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REPUBLICA BOLIVARIANA DE VENEZUELA

MINISTERIO DEL PODER POPULAR PARA LA DEFENSA


ESTADO MAYOR DE LA DEFENSA
DIRECCIÓN GENERAL DE EDUCACIÓN
INSTITUTO UNIVERSITARIO MILITAR DE COMUNICACIONES Y ELECTRÓNICA
DE LA FAN

A COURSE IN SCIENTIFIC AND TECHNICAL ENGLISH

GRAMMAR, READINGS, TRANSLATION AND EXERCISES.

PROF. JANETT JOSEFINA ZERPA HIGUERA


M.A. Speech Communication

Caracas, Septiembre de 2006


INDICE GENERAL

INTRODUCCIÓN

TEMA

I. USOS DEL DICCIONARIO.

II. EL VOCABULARIO

1- PALABRAS CON SIGNIFICACIÓN MÚLTIPLE


2- COGNATES: FALSOS Y REALES
3- PREFIJOS Y SUFIJOS
4- PHRASAL VERBS

III. GRAMMAR

1- NOUNS AND ADJECTIVES: ADJECTIVE FORMATION


2- COMPOUND NOUNS
3- CONNECTORS
4- COMPLEX SENTENCES
5- ING FORMS
6- MODAL AUXILIARIES
7- PASSIVE VOICE
8- CONDITIONAL FORMS

IV READING COMPREHENSION
1- TECHNIQUES FOR READING
2- EXERCISES

V. TYPES OF SCRIPT FOR SCIENTIFIC PASSAGES.

VI. TRANSLATION:
1- TECHNIQUES
2- PROCESS
3- APPROACHES TO TRANSLATION

VII. ANNEX
1- EXERCISES
2- READING TECHNIQUES
3- SELECTED SCIENTIFIC READINGS

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INTRODUCCIÓN

El libro que a continuación se presenta está estructurado en siete partes con la


intención de organizar las ideas y el contenido para garantizar que el estudiante o
usuario del mismo logre coordinar en forma lógica y comprensible el conocimiento
adquirido en cada parte para la consecución del objetivo que se persigue en la
siguiente . En esta oportunidad se presenta sólo una de las partes que cubre el
material educativo del primer término académico del pensum. Las partes que
conforman este libro van desde la adquisición de las herramientas básicas para
manejar el diccionario , vocabulario, gramática, comprensión lectora, tipos de escrito
hasta la traducción de escritos o literatura técnico científica.

El tema I establece los usos del diccionario las técnicas para hacer uso
correcto del diccionario, el II presenta la problemática en la adquisición y el
reconocimiento del vocabulario. El tema III estudia los aspectos gramaticales típicos
del inglés técnico-científico mientras que el IV y V manejan lo referente al la
comprensión de lecturas y los diversos propósitos que se utilizan en la conformación
de estos tópicos. Finalmente, se establece una metodología sencilla para traducir
textos especializados , algunos de los cuales se compilan en el último tema.

De esta manera se cubren tres aspectos fundamentales en el tratamiento de la


enseñanza de un idioma: su carácter léxico , morfológico, sintáctico y semántico en la
medida que se tratan de desarrollar competencias en el alumno para manejar las
herramientas necesarias al leer, comprender, traducir, resumir y usar el material de
lectura para resolver problemas búsqueda de información a ser utilizada en el
aprendizaje de otras asignaturas. Esto último constituye el objetivo principal del inglés
técnico-científico o ESP (English for Specific Purposes), propósito definitivo de este
libro y la metodología que en él se usa en el proceso educativo que le ocupa.

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THEME 1

USOS DEL DICCIONARIO

Un buen diccionario es un libro de referencia necesario para los estudiantes del


inglés. Sin embargo, como todas las herramientas es valioso solamente si se usa
correcta y eficientemente. El utilizar un poco de tiempo es aprender lo que un
diccionario contiene y como debe ser usado, le ahorrará mucho tiempo después.

Lo Que Un Buen Diccionario Le Dirá

A continuación se enumeran algunas de las ventajas que ofrece un buen


diccionario.

Ortografía. Un diccionario le da la ortografía aceptada de cada palabra, tanto como la


ortografía de verbos y plurales irregulares.

Pronunciación. Cada diccionario tiene una forma especial de mostrar como se


pronuncian las palabras, incluyendo la acentuación.

División en sílabas. Esto ayuda en la ortografía y la pronunciación de las palabras,


e indica donde debe ser dividida una palabra al final de una línea.

Derivación. Un diccionario dirá la historia de cada palabra indicando su origen y


desarrollo a través de diferentes idiomas antes de convertirse en una palabra inglesa.

Significado. Casi todas las palabras tienen más de un significado. Se dan los
diferentes significados a menudo con oraciones ilustrativas. También se enuncian
definiciones técnicas especiales.

Partes de la Oración. Estas están determinadas por su uso actual en la oración. Un


diccionario indica si la palabra es comúnmente usada como sustantivo, pronombre,
verbo (transitivo e intransitivo), adjetivo, conjunción o preposición.

Uso. Su diccionario le dirá si una palabra es principalmente Británica o Americana, o


si es formal, coloquial, arcaica, poética, modismo o técnica. Esta información es muy
importante en la escritura traducción.

Sinónimos y Antónimos. Frecuentemente se enuncian palabras de significado


similar u opuesto, con explicaciones de las distinciones.

Información General. También se da la información general acerca de personas y


sitios, ya sea dentro del orden alfabético de las palabras o en secciones especiales al
final. Por ejemplo, un diccionario le dirá la localización de Brasil, la población de
Atenas, o las fechas en que Cleopatra gobernó.

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Cualquier buen diccionario le dará toda esta información. Algunos diccionarios
también incluyen reglas gramaticales, puntuación, una lista de abreviaturas, de
verbos, apellidos comunes en inglés y aún una lista de algunas universidades y
colegios universitarios en Inglaterra o Estados Unidos. Si está confundido por el
sistema de pesos y medidas que se usan en inglés, puede encontrar una tabla de
equivalencia en su diccionario.

El diccionario es un instrumento útil para cualquier estudiante. Hágase su amigo


más fiel, le servirá de mucho.

Los aspectos que más interesan en este momento son: saber como están
ordenadas las palabras en el diccionario y como se las puede encontrar rápidamente
y por último encontrar y comprender sus diversos significados.

Orden Alfabético. Ya que todas las palabras están ordenadas alfabéticamente en un


diccionario, es necesario saber el orden correcto de las palabras en inglés.

ABCDEFGHIJKLMNOPQRSTUVWXYZ

Las palabras están ordenadas de acuerdo a la primera letra. Cuando las palabras
comienzan con la misma letra éstas son ordenadas de acuerdo a la segunda letra, y
así sucesivamente.

Ejemplo: MARY STAY CLEAR BOOK EASE


SKY MIRACLE ASK ZERO WIN

Ordenadas alfabéticamente quedan así:

ASK BOOK CLEAR EASE MARY MIRACLE


SKY STAY WIN ZERO

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EJERCICIO 1.

COPIE LAS SIGUIENTES PALABRAS EN ORDEN ALFABÉTICO :

ENCOURAGE ELECTRONIC ZONE STUDENT THEME PUZZLE


WRIGHT KNIGHT TICKET BEAR
WIDE NEAT BATHE DEFORM ANGRY JAM
AFFORD POINT OILY

Como Encontrar las Palabras Rápidamente.

En la parte superior de cualquier página de su diccionario hay dos palabras en


tinta más oscura o en mayúscula. La palabra a la izquierda es la primera palabra de la
página, la palabra a la derecha es la última palabra de la página. Estas dos palabras
se llaman palabras guías. Ellas le guían a la palabra que está buscando. Por ejemplo,
si las palabras guías en la página son BOXER y BRAIN, y la palabra que está
buscando es Brace, usted sabe que la encontrará en esa página.

EJERCICIO 2.

Busque las siguientes palabras en su diccionario. Trate de encontrarlas tan rápido


como sea posible usando las palabras guías. En las líneas al lado de cada palabra,
escriba las palabras guías que aparecen en su diccionario. Recuerde que diferentes
diccionarios tienen palabras guías diferentes.

1.- Clap _ _______________________ _________________________


2.- Fame _______________________ _________________________
3.-Income _ _____________________ _________________________
4.-Mechanic _____________________ _________________________
5.- Swim ___ ____________________ ___ ______________________

Definición de las Palabras.

Probablemente la información más importante en relación a una palabra es su


significado. Sin embargo, hay que hacer notar que la mayoría de las palabras en
inglés tienen varios significados. Este hecho es lo peligroso a un diccionario si no se
usa correctamente. Las palabras con diferentes significados se ilustran algunas veces
con frases u oraciones. Por ejemplo, note los diversos significados de la palabra
DROP.

DROP. N.1 A small amount of liquid in a rounded shape :A drop of rain.

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2 A sudden fall. v.1 To fall. 2. to kill.

El significado real de la palabra drop depende de cómo se use en la oración.


Ejemplo: “I felt a drop of water in my face.” (Significado- sustantivo (n) 1 “he dropped
the lion with a single shot.” (verbo, significado 2).

EJERCICIO 3.

Busque en su diccionario los diversos significados de la palabra PLANT . Ahora


encuentre y escriba el significado específico de plant en cada una de estas oraciones.

1.- In Rusia, Engineers are building a new nuclear plant.


2.- The plant of the garden is growing fast..
3.- Teachers can plant new ideas in the mind of their students.

Recuerde. Cuando esté buscando una definición, no lea solamente el primer


significado que aparece. Elija el significado que mejor se adapte al contexto en el cual
se usa la palabra. Esto es muy importante en cuestiones de semántica.

EL DICCIONARIO TÉCNICO

Desde hace muchas décadas la ciencia y la tecnología han logrado adelantos en


países de gran poder económico y son éstos que han asignado denominaciones a los
nuevos conceptos que afectan directamente a cualquier idioma no relacionado con el
progreso de tales sectores. Muchas de estas palabras tienen etimologías en griego y
latín y por lo tanto son fácilmente castellanizables.

Debido al vasto vocabulario de términos técnicos se han creado infinidades de


diccionarios especializados. No obstante, muchos de estos términos altamente
técnicos se han hecho internacionales, por lo tanto la adquisición de dichas palabras
se hace menos difícil por este hecho.

Es importante notar que los términos técnicos tienen muchas veces significados
distintos en otros contextos y que hay por lo tanto que prestar mucha atención al
contexto en el cual se están usando para hacer una correcta interpretación y
traducción de los mismos.

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EJERCICIO 4.

Busque en un diccionario técnico y no técnico los significados de las siguientes


palabras. Preste atención al contexto y a los diferente sentidos que se les da en
ambos casos.

1.- a) The still contains condensed vapor.


b) Mary is not such a good student, still she always passes her courses.
c) Are you still here?

2.- a) The cracking process is used in the oil distillery.


b) The floor is cracking.
c) She is cracking the window.

In addition to the fact that a word may have two or more totally different meanings,
a word may also have two or more different functions. That is to say, It may operate as
a noun, verb, and even as n adjective as web. For example, the word Record is used
as a verb, and as a noun.

Some common scientific words having more than one function are: alternate,
approach, branch, charge, collapse , conduct, cool, deposit, affect, fall forecast, join,
key, mean, obtain, result, store, test, trace, track, value,etc.

When you look up words in the dictionary, pay special attention to the
abbreviations. The will tell you the function of the word. Look though a basic dictionary
and find the list of abbreviations they give to each function. You may find: n. For noun;
v. For verbs; adjective (adj.) ; etc.

Exercise . Try to find out the meanings and functions of the following words in the
dictionnary:

Mean,

Desingn,

Drop,

Count,

Jump,

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USANDO UN DICCIONARIO INGLES – ESPAÑOL

ORTOGRAFIA.

La ortografía en inglés es difícil, pero puede ayudarle el saber que los nativos del
idioma inglés lo encuentran igual de confuso. Sin embargo, cerca del 85% de las
palabras en inglés tienen una ortografía regular. A continuación hay ciertas reglas
ortográficas que deben aprenderse porque pueden aplicarse a muchas palabras.
Estudie estas reglas y los ejemplos, así que la próxima vez que use su diccionario
para ayudarse en la ortografía pregúntese primero si hay alguna regla que pudiera
usarse para que no tenga que usar el diccionario.

Regla No 1. Para agregarle un sufijo a una palabra de una sola sílaba que termine en
una sola vocal seguida de una sola consonante dóblese la consonante final.
Run + -- ing = running fat + -- er = fatter
Sad + --est = saddest cut + --able = cuttable

Regla No 2. Para agregarle un sufijo a una palabra de más de una sílaba que
termine en vocal seguida de una sola consonante, se dobla la consonante si el acento
permanece la última sílaba.

Begin + - ing = beginning occur + - ence = ocurrence


Prefer + -ed = preferred

Refer + - ence = reference ( la acentuación cambió de sílaba)


Refer + - end = referred ( la acentuación permanece).

Regla No 3. Elimine la e final ante un sufijo que comience por una vocal.
Take + - ing = taking desire + - able = desirable
Write + - ing = writing Believe + - able = believable

Sin embargo mantenga la e para conservar el sonido suave de la c o la q ante los


sufijos que comienzan con a, e, u o.
Charge + - able = chargeable
Notice + - able = noticeable
Courage + - ous = cougerous

Regla No 4. Las palabras que terminan en y precedida de una consonante cambian


la y a i antes de agregar un sufijo (exceptuando aquellas que comienzan con i)
Happy + - est = happiest Study + - ing = studying
Beauty + - ful = beautiful cry + - ing = crying

Sky + - s = skies Cry + - s = cries


Theory + -s = theories carry + - s = carries

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Regla No 5. Para las palabras que terminan en y precedida por una vocal, conserve
la y al agregar el sufijo.
Gay + - est = gayest enjoy + - ing = enjoying
Boy + - ish = boyish play + - a = played

Excepciones: day + ly = daily say + - ed = said


pay + - ed = paid lay + - ed = laid

Ejercicio 3
Estudie las cinco reglas con sus ejemplos y pocas excepciones y luego agregue el
sufijo que aparece en el paréntesis a las siguientes palabras.
Forget ( + - ing) _________________ chilly (1-er) _____________
Question (+ - ed) _________________ occur (+ = ing _____________
Advantage (+ - ous) _________________ pay ( +---ed _____________
Pleasure ( + - able) _________________ lady (+ -s) _____________
Supply (+ -s) _________________ regret (+ - able) ___________

DIVISION EN SILABAS
Su diccionario explica la separación de las sílabas usualmente con un punto o con
líneas diagonales. Por ejemplo:
En.glish En / glish
Dic. tion. ar. y dic/ tion/ ar/ y

Note la división cuidadosamente para que conozca donde es posible dividir


palabras cuando escriba. Las palabras en inglés pueden ser divididas solamente en
sílabas según la pronunciación.

Ejercicio 4
Busque estas palabras en su diccionario. Note la división en sílabas. Copie cada
palabra y divídalas en sílabas utilizando un punto.

Manufacture __________________ Dictador ____________________


Umbrella __________________ Overcome __________________

Al final de una línea de escritura, las palabras solamente se pueden dividir en sus
sílabas. Nunca divida palabras de una sola sílaba, nunca divida una palabra de modo
que quede una letra sola (a – lone). Cuando una palabra tiene doble consonante, la
división en sílabas se hace entre estas dos letras (let-ters). Aunque cada sílaba puede
ser pronunciable, nunca divida la raíz fundamental de una sílaba. Por ejemplo:

Teaching = teach – ing ( not tea –ching)


Make = mak – ing ( not ma – king)

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DEFINICIÓN DE LAS PALABRAS.

Probablemente la información más importante en relación a una palabra es su


significado. Sin embargo, debe entenderse que la mayoría de las palabras en inglés
tiene varios significados. Este hecho es lo que hace peligroso a un diccionario si no se
usa correctamente. Las palabras con diferentes significados se ilustran algunas veces
con frases u oraciones. Por ejemplo, note los diferentes significados de la palabra
DROP:

Drop.- n.1. a small amount of liquid in a roundish shape: A drop of rain. 2. a sudden
fall. 3. a distance down : a drop of 30 feet. V.1 to fall in drops. 2. to fall suddenly. 3. to
kill. 4. to go lower.

El significado “real” de la palabra drop depende de cómo se usa en una oración.


Por ejemplo: “I felt a drop of water on my face” (sustantivo, significado 1) ; “he was
frightened by the deep drop” (sustantivo significado 3); “he drop the lion with a single
shot” (verbo, significado 3).

Busque la palabra “ whale” en su diccionario. Que palabra usa su idioma para


identificar esta criatura, La palabra whale tiene un significado muy específico. Puede
ser traducido a cualquier otro idioma sin mucha dificultad o peligro. Sin embargo, esto
sucede solamente con palabras que son técnicas o muy especializadas. La mayoría
de las palabras que son técnicas tienen además una variedad tal de significados que
es imposible traducir su significado aisladamente.

Ejercicio 5.
Note los diferentes significados de la palabra PLAY en las siguientes oraciones.
Use su diccionario y encuentre el significado específico de PLAY en cada oración.

1.- The children like to play in the afternoon.

2.- Mary will play the piano in the concert tonight.

______________________________________________________________

3.- The play produced by the Drama Club was a success.

_______________________________________________________________

4.-It was a Clever play that won the football game for us

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IMPORTANTE.

Cuando esté buscando una definición, no lea solamente el primer significado que
aparece. Busque el significado que mejor se adapte al contexto en el cual se usa la
palabra. Haga otras dos cosas: IDENTIFIQUE EL CONTEXTO EN EL CUAL SE
USA, y la función de la palabra en la oración.

THEME 2

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VOCABULARY
COGNATES

Un cognate es un término para identificar aquellas palabras que tanto en la


escritura, en la pronunciación y en el significado se asemejan a aquellas del español.
Sin embargo, es importante que tengamos en cuenta que no todas las veces esto es
una realidad. Algunas palabras pudieran no ser equivalentes en el español aún
cuando se parecieran mucho a éste idioma. A estos términos le denominaremos false
cognates . A continuación veremos algunos ejemplos.

Falsos amigos y errores típicos. ¡Ojo con los falsos amigos!

Muchas palabras inglesas se parecen a las españolas. Algunas tienen el mismo


significado, como television (televisión) y biology (biología),pero otras tienen
significado totalmente distintos. Estas palabras parecidas pero de distinto significado
se llaman false friends (falsos amigos). Es muy importante aprender las diferencias
para no cometer errores, como, por ejemplo, decir que alguien es sympathetic
(comprensivo) cuando lo que quieres decir es que es nice (simpático).

Aquí tienes una lista de algunos false friends con su verdadero significado en inglés.

Esta palabra se dice


En español... en inglés... y no... que es...
Actual Current; present- actual exacto, verdadero
Actualmente day actually en realidad; exactamente
At the moment
Agenda Diary; address book agenda orden del día
Asistir To attend to assist ayudar
Aviso Notice; warning advice consejos
Conductor, Driver conductor director, -a de orquesta;
a cobrador, -a (de autobús)

Diversión Pastime; fun diversión desvío


Éxito Success; hit salida
Genial Brilliant afable
Intentar To try tener la intención de
Largo Long grande, extenso
Lectura Reading conferencia; sermón
Librería Bookshop; biblioteca
Bookcase
Molestar To bother; disturb; to molest agredir

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to upset
Noticia News; news item notice anuncio, cartel; aviso
Pariente Relation parent madre/ padre
Profesor, a Teacher professor catedrático, -a de
universidad

Receta Recipe; prescription receipt recibo


Recodar To remind; to to record registrar; grabar
remember
Resumir To summarize to resume reanudar (se)
Sensible Sensitive; sensible sensato
noticeable
Simpático Nice sympathetic comprensivo, compasivo

¡NO TE CONFUNDAS!
Cuando leas un texto en inglés, no te dejes engañar por palabras como las
siguientes, que se parecen mucho a palabras españolas, pero tienen un significado
completamente distinto:

Que no te engañe... que significa...

Carpet moqueta, alfombra


Casual informal, superficial
Constipated Estreñido
Costume traje
Deception engaño
Disgust asco, repugnancia
Eventual Final
Fabric tejido, tela
Intoxication embriaguez
Marmalade mermelada de cítricos
Mascara Rímel
Misery tristeza
Petrol gasolina
to presume asumir, suponer
to pretend Fingir
to realize darse cuenta; cumplir

Stranger desconocido, -a; forastero,-a


Tepic Tema

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Busca las diferencias

La palabra española collar se traduce collar cuando nos referimos al collar de un


perro, un gato, etc. Sin embargo, si hablamos del adorno que se pone alrededor del
cuello, se dice necklace.
Collar nm 1 (adorno) : un- de esmeraldas an emerald necklace . 2 (perro, gato) collar
Collar / kale®/ n 1 (camisa, etc.) cuello .2 (perro) collar.

Ten cuidado al utilizar palabras como éstas, ya que a veces tienen el mismo
significado en los dos idiomas, pero otras veces no.

EJERCICIO

A- Completa el siguiente cuadro dando una segunda traducción de las palabras que
aparecen en negrita:

carrera  career floor


prevenir  prevent warm
planta  plant royal
precioso  precious degree
real  real lovely

B- Elige ahora la palabra correcta en las siguientes frases:

1 . Have you finished your degree/ career yet?

2 . Our dog has a leather necklace / collar.

3. I prevented/ warned him that he would get into trouble.

4 . In hot weather, water your floors/ plant every day.

5 . What a lovely / precious dress!

6. The real/ royal family had a palace on the island.

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CHECK YOUR ANSWERS

Ejercicio A Ejercicio B
1 carrera- career- degree 4 precioso-precious-lovely 1 degree 4 plants
2 prevenir- prevent- warm 5 real-real-royal 2 collar 5 lovely
3 planta- plant- floor 3 warned 6 royal

¡Las apariencias engañan!

El español ha tomado prestadas muchas palabras del inglés- y de otros idiomas-


pero no siempre tienen el mismo significado ¡ni la misma pronunciación!

Pon un X si crees que estas palabras significan lo mismo en inglés y en español.


Luego comprueba tus respuestas mirando las entradas del lado inglés-español del
diccionario. ¡Ojo! Algunas de estas palabras (como body) a veces tienen el mismo
significado y a veces no.

parking fax

sport Internet

camping rock

pin light cross

walkman come

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SINÓNIMOS Y ANTÓNIMOS

Sinónimos

En algunas ocasiones existe una palabra más usual para decir algo u otra forma
de decirlo. El diccionario contiene notas de uso con sinónimos para ayudarte a
aprender más vocabulario.

dessert/di’z3:t/ (tb sweet) n postre


La palabra más usual es pudding.

Postre en inglés se dice dessert, sweet o pudding.

Ejercicio 1

Forma parejas de palabras que tengan el mismo significado.

request glasses
construct stay
modify be sick
remain need
vomit ask for
spectacles change
require put out
extinguish build

Antónimos

El diccionario te da también antónimos de palabras. En el lado español-inglés esto


viene ilustrado en muchos ejemplos.
(ropa): ¿Qué tal me queda la chaqueta? How does the jacket look on me?
 El jersey le queda grande/ pequeño.
The sweater’s too big/ small for him.

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Ejercicio 2 Busca la palabra española en el diccionario y mira el ejemplo.

¿Cuál es el antónimo de...

1. to turn the volume (volumen)?_____________________________

2. dark skin (piel)? ______________________________________

3. a high tide (marea)?___________________________________

4. Good marks (nota)?_______________________________

5. To turn the TV on (televisión)?____________________

6. An even number (número)?______________________

7. Low season (temporada)?_________________________

8. Good health (salud)?_____________________________

Check your answers

Respuestas Ejercicio 2

Ejercicio 1 1- to turn the volume up.


request= ask for 2- fair skin
construct= build 3- a. low tide
modify= change 4- bad marks
remain= stay 5- to turn the TV off.
vomit= be sick 6- an odd number.
spectacles= glasses 7 High season
require= need 8 poor health.
extinguish= put out

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PREFIXES AND SUFFIXES

LA FORMACIÓN DE PALABRAS EN INGLÉS

Una de las características principales del inglés es su flexibilidad como lengua


para formar nuevos vocablos añadiendo prefijos y sufijos a palabras raíces o ya
existentes.. Los prefijos y sufijos se pueden combinar con muchas palabras y al
conocer su significado y usos mas importantes se tiene acceso a un gran número de
vocablos tanto para generarlos como para reconocerlos, aún cuando nunca se habían
visto antes.
Los prefijos se colocan delante del término, muchos de ellos son iguales en
Español pues proviene del Griego y del Latín, bases fundamentales del Castellano.
En todo caso estos afijos suelen modificar el significado de término trabajado.
Los sufijos se colocan detrás del término y a menudo cambian la función y categoría
gramatical de la palabra. Es decir que se modifica la palabra para significar otra cosa
y se cambia la función de dicha palabra a sustantivo, verbo, adjetivo o adverbio.

NOW READ THIS

The following section presents a language tool for building a new vocabulary which
you will not find or it will be most difficult to find in your dictionary .They are the
prefixes and suffixes. These are affixes or particles which you can add to the words at
the end ( suffix ) or at the beginning of a word ( prefix) and which will change this way
the meaning of such a word.

Example: Root (Word Given)

FORM
Re * form ( prefix re * form) = Reform form
Form * al ( form * suffix al ) = Formal form

The affixes are very useful tools to recognize and to enhance the management of
vocabulary be it either technical or nontechnical.

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PRACTICE

Let us practice what it has been studied.

DIRECCTIONS: using the following prefixes and / or suffixes write down new words
per root given

FORM _________ ___________ _________ _________ _________

STUDY _________ __________ _________ _________ _________

BOOK _________ __________ _________ _________ _________

ACT _________ __________ _________ _________ _________

WRITE _________ __________ _________ _________ _________

READ _________ __________ _________ _________ _________

CONNECT _________ __________ _________ _________ _________

RECEIVE _________ __________ _________ _________ _________

DRIVE _________ __________ _________ _________ _________

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LIST OF COMMON PREFIXES AND SUFFIXES

Following you will find a list of prefixes and suffixes as well as the meaning of each of
them. You will realize then how they transform the meaning of such words into a new
one when added at the end or at the beginning. Those marked with a ___ XX before
the particle are the suffixes ( -er, -ible ) ;however, those marked with the XX ___
after the particle are the prefixes ( mis-, non- ).

AS YOUR TEACHER GOES OVER THE EXPLANATION OF THE CLASS AND THE
EXZERCISES, COMPLETE THE FOLLOWING CHART.

COMMON PREFIXES AND SUFFIXES


PREFIX OR SUFFIX MEANING OR FUNCTION EXAMPLE
a- (an-, ab-)
-able, -ible
aero- ( air- )
-age
-al, -ar
-an
(-ian)
-ant (-ent)
antl-
-ary
-ate
auto-
bi-
bio-
centl-
co-, con
contra- , counter-
-cy
de-
deci-.
deka
di-
Dis-
-ence, -ance
-ent (-ant )
-er,
-or
-est
-en-
-ese
Ex -

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Extra-
Fore-
-ful
hydro-
hyper-
hypo-
-hood
-ic
-ify
in-
-ine
-ist
-ive
intra-
inter-
-ion (-ation, -tion)
In- (im-,il-, ir- )
Iso-
-ish
-ist
-ity (-ty, -y)
-ive
-ize
kilo-
-less
-logy
-ly
macro-
mega-
-ment
meta-
-meter
micro-
milli-
mis-
mono-
multi-
neo-
-ness
non-
-oid
out-
-ous
Out-
over-

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para-
pent(a)-
-phono-
phot(o)-
poly-
pre-
proto-
quadri-
re-
-scope
self-
semi-
-sis
sub-
super-(supra-)
syn- (m-)
Tele-
tetra-
therm-
Trans-
tri-
ultra-
un-
under-
uni-
vice

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THEME 3

GRAMMAR

CONNECTORS

Los conectores son palabras como lo indica su nombre, que sirven para conectar,
relacionar o enlazar palabras, ideas, frases u oraciones. Se pueden dividir en tres
tipos para efecto de este material de estudio: conjunciones, preposiciones y relativos.

CONJUNCIONES: se subdividen en coordinantes y subordinantes.

Coordinantes son aquellas que conectan dos partes iguales de la oración. Entre ellas
se encuentran:

And- But- Or- Nor- Either or-

Neither nor- However- Moreover Therefore Still

Example:

- I would like potato and chicken for lunch, please.

- Would you prefer to study English or German?

- He will come either tomorrow or next week.

- Mara was seen at the doctor; however, she didn’t see the doctor.

Subordinantes: relacionan dos oraciones indicando que una está subordinada a la


otra. O lo que es lo mismo, una constituye la oración principal, mientras que la otra
se constituye como oración subordinada. Las conjunciones que a continuación se
especifican expresan:
a) Reason: because, why, since. Ex: I didn’t come because I was sick.

b) Time: after, before, until, when, whenever, while.


Ex: The man arrived before you did.
c) Condition: if, whoever, whatever, as soon as, provided that, unless, in case.
Ex: If she asks me I will answer the question.
d) Comparison: as, as if, as though, than.
EX: she behaves as if she were the boss.

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RELATIVES: unen o enlazan una oración subordinada a una principal cuando la
palabra que le precede es un sustantivo al cual este conector hace referencia,
evitando así la repetición del nombre al cual sustituye. Los usados para efectos de
este material de estudio son:

WHO WHICH THAT

Ejemplos de su uso:

- The device which is used in repairing the equipment is not very big.

- That’s the man who loves to repair with complicated tools.

- The school that prepares students for secondary level is now being repaired.

PREPOSICIONES: éstas son quizás las más conocidas por el estudiante del inglés.
Sin embargo, no es un tema fácil a la hora de estudiarlas. Para efecto de esta
asignatura, tomaremos en consideración las diversas formas significativas que ellas
toman en tanto el uso que se hace de ellas al conectar partes de la oración o ideas
diversas.

Pepositions of:

Place: in, on, at, from without.to, after, before, by, up, down, to, within.

Manner: of, about, by, with,.

Time: in, on, at, from, to, from-to, by, before,after


Intention or reason: for, to, in order to, as, so.

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EJERCICIOS

1- Use preposition to connect the ideas.


- This is _______ method _____ reading and _____ summarizing.
- Students usually write _________ topics _______ their interest.
- We look ________ the passage, put yourself _______ question.

2- Sentence linking Use coordinating conjunctions to link these sentences.

A famous film star was born in 1926____________ died in 1962. Her family was
poor , _____________ she became rich ______________ famous. She worked in
Hollywood ____________ made nearly thirty films, including “ Gentlemen Prefer
Blondes” ______________ “ Some Like It Hot. “. She could buy anything she
wanted , ____________ she was very unhappy. Her real name was Norma Jean
Baker, _______________ everyone knows her as Marilyn Monroe.

3- Use relatives.
- The person _________ is helping should be very calm.
- The instrument _____________ obstructs the air is not helping the patient
_______ rests on the floor.
- The rotor _______ revolts around the shaft is providing the energy _______ is
necessary for the operation.

4- Use preposition to connect the ideas.


- This is _______ method _____ reading and _____ summarizing.
- Students usually write _________ topics _______ their interest.
- We look ________ the passage, put yourself _______ question.
- ___________ top ______bottom, people try _____ read, ________
order _______ understand what is said .

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5- Use the required connector.
ESCOELFA is _______ military school ________ prepares students ______
Communications _______Electronics. It is located __________ Bolivar Ave. _______
Tiuna Fort. It is ___________ Troop’s Club _________ a nice swimming pool
provides the opportunity ______ practice swimming.

THE “__ING ” FORM.

Las formas _ ING toman diferentes significados en la medida que cambian de


función dentro de la oración. A continuación se presenta un cuadro a través del
cual se reflejan las diferentes funciones que cumple la forma ING.

NOUN : Reading is important in education.

ADJECTIVE: The reading room is a comfortable place.

VERB AFTER VERB: I love reading

VERB AFTER PREPOSITION: How about going to the cinema tonight?


Reading is necessary for learning

VERB PART OF PROGRESSIVE: She is reading the book in the reading room.

ACTIVE RELATIVE: Mary likes the car which runs fast.


AR: Mary likes the car running fast.

FINAL CLAUSE: The communication gets clearer and faster sending the
Signals via an accurate equipment.

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EXERCISES: REWRITE THESE SENTENCES INTO ACTIVE RELATIVE:

- The machine that rotates fast is an efficient tool.

- The joint connected the two ends which make the equipment work.

- Technicians who repair complex sets always have great salaries.

- The man who reads the journal is my father.

- Cognates that convey important meanings are useful when learning a language.

TRANSLATE INTO GOOD SPANISH THE FOLLOWING SENTENCES.


PAY ATTENTION TO THE DIFFERENT WAYS IN WHICH THE ING
IS USED INTO THE SENTENCES.

- Learning and working are two necessary tasks for human being development.

- Tom won the competition by practicing 14 hours everyday.

- Wireless telephones consisting of a bade unit and a mobile unit connect


by radio link.

- Words entering a language through contact with another language tipically retain
Their original spelling at first, then change later, assimilating to the regular
patterns of the language.

- Living languages do not remain static, and it would be impractical and almost
impossible keeping up with the current changes and all the words entering either
English or Spanish.

Prof. Janett Zerpa 5/15/2019

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VERBOS MODALES

Can, could, may, might, must, will, would, shall, should y ought to son
verbos modales. Siempre se utilizan con otro verbo dando a su significado un
matiz de posibilidad, probabilidad, deber, etc.
Gramaticalmente estos verbos no funcionan como los demás:
 Deben ir seguidos de otro verbo en infinitivo sin to (ought to es una
excepción!): I can swim.
 No añaden –s a la tercera persona del singular: She might know.
 No necesitan el auxiliar do para formar las oraciones interrogativas y
negativas: you shouldn’t drink and drive.
 No cambian la forma, es decir no tienen formas con –ing o –ed.
NOTA: Ought to es un verbo modal especial que siempre se utiliza seguido
de un infinitivo con to.
Dare y need pueden utilizarse también como verbos modales. Para más
información ver las entradas del diccionario.

Los siguientes apartados cubren los significados principales de estos verbos.


Recuerda que si necesitas más información, puedes ir a las entradas
correspondientes de los diccionarios, donde encontrarás los significados de cada uno
de estos verbos y además muchas notas de uso.

Conocimientos y habilidades
Can could
Can you ride a bike?
She couldn’t do it.
I could run for miles when I was younger.
She could have passed the exam if she’d worked harder.
NOTA: recuerda que “be able to” también se utiliza en este sentido.
He has been able to swim for a year now.
One day we will be able to travel to Mars.

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Obligación y deber
Must should ought to
You must be back by three.
The police should do something about it.
You ought to tidy your room more often.
I ought to have gone.
You shouldn’t leave the children alone.
I must stop smoking.

NOTA: recuerda que have to y have got to también se pueden utilizar para
expresar obligación y deber. Ver nota en must.
Permiso
Can could may might (formal)
Can I go now?
May I use your phone?
Books may only be borrowed for two weeks.
Could I possibly borrow your car?
You can come if you want.
You may as well go home.
I’ll take a seat, if I may.
Might I make a suggestion?

Probabilidad
can could may might must ought to should will
I can catch a bus from here.
You can’t be hungry – we’ve just eaten!
You must be hungry – you haven’t eaten all day.
He should have arrived by now.
That will be the postman.
She could be famous one day.
It could be dangerous.
You may be right.
He might be able to.
Who might she be?
She may I might not come if she’s busy.
He couldn’t have know that.
She ought to pass. She has studied hard.
Five ought to be enough.
Prohibición
May not must not
You may not take photographs inside the museum.
Cars must not park here.

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Consejos
Must ought to should
You must see that film - it’s great!
He shouldn’t work so hard.
You ought to read this book.
You shouldn’t leave the taps running.
Ofrecimientos, sugerencias y peticiones
Can could shall will would
Can you help me?
Could you open the door, please?
Could you help me with this box?
Will you come this way?
Shall I carry that for you?
Shall we go out for tea? Shall we go out for a meal?
Will you stay for tea?
Won’t you sit down?
Can I help?

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PHRASAL VERBS

Phrasal verbs son verbos formados por dos o tres palabras. La primera
palabra es siempre un verbo, que va seguido de un adverbio (to lie down),
una preposición (to look after sth/sb) o ambas cosas (to put up with
sth/sb).

 En el diccionario comúnmente, los phrasal verbs aparecen al final de la entrada


del verbo principal, ASÍ POR EJEMPLO, en la sección marcada con:

TO GIVE:

PHR V to give sth away regalar algo; to give sth/sb away delatar algo/a algún; to
give (sb) back sth; to give sth back (to sb) devolver algo (a alguien) ;to give in (to
sth/sb) ceder (a algo/algun); to give sth in entregar algo; to give sth out repartir algo
;to give up abandonar, rendirse; to give sth up, to give up doing sth dejar algo,
dejar de hacer algo; to give up hope perder las esperanzas ; to give up smoking
dejar de fumar.
Como puedes ver, los phrasal verbs de cada verbo están ordenados
alfabéticamente según las partículas que les siguen (away, back, in, etc.).

 Muchas veces un phrasal verb puede ser sustituido por otro verbo con el mismo
significado. Sin embargo, ten en cuenta que los phrasal verbs se utilizan mucho
mas en el inglés hablado, y los equivalentes “phrasal” en inglés escrito o en
situaciones formales. Compara las siguientes oraciones:

I came back tired and hungry.


She returned to Paris two years later.
Tanto to come back como to return significan volver pero se utilizan pero se
utilizan en contextos diferentes.

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 Algunas partículas tienen significados especiales que se mantienen incluso
cuando ocurren con verbos distintos. Fíjate en el uso de back, on y up en las
siguientes frases:
I’ll call you back later.
She wrote to him but he never wrote back.
Carry on with your work.
They stayed on for another week at the hotel.
Drink up! We have to go.
Eat up all your vegetables. They’re good for you.

En estas frases, back indica que se devuelve algo (una llamada, una carta), on da un
sentido de continuidad a los verbos y up indica que algo se ha terminado totalmente.

 Ahora completa las siguientes frases utilizando back, on o up:


1. Shall we carry___________after luch?
2. He used__________all his change on the phone.
3. when are you going to give me________the book I lent you?
4. He kept going _________about his new girlfried.
5. Eat___________your dinner is getting cold.
6. The teacher told him off for answering________.

Respuestas
1on 2 up 3 back 4on 5up 6 back

A bad start

The alarm goes off as usual but today Laura can’t get up.
I’t can’t be that late already ! she thinks . Why did I stay up so late last night? Oh,I
remember now! I started reading that book because I was having trouble drupping off:
I couldn’t help reading on, it was so interesting…
Come on, get on with it ! Get up and put your clothes on or else Mrs. Jones will tell you
off for being late again! What a meek I’d better tidy up my room before; I set off or

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mum will be really angry. Oh dear, I think I’m getting a headache. I’ll just lie down for a
minute…
 Une los siguientes phrasal verbs sacados de la historia con sus significados:
To go off to continue reading
To get up to go to sleep
To drop off not to go to bed
To read on to start to ring
To stay up to leave
To set off to get out of bed
 Ahora contestas a las siguientes preguntas y compara tus respuestas con las de tu
compañero/a.
What happened next?
Do you think Laura tidied up her room?
What time do you think she set off?
Was Mrs. Jones happy with Laura?
What should Laura do next time she can’t drop off?

Respuestas
To go off= to start to ring
To get up= to get out of bed
To drop off= to go to sleep
To read on= not to go to bed
To set off= to leave

¿Qué es un phrasal verb?


 Los phrasal verbs son verbos que están formados por dos, o a veces tres,
palabras: Jan turned down the offer of a lift home.
Buying that new car has really eaten into my savings.
I don´t think I can put up with his behaviour much longer.

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La primera palabra es siempre un verbo, que va seguido por un adverbio (to turn
down) o por una preposición (to eat into), o bien por ambos (to put up with). A
estos adverbios y preposiciones les llamamos partículas adverbiales.

 En este diccionario los phrasal verbs aparecen al final de la entrada del


verbo principal, después de las locuciones, en una sección marcada PHR V.
Esta es la última parte de la entrada de cast:
PHR V to cast about/around for sth buscar algo
to cast sth/sb aside dejar de lado algo/a algh
to cast sb away: to be cast away on a desert island ser abandonado en una isla
desierta
to cast sb down abatir a algn: He´s not easily cast down. No se deja abatir con
facilidad.
to cast off 1 (Náut) soltar amarras 2 rematar (costura)
to cast sth/sb off desechar algo/a alguien
to cast on echar los puntos (tejer)
to cast sb out (formal) expulsar a alguien
Los phrasal verbs de cada verbo están ordenados alfabéticamente según las
partículas que siguen a éste; cada uno de ellos aparece a la izquierda de la
columna para que sea más fácil encontrar el que se está buscando.
El significado de los phrasal verbs.

 El significado de algunos phrasal verbs es fácil de adivinar porque tanto el


verbo como la partícula mantienen su significado habitual. Sin embargo, otros
tienen un significado idiomático que no se puede deducir y que hay que
aprenderse.

 Compara las siguientes oraciones:


Sue fell down and hurt her knee badly.
I can´t put up with him any more.

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En la primera oración, el significado de to fall down es fácil de adivinar (caerse),
porque tanto fall como down conservan su significado habitual. Sin embargo, en
la segunda oración, el significado de to pu up with (tolerar) no tiene nada que ver
con los significados de to put, up y with por separado.

 Algunas partículas tienen significados especiales que se mantienen aunque


acompañen adverbios diferentes. Fíjate en el usos de around en las siguientes
oraciones:
I didn´t see the point of hanging around waiting for him, so I went home.
We spent most of our holiday lounging around beside the pool.
En ambos casos around aporta el significado de “sin un propósito u objetivo en
particular” y se utiliza de la misma manera con otros verbos como play, sit y wait:
We´re just playing around.
They sat around talking all afternoon.
I´ve been waiting around for ages.

 A menudo un phrasal verb se puede sustituir por otro verbo con el mismo
significado. Sin embargo, los phrasal verbs se suelen utilizar más en inglés
hablado y se tienen un equivalente “no phrasal”, éstas normalmente se utilizan en
contextos mucho más formales. Compara las siguientes oraciones:
I wish my ears didn´t stick out so much.
The garage projects 5 metres beyond the front of the house.

Tanto to stick out como to project significan “sobresalir”, pero mientras que
el primero se utiliza en contextos informales, project sólo aparece en contextos
formales o técnicos.

La gramática de los phrasal verbs


Los phrasal verbs pueden ser TRANSITIVOS (llevan un objeto) o
INTRANSITIVOS (no llevan objeto). Algunos phrasal verbs pueden ser transitivos
o intransitivos:

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He told me to shut up. (intransitivo)
For heaven´s sake shut her up! (transitivo)

 En este diccionario, los phrasal verbs intransitivos aparecen escritos sin sb


(somebody) o sth (something) para mostrar que no llevan objeto, por ejemplo:
To break down 1 (vehículo, máquina) averiarse, estropearse: We broke down on
the motorway. Se nos averió el coche en la autopista. 2 (persona) venirse abajo:
He broke down and cried/wept. Rompió a llorar. 3 (negociaciones, etc) romperse.
4 (Quim) descomponerse.
To break down es intransitivo y por lo tanto las dos partes del phrasal verbs no
pueden separarse por ninguna otra palabra.
Sería incorrecto decir: We broke on the motorway down.

 Los phrasal verbs transitivos siempre muestran el objeto (sth, sb o sth/sb),


por ejemplo:
PHR V to gamble sth away jugarse algo (y perderlo):
He gambled away his salary. Se jugó el sueldo.

Para utilizar correctamente los phrasal verbs transitivos tenemos que saber
dónde poner el objeto. Esto depende de si el phrasal verbs es “separable” o
“inseparable”. El diccionario también te ayuda en estos casos:
Los phrasal verbs separables son los que aparecen con el objeto (sth, sb o
sth/sb) entre el verbo y la partícula:
to tear sth up
to bail sb out

Esto indica que el objeto puede ir entre el verbo y la partícula, o bien, después
de la partícula:
She tore the letter up.
She tore up the letter.

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Cuando el objeto es una frase larga normalmente va después de la partícula:
She tore upb all the letter that he had ever sent her.
Cuando el objeto es un pronombre siempre va entre el verbo y la partícula:
She read the letter and then tore it up.
Los phrasal verbs inseparables son los que aparecen con el objeto (sth, sb
o sth/sb) detrás del verbo y la partícula:
to look after sb
to add to sth
to add up to sth

Esto indica que el verbo y la partícula no pueden ir separados por un


objeto, ya sea éste un pronombre o una frase larga:
John is looking after the children, pero no
John is looking the children after.
John is looking after them, pero no
John is looking them after

Así, cuando en la sección de phrasal verbs de este diccionario aparece un


verbo como:
to call sth/sb off ordenar a algo/algn que pare: Please call your dog
off. Llame a su perro por favor, sabremos por la posición del objeto, que se puede
decir:
Please call your dog off o
Please call off your dog.

Sin embargo, si aparece un caso como:


to call for sth requerir algo: The situation calls for prompt action. La situación
requiere acción rápida.
sabremos, por la posición del objeto, que se puede decir:
to call for prompt action, pero no
to call prompt action for

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Sustantivos relacionados con los phrasal verbs.
 Algunos sustantivos en inglés están relacionados directamente con ciertos phrasal
verbs, por ejemplo, compara el sustantivo break – in con los phrasal verbs
formados con la partícula adverbial in en break:
 break – in/ n robo: There had been a break-in at the office. Alguien había
entrado en la oficina.
to break in 1 forzar la entrada 2 (conversación, etc) interrumpir: I´m sorry to break
in on your conversation.
Siento interrumpir vuestra conversación.
to break sb in formar/entrenar a algn
to break sth in 1 (caballo) domar algo 2 (zapatos) acostumbrarse a algo.
to break into sth 1 (ladrones) entrar en algo: Thieves broke into my house. Me
entraron en casa los ladrones. 2 (mercado) introducirse en algo 3 (billete banco)
usar algo, cambiar algo: I don´t want to break into this note. No quiero cambiar
este billete. 4 (reservas) usar algo 5 (empezar a hacer algo): to break into a run
echar a correr. to break into song romper a cantar. He broke into a cold sweat. Le
dio un sudor frío.
Normalmente, el sustantivo sólo está relacionado con el significativo de uno o
dos de los phrasal verbs que utilizan esa partícula. En este caso, el sustantivo
break-in está relacionado con el primer sentido de los verbos to break in y to
break into sth, pero no con to break sb in o to break sth in.

 Del mismo modo, si buscamos el sustantivo breakout, veremos que está


relacionado con el primer sentido del phrasal verb to break out, mientras que el
sustantivo outbreak está relacionado con los sentidos 2 y 3:
breakout fuga: an attempted breakout un intento de fuga.
outbreak brote: the outbreak of war el estallido de la guerra.
to break out 1 (prisionero, etc) escaparse 2 (epidemia) declararse 3 (guerra,
violencia) estallar 4 (incendio) llenado de granos.

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COMPOUND NOUNS

Compound nouns are typical structures of the scientific writing. They help in
building concise, organized and precise structures and well as to economize the use of
language making good use of phrases and expressions, and getting rid of
unnecessary elements of language in writing.
A compound nouns as it is understood in this case, is made of a noun and its
relating characteristics in one phrase.

Example:
- That intense valuable necessary experience of man.
- A large blue expensive Japanese car.

It is necessary that people working with scientific and technical literature manage
this kind of structure, understanding, writing and translating it correctly.

GROUP A

Here there are some lists of adjectives need to be placed in a specific order, as
follow

SIZE: TALL, BIG, SMALL, ENOURMOUS, HUGE, SHORT, LONG, WIDE,


NARROW.

COLOR: BLACK, WHITE, DARK, LIGHT,REDDISH,BLOND, BRUNETTE.

VALUE: CHEAP, EXPENSIVE, ECONOMICAL, NONECONOMICAL,


VALUABLE.

ORIGIN: VENEZUELAN, AMERICAN BRITISH, ANDEAN,PERUVIAN.

NOUN: COUNTRY,PERSON,HOUSE,ITEM, DEVICE

40
GROUP B

You will find here some other adjectives that need no specific order or arrangement
related to each other or to the noun

Beautiful
ugly
interesting
dull
important
agricultural
industrial
touristic
specific
particular

PRACTICE

Let us practice what it has been studied.

DIRECTIONS: using the information above, you will find below some examples and
combinations to form compound nouns.

EXAMPLE:
- That large valuable interesting equipment

- A nice not very common Japanese device

EXERCISE:
I- WRITE DOWN COMPOUND NOUNS USING AT LEAST THREE ( 3 )
ADJECTIVES.

II - GIVEN THESE PHRASES, PROVIDE WITH THE CORRECT TRANSLATION


INTO GOOD SPANISH.

41
COMPLEX SENTENCES

Here you will find another typical structure or tool of scientific and technical
English writing , the writing style scientist and technicians use to communicate. It
transforms simple sentences related to one topic into a longer complex one using the
connectors , the ING forms, compound nouns, or any other writing tool studied here.

EX: John is a guy. He is a universitary student. He is big. He lives in Delaware.

Rewriting to form a complex sentence with the use of the elements studied you get:
John who is a universitary student is a big guy who lives in Delaware.
Or John who is a big guy studying at a university lives in Delaware.

You can write other combinations creatively, as soon as you respect the ideas and
grammar forms stated.

PRACTICE
Let us practice what it has been studied.
DIRECTIONS: using the language tools studied: Connectors, ___ING forms, Passive,
and Compund Nouns, Rewrite complex sentences.
EXERCISE: Rewrite these simple sentence sets into a one complex one.
Remember you should discard any unnecessary words.

Example: That´s a man. He is in Caracas. He works at a company. That is


NCT Co. That company manufactures computers.

REWRITING A COMPLEX SENTENCE


That man in Caracas works at NCT Co. which is a computer
manufacturing company.

That girl is tall. She is from Colombia. She is blond. She isn´t beautiful.

42
IMPERATIVE FORM

In English, the Imperative form is used to express command, begging or petition


and instruction. This last one in technical and scientific language is used widely.
You will get the Imperative form using the infinitive without to; or using the form
of the second person of the present. The subject : YOU ( singular or plural ) is
omitted.

EXAMPLE: ( You ) wait here!


Come back, now!
Clean it thoroughly!
The negative form is made beginning the sentence with DON´T or Do Not
before the main verb.

EXAMPLE: Don´t wait here!


Don´t come back!
Don´t clean it!
You can smooth imperative form adding please at the beginning or at the end of
the sentence.

EXAMPLE: Wait hare, please!


Please, come back!
To express command or petition in third person, you may use Let plus infinitive
without to.

EXAMPLE: Let us go! ( let´s go!)


Let him speak!
Let him do it!
Don´t let him do that!
In technical and scientific readings it is used to indicate instructions.

EXAMPLE: First, Take pencil and paper


Then, Put it on the desk
Now, Sit down an Start writing your name, etc.

43
Observe the following passage. Read these instructions.

To Avoid Accident When Welding

 Never wear inadequate clothing,


 Do not wear flammable cotton fabrics when welding.
 Always wear safety goggles.
 Keep helmet, hand shields and face shields in good conditions.
 Repalce defective equipment.
 Provide portable non – reflecting screens to protect personnel.
 Do not overload cables.
 Keep all connections clean and tight.
 Never work in a damp area.
 Open power circuits before inspecting machines.
As you can see, the imperative from here is used to instruct, to guide the user,
not to order or command anything.

EXERCISE 1:

Re-write there sentences in imperative form to mean instruction.


01.- The source of shock must be immediately removed.
02.- The wire should be cut with an insulated instrument.
03.- You should not look at the wire while it is being cut.
04.- You should use insulated gloves.
05.- You must use a coat, rope, wood, or a belt to help the victim.

44
EXERCISE 2:

Re-write the paragraphs in Imperative form.

CARDIOPULMONARY RESUSCITATION

The person who is helping should administer one or two sharp blows to
the lower half of the patient´s sternum. If this results, he should go on to the next
steps. He has to kneel beside the patient´s head. The patient´s back should be located
on a hard surface ( floor ). He then, should place one hand under his neck and should
tilt the head backward to open the airway. He has to make sure the tongue is not
obstructing the airway.
While keeping the hand under the neck for support, he should seal the nose by
pinching it with his thumb and index finger. Then, he should place his mouth firmly
over the patient´s mouth and should inflate the lungs. Now, he should unseal the nose
and should remove his mouth allowing the patient to exhale. He should repeat at rate
of once every five seconds for an adult, once every two three seconds for an infant or
child.

45
INFINITIVE OF RESULT

This is a peculiar construction of only limited use. The To + Infinitive is used to


indicate the result of the action previously stated, and is used with only a few verbs, of
which the commonest are FORM and PRODUCE.

EXAMPLE: The wires are bound together to form a single strand.


The idea here is one of result rather than purpose, that is to say: “ with the
result that a single strand is formed.”

EXERCISE: Link these statements to indicate result. Use Produce and


Form.
01.- The anions unite with the copper of the plate. New copper sulfate is
produced.
02.- Hydrogen and oxygen combine chemically. They form the molecule H2O.
03.- The sand and gravel are mixed in suitable proportions. This makes a
satisfactory aggregate.
04.- The cable is suspended between the towers of the bridge. A parabolic
curve is formed.
05.- The wax former is melted out. This leaves the hollow electro-formed
component.
06.- The unstable isotopes undergo radioactive decay. Other isotopes are
formed as a result.

46
IMPERSONAL “IT”

The patterns of the impersonal IT are an essential feature of scientific style. By


using this type of introduction to a sentence, we avoid using the personal form.
Remember that it is important to present facts in scientific and technical language.
Therefore, the impersonal form provides the style for an objective presentation of such
facts.
Regularly you say:

We can measure temperature changes.

The scientists will say:

It is possible to measure temperature changes.

BASIC PATTERNS:

A.- It is + adjective + to

B.- It (is) + adjective or verb + that...

Pattern A. The important words which can be used in this pattern are:

Is Easy Difficult
Was Possible Impossible
Seems Necessary Unnecessary
Usual
Appears Essential Unusual
Proves Advisable Inadvisable
It Becomes Useful Useless To Do something
Preferable
Instructive Undesirable
Desirable Disadvantageous
Advantageous Impracticable
Practicable Uncommon
Common

 There is no difficultv in pumping out the water from the condenser.


In technical or scientific language you may say:
 It is not difficult to pump out the water from the condenser.
 Or It is easy to pump out the water from the condenser.

47
Pattern B. Here are some typical forms of pattern B.

Likely That Eddy currents will be produced


It is
Possible in the core of the magnet.
Evident
There currents will generate heat
It is Obvious That
in the core
Essential
Desirable That There currents should be
It is
Essential eliminated as far as possible.

It should Noted
be Realised

It will be Noticed
Seen That

It can be Shown This energy cannot be


Proved destroyed, only changed into
Demonstrated other forms.

It is Known
The gas temperature in the
It is Assumed
cylinder is constant.
Decided
Production should begin in a few
It has been Arranged That
months.
planned

EXERCISE 1: Change these statements into the pattern A.

1. We do not want to allow cold water to enter the boiler.


2. We must eliminate as far as possible eddy currents in the magnet core.
3. We normally connect the generator to a pair of feeding points.
4. We prefer to obtain higher pressures by having more compression stage.
5. There is some advantage in working at lower temperatures.
6. We often use two separate condensers to do this.
7. The metal should be tempered after it has been quenched.
8. We can reduce the amount of friction by using rolling bearings.

48
EXERCISE 2: Add an impersonal introduction to these statements.

1. _____________________ ( show ) convention currents can only take place


in an upward direction.
2. ________________ ( prove ) current can be induced in a conductor by a
moving magnetic field.
3. ______________ ( assume) for the purpose of the calculation, there are no
frictional losses in the turbine.
4. ______________ ( possible) none of the tenders for the contract will prove
acceptable.
5. ________________ ( know ) the distribution of current through the
conductor is not uniform.
6. _________________ ( obvious ) a large volume of coolant is required to
keep the temperature down to a reasonable level.

STUDY
Look at these passages. Notice the use of the patterns studied.

1. “It has been proved that induced voltage causes a current flow in opposition
to the force producing it. It follows therefore that the rotor will revolve in the
same direction as the rotation of the magnetic field so that the relative
motion before the two is lessened... It should be noted that the slip, which is
the difference in speed of he two expressed as a percentage, will never be
zero, or no current will be introduced in the rotor”.
2. “A breakdown of insulation may occur under the application of very high
voltages, and it is necessary to know the dielectric strength of any insulating
material... Rubber, which is a standard insulating material, is liable to
deteriorate under sunlight, and it is therefore, advisable to protect it with
some water-proof material."

49
CONDITIONAL FORMS

Conditional sentences express what happen of certain conditions are


fulfilled. They therefore consist of two parts. For instance, a “ clause ( usually
introduced by if or unless ) and a result clause. Each of these clauses may have
different forms, which are reflected in the tenses used, which indicate the writer´s
attitude to:

a) The chances that the conditions will be fulfilled


b) The chances that the results will follow.

Condition is the commonest way of showing that one event dependent in way
on another event taking place. Different types of conditional sentences are
possible. Hare there are some of them:

1. Cause – Effect: Basic Pattern


If + Subject + Verb (present) + P, Subject + V + P present or Future
Ex If you press the button, you start (will start) the machine

2. Real Condition or Real Possibility: Basic Pattern


If + S + V (present) + P, S + V (future or) present
Ex If you follow the directions, you will fix the engine.

3. Unless ( meaning if/not ): Basic Pattern


Unless + s + v ( present ) P, S + V (future) + P
Ex : Unless the water is pure, it will need further treatment

4. Condition with Should: “should” has the same meaning as IF.


Should + S + V (infinitive without “to”) + P, S + V + P (future)
Ex: Should the temperature fall, condensation of the steam will result.

50
5. Unreal Condition: This condition describes an unreal situation.
This is an imaginary situation in the past.
Basic pattern:
If + S + V (past) + P, S + V ( would + V ) + P
Ex: If the workers finished their work on time, production would rise.

6. Impossible Situation: This is a hypothetical situation in the past describing


what might have happened instead of what really happened. This situation is
imaginary, One supposed did not really happen at all.
Basic pattern: If + S + V + P, S + V + P
(past perfect) (Cond. Perf)
HAD + PAST
Participle Would + have + Past participle
Ex: a.- If the concrete hat not sealed the air, it would have dried out too
quickly. ( impossible situation )

b.- If were you, I would study harder.


This form although is considered impossible is more commonly used to
give advices.

7. Eventuality: this refers to the unlikely and not welcomed chance that
something unfortunate may happen.
a.- Should: Pattern
If + s + Should + infinitive + P, S + V (future) + P
with no TO
If a fire should break out, all workers will leave the building.

b.- In the event of + noun, S + future P


Ex: (In the event of fire, in case of fire, in the event of a fire breaking out), all
workers will leave the building.

51
c.- In Case: Pattern
S + V (future) + P, in case + S Present + P
Ex: All workers will leave the building, in case the fire reaches the
chemicals.

EXERCISE 1: Practice Eventuality.


A.-
1. If there (be) a large leakage of steam, the engine efficiency (fall).
2. If any flaw (be) detected in the finished product, it must be rejected.
3. If the boiler pressure (rise) too high, the safety valve (blow) off.
4. If the pipes (become) too heavily corroded, they must be replaced.

B.-
5. __________________ a power breakdown, the emergency generator can
switched on.
6. __________________ a explosion, the blas will be contained by the
pressure vessel.
7. ___________________ a large leakage of steam, the engine effciency will
fall.
8. ___________________ fog, aircraft can be guide down to the runway from
the control tower.
C.-
9. An emergency generator is provided ____________________ there is a
power breakdown.
10. A safety valve is fitted ________________ the pressure in the boiler rises
too high.
11. Miners carry special detecting devices ________________ any poisonous
gases should be encountered underground.
12. Fusion products must be carefully stored _________________ they emit
dangerous radiations.

52
EXERCISE 2: Re-write these sentences in conditional form. Pay special
attention to the instructions in parenthesis.

13. The neutron flux (increase), the flow of coolant also (increase), (conditional
should)

14. The steam (be superheated), higher pressures (be) necessary, (unless).

15. The lubricant (not lubricate), they rapidly (overheat), (unreal condition).

16. The world’s population (rise) more slowly, there (be) such a grave shortage
of food. (imposible)

17. The whole operation (not plan) carefully beforehand, a grat deal of time and
money (lose). (Impossible).

18. The body temperature (rise) above 106º F, death frequently (occur), (cause
/ effect)

19. Governments (spend) more money on education and scientific research,


more rapid progress (result). (possibility)

20. You (connect) the antenna to the TV receiver, you (get) an image. (cause /
effect).

53
THEME 4

READING COMPREHENSION

This part is intended to prepare students to read English literature and to


understand the material to use it for any other purpose rather than for just reading.
It will provide techniques to better understanding and information management.
Up to this level, we will study some techniques to approach reading
comprehension: PREDICTION, SKIMMING, SCANNNING, MIND MAPPING AND
TRANSPARENCY COGNATES

READING COMPREHENTION STRATEGIES

The following are brief descriptions of the main reading comprehension


strategies presented in this supported material:

I. Transparency Cognates

Cognates are words that look the same in English and Spanish, and are likely to
have a similar meaning for instance, “service” and “dentist”. Common cognates
include the name of countries, numbers, and first names among many others.
However, certain words may look similar and yet have different meanings.
These words are known as false cognates and we can see why in these two
examples: the English word sensible is “juicioso” in Spanish, not “sensible” ; and
“comprehensible” translates as “ amplio” and not “comprensivo”. Even though when
we are fully aware of the dangers of false cognates, it is essential to remember that
an absolute meaning and a precise meaning of words, depends on its context.

54
2. Prediction
The title of a text may help us make assumptions about its contents.
Understanding the first paragraph of a text may allow us to make a prediction as to
what will follow in the second and so on, reading as a confirmation of the reader’s
assumptions can be both fast and effective. We should not forget that the reader
brings a certain body of knowledge to any given text and this fact can be exploited to
improve reading efficiency.

3. Skimming
A cursory reading of a text is not always a bad thing. A superficial reading can
give us the guide of a text. Thus revealing how relevant, important or interesting it is to
us. A text title and subtitles, its opening and closing paragraphs, its typography, etc
can help us decipher its meaning. Furthermore, often a general understanding of a
text can be quite adequate for our proposes. Only special circumstances we do
require an exact understanding of every word in a text; for example, when reading a
legal contract.

4. Scanning
Reading with a purpose is effective reading. By first establishing the specific
information required from a given text a reader can maximize effort. Detailed attention
is paid only to those areas of the text which are useful.

5. Mind Mapping
It is the process of visually identifying the central idea with symbols, images,
colors, key-words, and branches which shows the relationships among the ideas
connected. You will find an excellent material in the complementary section written by
Dr. Kagan ( 1999).

55
THEME 5

WRITING

TYPES OF SCRIPT

All communication has a purpose. It is purposive, therefore, when an author writes,


he has an intention which is involved in the way he writes and the style he uses. This
fact gives birth to what is called, in this chapter, the types of script or the purposes
stated by the writer.
As your teacher explains it, write down relevant information related to the
identifying elements of each script.
 Application
 Association
 Analysis
 Allowance or permission
 Advisability
 Cause-effect
 Comparison
 Contrast
 Connection
 Conclusion
 Decision-making
 Demonstration
 Demand
 Definition
 Explanation
 Emphasis
 Evaluation
 Generalization
 Inference

56
 Instruction
 Planning
 Priorizing
 Possibility
 Prediction
 Reflection
 Relation
 Sequence
 Summary
 And so on…

You will find an extended information material to better understand this topic later
in the appendix or annex section. It is a material written by Doctor Kagan ( 1999 )
an investigator in Cooperative Learning processes.

57
THEME 6

TRANSLATION

TRANSLATION TECHNIQUES

Traducir no es necesariamente fácil, pero siguiendo las instrucciones que se dan a


continuación, el trabajo se hace ameno, instructivo, interesante, educativo y sobre
todo más sencillo y organizado así como eficiente.

1. TÉCNICAS BÁSICAS DE LA TRADUCCIÓN:


Para realizar una traducción fiel y eficiente se deben tomar en consideración las
siguientes técnicas:
- Adquirir nuevo vocabulario a través del uso correcto y el manejo del diccionario.
- Reconocer los tiempos verbales en inglés para ubicarse en el tiempo y espacio
que permite a su vez redactar el contenido en formas correcta.
- Reconocer e identificar los aspectos gramaticales, funciones básicas del idioma
inglés.
- Leer por ideas, no por palabras. Es decir se debe leer toda la expresión, el
párrafo, etc., con el fin de comprender el significado de las palabras según el
contexto; así como también comprender la idea general del contexto.

1. PROCEDIMIENTO DE LA TRADUCCIÓN
Una vez tomados en consideración los puntos arriba mencionados, y escogido el
tema a traducir se sigue el siguiente procedimiento:
- Leer el texto completo. De esta manera tenemos una idea de cómo se desarrolla
el tema en forma general.
- Comprender el texto en su totalidad. Para ello será necesario el uso del
diccionario, el manejo de todos los recursos lingüísticos estudiados previamente,
pues con ello se logrará conocer el significado y el sentido de las palabras
desconocidas en el contexto.

58
- Preparar un borrador de la traducción.
- Revisar la redacción, ortografía, acentuación, etc. en español.
- Elaborar el informe final de la traducción.

THE PARAPHRASING TECHNIQUE

Esta técnica se desarrolla en función de las estrategias de comprensión lectora,


análisis y redacción en propias palabras del texto tratado desde el idioma inglés al
español, haciendo énfasis en el trabajo de investigación del estudiante, su base o
conocimiento de los dos idiomas y del contenido de los textos o literatura propuesta.
El proceso para desarrollar una traducción con la técnica del “paraphrasing”
según lo propone la autora consiste en:
 Leer cuidadosamente el texto.
 Comprender su contenido, su intención, y para ello se deben investigar
términos desconocidos entre otras estrategias que se hiciesen necesarias.
 Analizar los elementos, ideas o propuestas del texto así como sus
correlaciones con otras ideas.
 Elaborar un informe determinando una introducción contentiva del objetivo de
la lectura y sus aspectos más relevantes tratados; un contenido, a través del
cual se desglosan las ideas, correlaciones, ya identificadas, respondiendo a lo
planteado en el objetivo inicial y a lo analizado respectivamente. Esto debe
estar traducido con las propias palabras del traductor-estudiante. Finalmente se
debe elaborar una conclusión que responde a qué se logró basado en el
objetivo que se propuso al inicio.
 Todo el informe deberá ser en correcto español, redactado con estilo propio,
formal, científico y atendiendo a las normas y reglas del idioma en el cual se
traduce.
 Se hace énfasis en el uso de la redacción con propias palabras, procurando
usar su mejor “ background” de ambos idiomas para ello.
 Se hará entrega del informe al profesor cuidando su presentación.

59
APPENDIX

COMPLEMENTARY MATERIAL

FOLLOWING YOU WILL FIND A MATERIAL WHICH WILL BE


COMPLEMENTARY TO THE VOCABULARY, GRAMMAR, READING
COMPREHENSION AND TRANSLATION PARTS SO THAT YOU CAN USE IT FOR
EXERCISE, READING MATERIAL AND EXPANDED INFORMATION.

READING TECHNIQUES.

EXERCISES

READERS IN TELECOMMUNICATION.

Prof. Janett Zerpa 5/15/2019

60
READING COMPREHENSION STRATEGIES

The following are brief descriptions of the main reading comprehension


strategies presented in this book:

I. Transparency Cognates
Cognates are words that look the same in English and Spanish, and are likely to have
a similar meaning for instance, “service” and “dentist” are common cognates. They
include the name of countries, numbers, and first names among many others.
However, certain words may look similar yet have different meanings these
words are known as false cognates and we can see why in these two examples: the
English word sensible is “juicioso” in Spanish, It is not “sensible”, and
comprehensible translates as “ amplio” and not “comprensivo”. Even when we are
fully aware of the dangers of false cognates. It is essential to remember that and
absolute meaning the precise meaning of word depends on its context.

2. Prediction
The title of a text may help us make assumptions about its contents. Understanding
the first paragraph of a text may allow us to make a prediction as to what will follow in
the second and so on, reading as a confirmation of the reader’s assumptions can be
both fast and effective. We should not forget that the reader brings a certain body of
knowledge to any given text and this fact can be exploited to improve reading
efficiency.

3. Skimming
a cursory reading of a text is not always a bad thing. A superficial reading can give us
the gaze of a text. Thus revealing how relevant, important or interesting it to us. A text
title and subtitles, its opening and closing paragraphs, its typography, etc can help us
decipher its meaning. Furthermore, often a general understanding of a text can be

61
quite adequate for our proposes. only special circumstances do we require an exact
understanding of every word in a text; for example, when reading a legal contract.

4. Scanning
Reading with a purpose is effective reading. By first establishing the specific
information required from a given text a reader can maximize effort. Detailed attention
is paid only to those areas of the text which are of utility.

62
EXERCISE: REVIEWING LEARNING ASSETS

USE OF THE DICTIONARY

USING THE DICTIONARY, FIND (2) TECHNICAL AND (2) NONTECHNICAL MEANINGS

1- CRACKING

2- DRIVE

3- STILL

4- MEAN

VOCABULARY

A.- GIVE THE CORRECT MEANING OF THE UNDERLINED WORD IN CONTEXT.

5- Engineers lead people efficiently

6- The handle of the door is locked.

7- Computers store data

8-Teachers plant ideas in the minds of the children

B.- WRITE FOUR (4) NEW WORDS ADDING PREFIXES AND SUFIXES

( -ed, -ing, -ous, -er, -or, ible, -able, -ent, -ant, -al, -ar, -ist, -ic, -ly, --less, -
ive, -ize, -ify, -ity, -an, -ian, - ation, -ate, -en-,-ance,-ence,-ary,-ful ; non- ,
de-, dis-, un-, re-, ex-, mis-, inter-, intra-, pre-,in-,im-)

9-Study

10-Change

11-Book

12- Act

63
VOCABULARY. COGNATES

SELECT THE CORRECT MEANING FROM THE LIST

5- Groceries____________ A- To become aware


6- Carpet______________ C- Present tense of a verb
7- Realize___________ A- Research
8- Comes____________ D- Gate
9- Communication___________ E- Exchange information
10- Investigate___________ F- Conference
11- Exit_______________ G- Goods and vegetables
12- Lecture______________ H- Floor cover

. WRITE FOUR (4) NEW WORDS ADDING PREFIXES AND SUFIXES


( -ed, -ing, -ous, -er, -or, ible, -able, -ent, -ant, -al, -ar, -ist, -ic, -ly, --less, -
ive, -ize, -ify, -ity, -an, -ian, - ation, -ate, -en-,-ance,-ence , -ary, -ful ; non- ,
de-, dis-, un-, re-, ex-, mis-, inter-, intra-, pre-,in-,im-)

13- LIKE

14- ACT

15- STUDY

16- SCIENCE

17- CONNECT

18- CHANGE

VOCABULARY. COGNATES

SELECT THE CORRECT MEANING FROM THE LIST

19- Realize___________ A- Reasearch


20- Comes____________ B- Gate
21- Connection_______________ C- put two ends together
22- Investigate___________ D- Conference
23- Exit_______________ E- Goods and vegetables

64
24- Lecture______________ F- Floor cover
25- Groceries____________ G- To become aware
26- Carpet______________ H- Present tense of a verb

USING THE DICTIONARY, FIND (2) TECHNICAL AND (2) NONTECHNICAL


MEANINGS

27- SET

28- DRIVE

29- STILL

30- LEAD

WRITE FOUR (4) NEW WORDS ADDING PREFIXES AND SUFIXES ( 8 PTS)

( -ed, -ing, -ous, -er, -or, ible, -able, -ent, -ant, -al, -ar, -ist, -ic, -ly, --less, -
ive, -ize, -ify, -ity, -an, -ian, - ation, -ate, -en-,-ance,-ence,-ary,-ful ; non- ,
de-, dis-, un-, re-, ex-, mis-, inter-, intra-, pre-,in-,im-)

31- Study

32- Act

33- Form

34- Write

35- Connect

36- Change

37- Book

38- Read

65
USING THE DICTIONARY, FIND (2) TECHNICAL AND (2) NONTECHNICAL
MEANINGS

Technical Nontechnical
39- BOOK

40- DRIVE

41- STILL

42- MEAN

FIND THE GUIDE WORDS ( 4 pts)

43- READ _________________ __________________

44- SEE _________________ __________________

45- SET _________________ __________________

46- CONNECT ________________ __________________

GIVE THE MEANING IN CONTEXT. TRANSLATE THE COMPLETE SENTENCE.


EMPHASIZE THE MEANING OF THE UNDERLINED WORD ACCORDING TO THE
CONTEXT. ( 8 PTS)

47- THE TEACHERS PLANT IDEAS IN THE MINDS OF THE CHILDREN.

48- THE PLAY THAT WON THE GAME WAS A GOOD ONE.

49- THE SET OF CARDS IS COMPLETE.

50- DID YOU SET THE ALARM CLOCK?

VOCABULARY. COGNATES.SELECT THE CORRECT MEANING FROM THE LIST

51- Realize___________ A- Research


52- Comes____________ B- Gate
53- Connection_______________ C- put two ends together
54- Investigate___________ D- Conference
55- Exit_______________ E- Goods and vegetables

66
56- Lecture______________ F- Floor cover
57- Groceries____________ G- To become aware
58- Carpet______________ H- Present tense of a verb

USING THE DICTIONARY, FIND (2) TECHNICAL AND (2) NONTECHNICAL MEANINGS
(8PTS)

TECHNICAL NONTECHNICAL
59- SET

60- DRIVE

61- STILL

62- LEAD

. WRITE FOUR (4) NEW WORDS ADDING PREFIXES AND SUFIXES ()

( -ed, -ing, -ous, -er, -or, ible, -able, -ent, -ant, -al, -ar, -ist, -ic, -ly, --less, -ive, -ize, -ify, -
ity, -an, -ian, - ation, -ate, -en-,-ance,-ence,-ary,-ful ; non- , de-, dis-, un-, re-, ex-, mis-,
inter-, intra-, pre-,in-,im-)

63- Study

64- Form

65- Write

66- Connect

USE OF THE DICTIONARY

USING THE DICTIONARY, FIND (2) TECHNICAL AND (2) NONTECHNICAL


MEANINGS

67- BOARD

68- DRIVE

69- STILL

70- DESIGN

67
VOCABULARY

A.- GIVE THE CORRECT MEANING OF THE UNDERLINED WORD IN CONTEXT.

5- Engineers lead people efficiently

7- The handle of the door is locked.

8- Computers store data

VOCABULARY. COGNATES

SELECT THE CORRECT MEANING FROM THE LIST (0,50 EACH 1,50 pts )

71- Realize___________ A- Research


72- Investigate____________ C- put two ends together
8- Lecture______________ F- Floor cover
G- To become aware
H- Conference

C.- WRITE FOUR (4) NEW WORDS ADDING PREFIXES AND SUFIXES ( 1 pt. each - 3 PTS)

( -ed, -ing, -ous, -er, -or, ible, -able, -ent, -ant, -al, -ar, -ist, -ic, -ly, --less, -
ive, -ize, -ify, -ity, -an, -ian, - ation, -ate, -en-,-ance,-ence,-ary,-ful ; non- ,
de-, dis-, un-, re-, ex-, mis-, inter-, intra-, pre-,in-,im-)

73- Study

74- Change

75- Book

GRAMMAR
A) Part I- SELECT THE CORRECT VERB FORM

1- They ( will teach- teaches- teaching ) people efficiently.

2- The handle of the door ( is- will be – were ) locked tonight.

3- ( are- is- will ) computers store the data for a long time?

68
4- Tom ( bought- buy- will buy ) at the shop near my house last weekend.

B) COMPLETE USING THE CORRECT ADJECTIVE


13- Tom is________________________ (tall ) Paul.
1- I like English__________________ ( good).
18- It’s _______________________ (big) that one.
19- She’s_________________________ ( pretty) of the group.

C.- ANSWER THESE QUESTIONS

5- When will you graduate? _______________________________________________

6- What does your teacher do? _____________________________________________

7- How do you come to school?_____________________________________________

8- how often do you use a computer system?___________________________________

REWRITE IN ACTIVE RELATIVE

9- The car which runs along the road is a brand new one.

10- That’s the planet which rotates around the sun.

11- Are UNEFA these the students who plan to win the jogging competition?

12- An amplifier is a device which increases the signal power or amplitude.

13- Wireless telephones which consist of a base unit and a mobile unit connect by a radio link.

TRANSLATE THESE SENTENCES WITH ____ING FORM.


14- Learning and working are two necessary tasks for human beings development.

15- Tom won the competition by practicing 14 hours daily.

16- The man reading the journal is my father.

17- How about going to the cinema tonight?

69
WRITE DOWN FOUR (4) NEW WORDS ADDING PREFIXES AND / OR SUFFIXES (6)
( -ed, -ing, -ous, -er, -or, ible, -able, -ent, -ant, -al, -ar, -ist, -ic, -ly, --less, -ive, -ize,
-ify, -ity, -an, -ian, - ation, -ate, -en-,-ance,-ence,-ary,-ful ; non- , de-, dis-, un-, re-,
ex-, mis-, inter-, intra-, pre-,in-,im-, trans- ,)

76- Study

77- Act

78- Form

79- Write

80- Connect

81- Change

COMPLETE WITH THE CORRECT MODAL AUXILIARY

1- They_____________ lead people efficiently.( ability in the future)

2- CAVIM___________ handle arms with great responsibility.( Compulsion)

3- The handle of the door __________ to be locked.( necessity)

4- _____________computers store the data for a long time?( advisability)

5- The shop near my house___________ to sell electronic items.( expectation)

CHANGE TO PASSIVE.

6- They must do it well.

7- Dr. Hamilton discovered a new vaccine.

8- Water causes corrosion.

9- They are reading an interesting passage.

10- It connects two ends sharply.

70
. WRITE DOWN FIVE ( 4 ) COMPUND NOUNS USING AT LEAST THREE (3)
ADJECTIVES.

Adjectives
Special – logic- changing- temporary- interesting- tiring-useful- useless- industrial- common-
red- dark- clear- black- brunette- blond- tall- large- big- small- short- cheap- valuable-
expensive- economical- japanese- american- venezuelan- national- german.

Nouns
City- instrument- car- item- girl- boy- item- technology- world- time- book- computer.

PART III. WRTE DOWN COMPLEX SENTENCES.

1- It is a diagram. It’s schematic. Technicians need to interpret it. These are electronic
specialists.

2- It is a system . It is used to record. It is also digital. It’s a compact disk.

It’s a microprocessor. It’s called CPU. It’s the main part of the computer. It controls the rest

Identify the types of script in the space given.

1- A math formula ___________________________________________________


2- She’s tall, nice, intelligent, black hair and green eyes. She’s really a beauty_______
3- Pen, paper, book, apples, peaches, meat, bread and milk___________________
4- A diagram of an electric circuit ________________________________________
5- Are you really a scientist?, Aren’t you a mathematician?_____________________
6- Life is a challenge everybody should face through the way to be a PERSON _____
7- If you take good care of him, I ‘ll pay you anything.__________________________
8- Investigation is the art of searching for facts systematically.___________________
9- A Blueprint of a building ______________________________________________
10- Chile,Argentina and Brazil; Panama, Honduras and Salvador; Canada and USA are
American countries in the three areas of America Continent.

( analysis- statement- listing- explanation- hypothesis- questioning- description-


demonstration- application- condition- definition- comparison- ordering- instruction)

71
. LANGUAGE USE. READ AND ANSWER THE QUESTIONS.
The era of electronic communications began in 1837 when Samuel Morse
demonstrated an early version of the famous dot / dash signal code that would make
worldwide telegraph communications possible.
In 1876 the telephone invented by Alexander Graham Bell, sent voice signals over
wire circuits. Through Marconi’s founding of wireless transmission, it was possible by
the 1920’s the first commercial radio broadcastings . In the 30’s TV was possible and
more recently in the 40’s appeared the first generation of electronic computers
designed by J.P.Eckert and J.W. Mauchly at the University of Pennsylvania.

9- What did Marconi do?

10- Where did the first the electronic computer studies take place?

11- What happened in the 40’s?

12- Could people watch TV in the nineteenth ( 19th ) century?


JZH.

PART GRAMMAR

A) Part I- SELECT THE CORRECT VERB FORM

11- They ( will teach- teaches- teaching ) people efficiently.

12- The handle of the door ( is- will be – were ) locked tonight.

13- ( are- is- will ) computers store the data for a long time?

14- Tom ( bought- buy- will buy ) at the shop near my house last weekend.

72
B) COMPLETE USING THE CORRECT ADJECTIVE
13- Tom is________________________ (tall ) Paul.
1- I like English__________________ ( good).
20- It’s _______________________ (big) that one.
21- She’s_________________________ ( pretty) of the group.

C.- ANSWER THESE QUESTIONS

15- When will you graduate? _______________________________________________

16- What does your teacher do? _____________________________________________

17- How do you come to school?_____________________________________________

18- how often do you use a computer system?___________________________________

. A- GIVE THE CORRECT MEANING OF

11- GIVE UP SMOKING

12- EARTH GOES ROUND AND ROUND.

13- PREPARE TO FILL IN THE BLANKS

14- IT IS MADE UP GOOD THINGS

15- TEACHERS CARRY OUT LOTS OF TASKS.

C- FIND THE MEANING ON THE LIST ( 5 pts)

11- RUN AWAY _________________ a- TO FINISH A LOVE RELATIONSHIP


b- TO STOP
12- POWER ON __________________ c- TO LIGHT
d- TO RETURN
13- MAKE UP____________________ e- TO INVENT SOMETHING
f- TO ESCAPE
14- BREAK UP____________________

15- COME BACK__________________

73
A- REWRITE IN IMPERSONAL “IT” ( 2 pts)

16- They mustn’t destroyed the environment.

17- Engineers can read blueprints to guide their job in the field.

18- Authorities should authorize building constructions.

19- UNEFA must make agreements with UCV for preparing better professionals.

B- REWRITE IN CONDITIONAL FORM

20- They ( destroy) the environment, the State ( punish) them immediately.( unreal Sit)

21- Fog, Everybody ( leave) the building ( eventuality)

22- I (be) you, I ( do ) it right away ( impossible sit)

A- FIND THE MEANING ON THE LIST

1- RUN AWAY _________________ a- TO FINISH A LOVE RELATIONSHIP


b- TO STOP
2- POWER ON __________________ c- TO LIGHT
d- TO RETURN
3-MAKE UP____________________ e- TO INVENT SOMETHING
f TO ESCAPE
4-BREAK UP____________________

5-COME BACK__________________

B- REWRITE IN CONDITIONAL FORM

1- They ( destroy) the environment, the State ( punish) them inmediately.( unreal Sit)

2- Fog, Everybody ( leave) the building ( eventuality)

3- I (be) you, I ( do ) it right away ( impossible sit)

74
READ CAREFULLY AND SOLVE THE FOLLOWING EXERCISES

A) . DRAW A MINDMAP ABOUT THE READING


Remember you should decide first the main ideas and the others
related to that main idea in order to create your map

B) TRANSLATE INTO GOOD SPANISH THE READING PROVIDED , USING THE


PARAPHRASING TECHNIQUE (5 pts)

AUDIO RECORDING SYSTEMS

A digital recording system, known as a compact disk (CD) system, was introduced
in 1982. This uses a laser optical mechanism in which a laser beam reads marks on
the surface of a specially prepared perspex disc.. It gives near-perfect reproduction of
sound and the sound quality does not deteriorate with the use. Some of the problems
associated with vinyl records are eliminated such as “ crackle” caused by dust and
static, and “jumping” , due to scratches on the recording surface.
In the CD system, a recording is made by electronically sampling the sound 44.100
times every second. The electronic samples are used to control a laser beam, which
make a pattern of very small pits in the surface of the perspex disc. The audio pattern
is represented by the length of the pits and the distance between them. The pits are
arranged in circular tracks. A typical CD has about 20.000 circular tracks and a
maximum recording capacity of 74 minutes.

TECHNICAL READINGS

READING 1

TRANSMISSION LINES

The lines which connects telephones within a building are the simplest type of
transmission line, which consists of parallel wires. Those which link telephones to a
local exchange may be twisted pairs, these are being replaced. Coaxial cable which is
formed from a copper core surrounded by copper braid, is used to carry a large
number of signals over long distances. The cables which provide connections between
telephone exchanges are often coaxial. Waveguides, which are made of copper, are
used to carry microwave signals between dish aerials and receivers. They are suitable
for frequencies which are between 1GHz and 300 GHz . Optical fibres, which are
made from very pure silica fibre, are the form of transmission line which is most often
used these days.

75
READING 2

AUDIO RECORDING SYSTEMS

A digital recording system, known as a compact disk (CD) system, was introduced
in 1982. This uses a laser optical mechanism in which a laser beam reads marks on
the surface of a specially prepared perspex disc.. It gives near-perfect reproduction of
sound and the sound quality does not deteriorate with the use. Some of the problems
associated with vinyl records are eliminated such as “ crackle” caused by dust and
static, and “jumping” , due to scratches on the recording surface.
In the CD system, a recording is made by electronically sampling the sound 44.100
times every second. The electronic samples are used to control a laser beam, which
make a pattern of very small pits in the surface of the perspex disc. The audio pattern
is represented by the length of the pits and the distance between them. The pits are
arranged in circular tracks. A typical CD has about 20.000 circular tracks and a
maximum recording capacity of 74 minutes.

READING 3

METAL DETECTORS
A metal detector is essential for today’s amateur treasure hunter. But only the
most expensive detector can reveal the difference between worthless items, such as
pull- ring tops from soft drink cans or silver foil, and a rare find such as the gold
necklace discovered by one enthusiast last year.
Electronic metal detectors use the principle of electromagnetic induction. This means
that, if an object is placed in a changing magnetic field, an electrical voltage is created
in an object., In a metal detector an electrical current is passed through a coil of wire,
called the search coil, to create a magnetic field.
An alternating current (AC) generator converts the direct current (DC) from the
battery into the AC needed to drive the coil. As AC regularly reverses direction, it
produces the necessary ever-changing magnetic field.
The effectiveness of a metal detector depends on the size and position of the
object and how far beneath the ground it is buried. For example,
a coin buried edge-on to the search coil is much harder to detect than the same coin
buried face up.

76
READING 4

MICROCOMPUTER SYSTEMS

The I/O ( input/output) unit consists of one or more Ics ( Integrated circuits),
which are used to control the data going in and out of the computer.
The ROM ( read-only memory) and RAM ( random- access memory) units
consist of a number of special digital logic chips which can store programs and data.
The small Rom provides some permanent storage and the RAM is used for temporary
storage. Unlike the ROM, the contents of the RAM is constantly changing, but it only
operates while the computer is switched on.
The CPU ( central processing unit) is a microprocessor. It is the main part of the
computer, which controls the rest of the system and performs all the arithmetic and
logic operations on the data.
Sets of connectors known as buses are used to carry the internal signals between
each unit. The data bus is used to transfer data between all the units. The control bus
is used to send control signals from the CPU to the other units. The address bus is
used to send signals from the CPU which indicate the memory and I/O locations to be
used.

READ CAREFULLY, THEN ANSWER THE EXERCISES BELOW

MICROCOMPUTER SYSTEMS
The I/O ( input/output) unit consists of one or more Ics ( Integrated circuits), which are
used to control the data going in and out of the computer.
The ROM ( read-only memory) and RAM ( random- access memory) units consist of a
number of special digital logic chips which can store programs and data. The small Rom
provides some permanent storage and the RAM is used for temporary storage. Unlike the
ROM, the contents of the RAM is constantly changing, but it only operates while the computer
is switched on.
The CPU ( central processing unit) is a microprocessor. It is the main part of the computer,
which controls the rest of the system and performs all the arithmetic and logic operations on
the data.
Sets of connectors known as buses are used to carry the internal signals between each
unit. The data bus is used to transfer data between all the units. The control bus is used to
send control signals from the CPU to the other units. The address bus is used to send signals
from the CPU which indicate the memory and I/O locations to be used.

77
I- FIND THE UNKNOWN VOCABULARY AND GIVE THE MEANING.

II -Answer the Questions


1- What is the reading about?
2- Which is the function of the I/O unit?
3- How do you define buses?
4- Can you describe a CPU? Tell me about it.
5- What’s the difference between the ROM and the RAM?

78
SCIENTIFIC READINGS IN ENGLISH
Prof. JANETT ZERPA H.
READING 1: THE SCIENTIFIC ATTITUDE

Many people think that scientists are some kind of mysterious people, extraterrestrial
persons or a different kind of human being. The fact is, scientists are only organized
methodical systematic people who think reasonably about the events of life.
We can learn a lot from scientists. They are curious, intelligent, open-minded,
logical and active human beings. We can imitate them in all of these behaviours and
features of their personality.
Methodology is the key word. They think with an organized mind. Putting in
another way, they only put into practice something as simple as marvellous: the
scientific methodology to solve problems.
To be methodical also means one should be critical, evaluative of the work of
others and our own. So it is easy to find scientists trying to face their findings with
reality to prove whether they can be verified them empirically or if their findings come
along or match with reality.
Ordinary citizens can take advantage of this scientific attitude when trying to solve
everyday life problems, using the way of thinking, the techniques and cues that
scientists use when they work.

READING 2

TRANSMISSION LINES

The lines which connects telephones within a building are the simplest type of
transmission line, which consists of parallel wires. Those, which link telephones to a
local exchange, may be twisted pairs, these are being replaced. Coaxial cable, which
is formed from a copper core surrounded by copper braid, is used to carry a large
number of signals over long distances. The cables which provide connections between
telephone exchanges are often coaxial. Waveguides, which are made of copper, are
used to carry microwave signals between dish aerials and receivers. They are suitable
for frequencies, which are between 1GHz and 300 GHz . Optical fibres, which are
made from very pure silica fibre, are the forms of transmission line, which is most
often used these days.

79
READING 3

AUDIO RECORDING SYSTEMS

A digital recording system, known as a compact disk (CD) system, was introduced
in 1982. This uses a laser optical mechanism in which a laser beam reads marks on
the surface of a specially prepared Perspex disc. It gives near-perfect reproduction of
sound and the sound quality does not deteriorate with the use. Some of the problems
associated with vinyl records are eliminated such as “ crackle” caused by dust and
static, and “jumping”, due to scratches on the recording surface.
In the CD system, a recording is made by electronically sampling the sound 44.100
times every second. The electronic samples are used to control a laser beam, which
make a pattern of very small pits in the surface of the Perspex disc. The audio pattern
is represented by the length of the pits and the distance between them. The pits are
arranged in circular tracks. A typical CD has about 20.000 circular tracks and a
maximum recording capacity of 74 minutes.

READING 4

METAL DETECTORS

A metal detector is essential for today’s amateur treasure hunter. But only the
most expensive detector can reveal the difference between worthless items, such as
pull- ring tops from soft drink cans or silver foil, and a rare find such as the gold
necklace discovered by one enthusiast last year.
Electronic metal detectors use the principle of electromagnetic induction. This means
that, if an object is placed in a changing magnetic field, an electrical voltage is created
in an object. In a metal detector an electRical current is passed through a coil of wire,
called the search coil, to create a magnetic field.
An alternating current (AC) generator converts the direct current (DC) from the
battery into the AC needed to drive the coil. As AC regularly reverses direction, it
produces the necessary ever-changing magnetic field.

80
The effectiveness of a metal detector depends on the size and position of the object
and how far beneath the ground it is buried. For example,
a coin buried edge-on to the search coil is much harder to detect than the same coin
buried face up.

READING 5

MICROCOMPUTER SYSTEMS

The I/O ( input/output) unit consists of one or more Ics ( Integrated circuits),
which are used to control the data going in and out of the computer.
The ROM ( read-only memory) and RAM ( random- access memory) units
consist of a number of special digital logic chips which can store programs and data.
The small Rom provides some permanent storage and the RAM is used for temporary
storage. Unlike the ROM, the contents of the RAM are constantly changing, but it only
operates while the computer is switched on.
The CPU ( central processing unit) is a microprocessor. It is the main part of the
computer, which controls the rest of the system and performs all the arithmetic and
logic operations on the data.
Sets of connectors known as buses are used to carry the internal signals between
each unit. The data bus is used to transfer data between all the units. The control bus
is used to send control signals from the CPU to the other units. The address bus is
used to send signals from the CPU which indicate the memory and I/O locations to be
used.

81
REWRITE IN “PASSIVE VOICE”
4- They destroyed the environment.

5- Engineers read blueprints to guide their job in the field.

6- Education Authorities will authorize new projects.

7- UNEFA is making agreements with UCV to prepare better professionals.

8- One normally connect cables which are used to provide power.

REWRITE IN “PASSIVE VOICE”

9- They destroy the environment.

10- Engineers will read blueprints to guide their job in the field.

11- Education Authorities authorized new projects.

12- Students are making agreements with UCV tobecome better professionals.

13- One normally connects cables which are used to provide power.

WRITE AT LEAST TEN ( 05 ) INSTRUCTIONS TO SAVE INFORMATION INTO A


DISC OR TO REPLACE A FLAT TIRE .

TRANSLATE THE UNDERLINED PART OF THE READING ( ONLY THE ONE


WITH DARKER LETTERS

READING COMPREHESION EXERCISE

82
INSTRUCTIONS: READ THEN ANSWER THE QUESTIONS. APPLY THE
READING COMPREHENSION TECHNIQUES STUDIED

TRANSMISSION LINES

The lines which connects telephones within a building are the simplest type of
transmission line, which consists of parallel wires. Those which link telephones to a
local exchange may be twisted pairs, these are being replaced. Coaxial cable which is
formed from a copper core sorrounded by copper braid, is used to carry a large
number of signals over long distances. The cables which provide connections
between telephone exchanges are often coaxial. Waveguides, which are made of
copper, are used to carry microwave signals between dish aerials and receivers. They
are suitable for frequencies which are between 1GHz and 300 GHz . Optical fibres,
which are made from very pure silica fibre, are the form of transmission line which is
most often used these days.

1- What’s the reading about?

2- What aspects does it treat?

3- What’s the simplest type of a transmission line?

1- What are the functions of waveguides?

2- Describe a coaxial cable.

3- Give the meaning of the underlined vocabulary

83
ESTRUCTURA DEL INFORME FINAL INGLÉS TÉCNICO III

ACTIVIDAD DE INGLES TECNICO III

A) PRELIMINAR 1- Carátula - Cubierta del informe: cartulina con


(numeración romana lámina protectora de acetato y espiral
en minúscula) (libre)

2- Portada - Nombre de la Institución


Título
Asignatura/Profesor
Autores del informe
Lugar y fecha

3- Resumen y En el se expresan las razones por


Abstract (+/- 150 las cuales se elabora dicho informe
palabras = 3 Se debe redactar de manera objetiva
párrafos) y no debe tener frases afectivas.
Se deben incluir objetivo (el abstract
en Inglés, el revés en Español)
conclusiones y recomendaciones
más importantes.

4- Indice de contenido

B) CONTENIDO 1- Introducción - Aclaratoria de término del Título


(numeración - Objetivo del informe
arábiga - Justificación o importancia
- Organización del informe

2- Desarrollo Desglosar las partes del informe.


Organizar de acuerdo al esquema del
Índice de contenido en Títulos y
Subtítulos, haciendo énfasis en lo que
se estableció en la introducción como
la organización del informe.

3- Conclusiones y Recomendaciones

C) COMPLEMENTARIA 1- Notas o Referencias. Citas. Notas: explicativas,


bibliográficas, de traducción.

2- Bibliografía Incluye los Diccionarios

3- Anexos 1- Mapa mental en Inglés sobre el tema


de informe.
2- Copia material en Inglés

84
D) Notas a los Profesores:
 En la parte del Desarrollo: evaluar la técnica del
“Paraphrasing” : leer, comprender, analizar y redactar en
propias palabras el material a traducir del inglés (L2) al
español (L1).
 En la parte de los Anexos, incluir la fotocopia del material
de Inglés.
 Valor del informe: 25% del 4to corte.
 Si desea, este 25% pude desglosarlo en : 20% el informe
como tal; y 5% la ejecución de una actividad
complementaria, modalidad discusión participativa entre los
equipos de alumnos, con la elaboración de un instrumento
de cotejo.
 Aspectos a evaluar:
a) Estructura del Informe
b) Contenido
- Manejo de la técnica del “paraphrasing”
- Manejo de la redacción o comunicación escrita.
- Uso adecuado del vocabulario técnico
c) Presentación del Informe
- Relevancia temática
- Competencia investigativa
- Presentación física
d) Características del material a Investigar:
- El material a investigar debe estar en Inglés. Debe
ser mayor o igual a 10 páginas.
- Del área de la especialidad, actualizado y de
interés del alumno.
- Se puede localizar en la red (Internet), revistas
especializadas, libros textos, manuales, etc.
- Debe cumplir con normas de presentación APA.
(Guía del manual de UPEL)
- El alumno deberá anexar un mapa mental con el
contenido del tema investigado en Inglés.
- El alumno podrá trabajar de manera individual o
por pareja.

Para mayor información dirigirse a: janettzerpa@yahoo.com


JHZ/rp

Prof. Janett Zerpa 5/15/2019

85
BIBLIOGRAFIA GENERAL

86
DIXON, Robert. (1.994) ) Graded Exercises in English. USA: Editorial Prentice Hall
Regents.
Y ANDUJAR, Julio (1967). Resumen Práctico de la Gramática
Inglesa. New York: Regents Publishing Company.
EWER, JJ.R. LATORRE, G.A. (1979) A Course In Basic Scientific English.
London. Editorial longman.
GLENDINNING,Eric H.(1995) English in Electrical Engineering and Electronics.
Londres: Oxford University Press.
________________ ( 2006)
GRAVER, B,D,( .1976,) Advanced English Practice. Editorial the chancer Press
L.T.D. LONDON
HANCOK, O Reading Skill for College Students.( 1991.) Editorial Prentice Hall.
USA.
HIRSCHORN, Howard ( 1993) Technical and Scientific Reader in English. New
York : Simon & Schuster.
MORRIS, William y otros. (1973) The Heritage II lustrated Dictionary of the
English language USA. . Editorial american heritage publishing Company
SILVA DE SUAREZ, Jeannette . (1.989) Intrumental English Workshop. A Course
for The Teaching of Reading Comprehension for Academic Purposes at
University Level. Venezuela : Universidad de Carabobo
TOOD TRIMBLE, Mary y otros. (1.978) English for Scientific Purposes: Science
and technology. USA: Editorial Heinle & Heinle Enterprises.

87

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