puede anticipar respecto al tema del texto?

Por el título se puede anticipar que el texto se trata de las células y como está formada
químicamente.
¿Qué conoce acerca de lo que se ilustra en la imagen? La imagen ilustra una cadena
de ADN y un ARN y sus compuestos o bases nitrogenadas.
¿Con qué materia de su plan de estudios relacionaría este texto?
Relaciono este texto con la material Genética, Química biológica y Fisiología animal.
THE CHEMISTRY OF CELLS
There is nothing in living organisms, or the cells from which they are made,that

contravenes chemical and physical laws. However, the chemistry of life is based
overwhelmingly on carbon compounds and depends almost exclusively on chemical
reactions that take place in aqueous solution and in the relatively narrow range of
temperatures experienced on Earth. The chemistry of living organisms is also very much
more complicated than any other chemical system known. It is dominated and coordinated
by enormous polymeric molecules (macromolecules) made from chains of linked chemical
subunits. The unique properties of macromolecules endow cells with all of the properties
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we recognize as living, such as the ability to grow, to move, to reproduce, and to respond
in an informed way to changes in their environment.
DNA (deoxyribonucleic acid) and RNA (ribonucleic acid) (see Nucleic Acids) are the
information-carrying macromolecules that encode the complex form and composition of an
organism and allow it to be perpetuated from one generation to another. Unique among
molecules, they provide directions for their own replication, thereby providing a basis for
the continuity of life. DNA molecules are extremely long polymers made from four
nucleotide bases —adenine, cytosine, guanine, and thymine—often represented by the
letters A, C, G, and T, in a linear sequence. A typical chromosome in a human cell, for
example, consists of two strands of DNA, each of which might contain 50 million to 100
million bases in a unique and precisely determined sequence. The cell has 46
chromosomes of this kind and the same set of chromosomes, each with an essentially
identical base sequence, can be found in every one of the other hundreds of millions of
cells in the body. One of the most exciting developments in recent years has been the
elucidation of the complete sequence of nucleotides in the DNA of many organisms,
including humans (see Human Genome Project).
RNA molecules are built to a similar plan as DNA, but they are much shorter and slightly
different chemically; their four bases are adenine, cytosine, guanine, and uracil rather than
thymine (represented by A, C, G, and U, not T). RNA molecules are made as copies of
selected regions for the DNA, usually for the purpose of making protein.
If we liken DNA to the program, or software, of the cell, then proteins are its hardware: the
physical bricks from which the cell is built. Protein molecules perform a bewildering variety
of functions. As well as providing building blocks, proteins also act as enzymes to catalyze
the myriad reactions inside a cell. Proteins embedded in the plasma membrane form
channels and pumps that control the passage of small molecules into and out of the cell.
Some proteins carry messages from one cell to another while others act as signal
integrators that relay sets of signals from the plasma membrane to the nucleus of
individual cells. Yet others serve as tiny molecular machines with moving parts that propel
organelles through the cytoplasm or untangle knotted DNA molecules. Highly specialized
proteins act as antibodies, toxins, hormones, antifreeze molecules, elastic fibres, ropes, or
sources of bioluminescence.
In chemical terms, proteins are long linear polymers of amino acids joined head to tail by
peptide bonds. In contrast to DNA and RNA, which are made of nucleotide subunits that
are chemically very similar to each other, proteins are built up from an assortment of 20
amino acids that differ greatly in their chemical “personalities”. Each chain of amino acids
folds into a particular shape, or conformation, in which some amino acids are buried on the
inside, and other are exposed to the surrounding water. It is the chemistry of amino acids
on a protein surface that specify its interactions with other molecules and determine its
function, as an enzyme, or structural protein, or whatever. The sequence of amino acids in
a protein, on which its properties depend, is itself specified by the sequence of nucleotide
bases in one particular region of the DNA. A complicated machinery inside the cell first
8
copies this region of DNA into a smaller RNA molecule, and then uses this RNA to direct
amino acids to the machinery that links them together, in the correct sequence.
ACTIVIDADES:
1. Observe el texto y consigne: Organización y elementos tipográficos.

El texto está organizado en 5 párrafos, 51 líneas y un grafico.
2. Lea el texto atentamente y subraye las palabras clave. Luego, exprese la idea central y
subraye la/s funciones del texto que predominan: NARRACIÓN, RELACIÓN VERBAL-
VISUAL, INFORME, INSTRUCCIÓN, DESCRIPCIÓN, CLASIFICACIÓN, DEFINICIÓN.
3. Reconozca en el texto la palabra o idea al que remiten los siguientes elementos

referenciales. Luego, únalos con una flecha.
Palabra o idea a la cual se hace referencia Elemento referencial
Generación they (l. 1)

Cadena de ADN that (l. 4)
Organismos vivos another (l. 13)
Moléculas de ARN each of which (l. 18)
Reacciones químicas they (l. 25)
Aminoácidos their (l. 43)
4. Complete la siguiente interpretación con sustantivos y adjetivos del primer párrafo.
La 1 QUIMICA de los organismos vivos es también mucho más 2 COMPLICADA que

cualquier otro sistema 3 TAMBIEN conocido. Ésta es dominada y coordinada por
moléculas 4 POLIMERICAS enormes hechas de 5CADENAS de subunidades químicas
enlazadas. Las propiedades 6UNICAS de las macromoléculas dan a las células las
9
7
PROPIEDADES tales como la habilidad para crecer, moverse, reproducirse y
responder en una forma 8UNIFORME a los cambios en su 9AMBIENTE
5. Transcriba diez (10) palabras que desconozca y con ayuda del diccionario consigne su
equivalente castellano.
6. Indique la función que cumplen las formas –ing en cada caso. (Sustantivo – Adjetivo –
Verbo). Luego, interprételas.
a. carrying (l. 12) Verbo b. providing (l. 14) Verbo c. exciting (l. 22) Adjectivo
d. including (l. 24) adjectivo e. making (l. 28) Verbo f. moving (l. 36) Adjectivo
7. Consigne el significado de las siguientes siglas y letras:
DNA Acido Desoxiribonucleico

RNA Acido Ribonucleico
A Adenina
C Citosina
G Guanina
T Timina
8. Observe las siguientes palabras. Preste atención a la parte resaltada.
physical laws (l. 2)

polymeric molecules (l. 7)
The unique properties (l. 8)
their own replication (l. 14)
extremely long polymers (l. 15)
copies of selected regions (l. 27-28)
 ¿Con cuál de las siguientes palabras se relacionan?
Replicate- Replication extreme Extremely physics Phisical property

Properties
molecule Molecules copy Copies polymer Polymers select Selected
 Ahora responda las siguientes preguntas:

¿Qué tienen en común las palabras señaladas en el ejercicio anterior? Lo que
tienen un común es que todas las palabras contiene sufijos
¿Cambia el significado al cambiar la terminación? Si cambia el significado
9. Ahora observe las siguientes palabras:
macromolecules (l. 7)
subunits (l. 8)
10
untangle (l. 37)

bioluminescence (l. 39)
interactions (l. 46)
¿Sucede lo mismo con lo planteado anteriormente? Si, sucede lo mismo ya que le

prefijo cambia el significado de la palabra
10. Marque los afijos de las siguientes palabras. Luego, indique:
Función gramatical Significado

exclusively (l. 3) Adverbio. Exclusivamente
polymeric (l. 7) Sustantivo Poliemerico
subunits (l. 8) Sustantivo Subunidades
properties (l. 8) Sustantivo Propiedades
changes (l. 10) Sustantivos . Cambios
determined (l. 19) Adjectivo Determinado
shorter (l. 25) Adjetivo Mas corto
antibodies (l. 38) Sustantivo…….. Anticuerpos
surrounding (l. 45) Adjectivo Rodeado
links (l. 51) . Verbo Une
11. Responda:
a. Mencione las cuatro bases nucleótidas que conforman las moléculas de ADN.
Adenina, Guanina, Timina, Citosina
b. ¿Cuántas bases tiene cada cadena de ADN? Cada cadena tiene 2 bases.
c. ¿Cuáles son las cuatro bases de las moléculas de ARN? Adenina, uracilo, Guanina,
Citosina.
12. Una las palabras de la columna izquierda con las de la derecha para formar frases.
Luego, interprételas.
living 1 proteins A …1-D………………….

cell 2 bases B …2-C…………………….
chemical 3 walls C …3-E
extremely long 4 organisms D …4-F…………………….
nucleotide 5 reactions E …5-B……………………….
highly specialized 6 polymers F …6-A……………………….
13. Seleccione la palabra intrusa.
adenine cytosine toxins guanine thymine

antibodies uracil hormones antifreeze molecules elastic fibres
A C G T N
11
14. Complete los espacios en blanco en español y en forma completa:
a. La palabra SUCH AS (l. 9) establece una relación de EJEMPLIFICACIÓN entre las

ideas.
El autor de este texto lo utiliza para conectar las siguientes ideas:
Idea 1: Las propiedades únicas de las macromoléculas dotan a las células de todas
las propiedades que reconocemos como “vivas”
Idea 2: la capacidad para crecer, moverse, reproducirse, y responder de manera
informada a los cambios en su medio.
b. La palabra AND (l. 11) establece una relación de ADICION entre las ideas.
Idea 1: ADN
Idea 2: ARN son la información llevada a las macromoléculas.
c. La expresión FOR EXAMPLE (l. 17) establece una relación de EJEMPLIFICACION

.entre las ideas.
Idea 1: Un cromosoma típico en la célula humana
Idea 2: consiste en dos cadenas de ADN
d. La palabra BUT (l. 25) establece una relación de CONSTRANSTE entre las ideas.
Idea 1: Las moléculas de ARN son construidas a un plan similar al ADN
Idea 2: son cortas y pequeñas, químicamente diferentes.
15. Analice los pre y posmodificadores de las siguientes frases nominales. Luego,
interprételas.
a. chemical reactions that take place in aqueous solution (l. 3-4)
b. the information-carrying macromolecules that encode the complex form and

composition of an organism (l. 11-12)
c. extremely long polymers made from four nucleotide bases (l. 15-16)
d. A typical chromosome in a human cell (l. 17)

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e. a bewildering variety of functions (l. 30-31)
f. A complicated machinery inside the cell (l. 49)
13

INGLÉS TÉCNICO
TEXTO: THE GREENHOUSE EFFECT AND GREENHOUSE GASES
 Lea el título y escriba a continuación palabras o conceptos relacionados con el tema

que piensa va a encontrar en el texto.
 Lea rápidamente el texto, para corroborar lo que predijo acerca del contenido del
mismo.
THE GREENHOUSE EFFECT AND GREENHOUSE GASES
Have you ever been inside a greenhouse on a cold winter day? It might be cold outside, but inside
the greenhouse lush green plants flourish in the warmth and sunshine. Greenhouses are made of
glass and are designed to hold heat inside. Our planet's atmosphere also traps energy, sort of like
a greenhouse. Energy from the Sun can enter the Earth’s atmosphere, but not all of it can easily
find its way out again.
What blocks the Sun’s energy from escaping from the Earth? Unlike a greenhouse, the Earth
does not have a layer of glass over it! Instead, molecules in our atmosphere called greenhouse
gases absorb the heat. Greenhouse gases include water vapor, methane, ozone, nitrous oxide,
and carbon dioxide. There may not be much of some of these gases in our atmosphere, but they
can have a big impact. Each greenhouse gas molecule is made of three or more atoms that are
bonded loosely together. These molecules are able to absorb heat, which makes them vibrate.
They eventually release the heat energy and it is often absorbed by another greenhouse gas
molecule.
The greenhouse effect is useful because trapping some energy keeps the temperatures on our
planet mild and suitable for living things. Without its atmosphere and the greenhouse effect, the
average temperature at the surface of the Earth would be zero degrees Fahrenheit. However, too
many greenhouse gases can cause the temperature to increase out of control. Such is the case
on Venus where greenhouse gases are abundant and the average temperature at the surface is
more than 855 degrees Fahrenheit (457 degrees Celsius).
You might hear people talking about the greenhouse effect as if it is a bad thing. It is not a bad
thing, but people are concerned because Earth’s greenhouse is warming up very rapidly. This is
14
happening because we are currently adding more greenhouse gases to our atmosphere, causing
an increased greenhouse effect. The increased Greenhouse Effect is causing changes in our
planet that can affect our lives.
ACTIVIDADES:
1. Lea el texto detenidamente y exprese la idea central e indique su función.
2. Identifique los referentes de las siguientes palabras.
a. it (l. 4)
b. they (l. 9)
c. that (l. 10)
d. which (l. 11)
e. them (l. 11)
3. Combine las palabras:
planet's gases
greenhouse atmosphere
gas degrees Celsius
average temperature
457 molecule
4. Marque si las siguientes palabras tienen significado similar u opuesto:
WARMTH ----------- HEAT

OUTSIDE ----------- INSIDE
FAHRENHEIT ----------- CELSIUS
PLANET ----------- EARTH
5. Marque el sustantivo núcleo de las siguientes frases e interprételas.
● a cold winter day (l. 1)

● nitrous oxide (l. 8)
● zero degrees Fahrenheit (l. 16)
● The increased Greenhouse Effect (l. 23)
6. Analice los pre y posmodificadores de las siguientes palabras e interprete las frases
analizadas:
● gases (l.9)
● atoms (l.10)
● temperature (l.15-16)
7. Clasifique e interprete las formas verbales subrayadas en el texto.
8. Responda las siguientes preguntas. Indique, luego, las líneas de donde extrajo la
información.
15
a. ¿De qué material se hacen los invernaderos y con qué función?

………………………………………………………………………………………………..…..
…………………………………………………………………………………………………………
……………………..
………………………………………………………………………………………...
Líneas: ……………………
b. ¿Existe algún otro fenómeno natural que cumpla la función de invernadero?

Fundamente.
………………………………………………………………………………………………..…..
…………………………………………………………………………………………………………
……………………..
………………………………………………………………………………………
Líneas: ……………………
c. Mencione los gases de invernadero.

………………………………………………………………………………………………..…..
…………………………………………………………………………………………………………
……………………..
………………………………………………………………………………………
Líneas: ……………………
9. Determine si las siguientes aseveraciones son verdaderas o falsas. Justifique las

falsas.
a. La energía solar puede ingresar a la Tierra y salir de ésta fácilmente.

b. Los gases de invernadero pueden tener un gran impacto en la atmósfera.
c. Cada molécula de gas de invernadero está formada por menos de tres átomos.
10. Complete:
a. Sin la atmosfera y el efecto invernadero, la temperatura promedio sería de ………

b. En Venus, la temperatura de la superficie es …………………………………………..
c. El incremento de gases de invernadero a la atmósfera causa ………………………
11. Indique la función de las siguientes formas –ing e interprételas.
a. escaping (l. 6) b. living (l. 15) c. warming up (l. 21)
La palabra BUT (l. 1) establece una relación de ………………………entre las ideas.

Idea 1:……………………………………………………………………….
Idea 2: ………………………………………………………………………
La palabra UNLIKE (l. 6) establece una relación de …………………...entre las

ideas.
Idea 1:……………………………………………………………………….
Idea 2: ………………………………………………………………………
16
La palabra BECAUSE (l. 14) establece una relación de ………………………entre

las ideas.
Idea 1:……………………………………………………………………….
Idea 2: ………………………………………………………………………
17

INGLÉS TÉCNICO
TRABAJO PRÁCTICO 4
TEXTO: ENVIRONMENTAL PROBLEMS IN ARGENTINA
ENVIRONMENTAL PROBLEMS IN ARGENTINA
A census in 1914 revealed that Argentina had approximately 105 million hectares of
forest. Today, studies estimate a remaining 28 to 45 million hectares. According to the
United Nations (UN) Food and Agriculture Organization (FAO), some 16,288,000 hectares
of Argentina’s forest cover have been lost between 1980 and 2000.
Beans taking over forests

Research in Argentina has shown that deforestation due to agricultural expansion of
soybean is threatening the Yungas “cloud forest”, and the Chaco ecoregion, one of the
largest forested biomes (a major regional group of distinctive plant and animal
communities) in South America.
In Argentina, while most recent expansion in soybean agriculture has relied on available
agricultural land, there are aggressive targets to expand the agricultural area to increase
soybean production for export.
The cattle threat

Beef production in Argentina also poses a threat to natural habitats. Beef ‘feeding’,
located on land that used to compete with agricultural crops, has been concentrated in
the Espinal Ecoregion (an area of thorny deciduous shrubland forest) threatening
grasslands and forests.
Similar impacts have occurred with cattle ‘breeding’, which has expanded into the Chaco
ecoregion and is threatening forests. These processes are closely linked with an
increasing demand for suitable land for soy cropping.
Other environmental problems

Argentina also faces the issue of energy consumption and management and the inefficient
use of non-renewable resources.
WWF- ARGENTINA: Our Solutions

World Wildlife Fund (WWF) began working in Argentina in 1988, when Fundación Vida
Silvestre Argentina (FVSA) became an associate of WWF.
Together, they held joint campaigns, arranged global actions and received financial
backup for executing programs and projects. They also exchange information and news
on a periodical basis about environmental issues.
Since 1987, the FVSA has established 12 wildlife refuges covering 55,000 ha. Currently,
with the support of the WWF, the FVSA is working toward forest landscape restoration in
the Atlantic Forest ecoregion, which is one of the richest forest habitats in Argentina.
18
ACTIVIDADES:
1. Lea rápidamente el texto y consigne la idea central del mismo. Indique su función.
3. Indique qué significan las siguientes siglas según el texto: UN, FAO, WWF, FVSA.
4. Responda:
a. ¿Cuál es el saldo de hectáreas de bosque que quedan actualmente según estiman
los estudios?
b. ¿Cuál es una de las amenazas para la conservación de yungas?
c. ¿A qué se denomina bioma?
d. ¿Cuáles son las acciones que llevaron a cabo las organizaciones WWF y FVSA en
forma conjunta para combatir los problemas ambientales?
e. ¿De qué se ocupa la FVSA actualmente?
5. Indique los referentes contextuales de los siguientes ítems:

a. which (l. 16) b. they (l. 25) c. which (l. 30)
6. Interprete líneas 13 a 18.
7. Indique la función de las siguientes palabras e interprételas.

a. threatening (l. 7) b. increasing (l. 17) c. executing (l. 26)
8. Extraiga conectores de ADICIÓN, RELACIÓN CAUSA-EFECTO, COMPARACIÓN,

CONDICIÓN e interprételos.
19

INGLÉS TÉCNICO
PRÁCTICA Nº 1
TEXTO: GENERAL FEATURES OF CELLS
GENERAL FEATURES OF CELLS
The microscope shows us that cells exist in many different sizes and shapes. Some of the
smallest bacterial cells are short cylindrical objects less than 1 µm in length. At the other
extreme, nerve cells have complex shapes including many long thin extensions, and may
reach lengths of several metres (those in the neck of a giraffe provide a dramatic
example). Between these extremes, plant cells are typically 20-30 µm long, polygon-
shaped with box-like boundaries defined by rigid cell walls. Most cells in animal tissues are
compact in shape, 10-20 µm in diameter with an irregular and often richly folded surface.
Despite their many differences in appearance and function, all cells have a surrounding
membrane (termed the plasma membrane) enclosing a water-rich substance called the
cytoplasm. All cells carry out multiple chemical reactions that enable them to grow,
produce energy, and eliminate waste, together termed metabolism (from a Greek word
meaning “change”). All cells contain hereditary information, packed into a central nucleus
and encoded in molecules of deoxyribonucleic acid (DNA), which directs the cell's
activities and enables it to reproduce, passing on its characteristics to its offspring. These
and other similarities too numerous to mention, and including many identical or nearly
identical molecules, demonstrate that all modern cells are related to one another. In other
words, there must have been an unbroken continuity between modern cells—and the
organisms they compose—and the first primitive cells that appeared on Earth.
ACTIVIDADES:
20
1. Lea rápidamente el texto. Determine:

● Palabras transparentes:
● Palabras técnicas:
● Palabras conocidas:
2. Lea el texto en forma rápida y consigne:

Idea central:
Función:
3. Subraye los sustantivos relacionados con la temática abordada en el texto.
4. Indique si las siguientes oraciones son verdaderas (V) o falsas (F) según el texto.
Justifique su respuesta.
a. El microscopio permite confirmar la existencia de diferentes tamaños y formas de

las células.
b. Las células vegetales superan los 30 micrómetros de longitud.
c. La mayoría de las células miden entre 10 a 20 micrómetros de diámetro.
d. Algunas células contienen información hereditaria.
e. Todas las células modernas se relacionan unas con otras.
5. Elija la opción correcta:

their (l. 8) hace referencia a:
a. paredes celulares
b. células
c. tejidos animales
that (l. 10) hace referencia a:

 citoplasma
 reacciones químicas
 membrana plasmática
them (l. 10) hace referencia a:

 todas las células
 las reacciones químicas
 muchas diferencias
it (l. 14) hace referencia a:

 célula
 ADN
 información hereditaria
6. Observe las palabras en negrita para completar el cuadro. Luego, interprete las frases.
ADJETIVO GRADO DE COMPARACIÓN INTERPRETACIÓN
POSITIVO COMPARATIVO SUPERLATIVO
the smallest bacterial cells (l. 1-2)
short cylindrical objects less than 1 µm in length
(l. 2)
rigid cell walls (l. 6)
many differences (l. 8)
21
7. Subraye la palabra que no corresponda, teniendo en cuenta su función gramatical.
sizes – lengths – cells – objects – shape

long – rigid – richly – cylindrical – irregular
mention – microscope – diameter – energy – information
8. Marque el sustantivo núcleo de las siguientes frases y consigne si las palabras que lo
modifican son adjetivos (calificativos o determinantes), sustantivos o artículos. Luego,
interprételas.
a. the smallest bacterial cells (l. 1-2)

b. many long thin extensions (l. 3)
c. an irregular and often richly folded surface (l. 7)
d. many differences in appearance and function (l. 8)
e. a water-rich substance called the cytoplasm (l. 9-10)
f. hereditary information (l. 12)
g. many identical or nearly identical molecules (l. 15-16)
h. the first primitive cells that appeared on Earth (l. 18)
a. La palabra AND (l. 3) establece una relación de ………………………entre las ideas.

Idea 1:……………………………………………………………………….
Idea 2: ………………………………………………………………………
b. La palabra DESPITE (l. 8) establece una relación de …………………...entre las
ideas.
Idea 1:……………………………………………………………………….
Idea 2: ………………………………………………………………………
c. La expresión IN OTHER WORDS (l. 16-17) establece una relación de
………………………entre las ideas.
Idea 1:……………………………………………………………………….
Idea 2: ………………………………………………………………………
22

INGLÉS TÉCNICO
PRÁCTICA Nº 2
TEXTO: GENERAL FEATURES OF CELLS
 Lea el texto en forma global. Observe el título y los subtítulos; luego, escriba debajo qué infiere
de ellos.
Título: GENERAL FEATURES OF CELLS ………………………………………………
Subtítulos: PROKARYOTES AND EUKARYOTES ………………………………………………

CELL SURFACE ..…………………………………………….
THE NUCLEUS ………………………………………………
 Describa los elementos paralingüísticos.
 Indique en cuántos párrafos y líneas se divide.
GENERAL FEATURES OF CELLS
A fundamental division, both in size and in internal organization, exists between prokaryotic cells
and eukaryotic cells. Prokaryotic cells, found only in bacteria and cyanobacteria (formerly known
as blue-green algae), are relatively small (1-5 µm in diameter) and simple; their genetic material
(DNA) is concentrated in one region of the cytoplasm but no membrane separates this region from
the rest of the cell. Eukaryotic cells, from which all other living organisms are made, including
protozoa, plants, fungi, and animals, are much larger (typically 10-30 µm in linear dimension) and
their genetic material is enclosed by membrane, forming a conspicuous spherical body termed a
nucleus. In fact, the name 'eukaryotic' comes from Greek words meaning 'true kernel, or nucleus';
'prokaryotic' means 'before nucleus'.
CELL SURFACE
23
A thin oily skin termed the plasma membrane encloses the contents of all living cells, defining the
boundary between the contents of the cytoplasm and the surroundings. The plasma membrane is
a continuous layer of lipid and protein molecules about 5 nanometres (nm) thick that acts as a
selective barrier to regulate the cell's chemical composition. When lipid molecules such as
phospholipids and cholesterol are mixed with water they spontaneously form thin sheets, or
bilayers, that close up into vesicles. Water-soluble ions and molecules are unable to cross a bilayer
unaided, but can cross if specific carrier proteins or channels made of protein are embedded in the
lipid. In this way the cell is able to maintain concentrations of such ions and small molecules that
are different from those of their surroundings. A different mechanism, involving small membrane
vesicles that add to or bud from the plasma membrane, allows animal cells to secrete or uptake
macromolecules and even particles the size of bacteria across their membranes.
Many other proteins are present in the plasma membrane, the actual mixture being a distinctive
feature of a particular cell type. Membrane proteins can work as enzymes to catalyze specific
reactions or serve to link the membrane to the matrix of proteins on the outside of the cell, or to the
cytoskeleton on the inside. Still other membrane proteins function as receptors that detect
substances such as growth factors in the cell’s environment and signal their presence to the
cytoplasm or nucleus.
The cells of bacteria, yeasts, fungi, and plants usually have, in addition to a plasma membrane, a
relatively thick and sturdy cell wall made of polysaccharides (predominantly cellulose in the case of
higher plants). The cell wall, which is external to the plasma membrane, maintains the shape of the
cell and protects it from mechanical damage, but it also restricts the movements of the cell and
limits the entry and exit of materials.
Although animal cells lack a rigid cell wall, they often secrete a tough “exoskeleton” which can
have a major influence on the form of the cell. In most tissue of the human body, for example, cells
are enclosed in an extracellular matrix composed of tough fibrous proteins such as collagen and
variable amounts of proteoglycans, made of proteins linked to long, highly charged
polysaccharides. The extracellular matrix is especially abundant in connective tissues, where it
forms the basis of bone and cartilage, but can also be found in endothelia, epithelia, nerve, and
muscle.
THE NUCLEUS
The most conspicuous organelle in most plant and animal cells is the nucleus, typically a
membrane-enclosed, roughly spherical body about 5 µm in diameter. Within the nucleus,
molecules of DNA and proteins are organized into long chromosomes, which usually occur in
identical pairs. Chromosomes are too stringy and intertwined to be identified separately unless the
cell is dividing. Just before a cell divides, however, its chromosomes become condensed and thick
enough to be seen as separate structures. The DNA inside each chromosome is a single very
long, highly coiled molecule containing a linear sequence of genes. Genes contain the coded
instructions for the assembly of RNA molecules and proteins needed to produce a functioning copy
of the cell.
The nucleus is enclosed in a two-layered membrane and interaction between the nuclear contents
and the cytoplasm is permitted through holes, called nuclear pores, in this membrane. A
24
specialized region, the nucleolus, is the site of assembly of particles containing RNA and protein,
which migrate through the nuclear pores to the cytoplasm and are modified to become ribosomes.
The nucleus controls protein synthesis in the cytoplasm by sending molecular messengers in the
form of RNA. This messenger RNA (mRNA), as it is called, is made in the nucleus according to
instructions in the DNA, after which mRNA conveys the messages to the cytoplasm via the nuclear
pores. Once in the cytoplasm, the mRNA attaches to ribosomes and a genetic message is
translated into the primary structure of a specific protein.
ACTIVIDADES:
1. Indique si los siguientes enunciados son verdaderos (V) o falsos (F), según la
información ofrecida por el texto. En caso de ser falsos, corríjalos en español.
a. Las células procariotas y eucariotas se diferencian por su tamaño y organización interna.

CORRECCIÓN: ……………………………………………………..
b. Las células eucariotas se encuentran solamente en las bacterias y son pequeñas y

simples.
CORRECCIÓN: ……………………………………………………..
c. Las células procariotas tienen un diámetro aproximado de 10 a 30 micrones.

CORRECCIÓN: ……………………………………………………..
d. El material genético de las células eucariotas se encuentra rodeado por una membrana.
CORRECCIÓN: ……………………………………………………..
2. ¿Cuál es el referente de las palabras resaltadas?
Palabra resaltada Referente (en castellano)

their genetic material (DNA) (l. 3-4)
that acts as a selective barrier (l. 13-14)
they spontaneously form thin sheets (l. 15)
protects it from mechanical damage (l. 31)
its chromosomes (l. 45)
1. Analice los pre y posmodificadores de las siguientes frases nominales. Luego,

interprételas.
a. Prokaryotic cells, found only in bacteria and cyanobacteria (l. 2)
b. a selective barrier to regulate the cell's chemical composition (l. 13-14)
c. growth factors in the cell’s environment (l. 26)
d. a relatively thick and sturdy cell wall made of polysaccharides (l. 28-29)
e. long, highly charged polysaccharides (l. 36-37)
f. The most conspicuous organelle in most plant and animal cells (l. 41)

25
g. long chromosomes, which usually occur in identical pairs (l. 43-44)
h. a single very long, highly coiled molecule containing a linear sequence of genes
(l. 46-47)
2. Extraiga verbos en Presente Simple y Voz Pasiva (12 en total). Consigne líneas e
interprételos.
………………………………………….. ……………………………………………..
………………………………………….. ……………………………………………..
………………………………………….. ……………………………………………..
………………………………………….. ……………………………………………..
………………………………………….. ……………………………………………..
………………………………………….. ……………………………………………..
………………………………………….. ……………………………………………..
………………………………………….. ……………………………………………..
………………………………………….. ……………………………………………..
………………………………………….. ……………………………………………..
………………………………………….. ……………………………………………..
………………………………………….. ……………………………………………..
3. Complete:
a. La membrana plasmática es …………………………………………………………..….

cuya función es regular ………………………………………………………………….
b. Las proteínas presentes en la membrana plasmática pueden actuar como enzimas

para …………………………………………………………………………………………
c. Las células de las bacterias, levadura, hongos y plantas tienen, además de una
membrana plasmática, una pared ………………………………………………………..
4. Encierre en un círculo conectores de ADICIÓN (1), EJEMPLIFICACIÓN (1),

COMPARACIÓN (1), CONDICIÓN (1), SECUENCIA-ORDEN (1) y CONTRASTE
(1) e interprételos.
5. Seleccione la palabra intrusa.
protozoa plants fungi animals nucleus
prokaryotic eukaryotic true kernel nucleus
endothelia epithelia extracellular matrix nerve muscle
cells nucleus bacteria fungi protozoa
internal small larger fundamental simple
26
6. Realice la siguiente actividad a partir del subtítulo “The Nucleus”. Coloque en orden
las ideas centrales de los párrafos. Relee las primeras oraciones de cada párrafo (o
también conocidas como oraciones tópicas) para poder resolver este punto.
Párrafo Nº Idea central del párrafo

Localización del núcleo
Definición y características del
núcleo
Funciones del núcleo
7. Indique la función de las siguientes palabras e interprételas.
a. including (l. 6) b. meaning (l. 9) c. surroundings (l. 13)

d. functioning (l. 49) e. sending (l. 55)
8. Una las palabras con aquellas que se asemejan en significado.
composed of limits
separates contain
have made of
restricts divides
9. Marque el sustantivo núcleo de las siguientes frases e interprételas:
the cell's chemical composition

Water-soluble ions
the plasma membrane
a particular cell type
a rigid cell wall
a two-layered membrane
small membrane vesicles
27

INGLÉS TÉCNICO
PRÁCTICA Nº 3
TEXTO: SOME WAYS TO PREVENT AIR POLLUTION
SOME WAYS TO PREVENT AIR POLLUTION
We have devised many ways to prevent air pollution. How? Some are so simple that you
may not even think of them at the right time. Others are a bit more demanding.
So where can we start reducing air pollution? It makes sense to attack this or any problem
by examining and addressing the most important factors contributing to it.
Be a Smart Driver. What does this mean?
Approximately half of urban air pollution comes from cars and trucks. So we have
identified two easy but very important ways to prevent air pollution – try to drive less and
be a smarter, more conservative driver.
Cutting down on the number and length of trips by car can help cut vehicle air pollution.
With gasoline and diesel prices being so high recently, many people have chosen to go
less distance for their summer vacations and to decrease their distances driven in town.
If you adopt a few smart driving habits this will help reduce your car's total emissions and
expenses and may be uncover hidden benefits like those listed below. Here are some
other ways to prevent air pollution:
 Carpool - take turns and save money on parking.
 Shop by phone or mail instead of driving - why waste your time?
 Obey the speed limit - tickets cost more than gas.
 Accelerate gradually - the engine will last longer, too.
 Letting your car warm up while stationary can make it consume up to 50 % more fuel.
If you start driving immediately, the engine will reach its working temperature quicker.
 Get regular tune-ups for your car - support the smog check program
 Keep the air filter in your car clean - perform other routine maintenance in a timely
fashion
 Shut off your engine while waiting for a train (or other long waits).
 Walk or ride a bicycle when feasible - or try one of these cool electric bikes for fun.
ACTIVIDADES:
28
1. Lea el texto, exprese la idea central del mismo e indique su función.
2. ¿A qué se refieren los siguientes términos?
a. this (l. 3) b. it (l. 4) c. we (l. 6) d. their (l. 11) e. this (l.

12)
4. Complete:
a. Algunas formas de prevenir la contaminación, pueden ser……………………………..

mientras que otras…………………………………………..
b. Para comenzar a reducir la contaminación ambiental, se debe ………………………..
5. Indique la función de las siguientes formas –ing e interprételas.

a. demanding (l. 2) b. examining (l. 4) c. driving (l. 12)
6. Interprete líneas 6 a 11.
7. Responda:
a. Refiérase a las tres primeras formas de reducir la contaminación ambiental

mencionada en el texto.
b. Además de ser una manera de prevenir la contaminación, ¿por qué es importante
acelerar gradualmente?
8. Extraiga conectores de CONDICIÓN, RELACIÓN CAUSA-EFECTO, ADICIÓN y

COMPARACIÓN e interprételos.
9. Elija la opción correcta de acuerdo al texto:
like (l. 13) gusta semejante como

tickets (l. 17) billetes multas boletos
warm up (l. 19) caliente recaliente anime
10. Con la ayuda del diccionario, y en función del texto, ubique las palabras que se
detallan a continuación en la columna correspondiente en el cuadro.
many (l. 1), them (l. 2), at (l. 2), makes (l. 3), the (l. 4), factors (l. 4), to (l. 4), this (l. 5),
approximately (l. 6), trucks (l. 6), important (l. 7), driver (l. 8), recently (l. 10), adopt (l.
12), engine (l. 20), a (l. 24).
Sustantivo Singular Sustantivo Plural Adjetivo Adverbio
Pronombre Verbo Artículo Preposición
29

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INGLÉS TÉCNICO

GUÍA DE TRABAJOS PRÁCTICOS

● Esp. Edith del V. Javiera Murúa

FACULTAD DE CIENCIAS EXACTAS Y NATURALES

Chemical and molecular environment

The generalized structure and

Growth and development

1. Observe el texto y determine:

 Número de párrafos: …5….

2. Describa el elemento paralingüístico que se presenta en el texto.

● La estructura y funciones de la célula.

5. Revise el texto y complete el siguiente cuadro con ejemplos de:

Mayúsculas Palabras remarcadas Porcentajes Siglas

Cell (L.1) Kytos (L.1) 75-85% (L.14) DNA (L.43)

Párrafo Nº Idea central del párrafo

1. la estructura y organización a. de señalización 1-E

9. Sin consultar el diccionario primero infiera el significado en castellano de los siguientes

Términos y/o expresiones Inferencia Equivalente provisto por el diccionario

10. Extraiga sustantivos que identifique por terminación, posición en la estructura e

14. Una las palabras con sus respectivas definiciones en inglés:

1. MOLECULE A.The scientific act of prevention of disease and how

2.LIPID B. An illness which affects to a person, animal or plant

3.IMMUNOLOGY C. The smallest unit into which any substance can be

4.DISEASE D- One of the several types of fatty substances in

15. Utilice las palabras del ejercicio 12 en las oraciones correspondientes.

b) The MOLECULE of oxygen gas contain just two atoms.

c) Smoking is probably the major factor causing heart DISEASE

 Lea el título y observe la imagen para responder estas preguntas:

¿Qué puede anticipar respecto al tema del texto?

THE CHEMISTRY OF CELLS

There is nothing in living organisms, or the cells from which they are made,that

1. Observe el texto y consigne: Organización y elementos tipográficos.

3. Reconozca en el texto la palabra o idea al que remiten los siguientes elementos

Palabra o idea a la cual se hace referencia Elemento referencial

Generación they (l. 1)

4. Complete la siguiente interpretación con sustantivos y adjetivos del primer párrafo.

La 1 QUIMICA de los organismos vivos es también mucho más 2 COMPLICADA que

7. Consigne el significado de las siguientes siglas y letras:

DNA Acido Desoxiribonucleico

physical laws (l. 2)

 ¿Con cuál de las siguientes palabras se relacionan?

Replicate- Replication extreme Extremely physics Phisical property

 Ahora responda las siguientes preguntas:

9. Ahora observe las siguientes palabras:

untangle (l. 37)

¿Sucede lo mismo con lo planteado anteriormente? Si, sucede lo mismo ya que le

10. Marque los afijos de las siguientes palabras. Luego, indique:

Función gramatical Significado

living 1 proteins A …1-D………………….

13. Seleccione la palabra intrusa.

adenine cytosine toxins guanine thymine

14. Complete los espacios en blanco en español y en forma completa:

a. La palabra SUCH AS (l. 9) establece una relación de EJEMPLIFICACIÓN entre las

c. La expresión FOR EXAMPLE (l. 17) establece una relación de EJEMPLIFICACION

a. chemical reactions that take place in aqueous solution (l. 3-4)

b. the information-carrying macromolecules that encode the complex form and

d. A typical chromosome in a human cell (l. 17)

e. a bewildering variety of functions (l. 30-31)

f. A complicated machinery inside the cell (l. 49)

UNIVERSIDAD NACIONAL DE CATAMARCA

 Lea el título y escriba a continuación palabras o conceptos relacionados con el tema

THE GREENHOUSE EFFECT AND GREENHOUSE GASES

1. Lea el texto detenidamente y exprese la idea central e indique su función.

2. Identifique los referentes de las siguientes palabras.