Documentos de Académico
Documentos de Profesional
Documentos de Cultura
INTRODUCCIÓN
TEMA
II. EL VOCABULARIO
III. GRAMMAR
IV READING COMPREHENSION
1- TECHNIQUES FOR READING
2- EXERCISES
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 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.
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THEME 1
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.
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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.
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.
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.
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EJERCICIO 1.
EJERCICIO 2.
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2 A sudden fall. v.1 To fall. 2. to kill.
EJERCICIO 3.
EL DICCIONARIO TÉCNICO
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.
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.
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
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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
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
Ejercicio 4
Busque estas palabras en su diccionario. Note la división en sílabas. Copie cada
palabra y divídalas en sílabas utilizando un punto.
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:
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DEFINICIÓN DE LAS PALABRAS.
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.
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.
______________________________________________________________
_______________________________________________________________
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
Aquí tienes una lista de algunos false friends con su verdadero significado en inglés.
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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
¡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:
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Busca las diferencias
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:
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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
parking fax
sport Internet
camping rock
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.
Ejercicio 1
request glasses
construct stay
modify be sick
remain need
vomit ask for
spectacles change
require put out
extinguish build
Antónimos
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Ejercicio 2 Busca la palabra española en el diccionario y mira el ejemplo.
Respuestas Ejercicio 2
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PREFIXES AND SUFFIXES
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.
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
DIRECCTIONS: using the following prefixes and / or suffixes write down new words
per root given
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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.
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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.
Coordinantes son aquellas que conectan dos partes iguales de la oración. Entre ellas
se encuentran:
Example:
- Mara was seen at the doctor; however, she didn’t see the doctor.
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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:
Ejemplos de su uso:
- The device which is used in repairing the equipment is not very big.
- 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.
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EJERCICIOS
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.
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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.
VERB PART OF PROGRESSIVE: She is reading the book in the reading room.
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 joint connected the two ends which make the equipment work.
- Cognates that convey important meanings are useful when learning a language.
- Learning and working are two necessary tasks for human being development.
- 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.
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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.
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).
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:
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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.
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
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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.
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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.
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.
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He told me to shut up. (intransitivo)
For heaven´s sake shut her up! (transitivo)
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
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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.
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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
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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
DIRECTIONS: using the information above, you will find below some examples and
combinations to form compound nouns.
EXAMPLE:
- That large valuable interesting equipment
EXERCISE:
I- WRITE DOWN COMPOUND NOUNS USING AT LEAST THREE ( 3 )
ADJECTIVES.
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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.
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.
That girl is tall. She is from Colombia. She is blond. She isn´t beautiful.
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IMPERATIVE FORM
43
Observe the following passage. Read these instructions.
EXERCISE 1:
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EXERCISE 2:
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
46
IMPERSONAL “IT”
BASIC PATTERNS:
A.- It is + adjective + to
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
47
Pattern B. Here are some typical forms of pattern B.
It should Noted
be Realised
It will be Noticed
Seen That
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
48
EXERCISE 2: Add an impersonal introduction to these statements.
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
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:
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.
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.
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.
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)
20. You (connect) the antenna to the TV receiver, you (get) an image. (cause /
effect).
53
THEME 4
READING COMPREHENSION
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
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
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.
59
APPENDIX
COMPLEMENTARY MATERIAL
READING TECHNIQUES.
EXERCISES
READERS IN TELECOMMUNICATION.
60
READING COMPREHENSION STRATEGIES
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
USING THE DICTIONARY, FIND (2) TECHNICAL AND (2) NONTECHNICAL MEANINGS
1- CRACKING
2- DRIVE
3- STILL
4- MEAN
VOCABULARY
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
13- LIKE
14- ACT
15- STUDY
16- SCIENCE
17- CONNECT
18- CHANGE
VOCABULARY. COGNATES
64
24- Lecture______________ F- Floor cover
25- Groceries____________ G- To become aware
26- Carpet______________ H- Present tense of a verb
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
48- THE PLAY THAT WON THE GAME WAS A GOOD ONE.
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
( -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
67- BOARD
68- DRIVE
69- STILL
70- DESIGN
67
VOCABULARY
VOCABULARY. COGNATES
SELECT THE CORRECT MEANING FROM THE LIST (0,50 EACH 1,50 pts )
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
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.
9- The car which runs along the road is a brand new one.
11- Are UNEFA these the students who plan to win the jogging competition?
13- Wireless telephones which consist of a base unit and a mobile unit connect by a radio link.
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
CHANGE TO PASSIVE.
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.
1- It is a diagram. It’s schematic. Technicians need to interpret it. These are electronic
specialists.
It’s a microprocessor. It’s called CPU. It’s the main part of the computer. It controls the rest
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.
10- Where did the first the electronic computer studies take place?
PART GRAMMAR
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.
73
A- REWRITE IN IMPERSONAL “IT” ( 2 pts)
17- Engineers can read blueprints to guide their job in the field.
19- UNEFA must make agreements with UCV for preparing better professionals.
20- They ( destroy) the environment, the State ( punish) them immediately.( unreal Sit)
5-COME BACK__________________
1- They ( destroy) the environment, the State ( punish) them inmediately.( unreal Sit)
74
READ CAREFULLY AND SOLVE THE FOLLOWING EXERCISES
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
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.
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.
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
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.
10- Engineers will read blueprints to guide their job in the field.
12- Students are making agreements with UCV tobecome better professionals.
13- One normally connects cables which are used to provide power.
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.
83
ESTRUCTURA DEL INFORME FINAL INGLÉS TÉCNICO III
4- Indice de contenido
3- Conclusiones y Recomendaciones
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.
85
BIBLIOGRAFIA GENERAL
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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
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TOOD TRIMBLE, Mary y otros. (1.978) English for Scientific Purposes: Science
and technology. USA: Editorial Heinle & Heinle Enterprises.
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