Apunte Ingles II 2022 Ad SZ Final

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.C INGLÉS II
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Todas las
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Especialidades
Recopilación y Ejercitación
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© Profesores
ADRIANA A. DEZA
adeza@frc.utn.edu.ar
SERGIO F. ZANINETTI

szaninetti@frc.utn.edu.ar
2022
Este archivo fue descargado de https://filadd.com

Apunte Inglés II 2022 – Prof. DEZA & ZANINETTI 2
INTRODUCCIÓN
Bienvenidos a los cursos de Inglés II año 2021. Esta recopilación y ejercitación está pensada como una autoguía de estudio y
soporte de clases presenciales y virtuales, en las cuales procuraremos desarrollar tus propias habilidades lectoras e
interpretativas de textos escritos en idioma inglés sobre cuestiones relacionadas a tu opción de estudios universitarios: las
ingenierías.
Te invito a compartir este módulo de aprendizaje, en el que reforzarás tus capacidades de lector autónomo y competente y
desarrollarás tus habilidades intelectuales superiores: reconocimiento, comprensión, aplicación y análisis, síntesis y evaluación
de información relevante en idioma extranjero, en un ambiente de respeto y cordialidad, para que la instancia áulica resulte
satisfactoria para todos quienes participan.
Lo que se transmite con pasión y se aprende con alegría, es para toda la vida! Adriana Deza
SECCIÓN 1 – DESARROLLO DE COMPETENCIAS LECTORAS
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¿Qué vemos cuando leemos? ¿Qué encontramos cuando buscamos?
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TEXTO PARA TRABAJAR EN CLASES – SMART CITIES
[1] The first generation of smart cities, smart city 1.0, is considered a technology-driven concept. This 1
version of smart cities focused on using technology to facilitate urban activities. This includes employing 2
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high-tech devices, software, and platforms in transportation, security, health, and government areas. 3
From the very first version of smart cities, six major pillars were identified as the main criteria for this 4
concept, including economy, people, governance, mobility, environment, and living. 5
[2] As opposed to the first generation smart city where big technology companies led this movement in 6
urban areas and intended to sell their products to cities, smart city 2.0 was directed by city authorities 7

and decision-makers. The main goal was to enhance the quality of life in urban areas by using the 8
beneficial aspects of technologies. As Etezadzadeh states, stakeholders in smart city 2.0 projects 9
“employ technical facilities to a great extent, but do not allow technology to expand uncontrollably, 10
dominate urban life, or acquire decision-making authority” (p. 53). Moreover, Trencher highlights some 11
specific features of smart city 2.0, such as addressing social challenges, enhancing citizen well-being and 12
public services, as well as focusing on significant endogenous problems and citizen needs that are not 13
directly connected to technologies. 14
[3] The third generation of smart cities concentrated on the role of citizens in addressing their issues and 15
assisting city managers to solve them. Smart city 3.0 highlights the ability of all individuals to share their 16
opinions and help decision-makers to find the most reliable and practical solutions for social, 17
environmental, and government challenges in cities. Besides, this version considers smart solutions that 18
are not necessarily tech-driven ideas. This approves the power of the smart city concept in addressing 19
urban topics without solely focusing on its technological dimensions. 20
UNIVERSIDAD TECNOLÓGICA NACIONAL – FACULTAD REGIONAL CÓRDOBA

EJERCICIO DE AUTOEVALUACIÓN DE NIVEL DE LECTO-COMPRENSIÓN

Este es un SIMULACRO y su nota es sólo a título INFORMATIVO para su propio conocimiento y no
será tenida en cuenta a los fines de su calificación para superar la materia. Refleja la ejercitación
modelo que se incluye en la Prueba de Suficiencia 2022, pero NO necesariamente la que se utilice
para parciales y/o exámenes presenciales.
Lea el siguiente texto y realice en el curso de la UV correspondiente la ejercitación denominada

AUTOEVALUACIÓN dentro del plazo de 60 minutos. El ejercicio permite un solo intento y las distintas
preguntas se presentan de manera secuencial y sin retorno de acuerdo con la modalidad vigente en
los distintos ámbitos para evaluaciones virtuales (en línea). Es decir, para acceder a la siguiente
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pregunta el alumno debe resolver la pregunta actual antes de continuar. Si accediera a la siguiente
pregunta sin haber resuelto la pregunta actual, no podrá retroceder para responderla. Una vez
finalizado el tiempo previsto de 60 minutos, el cuestionario se cierra automáticamente y – a diferencia
de lo que sucede en un examen – se muestran los errores y el resultado obtenido.
PUNTAJE para aprobar una PRUEBA DE SUFICIENCIA: calificación de 75% o superior.
PUNTAJE para PROMOCIONAR (mes de octubre): calificación de 70% o superior + asistencia
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PUNTAJE para REGULARIZAR (mes de octubre): calificación de 60% o superior + asistencia
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CON RESPECTO A LA RESOLUCIÓN
No se ha previsto que las respuestas incluyan traducciones.
En los ejercicios de sinónimos, antónimos y referentes el alumno completará las respuestas

transcribiéndolas desde el texto.
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En el caso particular de los referentes, debe copiar la respuesta en forma completa. Por ejemplo, en el
caso de una frase sustantiva, la respuesta debe incluir los determinadores, los modificadores y el
núcleo.
En los ejercicios de verdadero/falso el alumno debe seleccionar la opción correcta.

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En los ejercicios de funciones del lenguaje se proporciona un fragmento de texto que incluye un nexo
lógico. Luego de la lectura pertinente, el alumno debe identificar y transcribir el nexo y señalar la
relación lógica. Nota: Con el objeto de eliminar situaciones conflictivas en las respuestas de este
ejercicio respecto de la denominación de las distintas relaciones lógicas, el alumno deberá elegir entre

las que se incluyen en el siguiente listado exclusivamente:
• ADICIÓN-AGREGADO
• CAUSA-EFECTO
• CONDICIÓN-PREDICCIÓN
• CONTRASTE
• EJEMPLIFICACIÓN
• SECUENCIA EN EL TIEMPO
No se tendrán en cuenta a los fines de este ejercicio los conectores AND, BUT ni OR.
Además, al consignar estas respuestas, el alumno debe respetar estrictamente la ortografía, ya que el
sistema adjudicará como errónea a la respuesta mal escrita.

[1] A smart city is a concept that sees the adoption of data-sharing smart technologies including the 1
Internet of Things (IOT) and information communication technologies (ICTs) to improve energy 2
efficiency, minimise greenhouse gas emissions, and improve quality of life of a city’s citizens. 3
[2] The United Nations Economic Commission for Europe (UNECE) and the International 4
Telecommunication Union (ITU) jointly made a definition of smart sustainable cities. They defined a 5
smart sustainable city as an “innovative city that uses information communication technologies (ICTs) 6
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and other means to improve quality of life, efficiency of urban operation and services, and 7
competitiveness, while ensuring that it meets the needs of present and future generations with 8
respect to economic, social, environmental as well as cultural aspects.” 9
[3] We are all familiar with the term information technology (IT), which refers to the use of technological 10
infrastructures for storing, retrieving, and sending information. But most are less so of the term ICTs, 11
which is more than just the collection and transmission of information, but also includes the sharing 12
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of information between stakeholders through communication with the help of technology. 13
[4] In other words, a smart city ultimately aims to create a place in which the information is near perfect. 14
Perfect information, which is often seen as a non-realistic theory in economics, is believed to greatly 15
improve the quality of life. For example, if all consumers and producers know every information 16
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about the market, including the price, the quality, and the carbon footprint of every single product, 17
consumers can better decide what they should buy, and producers must compete on price or quality, 18
which will overall lead to better products in the market. 19
[5] Smart city concepts have been increasingly adopted as a way for cities and urban environments to 20
reduce their carbon footprint, energy consumption, and pollution. So, for a city to be more 21
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environmentally-friendly, we must, first, collect data about the environment. 22

[6] In the past, evaluating the effects of a solution could be costly and time-consuming. Were the result 23
unsatisfactory, one would need to modify the solution and go through the same process until it could 24
meet the requirements. However, with the emergence of big data, things became much simpler since 25
evaluation can be made through simulation, which can greatly reduce the use of resources and time. 26
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For instance, relying on geographic data can be far more straightforward to decide the most suitable 27
and efficient renewable energy for a city and to find the best spot to run it. 28
[7] Data associated with the environment is not limited to objects, but also applies to humans. City 29
planning can be much more efficient if data on civic behaviours is retrieved and examined. For 30

instance, transportation companies can modify their schedules, such as routes and the number of 31
shifts based on the needs of citizens. Having such data, we can efficiently allocate resources and 32
prevent significant amounts of waste. It is estimated that each person will generate 10-15% fewer 33
greenhouse gas emissions, 30-130 fewer kilograms of solid waste per year, and consume 25-80 litres 34
less water per day by optimising the use of energy, and tracking the carbon footprint of electricity, 35
water, and waste. 36
[8] Ultimately, how smart should a city be? This is the question that must be eventually answered. It is 37
important for societies to understand that individual privacy is in many ways in contradiction to the 38
concept of ICTs that is intrinsic to a smart city. While most people would unlikely object to deploying 39
sensors to detect and measure air quality, it would be different if it infringes privacy. Should every 40
citizen and company be obliged to be a part of a smart city? What kind of information will go public 41
and what will be kept confidentially? To this day, these questions have not been adequately 42
addressed even though more places are implementing smart cities initiatives around the world. 43

 REPASO DEL CONCEPTO DE REFERENCIA

Entre los tipos de REFERENCIA ENDOFÓRICA (intra-textual) encontramos:
1. La REFERENCIA ANAFÓRICA o anáfora es un mecanismo mediante el cual un elemento del texto remite a
otro que ha aparecido anteriormente, denominado antecedente. Se establece, pues, una relación
interpretativa entre dos unidades lingüísticas en la cual la segunda unidad adquiere sentido por su relación
con la que se ha mencionado antes.
a) It frequently happens that the data that are potentially most valuable are also the ones that are likely
to be the least accurate…
b) The engineer sent the results to Alice when he received her questions by email.
2. La REFERENCIA CATAFÓRICA o catáfora es un mecanismo, simétrico a la referencia anafórica, por el que una
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unidad del texto remite a otra que aparece posteriormente. En la relación interpretativa, el primer elemento
adquiere sentido por su relación con el que viene después.
c) After he received her questions by email, the engineer immediately sent back the results to Alice.
3. “ANTICIPATORY IT”. Es un tipo especial de referencia catafórica y sustitución. Se utiliza para introducir o
“anticipar” el sujeto u objeto de una oración, especialmente cuando el sujeto u objeto es una SENTENCIA
introducida por un infinitivo precedido por “to” o por un “that”. Este “it” es un sujeto sustituto, pues el sujeto
real está más delante en la oración.
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d) It’s quite likely that we shall be late, so please start without us.
It is important to understand the concepts before attempting to do the experiment.
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f) So far it has not been possible to develop a "super intelligence".
4. La SUSTITUCIÓN propiamente dicha se da cuando en un texto se utiliza un elemento no idéntico para no
repetir, o para diferenciar o redefinir a otro antes utilizado. Puede tratarse de
• Sustitución nominal: cuando el término que se sustituye es el núcleo de una frase sustantiva.
g) I met the co-author of the book today. He is a very nice guy. NUCLEO: el sustantivo principal de la oracion.
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h) The chief of the laboratory is a rude man. Everybody is afraid of the boss.
• Sustitución verbal: los sustitutos verbales en español son los verbos hacer y ser, generalmente
acompañados por el pronombre complemento “LO”. En Inglés son los verbos DO y BE, acompañados
por SO.
i) Electro-chemical machining removes metal only at those points where it is required; and it does so
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without causing mechanical or thermal stresses.

j) Students in Course A proved to be very skilled, while those in course B were not so.
Por otra parte, usualmente encontramos la REFERENCIA EXOFÓRICA: A menudo el autor desea involucrar al lector
o a sí mismo en el texto. Ello se logra mediante la utilización de pronombres personales u objetivos. Se entiende

que, aunque tales referentes no se encuentran en el contexto inmediato, forman parte del universo compartido
por el hablante/escritor y el oyente/lector.
k) This page explains the terms strong and weak as applied to bases. We are going to use the Bronsted-
Lowry definition of a base as a substance which accepts hydrogen ions (protons). [el autor/the author]
l) A strong base is something like sodium hydroxide or potassium hydroxide which is fully ionic. You can
think of the compound as being 100% split up into metal ions and hydroxide ions in solution. [el lector
/the reader]
m) One can think of the compound as being 100% split up into metal ions and hydroxide ions in solution.
[el autor / the writer]
n) Let me explain the concept to you. [el autor / the writer]… [el lector/the reader]

 REPASO DE LAS FUNCIONES DISCURSIVAS / FUNCIONES RETÓRICAS BÁSICAS

DEL DISCURSO CIENTÍFICO-TÉCNICO
El lingüista L.Trimble1 define “función retórica” como una unidad de discurso con un objetivo
determinado en el texto, que puede ser “general” (establecer el marco teórico de una investigación,
plantear un problema, mostrar los resultados, etc.) o “específico” (definir, describir, clasificar, etc.)
Entre las funciones retóricas sobresalientes del lenguaje técnico-científico destaca la Definición,
Clasificación e Instrucciones2, la Narración, como así también Descripción física, Descripción de
funciones y de procesos. Los modos de argumentación también están determinados por el género y
las funciones retóricas, entre ellas, y Comparación, y también Deducción (de general a particular),
Inducción (de particular a general), Problema-método-solución, Causa-efecto, Organización
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cronológica, Organización espacial, y Organización secuencial, Ejemplificación, etc.
CORONAVIRUS IS TESTING THE NEWFOUND RESILIENCE OF THE KNOWLEDGE 1

ECONOMY 2
The novel coronavirus (COVID-19) has moved into every corner of the world and the greatest 3
priority is to reduce the spread and ensure the safety of all global citizens. Beyond this, there is an 4
additional need to keep the global economic engine running, and to do so without contributing to 5
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the spread of COVID-19. The world is now armed with a much more mature set of remote 6
collaboration tools than our counterparts in 2002, when SARS first emerged. During 2020, our 7
arsenal of workplace collaboration technology faced what might have been its first, true, major 8
test of resilience. 9
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Today, the virtual collaboration space has matured to a point that has made the knowledge 10
economy much more flexible and resilient than in the past, which could change the outcome of not 11
only potential viral outbreaks like COVID-19 but also change 'work-from-home' expectations in 12
today's increasingly globalized economy. 13
In 2002, asking all employees to work from home would have been extremely disruptive – and 14
near impossible. Today, with the right tools, it became more of a norm. 15
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Stanford professors Walter Powell and Kaisa Snellman define the knowledge economy as the 16
production and services based on knowledge-intensive activities that contribute to an accelerated 17
pace of technical and scientific advance. 18
The key component of a knowledge economy is a greater reliance on intellectual capabilities than 19
on physical inputs or natural resources. With the rise of unified communications and collaboration 20
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technologies, the knowledge economy is stronger and more democratized than ever. 21
The goal now is to ensure that the new economy can function and continue to flourish in times of 22
uncertainty, where employees globally are preparing to potentially work from home for long 23
periods or until the outbreak is contained. 24

Para analizar juntos en clases:
A. Analice los tiempos verbales del texto. Indique la voz en la cual se encuentran.
B. Identifique las formas verbales compuestas, los sujetos y predicados,
C. Identifique las funciones discursivas / funciones retóricas y sus líneas
D. Observe las palabras subrayadas en negrita. A qué/quién remiten esas palabras (referentes).
Intente identificar el tipo de referencia o sustitución.
PUEDE ENCONTRAR MÁS EJERCICIOS SOBRE ESTE TEXTO EN SU CURSO DE LA UV.
1
Trimble, L.(1985).English for Science and Technology. A discourse approach, Cambridge: CUP.
2
En la UV año 2022 se evalúan seguro: DEFINICIÓN, CLASIFICACIÓN, INSTRUCCIONES, NARRACIÓN Y
COMPARACIÓN y se pueden agregar DESCRIPCIÓN FÍSICA y DESCRIPCIÓN DE PROCESOS.

 REPASO DE TIEMPOS VERBALES MÁS USUALES
SIMPLE PRESENT
a) The Engineer finds knowledge of Micro and Macro Economics essential to the understanding
of Budget design. // Does the Engineer find that knowledge essential?
b) A modern engineer typically uses / does not use predetermined motion time system, computer
simulation, along with extensive mathematical tools for modeling.
• Passive Voice: Is / Are (+ participio pasado= done /analyzed /studied / seen)
SIMPLE PAST
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a) Adam Smith was a Scottish economist, philosopher and author as well as a moral philosopher,
a pioneer of political economy and a key figure during the Scottish Enlightenment era.
• Was ……… ? // …………. was not ………
b) Smith obtained a professorship at Glasgow and during this time wrote and published The
Theory of Moral Sentiments.
• Did…… ? // ………. did not ………
• Passive Voice: Was / Were (made / obtained / written / published)
SIMPLE FUTURE
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a) People believe that AI, unlike previous technological revolutions, will create a risk of mass
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unemployment
b) .By aiming at TQM, our businesses will be competitive in global markets.
• Will…..…. ? // …. will not ………
• Passive Voice: Will be (participio pasado)
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PRESENT PERFECT
a) AI research has been divided into subfields that often fail to communicate with each other.
b) Subfields have also been based on social factors
c) Quality methods in the commercial sector have led to more choice and higher quality.
• Have……… ? // …. have not // Has……. ?
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IMPERATIVE
Work hard. Study a lot. Play fair.
Don’t let it decay

Let the idea grow Let A = B

Let’s study together Let’s not study alone Suppose we write the formula without the brackets
SUBJUNCTIVE
Suppose this statement be based on assumptions.
We don’t think it will come out right.
We expect the figures will not show an unusual increase.
We expect production not to show an unusual behaviour.
If the new ideas were put into practice, the situation would be different.

 REPASO de las RELACIONES LÓGICO-SEMÁNTICAS (Nexos y Frases Conectoras)

Los conectores lógicos son el medio que utilizamos para lograr que un texto no sea una mera juxtaposición de
oraciones. Los conectores y subordinadores unen una oración con otra, un párrafo con otro, una idea con otra,
estableciendo relaciones de diversos tipos, como veremos a continuación. Pueden situarse al principio o final de
una de las ideas para indicar su relación lógica con la idea posterior o la anterior. Otras veces vinculan ideas que
no están necesariamente cercanas.
CATEGORÍAS DE NEXOS EVALUADAS EN LA UV AÑO 2020-2021-2022
▪ ADICIÓN-AGREGADO: Agregan datos o información a lo ya dicho.
in addition (to) as well as furthermore moreover
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(and) aside from apart from besides
also and also both … and along with
▪ CAUSA-EFECTO: En general se encuentran en relaciones que contienen ambos

elementos presentes. Es interesante analizar si el nexo introduce la causa o la
consecuencia.
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.CCAUSA (en la UV se escribe CAUSA-EFECTO)
because (of) [since] [as]

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due to in view of for
owing to on account of
o EFECTO (en la UV se escribe CAUSA-EFECTO)
so therefore hence
thus as a consequence as a result
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for this reason [then] with the result that

and so consequently
▪ CONDICIÓN-PREDICCIÓN: Introducen la condición que debe cumplirse para que se

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cumpla lo expresado en la proposición principal.
if unless as long as / so long as

provided / providing or else should (sintaxis invertida)
but for [when] have / be (sintaxis invertida)

▪ SECUENCIA EN EL TIEMPO: Establecen una relación de tiempo, indicando un suceso

anterior, simultáneo o posterior.
as earlier at the same time

after next in the beginning
[when] before at this point / up to this point
[while] later / on first/ly
lately ultimately [then]
at last meanwhile eventually
since then from … to [since]

▪ CONTRASTE: vinculan frases cuyos contenidos son opuestos, adversos, contrarios,
prevaleciendo la idea introducida por el conector.
though (but) nevertheless

although however yet
even though in contrast [while]
whereas instead on the other hand
despite conversely in spite of
▪ EJEMPLIFICACIÓN: El componente que sigue al nexo complementa, ejemplifica o

redefine lo que se dice antes.
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e.g. For instance Such as
For example Namely (enumeración)
CATEGORÍAS DE NEXOS NO EVALUADAS EN LA UV AÑO 2020-2021-2022
▪
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PROPÓSITO, INTENCIÓN, FINALIDAD: Indican precisamente el propósito por el cual se

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realiza lo expresado en la oración principal.
To + infinitivo In order to + infinitivo For + ~ ing

So that So as to
▪ RESÚMEN, RECAPITULACIÓN, CONCLUSIÓN: Introducen un enunciado que cierra,

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resuelve o concluye lo anteriormente dicho en el texto.
In conclusion In summary To summarize
▪ DISYUNCIÓN O ALTERNANCIA: implican oposición entre dos ideas.

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Either … or Neither … nor Whether … or
▪ REPETICIÓN O ÉNFASIS:
Above all Particularly Actually

In other words In particular Indeed

Most importantly In fact Really
▪ ACLARACIÓN: Se ilustra la idea antes expresada.
That is That is to say i.e.

BIG DATA
[1] Big data is a field that treats ways to analyse, systematically extract information from, or otherwise 1
deal with data sets that are too large or complex to be dealt with by traditional data-processing 2
application software. Data with many fields (columns) offer greater statistical power, while data with 3
higher complexity (more attributes or columns) may lead to a higher false discovery rate. 4
[2] Big data analysis challenges include capturing data, data storage, data analysis, search, sharing, 5
transfer, visualization, querying, updating, information privacy, and data source. Big data was 6
originally associated with three key concepts: volume, variety, and velocity. The analysis of big data 7
presents challenges in sampling. Therefore, big data often includes data with sizes that exceed the 8
capacity of traditional software to process within an acceptable time and value. 9
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[3] Current usage of the term big data tends to refer to the use of predictive analytics, user behavior 10
analytics, as well as certain other advanced data analytics methods that extract value from big data, 11
and seldom to a particular size of data set. "There is little doubt that the quantities of data now 12
available are indeed large, nevertheless that's not the most relevant characteristic of this new data 13
ecosystem." 14
[4] Scientists, business executives, medical practitioners, advertising and governments alike regularly 15
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meet difficulties with large data-sets in areas including Internet searches, fintech, healthcare 16
analytics, geographic information systems, urban informatics, and business informatics. Scientists 17
encounter limitations in e-Science work, including meteorology, genomics, complex physics 18
simulations, biology, and environmental research. 19
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[5] The size and number of available data sets have grown rapidly as data is collected by devices such as 20
mobile devices, cheap and numerous information-sensing Internet of things devices, aerial (remote 21
sensing), software logs, cameras, microphones, radio-frequency identification (RFID) readers and 22
wireless sensor networks. The world's technological per-capita capacity to store information has 23
roughly doubled every 40 months since the 1980s; since the beginning of 2012, every day 2.5 24
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exabytes (2.5×260 bytes) of data are generated. Based on an IDC report prediction, the global data 25
volume was predicted to grow exponentially from 4.4 zettabytes to 44 zettabytes between 2013 and 26
2020. It is predictable that by 2025 there will be 163 zettabytes of data. 27
El IT de aca hace referencia a la sentencia que sigue despues del that.
[6] Relational database management systems and desktop statistical software packages which are used 28
to visualize data often have difficulty in processing and analysing big data. The processing and 29
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analysis of big data may require "massively parallel software running on tens, hundreds, or even 30
thousands of servers. What qualifies as "big data" varies depending on the capabilities of those 31
analyzing it and their tools. Furthermore, expanding capabilities make big data a moving target. "For 32
some organizations, facing hundreds of gigabytes of data for the first time may trigger a need to 33
reconsider data management options. For others, it may take tens or hundreds of terabytes before 34

data size becomes a significant consideration." 35

[7] The term big data has been in use since the 1990s, with some giving credit to John Mashey for 36
popularizing it. Big data usually includes data sets with sizes beyond the ability of commonly used 37
software tools to capture, curate, manage, and process within a tolerable elapsed time. 38
[8] "Variety", "veracity", “volume”, “value”, and various other "Vs" are added by some organizations to 39
describe it, a revision challenged by some industry authorities. The Vs of big data were often referred 40
to as the "three Vs", "four Vs", and "five Vs". They represented the qualities of big data in volume, 41
variety, velocity, veracity, and value. “Variability” is often included as an additional quality of big data 42

1. NEXOS. Transcriba el nexo, diga qué tipo de relación lógica establece Y TRADUZCALO en
el contexto que le da sentido.
RELACIÓN
NEXO TRADUCCIÓN DEL CONTEXTO QUE LE DA SENTIDO
LÓGICA
Línea
3
Línea
8
Línea
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11
Línea
13
Línea
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20 - 1
Línea
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20 - 2
Línea
24
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Línea
32
2. REFERENCIA – (¿A qué remiten los siguientes términos?)

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That (2) Which (28)
That (8) It (32)
That (11) Their (32)

It (27) It (37)
3. LÉXICO – SINÓNIMOS Y ANTÓNIMOS

SINONIMOS ANTONIMOS
Greater (4) Less (3)
At first (7) Seldom (9)
Rarely (12) Shrink (26)
Pertinent (13) Perform well (29)
Encounter (15) Avoiding (33)
Fast (21) Accepted (40)

4. LECTOCOMPRENSIÓN (a). Indique si las siguientes oraciones son VERDADERAS (V) o
FALSAS (F) según el texto. Consigne los renglones de referencia.
V/F ORACION Renglón/es

La necesidad de considerar opciones de gestión de datos depende de la
organización de la cual se trate.
La capacidad tecnológica mundial per-cápita de almacenamiento se ha
multiplicado por 40 cada mes desde 1980.
La información de tamaños que sobrepasan en tiempo y costo la capacidad
de procesamiento del software tradicional en general se incluye en el
concepto de big data.
La información con muchos campos ofrece un poder estadístico grande
mientras que la información con complejidad alta puede llevar a un mayor
índice de falsos hallazgos.
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5. LECTOCOMPRENSIÓN (b). Responda las siguientes preguntas en español. Indique la/s
línea/s de referencia.
1. ¿Por qué dice el autor que Big Data es un blanco móvil? (P.6)
Renglón/es
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_____________________________________________________________________________
_____________________________________________________________________________
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2. ¿Qué dispositivos son capaces hoy de recolectar datos e información? (P.5)
Renglón/es
_____________________________________________________________________________
_____________________________________________________________________________
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3. ¿Cuál es el uso corriente que se le da hoy al término big data? (P.3)

Renglón/es
_____________________________________________________________________________
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_____________________________________________________________________________
6. Traduzca las siguientes oraciones:

1. Relational database management systems and desktop statistical software packages which are used to
visualize data often have difficulty in processing and analysing big data.
_____________________________________________________________________________
_____________________________________________________________________________
2. Big data is a field that treats ways to analyse, systematically extract information from, or otherwise deal with
data sets that are too large or complex to be dealt with by traditional data-processing application software
_____________________________________________________________________________
_____________________________________________________________________________

 REPASO DE LAS TRADUCCIONES POSIBLES DE LA FORMA -ING

Las palabras en inglés terminadas en –ing (Participio Presente, en Inglés) pueden ser utilizadas en ese
idioma para desempeñar una serie de funciones dentro de la oración que no pueden ser desempeñadas
en idioma español por el gerundio (–ando / –endo). A continuación veremos las diversas traducciones
que pueden tener las palabras terminadas en –ing según sea su función dentro de cada oración.
1. Como SUSTANTIVO
• While the terms may differ from industry to industry, the actual stages typically follow common
steps to problem solving—"defining the problem, weighing options, choosing a path,
implementation and evaluation.
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• Traditionally, project management includes a number of elements: four to five process groups, and
a control system. Major process groups generally include: i) Initiation; ii) Planning or design, iii)
Production or execution; iv) Monitoring and controlling; v) Closing
• Additional processes, such as planning for communications and for scope management, identifying
roles and responsibilities, determining what to purchase for the project and holding a kick-off
meeting are also generally advisable.
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2. Como ADJETIVO
• The initiating processes determine the nature and scope of the project.
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• This kind of the DIY (do-it-yourself) approach is also applicable to the qualifications of software,
computer operating systems and manufacturing processes.
3. Como gerundio, indicando el MODO en que algo sucede o se realiza

• Projects are planned and managed to ensure that the resources are ready when the critical chain
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tasks must start, subordinating all other resources to the critical chain.
• Cross-functional teams allow an engineer to learn, expand knowledge and gain experience on
certain engineering topics by working with other engineers.
4. Como gerundio, indicando el MÉTODO de realización

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• Benefits realization management (BRM) enhances normal project management techniques through
a focus on outcomes (the benefits) of a project rather than products or outputs, and then
measuring the efforts to keep a project on track.
• How to Improve Production Efficiency by Applying Engineering Methods.

5. Como gerundio, en los tiempos verbales CONTINUOS

• It is sometimes said that validation can be expressed by the query "Are you building the right
thing?" and verification by "Are you building it right?" "Building the right thing" refers back to the
user's needs, while "building it right" checks that the specifications are correctly implemented by
the system.
• Here are the top 12 metropolitan cities that you need to target when you are applying for a
Master’s degree or applying to a job post your Master’s.

6. Como gerundio, indicando anterioridad
• Having demonstrated excellence in academic performance by being in the top 5% of their year of
study, the Faculty of Engineering is proud to recognize the following students: …
• If you are applying for Engineering jobs, it is important to make a striking first impression with your
CV. Having secured an interview, you can get ahead of the competition by preparing for the
questions that your prospective employers will ask.
7. Como INFINITIVO, indicando propósito

• These are the clues for understanding the chart.
• The elements for designing the matrix can all be found in the manual.
• In some contexts, it is required to have written requirements as well as formal procedures or
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protocols for determining compliance.
8. Como INFINITIVO, acompañando una preposición

• Project Management is the process and activity of planning, organizing, motivating, and
controlling resources, procedures and protocols to achieve specific goals in scientific or daily
problems.
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• In the past, manufacturing planners and operators have set parameters without understanding the
consequences, leading to waste of energy and efforts.
• Industrial engineers are experts in applying mathematics, engineering and psychological principles
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to improve productivity, safety and quality.
9. Como INFINITIVO, acompañando a otro verbo

• The students started making their theses timely..
• The company stopped performing energy audits on existing pipeline infrastructure despite
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regulatory advice on continuing them.
10. Como INFINITIVO, reemplazando a un sustantivo

• Reading is an excellent habit.
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• [Vuelva al punto 1 y analice cuáles de los que tradujo como sustantivos pueden ser reemplazados
por infinitivos]
11. Como QUE + VERBO CONJUGADO, cuando se usa para simplificar una oración

adjetiva post-modificadora
• Using complex models for "projects" (or rather "tasks") spanning a few weeks has proved to cause
unnecessary costs and low maneuverability in several cases.
• Supersonic aerodynamic problems are those involving flow speeds greater than the speed of
sound.
• Mixtures containing a solid and a solvent can be separated by using a decanter, and then simply
pouring the liquid off.

 REPASO DE LOS USOS DEL INFINITIVO

En el discurso científico – técnico, un infinitivo suele usarse principalmente a) como sujeto de una oración; b) en
otra posición de sustantivo; c) indicando propósito; d) completando el significado de otro verbo; e) acompañando
a una preposición.
Identifique a continuación de cuál uso se trata:
a. Efforts were made to apply science to the design of processes.
b. The foundations of Artificial Intelligence began to be built in the twentieth century.
c. To read about Engineering History you may consult Wikipedia.
d. Taylor managed to increase productivity by applying his 4 principles:
(1) Science, Not Rule of Thumb:
(2) Harmony, Not Discord:
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(3) Cooperation, Not Individualism:
(4) Development of Each and Every Person to His / Her Greatest Efficiency and Prosperity:
e. To err is human, to forgive, divine.
EJERCITACIÓN SOBRE USOS DEL INFINITIVO Y LA FORMA -ING – (Identifique QUE TIPO DE
USO es y tradúzcalo con el contexto provisto)
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1. Analysis is essentially the process of problem solving or rational choice
2. Please read this Software License Agreement carefully before commencing the download of the software
3. You are authorized to use the software on condition that you agree to be bound by the terms and conditions of
this Agreement
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4. The Cape Wind case study was superior as a basis for decision-making
5. The experience gained over the past half century in developing artificial programming languages is overwhelming.
6. Programming languages, which are easily “understood” by computers, require much training and effort to be
deciphered by humans.
7. The underlying assumption is that the syntax of human language is totally different than that of machine language.
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8. Manual handling operations are to be carried out conscientiously.

9. Formulating and structuring the steps to be followed is the hardest part of the project design.
10. Please define the factors for judging the veracity of the idea.
11. Predicting the future will always be difficult.
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12. Accommodating the consumption aspirations of industrialising countries, particularly fast-growing Asian economies
such as China and India, in a world of finite resources and pollution absorption capacity, will be increasingly difficult.
13. Industrial engineering teaching/practice will need to change, the extent of change depending greatly on how serious
the new problems are.
14. Phosphate coatings are used on steel parts for corrosion resistance, lubricity, or as a foundation for subsequent

coating or painting.
15. Rusting is a chemical process that can take place in metals exposed to the atmosphere. Not all metals however
rust. Rusting is common with the metal iron. Certain conditions in the air around a metal have to be present for iron
to rust. Iron rust, which generally appears brown, is itself a chemical compound quite different from the iron itself.
The rusting of iron can be prevented.
16. Chemical processes involving (= which involve) oxygen can lead to unstable peroxide molecules such as three-
membered ring dioxiranes (see the first figure).
17. The enthalpy change for any cyclic process involving a thermodynamic substance is zero.
18. Having demonstrated by means of the second law that entropy is a function of state, let us now proceed immediately
to find what use can be made of this fact.
19. Before opening the vial you should shake it thoroughly.
20. Let’s start by considering the effects of building heat on the materials.
21. The depolarizing action of the oxidizing agent increases the rate of the cathodic reaction by liberating hydrogen as
water.

 REPASO DE COMPARACIÓN MEDIANTE ADJETIVOS Y ADVERBIOS

 GRADO COMPARATIVO de SUPERIORIDAD, INFERIORIDAD e IGUALDAD y
 GRADO SUPERLATIVO de SUPERIORIDAD e INFERIORIDAD
A. GRADO COMPARATIVO Y SUPERLATIVO DE SUPERIORIDAD
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B. GRADO COMPARATIVO Y SUPERLATIVO DE INFERIORIDAD
Para todos: LESS ….. THAN // THE LEAST ….
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C. GRADO COMPARATIVO DE IGUALDAD
Para todos: AS ….. AS / SO …. AS
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D. COMPARATIVOS / SUPERLATIVOS IRREGULARES
 PRONOMBRES RELATIVOS (Who, Whom, Which, That, When, Where, Why, Whose)
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a) Academic Achievement Awards - Department of Industrial Engineering: These awards are given
annually at the end of spring semester to celebrate the accomplishments of students whose
academic performance proved outstanding. Students may not apply for these awards as they are
determined by the Department faculty which submits the nomination.
b) Organic Chemistry Award: Given to the outstanding student of organic chemistry who has
completed Chem 320A and completed Chem 320B in the Fall Semester of the current academic
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year. It is granted by the department where he/she belongs.

c) Carbon (C) and Hydrogen (H) form the main structures of all organic compounds. They are the
elements whose compounds comprise the branch of chemistry called organic chemistry.
d) Authors who sign (signing) for an article generally should not be more than five. The authors’

names should be given in as complete form as possible: surnames (last names), initials and first
names.
e) Hydrolysis explains why basic salts such as basic zinc acetate and basic zinc carbonate,
Zn3(OH)4(CO3).H2O are easy to obtain. The polarizing effect of Zn2+ is part of the reason why zinc
is found in enzymes such as carbonic anhydrase.
OMISSION
f) The book on AI (that/which/-) we recommend describes the fundamental principles behind it.
g) Given the components of the mixture, one would think (that/-) a violent reaction would follow
immediately.
h) The tests (that/which/-) the students took this morning were all kept in a briefcase (that was/which
was/-) brought by the teacher himself.

ENGINE SIMULATION PACKAGES https://www.hindawi.com/journals/mse/

[1] Most commonly used commercial engine simulation packages generate detailed estimation of the 1
combustion and gas flow parameters. These parameters are required for advanced research on fluid 2
flow and heat transfer and development of geometries of engine components. However, engine 3
control involves different operating parameters. Various sensors are installed into the engine, the 4
combustion performance is recorded, and data is sent to engine control unit (ECU). ECU computes 5
the new set of parameters to make fine adjustments to actuators providing better engine 6
performance. Such techniques include variable valve timing, variable ignition timing, variable air to 7
fuel ratio, and variable compression ratio. In the present study, two of the commercial packages, 8
Ricardo Wave and Lotus Engine Simulation, have been tested on the capabilities for engine control 9
purposes. These packages are compared with an in-house developed package and with reference 10
results available from the literature. Different numerical experiments have been carried out from 11
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which it can be concluded that all packages predict similar profiles of pressure and temperature in 12
the engine cylinder. Moreover, those are in reasonable agreement with the reference results while 13
in-house developed package is possible to run simulations with changing speed for engine control 14
purpose. 15
[2] Lately, control engineers in the automotive industry have been challenged with the task of improving 16
fuel consumption and engine performance while simultaneously reducing pollutant emissions. 17
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Engines fitted with electronic control provide flexibility to adjust the engine parameters to achieve 18
certain performance. However, it has to be noted that those requirements can lead to contradictory 19
constrains to be satisfied by the control algorithms. 20
[3] The main component of the electronic control system is the engine control unit (ECU), an electronic
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21
device which is connected to the engine sensors and actuators to calculate the best parameters 22
needed to perform efficient combustion, and hence provide cleaner exhaust gas and better engine 23
performance. 24
[4 Sensors connected to ECU may be used in open loop strategies. In open loop configuration, the ECU 25
adjusts the engine parameters according to the sensors outputs with the help of look-up tables. 26
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Other types of sensors, such as lambda sensor or engine temperature sensor are used on closed loop 27
control configuration. The engine parameters, such as the ignition timing, are then continuously 28
updated according to the feedback of the particular sensor. 29
[5 In order to develop suitable controls strategies, simulation has been a valuable tool to predict and 30
optimise key parameters in the engine control system. It allows flexible and low cost development 31
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of control algorithms without the need of engine bed. Once the algorithm has been developed and 32
tested, it may be installed into the ECU. 33
[6 Various commercial packages have been developed and are available to solve engineering problems 34
related to design and optimisation of internal combustion engines (ICEs). There are four primary 35

engine simulation commercial packages used in the automotive industry today: Ricardo Wave (RW), 36
Lotus Engine Simulation (LESoft), AVL fire, and GT-Power. These packages are similar in purpose and 37
functionality. They require detailed input parameters to simulate the engine operation in an 38
integrated manner rather than using different subsystems. 39
[7 However, software costs generally prohibit use in small organizations, primarily making them 40
industry-specific software packages. Moreover, commercial software packages are based on 41
computation fluid dynamics (CFD) since they are designed to improve mechanical aspects of the 42
engine. While mechanical models are used to calculate the moving parts of the engine in order to 43
obtain the engine torque and acceleration, control models are used to allow calculations in feedback 44
control schemes to optimise engine performance, such as variable valve timing, ignition timing, air 45
to fuel ratio, and other variable engine geometries systems. Open-source packages have been 46
developed by small research groups to solve specific issues. 47

I. SINÓNIMOS Y ANTÓNIMOS
SINONIMOS ANTONIMOS
which render (6) general (1)
evaluated (9) uniform (7)
accesible (11) outsourced (10)
variable (14) consistent (19)
must (19) worst (22)
can (25) before (32)
permits (31) encourage (40)
need (38) stationary (43)
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II. REFERENCIA: Diga a qué/quién remiten los términos siguientes.
a. these parameters (l. 2) ____________________________________________________
b. these packages (l. 10) ____________________________________________________
c. it (l. 12) ____________________________________________________
d. it (l. 19) ____________________________________________________
e. it (l. 31) ____________________________________________________
f.
g.
h.
i.
it
they
them
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these packages
(l. 33)
(l. 37)
(l. 38)
(l. 40)
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
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j. they (l. 42) ____________________________________________________
III. FUNCIONES DEL LENGUAJE - NEXOS.
LÍNEA NEXO RELACIÓN LÓGICA

3
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13-1
13-2
16
19
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23
28-1
28-2
32

41
42
43
45
IV. TRADUZCA:
• Lately, control engineers in the automotive industry have been challenged with the task of improving
fuel consumption and engine performance while simultaneously reducing pollutant emissions.
• Software costs generally prohibit use in small organizations, primarily making them industry-specific
software packages.

 REPASO DE VERBOS MODALES (CAN, COULD, MAY, MIGHT, MUST, SHOULD,

OUGHT TO, NEED + expresiones conexas BE ABLE TO, HAVE TO
TEMPERATURE
1 Temperature is a necessary and intimate variable in chemistry. Temperature is, in fact, a way
2 that we can express the kinetic energy of molecules, and similarly of the momentum of those
3 molecules. This is important to chemistry because atoms and molecules must collide with
4 sufficient force to overcome repulsive forces and interact with the attractive forces caused by
5 shared electrons, etc.
6 Whatever substance in whichever state - solid, liquid or gas (or even plasma!) - has a
7 temperature as nothing is at that idealized temperature of absolute zero. If one portion of a
8 substance is warmer than another portion, it means that the momentum of the atoms in the
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9 warmer portion is greater than that of the atoms in the cooler portion. For a gas such as
10 helium, warm He atoms are moving faster than cooler ones. What we read as helium's
11 "temperature" is relative to what might be called the momentum of the mythically statistical
12 average He atom in that particular container. As the compressed gas, for example, cools, the
13 atoms slow down. And because they slow down, their collisions with the walls of the container
14 are not as forceful, and thus the overall pressure is reduced.
15 A smart student might pose the question of why a gas warms up when it is compressed. After
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16 all, how in the world did the pushing in of a piston make the atoms move faster? The student
17 reasons that all that was done was to lessen the space between the atoms. But that should
18 amount to more frequent collisions with each other and the wall, but why should it be making
19 the atoms move faster? Here it is suggested that the students take a look at "bouncing ball
20 physics". After reading it, consider that the helium "ball" is extremely small and the "paddle"
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21 (piston) is huge. As the piston goes in, those He atoms nearest the piston are accelerated
22 and they transfer their increased momentum to others further away from the advancing piston.
23 Soon the increased momentum is transferred to all the atoms in the cylinder.
NON FUNGIBLE TOKENS

24 As noted in our previous post, “Understanding NFTs”, when you buy a NFT, you are buying
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25 the token, but you might not necessarily be buying the underlying digital asset. Whether you
26 in fact own the underlying asset, will be governed by the terms of the sale. However, even if
27 you are buying the underlying asset, the token and the digital asset are separate and distinct
28 assets. This separation of the NFT from the digital asset may present some risks of
29 ownership. If the underlying asset is hosted on a URL, the asset’s existence could be at the
30 whim of the domain owner’s ability to keep the site online. If the site goes under, so does the
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31 asset. To address this issue, digital assets should be hosted on decentralized databases,
32 such as the InterPlanetary File System (IPFS), which is a peer-to-peer distributed file system
33 that ensures that the content remains online by relying on a multitude of hosts rather than a
34 single domain owner. The way the purchased asset will be stored is thus something that a
35 careful buyer ought to investigate prior to purchase.

1-2 ESTIMATION OF PROPERTIES

36 In the all-too-frequent situation where no experimental value of the needed property is at
37 hand, the value must be estimated or predicted. ‘‘Estimation’’ and ‘‘prediction’’ are often used
38 as if they were synonymous, although the former properly carries the frank implication that
39 the result may be only approximate. Estimates may be based on theory, on correlations of
40 experimental values, or on a combination of both. A theoretical relation, although not strictly
41 valid, may nevertheless serve adequately in specific cases. In numerous practical cases, the
42 most accurate method may not be the best for the purpose.
From: THE PROPERTIES OF GASES AND LIQUIDS by Poling et al

A) EJERCITACIÓN PARA REALIZAR DURANTE LA CLASE
I. VERBOS MODALES – Observe los verbos modales resaltados en los textos. Diga qué tipo de
modalidad imprimen y traduzcalos en el contexto que les da sentido.
II. GRADO COMPARATIVO Y SUPERLATIVO –traduzcalo en el contexto provisto
a. If one portion of a substance is warmer than another portion
b. the momentum of the atoms in the warmer portion is greater than that of the atoms in the
cooler portion
c. He atoms are moving faster than cooler ones
d. those He atoms nearest the piston are accelerated
e. the product has a higher degree of order
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III. REFERENCIA: Diga a qué/quién remiten los términos siguientes.
a. this (l. 3) _______________________________________________________
b. that (l. 9) _______________________________________________________
c. their (l.13) _______________________________________________________
d. it (l. 15) _______________________________________________________
e. each other
f.
g. our
they
.C (l. 18)
(l. 22)
(l. 24)
_______________________________________________________
_______________________________________________________
_______________________________________________________
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h. you (l. 25) _______________________________________________________
i. which (l. 32) _______________________________________________________
j. they (l. 38) _______________________________________________________
k. the former (l. 38) _______________________________________________________
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V. FUNCIONES DEL LENGUAJE - NEXOS.
LÍNEA NEXO RELACIÓN LÓGICA TRADUCCIÓN
3
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12
13
14

26
29
32
34
38
inicio
38
medio

VI. SINÓNIMOS Y ANTÓNIMOS
SINONIMOS ANTONIMOS
query (15) futile (1)
reduce (17) everything (7)
Tiny (20) Less close to (21)
Seen (24) Must not (31)
Stocked (34) Joint (32)
Recurrent (36) Latter (38)
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IV. TRADUCCIONES POSIBLES DE LA FORMA –ING. Traduzca las frases / oraciones que se
consignan a continuación y diga de qué uso se trata.
a. … bouncing ball physics …
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b. The atoms transfer their momentum to others further away from the advancing piston…
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c. Why should it be making the atoms move faster? …
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d. When you buy an NFT, you are buying the token, but you might not necessarily be buying
the underlying digital asset
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e. Even if you are buying the underlying asset, the token and the digital asset are separate and
distinct assets

f. The InterPlanetary File System (IPFS) is a peer-to-peer distributed file system that ensures that
the content remains online by relying on a multitude of hosts rather than a single domain owner

EJERCICIOS INTEGRADOS: BLOCKCHAIN

[1] Blockchain, eventually block chain, (BC) is a distributed ledger system that processes and preserves data 1
and their transactions using time-stamped blocks in decentralized method, which is able to address 2
many traditional issues of information systems design. Since the introduction of the digital currency or 3
cryptocurrency “bitcoin” in 2008, its foundation, the BC technology has gained tremendous interest, 4
both in industry and academia. Over the past few years, many existing review articles generally focus 5
on specific aspects of this rapidly growing disruptive technology, rather than purely investigating the BC 6
to produce a whole landscape illustration, so researchers may gain comprehensive knowledge on it. 7
This paper presents a unique review on BC technology revealing the concept, how it works, its structure, 8
types, components, characteristics, and applications. Sourcing from open-access online materials and 9
academic outlets, we analyze sample articles concerning BC associative technologies, their potential 10
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applications and issues. The research team scrutinized the contents using established content analysis 11
approach. It is anticipated that the findings would offer benefits in enhancing understanding to 12
innovative solution for development researchers and professionals in industries. 13
[2] Blockchain is a system of recording information in a way that makes it difficult or impossible to change, 14
hack, or cheat. A blockchain is essentially a digital ledger of transactions that is duplicated and 15
distributed across an entire network of computer systems on the blockchain. 16
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[3] You can think of the blockchain as a specific type of database. It is storing data using blocks that are 17
chained together. New data is entered into new blocks, and once the block is filled with data, this is 18
chained onto a previous block and this makes the data chained together in chronological order. 19
Simplified, BC is a list of data blocks that are linked together with a timestamp. 20
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[4] Decentralised blockchains are immutable, which means that the data entered is irreversible. For Bitcoin, 21
this means that transactions are permanently recorded and viewable by anyone. Actually, it depends 22
on what you mean by “a database”. In literature, there are many opinions regarding classification 23
models, so I can recommend this article to you, since it should help you get a better idea about this. 24
[5] However, in this comparison, we will focus more on the differences between a common SQL/NoSQL 25
DBMS and a blockchain. A key difference is in the way data are structured. A blockchain collects and 26
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groups data in blocks that have a certain capacity in terms of storage. When a block is filled, then it is 27
linked to the previous block, using a hash of the entire previous block content. Another key difference 28
is that the blockchain is distributed: it does not store data in a single place and does not have a single 29
point of failure. Of course, there are also other distributed DBMS, such as Cassandra, which stores data 30
using multiple nodes and provides a lot of support for data consistency. 31
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[6] Nevertheless, there is one more key difference; an important one that makes blockchain technology so 32
famous and revolutionary — it makes data immutable. There is no DML that allows you to modify the 33
data, no matter what permission levels you have. You cannot cheat, you cannot root. It is simply 34
fascinating that the solution was there with us all the time. We do not need to struggle to make systems 35
more secure, to hide sensitive data, to use more and more powerful servers to handle security and block 36
attacks. We actually only needed to do the reverse: to share them with everyone and to create links 37

between blocks of data; should anyone change anything, all the others would know. It is security by 38
transparency and hiding sensible pieces of information where everyone can see them. 39
[7] The history of blockchain as a popular trend started with the publication of the whitepaper Bitcoin: A 40
Peer-to-Peer Electronic Cash System, written by someone calling himself Satoshi Nakamoto in 2008. The 41
bitcoin project started the cryptocurrency era being the first implementation of a peer-to-peer network 42
as a solution to the double-spending problem. Even though this project continues to function and 43
circulate successfully to date, Nakamoto’s ideas behind the creation of bitcoin have exceeded the 44
original use case. Now, these ideas are known collectively and independently as the blockchain. 45

EJERCICIOS DE LECTOCOMPRENSIÓN: “BLOCKCHAIN”
I. REFERENCIA: Diga a qué/quién remiten los términos siguientes.
Their (2) Its (4)
It (7) Its (8)
Their (10) That (15)
You (17) It (24)
We (25) One (32)
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Us (36) Them (39)
This rapidly growing
disruptive technology (6)
It (12)
It (14)
It (34)
II.
These ideas (45)
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FUNCIONES LINGÜÍSTICAS: ¿Cuáles son las funciones Lingüísticas / Retóricas que
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predominan en las siguientes líneas (la oración completa que está dentro de esas líneas)?
(Repase todas la Funciones de Inglés 1, no sólo las que se evaluaron). Diga qué elementos
lingüísticos le permiten aseverarlo.
Líneas Función/es Elementos distintivos

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8-9
15-16
19-20
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21
27-31
42-45

45
IV. TRADUZCA LA SIGUIENTE ORACIÓN (lea previamente el tema MODO CONDICIONAL en p.

28 y 29)
Should anyone change anything, all the others would know.
____________________________________________________________________________

V. NEXOS. Transcriba el nexo, diga qué tipo de relación lógica establece Y TRADUZCALO en
el contexto que le da sentido.
RELACIÓN
LÓGICA
Línea
3
Línea
7
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Línea
18
Línea
24-1
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Línea
24-2
Línea
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25
Línea
30
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Línea
43
VI. USOS DE LA FORMA -ING –Traduzca cada frase con el contexto provisto.
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1. Many existing review articles generally focus on specific aspects of this rapidly growing disruptive
technology, rather than purely investigating the BC to produce a whole landscape illustration.

2. Sourcing from open-access online materials and academic outlets, we analyze sample articles
concerning BC associative technologies.
3. It is anticipated that the findings would offer benefits in enhancing understanding to innovative solution
for development researchers and professionals in industries.
4. Blockchain is a system of recording information in a way that makes it difficult or impossible to change,
hack, or cheat.

VII. LECTOCOMPRENSIÓN (a). Indique si las siguientes oraciones son VERDADERAS (V) o
1. Blockchain hace que no debamos esforzarnos por mantener los

sistemas seguros, ocultar la información sensible, ni que debamos
utilizar servidores cada vez más poderosos para administrar la
seguridad y bloquear ataques.
2. La información nueva se ingresa en bloques nuevos y antes de que el
bloque se llene, se lo vincula con un bloque previo, formando una
cadena.
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3. Satoshi Nakamoto ideó el Blockchain en 2008.
VIII. SINÓNIMOS Y ANTÓNIMOS
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SINONIMOS ANTONIMOS
Long-established (3) Slowly (6)
Attained (4) Commonplace (8)

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Relative to (10) Ever-changing (21)
Manner (14) Hidden from (22)
Scattered (30) Open up (36)

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III. RESPONDA LAS SIGUIENTES PREGUNTAS (en español)
a. ¿Qué hace al sistema Blockchain tan novedoso? (párr. 6)

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b. ¿Cuál es la vinculación del término Blockchain con la metodología que representa? (párr. 3)

c. ¿Cómo es la investigación llevada a cabo por el equipo y qué beneficios prometen a sus lectores?
(Párr. 1)

INDUSTRIAL ENGINEERING - HISTORY
[1] Efforts to apply science to the design of processes and of production systems were made by 1
many people in the 18th and 19th centuries. They took some time to evolve and to be 2
synthesized into disciplines that we would label with names such as industrial engineering, 3
production engineering, or systems engineering. For example, precursors to industrial 4
engineering included some aspects of military science; the quest to develop manufacturing 5
using interchangeable parts; the development of the armory system of manufacturing; the 6
work of Henri Fayol and colleagues (which grew into a larger movement called Fayolism); and 7
the work of Frederick Winslow Taylor and colleagues (which grew into a larger movement 8
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called scientific management). In the late 19th century, such efforts began to inform 9
consultancy and higher education. The idea of consulting with experts about process 10
engineering naturally evolved into the idea of teaching the concepts as curriculum. 11
[2] Industrial engineering courses were taught by multiple universities in Europe at the end of the 12
19th century, including in Germany, France, the United Kingdom, and Spain. In the United 13
States, the first department of industrial and manufacturing engineering was established in 14
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1909 at the Pennsylvania State University. The first doctoral degree in industrial engineering
was awarded in the 1930s by Cornell University.
[3] In general it can be said that the foundations of industrial engineering as it looks today, began 17
15
16
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to be built in the twentieth century. The first half of the century was characterized by an 18
emphasis on increasing efficiency and reducing industrial organization costs. 19
[4] In 1909, Frederick Taylor published his theory of scientific management, which included accurate 20
analysis of human labor, systematic definition of methods, tools and training for employees. 21
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Taylor dealt in time using timers, set standard times and managed to increase productivity while 22
reducing labor costs and increasing the wages and salaries of the employees. 23
[5] In 1912 Henry Laurence Gantt developed the Gantt chart which outlines actions for the 24
organization along with their relationships. This chart later form was made familiar to us by 25
Wallace Clark. 26
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[6 Assembly lines: moving car factory of Henry Ford (1913) accounted for a significant leap 27
forward in the field. Ford reduced the assembly time of a car more than 700 hours to 1.5 hours. 28
In addition, he was a pioneer of the economy of the capitalist welfare ("welfare capitalism") 29

and the flag of providing financial incentives for employees to increase productivity. 30
[7 Comprehensive quality management system (TQM) developed in the forties, was gaining 31
momentum after World War II and was part of the recovery of Japan after the war. 32
[8 In the seventies, with the penetration of Japanese management theories such as Kaizen and 33
Kanban, the issues of quality, delivery time, and flexibility were promoted. 34
[9] In the nineties, following the global industry globalization process, the emphasis was on supply 35
chain management, and customer-oriented business process design. Theory of constraints 36
developed by an Israeli scientist Eliyahu M. Goldratt (1985) is also a significant milestone in 37
the field. 38
http://en.wikipedia.org/wiki/Industrial_engineering

EJERCICIOS: “Industrial Engineering History”

I. Busque en el texto SINONIMOS / ANTONIMOS de los siguientes términos.
SINONIMOS ANTONIMOS
Carried out (1) decreasing (23)
Categorize (3) untrustworthy (20)
search (5) former (25)
Turned out to be (7) minor (27)
granted (16) relapse (32)
OM
II. REFERENCIA: Diga a qué/quién remiten los términos siguientes.
a. we (l. 3) _______________________________________________________
b. such efforts (l. 9) _______________________________________________________
c. it (l.17) _______________________________________________________
d. his (l. 20) _______________________________________________________
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e. which (l. 20) _______________________________________________________
f. their (l. 25) _______________________________________________________
g. he (l. 29) _______________________________________________________
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h. the field (l.38) _______________________________________________________
III. GRADO COMPARATIVO Y SUPERLATIVO –traduzcalo en el contexto provisto

a. Fayolism grew into a larger movement called scientific management.
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b. In the late 19th century, scientific management began to inform consultancy and higher
education.
IV. Traducciones posibles de la forma –ing. Traduzca las frases / oraciones que se consignan
a continuación.
FI
a. Precursors to industrial engineering included some aspects of military science.

b. The quest to develop manufacturing using interchangeable parts.
c. The idea of teaching the concepts as curriculum.
d. The first half of the century was characterized by an emphasis on increasing efficiency and

reducing industrial organization costs.

e. Comprehensive quality management (tqm) was gaining momentum after world war ii.
f. Following the global industry globalization process, the emphasis in the 90’s was on supply
chain management.
V. RELACIONES LÓGICO-SEMÁNTICAS – Traduzca el conector. Diga qué tipo de relación introduce.

3
4
22

 MODO CONDICIONAL
Suppose you work at McDonalds assembling Big Mac’s. You are told the
formula for a Big Mac is: “two all-beef patties on a sesame seed bun”.
This is your balanced equation. Now suppose your manager gave you 12
patties and 10 buns. If you start making up Big Macs, what input (buns
or patties) will you run out of first?
The answer is that patties are limiting. You have enough buns to make
10 Big Macs, but you can only make 6 Big Macs with the patties you were
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given (because you have to put two patties on every bun). In this example
beef patties are the limiting agent.
www.scribd.com/doc/.../Energy-and-the-Environment
Tomemos el ejemplo de la línea de armado de Big Macs del párrafo anterior para hacer un
repaso del Modo Condicional en inglés. Recordemos que las gramáticas tradicionales dividen
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las oraciones condicionales en cuatro tipos principales, según la secuencia de tiempos
verbales entre ellas y el grado creciente de verosimilitud que el autor asigna a la posibilidad
que se cumpla la predicción, si se cumple la condición.
DD
TIPO 0 o neutro:
Refiere a las “verdades eternas” (eternal truths) o leyes naturales, y presenta igual
tiempo verbal en condición y predicción; el ejemplo clásico es: “If you heat ice, it melts”,
en el cual, dada la condición, la predicción se cumple con total seguridad. En el
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ejemplo elegido, si el grado de certeza del autor fuera absoluto, podría decir la
siguiente oración condicional: If you buy a Big Mac, you get two patties per bun.
TIPO 1
(Alta Probabilidad) (Presente + will/imperativo): If you have 20 patties and 10 buns
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(plus the other ingredients and seasoning) you will be able to make 10 Big Macs
TIPO 2
(Contrario a una realidad presente) (Past + would): If you had 20 patties and 10 buns
you would be able to make 10 Big Macs

TIPO 3
(Contrario a una realidad pasada, es decir, imposible) (Past Perfect + would + Perfect):
If you had had 20 patties and 10 buns you would have been able to make 10 Big Macs.
ORACIONES CONDICIONALES – CASOS ESPECIALES
Adicionalmente a las formas tradicionales de expresar condiciones que vimos arriba

(Condición + Predicción en una secuencia de verbos determinados que indican el grado de
certidumbre que el autor asigna a tal relación), podemos encontrar casos especiales que, por
no resultar transparentes a la traducción, pueden complejizar la comprensión.
a. Were to + Infinitivo en la condición (if) para indicar suposición sobre el futuro

1. If you were to touch the wire, you would be killed instantly.
Were you to touch the wire, you would be killed instantly // (Should you touch…)

2. Risk management typically involves assessing a number of dimensions of each
identified risk. These dimensions include: • The impact of the risk if it were to occur •
The likelihood that the risk will occur • How difficult it would be to detect the risk. Each
of these dimensions can be assessed separately for a specific area of risk.
3. Should we hire the wrong candidate, we would soon be sorry.
b. Unless en la condición (en reemplazo de if) con el significado “if…not” o “except on
condition that”
4. Unless you prefer to do it yourself once you finish, the office shall be closed by 10 pm.
5. Results will not be delivered unless the consultancy is paid in advance.
c. Whether … (or not) en la condición (en reemplazo de if… (or not))
OM
6. The CEO has decided to open a new branch, whether the stakeholders like it or not.
7. According to industrial property Act 2001, an industrial design is defined as "any
composition of lines or colours or any three-dimensional form whether associated with
lines or colours or not, provided that such composition or form gives a special
appearance to a product of industry or handicraft and can serve as pattern for a product
of industry or handicraft"
ATENCION: Este uso es diferente del uso de Whether como ALTERNATIVA:
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8. The new Act, now defines "design" to mean only the features of shape, configuration,
pattern, ornament, or composition of lines or colours applied to any article, whether in
two- or three-dimensional, or in both forms, by any industrial process or means,
DD
whether manual or mechanical or chemical, separate or combined, which in the
finished article appeal to and are judged solely by the eye; but does not include any
mode or principle of construction
d. Expresiones Varias: On condition that / Provided (that)/ Providing (that) /
so long as / as long as en la condición (en reemplazo de if)
9. Please read this Software License Agreement carefully before commencing the
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download of the software through this website. You are authorized to use the software
on condition that you agree to be bound by the terms and conditions of this
Agreement. Should you not agree to the terms and conditions of this Agreement, you
may not download the software.
10. There are several design projects throughout the year, complemented by modules in
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the areas of design techniques, manufacturing, ergonomics and business. At the end
of year two, you can opt to switch to the four-year MEng degree provided that you
have obtained at least 55 per cent in the end of year assessment.
11. Admission requirements, Integrated Product Design: A Bachelor’s degree, or

equivalent, preferably in Mechanical Engineering. Other corresponding degrees within

engineering or science may be considered providing that they include relevant
courses in mechanical engineering and product development.
12. Product designs that capture the attention of the marketplace — not for their utility, but
due to creativity, innovation or fashion cachet — can be hugely valuable assets. There
are three primary sources of protection for nonfunctional product designs: trade dress,
copyright and design patents. Of the three, trade dress protection offers the longest-
lasting protection, but likely is the most difficult to establish. By law, the design of a
product is protectable so long as the claimed trade dress is distinctive, i.e. when
consumers identify the trade dress with a particular source.
13. The trademarks can last indefinitely as long as they are used in commerce. After all,
they exist as long as someone remembers them.

 USO CAUSATIVO DE VERBOS
A los verbos MAKE, CAUSE y HAVE a menudo se los encuentra en construcciones

“causativas”, que en general se interpretan como “Hacer que XX (un sujeto) haga ZZ (una
acción)” en sus distintas conjugaciones (es decir, alguien hace algo por nosotros, hacemos
hacer algo, o se nos hace algo). Comportamiento similar tienen los verbos ALLOW y PERMIT,
con el significado de “Permitir que XX haga ZZ”
Ejemplo: El cobre hará que se establezca un circuito de corrosión.

Copper will cause a corrosion circuit to be established.
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Copper will make a corrosion circuit be established.
Copper will have a corrosion circuit established.
➢ The prompt introduction of corrective measures made the budge tendency to revert.
➢ In a glass of water, the H20 is in a liquid state. As it heats up, the molecules become excited
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and move around a lot. Eventually, the water will become a gas. The physical conditions that
are present cause the phase to change. Adding energy will cause the matter to increase in
phase. For instance, a solid will become a liquid, liquid will become gas, etc. Adding energy
will not cause it to revert to a lower phase. Removing energy from it will cause it to go
DD
from liquid to solid, for example. Water heating up and then hitting cooler air, such as on the
outside of a glass, will cause it to condense into water droplets again.
➢ The benefits of AI in health care: From patient self-service to chat bots, computer-aided
detection (CAD) systems for diagnosis, and image data analysis to identify candidate
molecules in drug discovery, AI is already at work increasing convenience and efficiency,
reducing costs and errors, and generally having more patients receive the health care they
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need.
➢ A bug in the self-driving car's AI software caused it to drive off a cliff
➢ Protective metal coatings: As protective coatings metals have advantages and
disadvantages. Thus they resist damage well, and are usually far less sensitive to heat, light,
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water and oxidation than are organic coatings. Moreover, metal coatings still permit high
electrical and heat conduction through the surface and allow metals to be joined by
soldering.
➢ I had my fellow teacher help me with the introductory class.
➢ The engineer had the stakeholders agree on the necessary changes to be implemented

asap.
➢ Edge AI prevents third parties from knowing a person is seeing their therapist once a week
and holds that conversation between patient and therapist private; it permits a person to
disclose that information themselves.
➢ Artificial intelligence permits marketers to build algorithms that quickly place ads for
products we find attractive on our computer screens. Aided by cell-phone apps and high-
resolution cameras, it permits dermatologists and oncologists to more quickly diagnose skin
cancers and with patients’ medical histories, prescribe the most effective treatments.

 Expresiones Especiales
TOO (ADV) + ADJETIVO / ADVERBIO + TO inf. y expresiones análogas

(algo / alguien es DEMASIADO … COMO PARA…)
1. Estimates can sometimes be either too high or too low to be of practical use.
2. Stock market's rigged. The United States stock market, the most iconic market in global
capitalism is rigged. All is being done by computers. It's too fast to be done by
humans. Humans have been completely removed from the marketplace. "Fast" is the
operative word. Machines with secret programs are now trading stocks in tiny fractions
OM
of a second, way too fast to be seen or recorded on a stock ticker or computer screen.
Faster than the market itself. High-frequency traders, big Wall Street firms and stock
exchanges have spent billions to gain an advantage of a millisecond for themselves
and their customers, just to get a peek at stock market prices and orders a flash before
everyone else, along with the opportunity to act on it.
3. Based on experience gained over the past half century in developing artificial
programming languages, the common wisdom has been that human-oriented and
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machine-oriented languages are necessarily mutually exclusive in terms of their
understandability: natural languages, which are intuitively understood by humans, are
much too difficult to be processed by computers, while (programming) languages,
which are easily “understood” by computers, require much training and effort to be
DD
deciphered by humans. The underlying assumption has been that the syntax of human-
understandable language must necessarily be totally different than that of machine-
digestible language.
The Visual Semantic Web: unifying human and machine knowledge representations with Object-Process Methodology.
SO + ADJETIVO + AS TO inf.
LA
(algo / alguien es TAN … QUE… / DEMASIADO … COMO PARA…)
1. Document quality was so poor as to cause Customer Experience issues and agent
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frustration, leading to lowered Net Promoter scores and increased service center costs.
Response time to compliance changes were so slow as to require costly manual
workaround solutions.

INCREMENTO PARALELO
THE [COMPARATIVE FORM], THE [COMPARATIVE FORM]
(MIENTRAS más / menos…. más/menos… / A mayor / menor…. más/menos…
etc.)
Se utiliza una estructura paralela que contiene dos comparativos (de superioridad, de
inferioridad o combinados) para indicar que dos cosas / ideas varían en forma directa o
inversamente proporcional.
1. The higher the objective, the harder to achieve
2. The more we investigated, the less we understood.
3. The smaller the deviation, the better the accuracy.
4. The less we stress ourselves, the more productive we prove to be.

USOS ESPECIALES DEL INFINITIVO
La expresión “uso especial” significa que en el texto vemos un infinitivo (to+Vbase) pero no se
traduce como tal (con la terminación AR, ER, IR). Esto sucede con algunos patrones verbales,
por ejemplo, en el caso de los verbos ALLOW, PERMIT, ENABLE, etc.
Examinemos la estructura de la siguiente oración con el verbo ALLOW (permitir):

This energy allows the water to do the work of driving a turbine or dynamo.
sujeto + allow + objeto + to + Vbase + resto de la oración
En castellano cambia la estructura y el infinitivo “TO DO” no se traduce como -AR, -ER, -IR:
sujeto + permitir + que + objeto + verbo subjuntivo + resto de la oración.
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Esta energía permite que el agua realice el trabajo de accionar una turbina o una dínamo.
The circuitry permits the capacitor to be charged to a much higher voltage than the battery.
El circuito permite que el capacitor sea cargado a una tensión mucho mayor que la batería.
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The exchange of energy between the planet and the spacecraft enables the spacecraft to
increase its speed relative to the Sun.
El intercambio de energía entre el planeta y la nave espacial posibilita que la nave espacial
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incremente su velocidad con respecto al sol.
ORACIONES DE TRADUCCIÓN OBLIGADA CON “SE”

(SE DICE QUE…, SE CONSIDERA QUE …)
LA
En ciertas oraciones se incluye un infinitivo en la siguiente estructura:

SUJETO + BE + SAID + TO + Vbase + RESTO DE LA ORACIÓN
ASSUMED
BELIEVED
CONSIDERED
EXPECTED
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THOUGHT
UNDERSTOOD
En este caso la interpretación contempla el uso obligatorio de la palabra “se”. El verbo que
está en forma de participio se expresa en el mismo tiempo que el verbo to be. Entonces, la

estructura equivalente en castellano es la siguiente:
SE + VERBO + que + SUJETO + VERBO + resto de la oración.
(en el mismo tiempo que “BE”)
1. A subset A of a set B is said to be proper if A ≠ B.

Se dice que un subconjunto A de un conjunto B es propio si A ≠ B.
2. The zero polynomial is assumed to have degree -1.
Se supone que el polinomio nulo tiene grado -1.
3. Heuristic algorithms are believed to deal with these disadvantages.
Se cree que los algoritmos heurísticos tratan estas desventajas.

4. The weight of the uniform beam may be considered to act at the middle of the beam.
Se puede considerar que el peso de la viga uniforme actúa en el medio de la viga.
5. A horizontal steel bolt is expected to support a maximum load 2.00 × 103 kg.
Se espera que un bulón de acero horizontal soporte una carga máxima de 2.00 × 103 kg.
6. Electric and magnetic phenomena were thought to be unrelated.
Se pensaba que los fenómenos eléctricos y magnéticos no estaban relacionados.
7. The domain of y = x2 is understood to be the entire set of real numbers.
Se entiende que el dominio de y = x2 es todo el conjunto de los números reales.
8. Looking ahead, total employment of mechanical engineers is expected to increase about
as fast as average for all professions.
9. Further states, such as quark-gluon plasmas, are also believed to be possible.
OM
10. Both the skin and flesh of apples are believed to have health benefits.
11. Business Engineering field is expected to grow about 7% by 2028, a bit faster than the
national average for job growth.
12. Students enrolled in accounting and business courses are expected to use the computer
lab as part of their assignments.
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USO ESPECIAL DEL GERUNDIO CON EL VERBO “PREVENT”
Cuando este verbo se emplea en la siguiente estructura en combinación con un gerundio,

dicho gerundio se lee como verbo en modo subjuntivo:
DD
SUJETO + PREVENT + OBJETO + FROM + Ving (gerundio)
Es decir, en castellano se interpreta de la siguiente manera:
SUJETO + IMPEDIR + QUE + OBJETO + VERBO SUBJUNTIVO + RESTO …

Veamos ahora algunos ejemplos:
LA
1. An initial velocity orthogonal to all of the unstable nodes prevents a structure from
exhibiting an unstable motion.
Una velocidad inicial ortogonal a todos los nodos inestables impide que una estructura
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exhiba un movimiento inestable.

2. Energetic radiation prevented matter from forming single hydrogen atoms.
La radiación energética impidió que la materia formara átomos de hidrógeno

individuales.

ATENCIÓN:
En la UV también se evalúan dentro del grupo de Estructuras Especiales los
casos de Formas Condicionales Especiales, el Uso Causativo de los Verbos
y los Usos de Palabras terminadas en –ING explicados en acápites
anteriores. Se espera que el alumno sea capaz de reconocer la traducción
correcta de dichas estructuras entre otras traducciones incorrectas.

TEXTO PARA EJERCITACIÓN 1:

WE NEED TO RETHINK HOW TECH HUBS TACKLE NEW PROBLEMS – World Economic Forum
[1] COVID-19’s disruptions allowed the world to see systems change in a new light. Industries once 1
thought slow to change have rapidly applied new solutions. Change-makers in the digital arena 2
are forging new collaborations with new partners. We have been forced to adopt an innovation 3
mindset and with it, found a range of special opportunities for tackling tough challenges such as 4
reducing the strain on natural resources and keeping more goods in use through circular economy 5
thinking. 6
[2] Collaboration is innovation’s invisible ingredient. After all, many of the innovations that have 7
reshaped our lives over the past 50 years come from a short list of tech hubs in places such as 8
Silicon Valley, Tokyo and Tel Aviv with unique combinations of change-makers partnering with 9
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technical expertise, entrepreneurial thinking and investment capital. However, these areas are 10
more than just spots on a map. They are living, breathing communities composed of collaborators 11
across disciplines who share ideas and criticism as they tackle some of the biggest problems of 12
our time. 13
[3 Tech hubs connect business leaders, policy makers, researchers and more - and can be built 14
anywhere. But, in recent years, a small number of hubs in a few locations have dominated capital 15
and innovation. As a result, tech can miss an opportunity to be truly inclusive and tackle a range 16
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of issues. As COVID-19 has shown, current tech solutions don’t always solve for the long-term and
don’t always maximize on all the technologies at their disposal. Therefore, if we want an equitable
and distributed recovery post-COVID, we’ll need to ensure more hubs in more places are thriving
and poised to take on big challenges - such as sustainability.
17
18
19
20
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[4 To create and grow more tech hubs, we need to deliberately support the strengthening of local 21
innovation systems. These systems depend on a special combination of policies, capital and 22
openness to global talent. They also require a certain type of culture - one that supports failure 23
with an ability to rebuild. 24
[5] Building in circularity from the start: Tackling dispersed problems like sustainability will take 25
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dispersed solutions. Centralizing solution making in only a few cities limits our capabilities. More 26
locations around the world need to do more to foster innovation. Still, to spark circular innovation, 27
more hubs will need to bake circularity into the fiber of new companies, eliminating waste from 28
the way products are delivered into markets and finding new applications for 4IR technologies. 29
[6] To close the circularity gap, we’ll need new ways to build for the long term. Buzzy hackathons and 30
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one-size-fits-all innovation challenges won’t go far enough to help us scale the solutions that will 31
move us away from our current take-make-dispose model. To this end, we need policies that 32
foster markets for circular solutions, supportive financial institutions and access to major buyers 33
and market players. In other words, we need create thriving circular economy innovation 34
ecosystems. Should we persevere otherwise, circular economy innovators would remain stuck 35

breaking down regulatory barriers and drumming up market demand to inch forward. 36
[7] With this in mind, the World Economic Forum has created the Scale360° Playbook, an initiative 37
developed to build lasting ecosystems for the circular economy and help solutions scale. Its unique 38
ecosystem-based approach - launched this September - is designed to prioritize the circular 39
economy. Moreover, emerging innovators from around the world can connect and work together 40
in sharing ideas and solutions through UpLink, the Forum's open innovation platform. 41
[8] Looking ahead: The global economy was only 8.6% circular in 2019, according to the annual 42
Circularity Gap report. As 2020 has made clear, change could come more quickly than we could 43
ever imagine. Let’s bring change for the better. We know that it’s possible to build new 44
collaborations and mobilize quickly to address tough, large-scale challenges. Solutions such as the 45
Scale360° Playbook provide a route for communities to connect with each other and tap the 46
willingness for change and the ingenuity that exists around the globe. Change can happen - if we 47
find ways to work together. 48

I. RELACIONES LÓGICO-SEMÁNTICAS – Traduzca el conector. Diga qué tipo de relación introduce.
RELACIÓN
LÓGICA
Línea
4
Línea
10
Línea
12
Línea
16
OM
Línea
17
Línea
18
.C
Línea
20
Línea
40
DD
Línea
45
II. Busque en el texto SINONIMOS / ANTONIMOS de los siguientes términos.

LA
SINONIMOS ANTONIMOS
Building up (3) Ordinary (4)
From multiple (12) Former (15)
Comprehensive (16) Unfair (18)

FI
Voluntarily (21) Undermines (23)
Profitable (34) Separately (40)

III. TRADUZCA LA SIGUIENTE ORACIÓN
Should we persevere otherwise, circular economy innovators would remain stuck breaking
down regulatory barriers.
____________________________________________________________________________
COVID-19’s disruptions allowed the world to see systems change in a new light.
____________________________________________________________________________

IV. REFERENTES
We (3) It (4)
They (11) Who (12)
They (12) They (23)
One (23) Us (31)
Its (38) That (47)
These systems (22)
It (44)
OM
V. USOS DE LA FORMA -ING –Traduzca cada frase con el contexto provisto.
1. Change-makers in the digital arena are forging new collaborations with new partners.
2. a range of special opportunities for tackling tough challenges such as reducing the strain on
natural resources.
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VI. LECTOCOMPRENSIÓN. Indique si las siguientes oraciones son VERDADERAS (V) o
DD
La innovación es un ingrediente invisible.
Silicon Valley, Tokyo y Tel Aviv son comunidades de colaboradores

interdisciplinarios que comparten ideas.
LA
El Covid 19 puso de manifiesto soluciones para el largo plazo que maximizan

las tecnologías a su disposición.
IV. LECTOCOMPRENSIÓN (b). Responda las siguientes preguntas en español. Indique la/s
FI
1. ¿Cuál ha sido el aporte principal de los hubs tecnológicos como Silicon Valley, Renglón/es
Tokyo y Tel Aviv según el autor?
_____________________________________________________________________________
_____________________________________________________________________________

2. ¿Qué debemos tener en cuenta para que la recuperación post Covid sea equitativa y distribuida?
Renglón/es
_____________________________________________________________________________
_____________________________________________________________________________
3. ¿Qué es el Scale 360° Playbook?

Renglón/es
_____________________________________________________________________________
_____________________________________________________________________________

TEXTO PARA EJERCITACIÓN 2:
Turning check-in kiosks loose on long lines

As more people fly, airports are relying on A.I. to speed their trips
[1] Airports already struggle to keep up with the rising number of air travellers. And the number 1
is expected to keep going up – to more than seven billion globally by 2035, an airline trade 2
association says, nearly doubling from 2016. 3
[2] So while airports are expanding their physical facilities where they can, governments and the 4
travel industry are leaning more heavily on technology, especially artificial intelligence, to 5
process more air travellers more quickly. 6
[3] The airports in Osaka, Japan, and Abu Dhabi have tested autonomous check-in kiosks that 7
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move themselves to help manage peaks of passenger flow. 8
[4] Seattle-Tacoma International Airport and Miami International Airport are among those using 9
visual sensors to monitor passenger line lengths as well as how quickly people are moving 10
through security checkpoints. Managers can use the information to adjust where they Install 11
more workers and to send passengers to shorter lines. Passengers can see how long their wait 12
will be on signs or on a phone app. The goal is to help reduce travellers' worries about whether 13
they are going to make their flights. 14
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[4] For international flights, more airlines are installing what are known as self-boarding gates
which use a photo station to take and compare a photo of the traveller with the picture in the
person's passport and other photos in Customs and Border Protection files. The gates, which
are using facial recognition technology, replace agents who check boarding passes and
15
16
17
18
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identification cards. 19
[5] Seven percent of airlines have installed some self-boarding gates, and about a third of all 20
airlines plan to use some of this type of gate by the end of 2022, according to SITA, a 21
technology company serving about 450 airports and airlines. Sherry Stein, head of technology 22
strategy for SITA, said the goals are to reduce hassle for passengers, speed boarding and 23
increase security. 24
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[6] Still, there are privacy concerns over the use of the photos. The general public does not receive 25
much information about how the photos will be used or stored, said Oren Etzioni, the chief 26
executive of the Allen Institute for AI in Seattle. "So even though we consciously give up our 27
privacy, we still worry that these kinds of digital records can be used against us in unanticipated 28
ways by the government, our employer, or criminals," he said. "A photo taken at the airport 29
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leaves another digital footprint that makes us more traceable", he added. 30

[7] The Department of Homeland Security said that it did not retain photos of United States 31
citizens once their identities were confirmed at airports. Technology similar to that used in 32
self-boarding gates is being deployed for some foreign passengers arriving in the United 33
States. Miami International Airport, for example, began using facial recognition screening at 34

its facility for international passenger arrivals in 2018 and reported that it can screen as many 35
as 10 passengers per minute using the technology. Travelers who have been to the United 36
States previously step up to facial recognition stations, and a customs official checks their 37
passports to make sure they are valid. 38
[8] Some of the new technology Is aimed at easing 39
language difficulties. Kennedy International Airport 40
In New York recently installed three A.I.-based real- 41
time translation devices from Google at informa– 42
tion stations around the airport. Travelers choose 43
their language from a counter-mounted screen and 44
ask their questions aloud to the device. The device 45
repeats the question in English to the person at the 46
station. That person responds in English, and the 47
device translates that aloud to the travellers. 48

1. VOCABULARIO
SINONIMOS ANTÓNIMOS
match up (1) coming down (2)
apprehensions (25) troughs (8)
arrayed (33) avoid (37)
simplifying (39) quietly (48)
2. REFERENCIA EN EL CONTEXTO.
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their (4) they (14)
which (16) this type of gate (21)
their (32) that (32)
its (35) they (38)
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we (28) he (29)

FALSAS (F) según el texto.
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V/F ORACIÓN Renglón/es
1. Kioscos de Check-in autónomos administran picos de flujo de
pasajeros.
2. Los pasajeros pueden ver el tiempo de espera en carteles o en una
App.
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3. La privacidad concierne al uso de las fotos.
4. Los funcionarios de inmigraciones controlan que los pasaportes sean

válidos.
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4. RELACIONES LÓGICO-SEMÁNTICAS

4-1

4-2
27 - 1
27 - 2
32
34

TEXTO PARA EJERCITACIÓN 3

ARTIFICIAL INTELLIGENCE (AI)
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1. VOCABULARIO
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SINONIMOS ANTÓNIMOS
made up (2) sooner (18)
more aptly (8) downfall (20)

enthusiastic (11) rise (24)
perform (13) shorter (25)
invigorated (20) was honoured (25)
2. REFERENCIA EN EL CONTEXTO. Consigne a qué/quién hacen referencia palabras siguientes.

1. where (1) _______________________________________________________
2. they (6) _______________________________________________________
3. their (6) _______________________________________________________
4. they (15) _______________________________________________________
5. that (21) _______________________________________________________

1. La IA fue influenciada por la cibernética
2. John McArthy fue distinguido en el campo de la cibernética
3. En los ’60, el Departamento de Defensa financiaba la investigación
4. El Congreso de EEUU retiró los fondos dedicados a la IA
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4. LECTOCOMPRENSIÓN (b). Responda las siguientes preguntas en español. Indique la/s
Renglón/es
1. ¿A qué período se denomina el “invierno de la inteligencia artificial”?
_________________________________________________________________________________
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_________________________________________________________________________________
Renglón/es
2.¿Quién dio un nuevo impulso a la IA en los ’80?
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_________________________________________________________________________________
_________________________________________________________________________________
Renglón/es
3.¿Qué sucedió en el año 1987 y que influencia tuvo en la IA?
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_________________________________________________________________________________
_________________________________________________________________________________
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5. RELACIONES LÓGICO-SEMÁNTICAS. Indique qué tipo de relación establecen los nexos que
se indican a continuación. Traduzca el nexo y las dos ideas que se vinculan.
Idea 1: ______________________________________________________________________
______________________________________________________________________

At the same time (22): _______________
Idea 2: ______________________________________________________________________
______________________________________________________________________
Idea 1: ______________________________________________________________________
______________________________________________________________________
However (24): _____________________
Idea 2: ______________________________________________________________________
______________________________________________________________________

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1. VOCABULARIO (a) Encuentre sinónimos de las siguientes palabras en la línea que se indica.
1. Epidemics (3) _______________________________________________________
2. evading (4) _______________________________________________________
3. enlightening (6) _______________________________________________________
4. faster (7) _______________________________________________________
5. with the passing of time(10) _______________________________________________________
2. VOCABULARIO (b) Encuentre antónimo de las siguientes palabras en la línea que se indica.
1. Speeded up (4) _______________________________________________________
2. Could not (15) _______________________________________________________
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3. Summoned into (28) _______________________________________________________
4. Worst (27) _______________________________________________________
5. Have (41) _______________________________________________________
3. REFERENCIA EN EL CONTEXTO. Consigne a qué / quién hacen referencia palabras siguientes.

1. That trickle (2) _______________________________________________________
2. it
3. it
4. it .C (7)
(17)
(18)
_______________________________________________________
_______________________________________________________
_______________________________________________________
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5. their (22) _______________________________________________________
6. they (24) _______________________________________________________
7. Those people (25) _______________________________________________________
4. LECTOCOMPRENSIÓN (a). Indique si las siguientes oraciones son VERDADERAS (V) o FALSAS
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(F) según el texto. Consigne los renglones de referencia.
1. Se puede evitar que el virus se esparza practicando “distanciamiento social”,

entre otras medidas
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2. Simulitis es el nombre del programa inventado para simular el esparcimiento

de una enfermedad falsa a través de una población.
3. Gostin opina que los sistemas de confinamiento nunca son efectivos
4. Las 4 simulaciones que se utilizan como ejemplo son aleatorias

5. Algunas personas no pueden permanecer en sus hogares por motivos

laborales u otras obligaciones.
5. LECTOCOMPRENSIÓN (b). Responda las siguientes preguntas en español. Indique la/s línea/s
de referencia.
Renglón/es
1. ¿Cuáles y cuántos son los escenarios tenidos en cuenta a los fines de las simulaciones?
_________________________________________________________________________________
_________________________________________________________________________________
Renglón/es
2. ¿Qué consejos dan los funcionarios de salud?
_________________________________________________________________________________

_________________________________________________________________________________
Renglón/es
3. ¿Qué medidas se tomaron en diferentes países para motivar a la gente a permanecer en casa?
_________________________________________________________________________________
_________________________________________________________________________________
6. RELACIONES LÓGICO-SEMÁNTICAS. Indique qué tipo de relación establecen los nexos que se
indican a continuación. Traduzca el nexo y las dos ideas que se vinculan.
A. Idea 1: ______________________________________________________________________
______________________________________________________________________
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IF (4): _____________________________
Idea 2: ______________________________________________________________________
______________________________________________________________________
B. Idea 1: ______________________________________________________________________
______________________________________________________________________
Idea 2:
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NEITHER (10): _____________________
______________________________________________________________________
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______________________________________________________________________
C. Idea 1: ______________________________________________________________________
______________________________________________________________________
AS (14 × 2): ________________________
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Idea 2: ______________________________________________________________________
______________________________________________________________________
D. Idea 1: ______________________________________________________________________
______________________________________________________________________
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IF (23): ____________________________
Idea 2: ______________________________________________________________________
______________________________________________________________________

E. Idea 1: ______________________________________________________________________
______________________________________________________________________
YET (38): __________________________
Idea 2: ______________________________________________________________________
______________________________________________________________________
F. Idea 1: ______________________________________________________________________
______________________________________________________________________
THOUGH (41): _____________________
Idea 2: ______________________________________________________________________
______________________________________________________________________

7. TRADUCIR.
1. People practice “social distancing” by avoiding public spaces and generally limiting their movement.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2. “Simulitis” spreads even more easily than covid-19.
_______________________________________________________________________________
_______________________________________________________________________________
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_______________________________________________________________________________
3. We will start everyone in town at a random position, moving at a random angle.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
4. Let’s try to create a forced quarantine.
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_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
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5. More social distancing keeps even more people healthy.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
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6. The sooner these measures are implemented, the better.

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
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7. Instead of allowing a quarter of the population to move, we will let just one of every eight people
move.
_______________________________________________________________________________
_______________________________________________________________________________

_______________________________________________________________________________
8. A single person’s behavior can cause faraway people to suffer the consequences.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
9. Should you want this simulation to be more realistic, some of the dots should disappear.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

What is a circular economy and why is it important? Jan 2022
1 A circular economy, as defined in the Save Our Seas 2.0 Act, refers to an economy that uses a systems-focused
2 approach and involves industrial processes and economic activities that are restorative or regenerative by design,
3 enable resources used in such processes and activities to maintain their highest value for as long as possible, and
4 aim for the elimination of waste through the superior design of materials, products, and systems (including
5 business models). It is a change to the model in which resources are mined, made into products, and then become
6 waste. A circular economy reduces material use, redesigns materials to be less resource intensive, and recaptures
7 “waste” as a resource to manufacture new materials and products.
8 Circularity is embraced within the sustainable materials management (SMM) approach that EPA and other federal
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9 agencies have pursued since 2009. A circular economy approach under the SMM umbrella demonstrates
10 continuity in our emphasis on reducing lifecycle impacts of materials, including climate impacts, reducing the use
11 of harmful materials, and decoupling materials use from economic growth. The National Recycling Strategy
12 identified the need to implement a circular economy approach for all – reducing the creation of waste with local
13 communities in mind and implementing materials management strategies that are inclusive of communities with
14 environmental justice concerns.
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15 The circular economy (CE) has the potential to capitalise upon emerging digital technologies, such as big data,
16 artificial intelligence (AI), blockchain and the Internet of things (IoT), amongst others. These digital
17 technologies combined with business model innovation are deemed to provide solutions to myriad problems
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18 in the world, including those related to circular economy transformation. Given the societal and practical
19 importance of CE and digitalisation, last decade has witnessed a significant increase in academic publication
20 on these topics. Therefore, this study aims to capture the essence of the scholarly work at the intersection of
21 the CE and digital technologies. A detailed analysis of the literature based on emerging themes was conducted
22 with a focus on illuminating the path of CE implementation. The results reveal that IoT and AI play a key role
23 in the transition towards the CE. A multitude of studies focus on barriers to digitalisation-led CE transition and
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24 highlight policy-related issues, the lack of predictability, psychological issues and information vulnerability as
25 some important barriers. In addition, it has been acknowledged that product-service system (PSS) is an
26 important business model innovation for achieving the digitalisation enabled CE. Through a detailed
27 assessment of the existing literature, a viable systems-based framework for digitalisation enabled CE has been
28 developed which shows the literature linkages amongst the emerging research streams and provide novel

29 insights regarding the realisation of CE benefits.

30 The first limitation of this study is its exclusive focus on English language articles found in WoS and Scopus
31 databases and Google Scholar searches. The authors acknowledge the likelihood that they missed some
32 relevant studies as a result of these strict inclusion criteria. The review also excluded book chapters and
33 reports. Thus, future studies could include book chapters and studies in other languages and examine other
34 academic databases. Second, the SLR's strict inclusion and exclusion criteria also may have led the authors to
35 omit studies that focused on the technical aspects of digitalisation or the biological or chemical aspects of the
36 CE. Third, research on themes related to the pandemic situation remains nascent. However, the authors
37 anticipate that new insights and research gaps will emerge as research on the COVID-19 pandemic matures.
37 Finally, the present paper focused on explicating key themes. Should future researchers wish to complement
38 these efforts, they could pursue a dedicated bibliometric analysis of this domain. Despite the limitations
39 outlined above, the present SLR provides a detailed account of the emerging themes and research gaps in this
40 domain, and it is expected to act as a cornerstone for future scholarly explorations in the area

I. RELACIONES LÓGICO-SEMÁNTICAS – Traduzca el conector. Diga qué tipo de relación introduce.
NEXO RELACIÓN LÓGICA TRADUCCIÓN CON EL CONTEXTO QUE LE DA

SENTIDO
L.5
L.15
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L.20
L.33
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L.36
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II. Busque en el texto SINONIMOS / ANTONIMOS de los siguientes términos.
SINONIMOS ANTONIMOS
Points at (1) Lowest (3)
Taken out (5) Withering (11)

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Make the most of (15) Not supposed (17)
Shedding light on (22) Abundance (24)
In the midst of (28) Has matured (36)

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III. REFERENTES
That (2)
Such processes and activities (3)

Their (3)
That (8)
These digital technologies (16/17)
Those (18)
It (25)
Which (28)
Its (30)
They (31)
It (40)

IV. LECTOCOMPRENSIÓN. Indique si las siguientes oraciones son VERDADERAS (V) o FALSAS (F)
según el texto. Consigne los renglones de referencia.
Una economía circular tiene entre sus objetivos la eliminación del

desperdicio a través del mejoramiento del diseño de productos, materiales y
sistemas.
El Reciclado Nacional Estratégico identificó la necesidad de implementar un
enfoque económico circular de una vez por todas.
El hecho de que el presente estudio se haya limitado a material en inglés es
considerado una de sus limitaciones.
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V. TRADUCIR.
1. A circular economy approach under the SMM umbrella demonstrates continuity in our emphasis on
reducing lifecycle impacts of materials.
_______________________________________________________________________________
.C
_______________________________________________________________________________
2. Should future researchers wish to complement these efforts, they could pursue a dedicated
bibliometric analysis of this domain.
DD
_______________________________________________________________________________
_______________________________________________________________________________
VI. LECTOCOMPRENSIÓN. Responda las siguientes preguntas en español. Indique la/s línea/s de
referencia.
LA
1. Mencione cuatro limitaciones que los autores encuentran al relevamiento bibliográfico realizado
Renglón/es
_________________________________________________________________________________
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_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

2. ¿Cómo define la Ley de Protección de Nuestros Océanos 2.0 a una economía circular?
Renglón/es
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

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EJERCITACIÓN
Arma ejercicios de lecto-comprensión sobre las palabras subrayadas, siguiendo el esquema
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propuesto en clases para cada tipo de estructuras, a saber:

1) Referencia
2) Nexos
3) Usos de las formas –ing e infinitivo

4) Comparativos y superlativos
5) Antónimos y sinónimos
6) Preguntas y respuestas
7) Estructuras especiales
Toma ejercicios anteriores del cuadernillo como ejemplo.
RECORDAR: Tanto el examen de suficiencia como los parciales pueden contener ejercitación
como la que se encuentra en el manual (Sinónimos y Antónimos, Referencia, Nexos, Traducción
de Fragmentos con dificultades específicas estudiadas durante el año, Verdadero o Falso,
Localización de Información, Responder Preguntas, Funciones Lingüísticas) u otras diferentes
a las aquí utilizadas tales como, Establecer correspondencia entre ideas, Cloze (Completar el
texto con palabras extraídas del mismo), etc.

SECCIÓN 2 – DESARROLLO DE COMPETENCIAS DE

COMPRENSIÓN AUDITIVA
La comprensión auditiva es otra de las destrezas lingüísticas fundamentales. Se refiere a la
interpretación del discurso oral contextualizado. En ella intervienen, además del componente
estrictamente lingüístico, factores cognitivos, perceptivos, de actitud y sociológicos.
EJERCICIO:
Se han seleccionado presentaciones referidas a temas tratados durante el año. El vocabulario
allí contenido NO DEBERÍA resultarle ajeno ni desconocido si ha realizado previamente los
ejercicios previstos en las unidades anteriores.
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En su curso de la Universidad Virtual busque el/los ejercicio/s correspondiente a LISTENING
COMPREHENSION y siga las siguientes consignas.
1) Escuche la PRESENTACIÓN una vez (trate, en cuanto le sea posible, de desactivar

la transcripción automática o de tapar la transcripción con un papel)
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2) Abra la ejercitación y trate de completar todos aquellos ejercicios sobre los cuales se
siente seguro de haber entendido lo que se espera que responda.
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3) Escuche la PRESENTACIÓN una segunda vez.
4) Vuelva a los ejercicios y responda los que hayan quedado sin responder.
5) Escuche la PRESENTACIÓN una tercera vez, esta vez sin tapar la transcripción, y
corrobore la veracidad de sus respuestas.
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6) Envíe las respuestas para obtener la INSIGNIA correspondiente.

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SECCIÓN 3 – DESARROLLO DE COMPETENCIAS COMUNICATIVAS
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A curriculum vitae (or résumé in the US) is a concise summary of your skills, achievements, and interests
inside and outside your academic work.
Employers may initially spend a very short time scanning your CV (perhaps as little as 2 seconds), so it
must be engaging, conveying the most relevant points about you in a clear, accessible way. The primary
challenge is to make it easy for the reader to find exactly what they are looking for. You should focus on
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the reader’s core requirements and adjust or adapt your CV to their (and therefore) for each specific
application.
Top tips
Be concise
DD
▪ Keep it to one or two full pages (only academic CVs can be longer)
▪ Use bullet points to package information succinctly
▪ Avoid too much context, excessive detail or unfocused material that will dilute the impact of your
most relevant messages
Remember the purpose
Your CV is to get you the interview or meeting, NOT the job itself – highlight three key elements:
▪ What you were responsible for
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▪ What you achieved

▪ And how you would be a great team member
so that the reader wants to learn more by meeting you
Target your CV
▪ Target your CV to each position applied for – it should not be a list of everything that you have
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done
Be evidence based
▪ Provide clear evidence of your contribution and impact
▪ Focus on responsibilities, to showcase your skills …
▪ … and achievements by using numbers, percentages, and values to quantify your impact and
give a sense of scale to your actions

Be clear
▪ A well laid out CV is inviting to read and easy to scan quickly; clear font of 10pt or 11pt; some
blank spaces; not too narrow a margin
▪ We’d recommend putting the dates on the right hand side, so the first thing people read is down
the left hand side and is the organisation name and your role
▪ Use simple language – avoid jargon, generalisations, ‘management speak’, and acronyms
▪ Do not write in prose or paragraphs – space is limited
▪ CVs are (mostly) a record of what you have done, so completed tasks and activities are written
in the past tense
How to create your focused, relevant CV
▪ List for yourself all of your experience, achievements, and key dates, including educational
achievement, work experience, prizes, awards, involvement in societies, sports and clubs and
your other interests and skills (for example, languages and special/unusual IT skills). Note down
the key skills and attributes which led to these achievements.
▪ Identify the skills and competencies required for the role. You can do this by reading the job
advertisement or job description and by looking at the organisation’s website, publicity material
and recruitment literature.

▪ From your list, select your most relevant examples that demonstrate the skills and
competencies required for the role. Remember, you will have gained
valuable transferable skills in a broad range of activities that you may have undertaken.
▪ Select the format of CV – for most student applications, the traditional reverse chronological
format is recommended. If you are unsure about which CV type is appropriate, please ask one
of our Careers Advisers.
Three sections makes it easy and clear for the reader
1. EDUCATION: normally at the top (especially for recent graduates entering the jobs market for
the first or second time). Include awards under each relevant education section, for example,
grant awards for a DPhil, school prizes, undergraduate prizes or high rankings (‘2nd in year’)
2. EXPERIENCE (rather than “Employment”): this can include voluntary work, student society
roles, internships, paid work etc
3. INTERESTS or COMMUNITY ACTIVITY AND SKILLS should be included to indicate extra,
diverse talents. Within this section, you might use sub-categories such as IT Skills (but only if
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they are specialist or unusual); Languages; Music; Sports etc
What you don’t need to include

Remember that the CV is to get you the meeting or interview only, so don’t feel you have to include
every last detail – leave them wanting to learn more about you. Specific things to leave out include:
▪ The words ‘Curriculum Vitae’ or ‘CV’
▪ Date of birth and / or age
▪ Marital status, disability, children, partner, sexual preferences, sex, racial background, religion
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▪ Home address
▪ Nationality – unless you want to show that you do have the Right to Work in the country in
question
▪ Referees – this takes up space, they’ll assume you have them, there are probably other
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opportunities to record these details
▪ Basic IT skills: these days everyone can use the internet, word processing, spreadsheets etc to
a competent level – but do include any super-advanced qualifications in MS Office and of course
any specialist software like C++, SPSS etc
▪ Areas of potential, personal contention, e.g. religious beliefs, political affiliation (though if you’ve
worked for a political organisation this will obviously be mentioned under work experience)
▪ Soft interests such as ‘socialising with friends, cooking, reading, cinema’. If you do have deep
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and specialist interest in one of these, then give more details: ‘French films of 1940-1960’
Using bullet points
Aim to create powerful bullet points, with each bullet focused on a single idea. Consider applying the
‘CAR’ mnemonic
▪ Context: the organisation name, your job title and dates is often sufficient.
▪ Action Words that demonstrate you took responsibility are useful for starting the bullet point,
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to highlight skills used – e.g. analysed, created, recommended, managed or led.

▪ Results can often be linked within an individual bullet point.
FOR THE USA OR CANADA

If you are heading to north America, then you might need a résumé rather than a CV. They are very

similar documents so use our CV guide, and supplement it with the information here to build a great CV
into a great résumé.
Format differences
Default page size – A4 (21cm x 29.7cm) is replaced by Letter (8.5″ x 11″ or 21.59cm x 27.94cm)
▪ Use ‘Page Layout’ options in Word (or equivalent) to change the size of your document page
▪ Cut down a piece of A3 paper to size when checking out how it prints
Spelling – insure / ensure the résumé is oriented / orientated to the readers’ spelling conventions:
▪ Set your default language to US or Canadian English to use your spelling and grammar check
▪ Watch out for common ‘Britishisms’ such as ‘analysed’ and ‘organised’ (both have a ‘z’ in North
America)
▪ See Wikipedia’s page on spelling differences.
Application etiquette
▪ Include a cover letter with a résumé, unless you are told otherwise
▪ Write a considered and thoughtful thank you letter within 48 hours of any interview
▪ Convert your résumé and cover letter into PDFs before sending them to an employer

REDACTA TU PROPIO CV SIGUIENDO LOS LINEAMIENTOS DE OXFORD

UNIVERSITY CONTENIDOS ARRIBA
__________________________
__________________________
Skype _____________________
_________________@____________
_______________
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EDUCATION
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EXPERIENCE
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INTERESTS,
COMMUNITY
ACTIVITIES
AND SKILLS

PAIR WORK (trabaja con tu circunstancial compañero de clase)

A. Lean juntos las preguntas del cuestionario sugerido abajo. Compartan dudas sobre
significados / pronunciación, pero NO COMPARTAN ideas sobre las respuestas posibles
a las mismas. (10’)
B. Escoge 10 preguntas del cuestionario sugerido abajo para cuando te toque el rol de
Entrevistador (no las compartas) (1’)
C. Intercambia CV con tu compañero, lee detenidamente su CV (3’).
D. Decidan quién asumirá primero el Rol de Entrevistador y/o Entrevistado (asumiendo que
ambos desempeñarán los dos roles)
E. Realiza la ENTREVISTA LABORAL en base a las preguntas que elegiste (10’). Esfuérzate
en utilizar sólo idioma Inglés.
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1. From your CV I understand you are interested in the ________________________ position. Out
of all the other candidates, why should we hire you?
2. How did you learn about the opening? Why do you want this job?
3. You say your biggest strengths are ______________________________. What are your biggest
weaknesses?
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4. I can see from your CV that your Studies include ____________________. Tell me which was
your favorite area.
5. Tell me about the academic grades you are the proudest about.
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6. If we were to phone the Principal of your Secondary School, what type of references would
he/she give about you?
7. What about your former colleagues at _______________________ job? Is there anyone who
could speak evil about your personality or performance?
LA
8. Tell me about the last time a co-worker or customer got angry with you. What happened?
9. What do you consider to be your biggest professional achievement?
10. I read that you are close to finishing your University studies. Where do you see yourself in 5
years?
FI
11. Describe your dream job
12. Why do you want to leave your current job?
13. What kind of work environment do you like best?

14. Tell me about the toughest decision you had to make in the last six months.
15. What is your leadership style?
16. Tell me about a time you disagreed with a decision at work/university. How did you handle it?
17. What can we expect from you in your first three months?
18. What do you like doing in your free time?
19. What questions do you have for me?
20. What are your immediate plans if you get the job?

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SECCIÓN 1 – DESARROLLO DE COMPETENCIAS LECTORAS

TEXTO PARA TRABAJAR EN CLASES – SMART CITIES

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EJERCICIO DE AUTOEVALUACIÓN DE NIVEL DE LECTO-COMPRENSIÓN

Lea el siguiente texto y realice en el curso de la UV correspondiente la ejercitación denominada

No se ha previsto que las respuestas incluyan traducciones.

En los ejercicios de sinónimos, antónimos y referentes el alumno completará las respuestas

En los ejercicios de verdadero/falso el alumno debe seleccionar la opción correcta.

las que se incluyen en el siguiente listado exclusivamente:

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environmentally-friendly, we must, first, collect data about the environment. 22

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 REPASO DEL CONCEPTO DE REFERENCIA

without causing mechanical or thermal stresses.

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 REPASO DE LAS FUNCIONES DISCURSIVAS / FUNCIONES RETÓRICAS BÁSICAS

CORONAVIRUS IS TESTING THE NEWFOUND RESILIENCE OF THE KNOWLEDGE 1

Para analizar juntos en clases:

PUEDE ENCONTRAR MÁS EJERCICIOS SOBRE ESTE TEXTO EN SU CURSO DE LA UV.

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 REPASO DE TIEMPOS VERBALES MÁS USUALES

Let the idea grow Let A = B

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 REPASO de las RELACIONES LÓGICO-SEMÁNTICAS (Nexos y Frases Conectoras)

CATEGORÍAS DE NEXOS EVALUADAS EN LA UV AÑO 2020-2021-2022

▪ ADICIÓN-AGREGADO: Agregan datos o información a lo ya dicho.

in addition (to) as well as furthermore moreover

▪ CAUSA-EFECTO: En general se encuentran en relaciones que contienen ambos

.CCAUSA (en la UV se escribe CAUSA-EFECTO)

because (of) [since] [as]

for this reason [then] with the result that

▪ CONDICIÓN-PREDICCIÓN: Introducen la condición que debe cumplirse para que se

cumpla lo expresado en la proposición principal.

if unless as long as / so long as

▪ SECUENCIA EN EL TIEMPO: Establecen una relación de tiempo, indicando un suceso

as earlier at the same time

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though (but) nevertheless

▪ EJEMPLIFICACIÓN: El componente que sigue al nexo complementa, ejemplifica o

CATEGORÍAS DE NEXOS NO EVALUADAS EN LA UV AÑO 2020-2021-2022

PROPÓSITO, INTENCIÓN, FINALIDAD: Indican precisamente el propósito por el cual se

To + infinitivo In order to + infinitivo For + ~ ing

▪ RESÚMEN, RECAPITULACIÓN, CONCLUSIÓN: Introducen un enunciado que cierra,

resuelve o concluye lo anteriormente dicho en el texto.

In conclusion In summary To summarize

▪ DISYUNCIÓN O ALTERNANCIA: implican oposición entre dos ideas.

Either … or Neither … nor Whether … or

Above all Particularly Actually

In other words In particular Indeed

▪ ACLARACIÓN: Se ilustra la idea antes expresada.

That is That is to say i.e.

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data size becomes a significant consideration." 35