Material Ingles I - Mecanica 2014

CTEDRA INGLS NIVEL I INGENIERA en MECNICA 2014
1

INGLS I

Ingeniera
Mecnica

Directora de Ctedra: Mg. Nancy L. Fernndez

Equipo docente: Trad. Pb. Mabel Romero, Trad. Pb.
Elena Aguilar, Trad. Pb. Alejandra Ludman & Lic. Lidia
Giromini

2014


2

MDULO 1

CLASES 1 a 4

Objetivos:

1. Reconocer los tipos de discurso y sus funciones a partir de pautas no
lingsticas.
2. Relacionar texto e imagen.
3. Formular hiptesis sobre la fuente textual (origen), el receptor (destinatario)
y el efecto buscado (funcin retrica).
4. Reconocer signos no lingsticos, tipogrficos y elementos grficos como
gua de lectura.
5. Anticipar contenidos sobre las hiptesis ya elaboradas.
6. Sistematizar los contenidos textuales como gua de lectura.
7. Aplicar estrategias de lectura para reconocer trminos transparentes y
repetidos.
8. Presentarse en contextos informales y formales.

Actividades

1. Observe el texto Graphene as a solid lubricant: from nano-scale to macro-
scale
Graphene as a solid lubricant: from nano-scale to macro-scale
Unique physical, mechanical, and chemical properties of graphene make it an attractive
candidate for many tribological applications where control of friction and wear is of
paramount importance at different length scales. In the following sub-sections, we
review the tribological performance of graphene from nano-scale to micro-scale and up
to macro-scale.
Graphene tribology at nano-scale and micro-scale
The atomically thin nature of graphene and its ability to conformally coat micro-scale
and nano-scale objects simply by dispensing graphene flakes via solution make it a
potential low friction and wear resistance coating that would extend the lifetime of
MEMS/NEMS devices and constitute the motivation behind current studies being
carried out in this direction.


3

Nano-scale studies
Often, theoretical predictions drive future experiments and usage of novel materials. In
the case of graphene, several studies predicted the nature of the graphene's friction
mechanism based upon a variety of computational methods at scales varying from sub-
nano up to meso.
In most of the nano-scale computational and experimental studies on graphene, the
tribological behavior was shown to depend on stacking and other structural features, as
well as the nature of the sliding surfaces. This observation is clearly seen for two
different systems: (a) the friction of a nano-scale AFM tip sliding on a surface of
graphene layers (which simulates AFM lateral force measurements) and (b) the friction
between the graphene layers themselves. In case (a), it was shown that the friction
decreases with increase of the number of layers, while in case (b) the friction was found
to behave in the opposite way, achieving higher friction or stick-slip behavior once the
number of layers increased to more than three.
As shown in Fig. 2, the modeling of the AFM tip-graphene interactions, where the
lateral force was calculated as the sum of y-components of all van der Waals forces
acting between the atoms of the CNT tip and those of graphene layers, demonstrated
that the friction force decreases as the number of layers increases; that conclusion was
also supported by the experimental AFM measurements. That friction is dominated by
the contribution from out-of-plane deformation, the so-called mechanism of puckering
in front of the scanning tip ( Fig. 3d), which increases the contact area and, therefore,
the amount of friction. Once the number of graphene layers increases, the interlayer
interactions minimize the puckering effect and thereby reduce the friction. Moreover,
Liu and Zhang stated that not only the increased number of layers, but also the increased
tip-surface distance decreases the coefficient of friction for the sliding tip-surface
interactions.


4

Figure 2.
(a) Four-layer suspended graphene assembly. The color of each atom is
determined by its Z-position. (b) Contact force vs. friction force and the
corresponding friction coefficients as function of number of layers. The
results are obtained from Brownian dynamics simulations that model AFM
lateral force measurements between the single-wall capped carbon nanotube
tip (height and diameter were 2.3 and 1.2 nm, respectively) and suspended
few-layer graphene (5.5 nm 6.2 nm). The contact force was kept at the
level of 1016 nN. The simulations were thermostated at 300 K. Inset shows
coefficient of friction versus number of layers. Reprinted figure with
permission. Copyright (2012) by the American Physical Society.

From Materialstoday, DECEMBER 2013| VOLUME 17| ISSUE 1

2. Establezca su fuente textual, sus posibles destinatarios y el (los) efectos(s)
buscado(s).

3. Complete el siguiente cuadro a partir de la informacin recolectada sobre el
texto observado.


5
PAUTAS
LINGSTICAS Y
NO
LINGSTICAS

Artculo: Progress in nanogenerators for portable electronics
Ilustraciones
Cuntas? Qu
indican?

Cifras
Qu indican?

conos /
Smbolos
Qu indican?

Copete
Qu indica?

Ttulo/Subttulos
Qu indican?

Epgrafe
Qu indica?

Tipo de letra
(cursiva,
imprenta)
Qu indican?

Tamao de letra
(mayscula,
minscula)
Qu indican?

Forma de letra
(bastardilla,
gtica, negrita)
Qu indican?

4. A partir de lo tabulado, elabore una hiptesis de contenido del texto.


6

5. Subraye en el texto las palabras conocidas, las transparentes y las
repetidas.

6. A partir de esas palabras subrayadas, escriba en espaol una sntesis
del tema desarrollado en el artculo.

.
.
..


7
Computer Applications

Computers can help students perform mathematical operations and solve difficult
questions. They can be used to access the Internet, teach courses such as computer-
aided design, language learning, programming, mathematics, etc. PCs (personal
computers) are also used for administrative purposes: for example, schools use
databases and word processors to keep records of students, teachers and materials.

Computers store information about the amount of money held by each bank client and
enable staff to access large databases and to carry out financial transactions at high
speed. The also control the automatic cash dispensers which, by the use of a personal
coded card, dispense money to clients.

Airline pilots use computers to help them control the plane. For example, monitors
display data about fuel consumption and weather conditions. In airport control towers,
computers are used to manage radar systems and regulate air traffic. On the ground,
airlines are connected to travel agencies by computer. Travel agents use computers to
find out about the availability of flights, prices, times, stopovers and many other details
like travel vouchers, etc.

(Extrado y adaptado de Infotech. English for computer users de S. R. Esteras. CUP. 2003)

- Qu se ha formado a partir de este diagrama?

....................................................................................................................
COMPUTERS APPLICATIONS
PCs
AIRPORTS
AIR TRAFFIC


8

ILUSTRACIONES

Muchos textos informativos usan diferentes clases de ilustraciones. Adems de
darle al texto una apariencia ms atractiva, las ilustraciones son una parte integral
del texto.

Las palabras expresan las ideas en forma simblica. Por su parte, las ilustraciones
pueden expresar los mismos conceptos en forma ms directa. Una representacin
visual bien pensada puede valer ms que mil palabras. Las formas ms comunes de
ilustraciones son las siguientes:

1. GRFICAS Y TABLAS: Son especialmente tiles para presentar informacin
numrica.
2. MAPAS Y PLANOS: Tienen como propsito ubicar al lector geogrficamente
en un lugar determinado.
3. DIAGRAMAS: Son dibujos y esquemas que facilitan la comprensin del
funcionamiento de un sistema o parte de l.
4. FOTOGRAFAS Y DIBUJOS: Se utilizan con frecuencia para crear un
ambiente, o hacer ms emotiva o inmediata una situacin. Inclusive pueden
llegar a reemplazar la lectura casi por completo, como es el caso de las tiras
cmicas o foto-novelas ilustradas, que expresan las ideas por medio de
cuadros ms que de palabras.

El texto The Gearbox ejemplifica un tipo de ilustracin: un diagrama que fue
extrado de un manual de mantenimiento para vehculos.

A partir de la observacin del mismo, escriba en cada uno de los espacios o X. La
ilustracin:

1. Est estrechamente ligada con el texto. _____
2. Es virtualmente explcita por s misma. _____
3. Se puede usar para obtener informacin. _____
4. Es difcil de entender si no va acompaada de un texto. _____
5. Contiene claves que requieren explicaciones. _____


9

The Gearbox
now transmit the drive to output shaft B, with a suitable reduction about
2:1 in the illustration.

Figure 10.2 Engaging gear by means of a dog clutch this arrangement
provides top gear plus one other gear ratio.

Follow through this description carefully, with reference to the diagram. You
will find that the principle involved is really quite simple! A four-speed
gearbox uses the same principle, but is rather more complicated since more
ratios are required.

1. Subraye en el texto las palabras conocidas, las transparentes y las
repetidas.

2. Indique el tipo de ilustracin:

A.

Fig. 2 The graphene material. (a) Optical image of mechanical peeled graphene. (b) Optical
image of the CVD grown graphene transferredfrom the Ni substrate onto SiO2/Si substrate. (c)
AFM image of graphene on 6HSiC(0001) with a nominal thickness of 1.2 monolayer formed by
annealing in Ar.(d) Typical transfer characteristics (Ids-Vg) curve of a back-gated graphene
FET on 100nm SoO2/Si substrate.


10
B.

C.

D.


11
PRESENTACIONES INFORMALES Y FORMALES:
INTRODUCING YOURSELF

Lea los siguientes dilogos:

Lucas: Hi! Im Lucas. And you?
Mara: Im Mara.
L: Nice to meet you, Mara.
M: Nice to meet you too. Looks like well be mates in the English course.
L: Great.

Mr. Smith: Good morning. Im Mr. Smith, the sales manager. How do you do?
Marcos: How do you do? Im Marcos Acosta, the new sales advisor.
S: Its your first day at work, right?
M: Thats correct.
S: Let me show you around so you can meet everyone.
M: Sure. Itll be a pleasure.

Actividades

1. Cules expresiones reconoce para presentarse de manera informal y formal?

2. Cules seran los equivalentes en espaol?

3. Pair-work: Write a dialogue with your peer and introduce yourselves to each
other.


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MDULO 2

Clases 5 a 8

Objetivos:

1. Elaborar hiptesis de lectura y contenido.
2. Reconocer elementos lingsticos como gua de lectura para la elaboracin
de hiptesis de contenido.
3. Activar esquemas de contenidos textuales y especficos.
4. Relacionar texto y gramtica.
5. Sistematizar contenidos textuales como gua de lectura.
6. Reconocer las relaciones entre las partes del texto a partir de la cohesin
lxica: cadena lxica.
7. Reconocer campo lxico.
8. Identificar diferentes textos expositivos descriptivos.
9. Reconocer los elementos sintcticos principales del texto: bloque verbal y
bloque nominal.

Actividades

1. Lea los textos 1, 2 y 3. Formule una hiptesis de contenido para cada uno a
partir de los ttulos, el tipo y forma de letra utilizados en los mismos.

2. Confirme o modifique sus hiptesis.
A. En qu se bas para hacerlo?

B. Cmo estn organizados los textos?

3. Busque las palabras repetidas y transparentes en cada texto. Resltelas.

4. Seale el tpico (tema desarrollado) de cada texto.
A. En qu se bas para identificarlo?

B. Entre los trminos resaltados, cules se relacionan con el tpico del
texto?

5. Establezca la funcin discursiva predominante de cada texto.

Texto 1
- Describe? Qu?
- Define? Qu?
- Explica? Qu?

Texto 2
- Describe?Qu?
- Define?Qu?
- Explica? Qu?


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Texto 3

- Describe? Qu?
- Define? Qu?
- Explica? Qu?

6. Subraye el (los) verbo(s) principal(es) en cada clusula de cada texto.

7. Subraye en cada texto todas las frases nominales e indique el ncleo de
cada una de ellas.

TEXTO 1

Mechanical Engineering Overview

Mechanical Engineering is a discipline of engineering that applies the principles of
physics and materials science for analysis, design, manufacturing, and maintenance of
mechanical systems. It is the branch of engineering that involves the production and
usage of heat and mechanical power for the design, production, and operation of
machines and tools. It is one of the oldest and broadest engineering disciplines.

Mechanical Engineering emerged as a field during the industrial revolution in Europe in
the 18th century; however, its development can be traced back several thousand years
around the world. Mechanical engineering science emerged in the 19th century as a
result of developments in the field of physics.

TEXTO 2
FORCE AND LEVERS
A lever is a beam connected to ground by a hinge, or pivot, called fulcrum. The ideal
lever does not dissipate or store energy, which means there is no friction in the hinge or
bending in the bean. In this case, the power into the lever equals the power out, and the
ratio of output to input force is given by the ratio of the distances from the fulcrum to
the points of application of these forces. This is known as the law of the lever.
Mathematically, this is expressed by M= Fd, where F is the force, d is the perpendicular
distance between the force and the fulcrum, and M is the turning force known as the
moment or torque.

TEXTO 3


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Classes of levers
Levers are classified by the relative position of the fulcrum and the input and output
forces. It is common to call the input force the effort and the output force the load or the
resistance. This allows the identification of three classes of levers by the relative
locations of the fulcrum, the resistance and the effort.
* Class 1: Fulcrum in the middle: the effort is applied on one side of the fulcrum and the
resistance on the other side, for example a pair of scissors
*Class 1: Resistance in the middle: the effort is applied on one side of the resistance and
the fulcrum is located on the other side, for example a wheelbarrow.
*Class 3: Effort in the middle: the resistance is on one side of the effort and the fulcrum
is located on the other side, for example, a pair of tweezers.

TEXTOS TCNICO-CIENTFICOS EXPOSITIVOS:
LA DEFINICIN Y LA DESCRIPCIN

LA DEFINICIN

Existen en el discurso tcnico-cientfico diferentes tipos de definiciones. En trminos
generales, hay dos categoras: la definicin simple (a) y la definicin compleja o
expandida (b).

Ejemplos:

a) Computers are electronic machines.

b) A computer is a machine capable of executing instructions on data which
stores its own instructions, to make it possible to perform many operations
without the need for a person to type in new instructions each time.

La definicin compleja no slo define un trmino u objeto de manera completa, sino
que adems incorpora otras funciones retricas como la descripcin o la
clasificacin.

Ejemplo:

A computer is an electronic machine capable of executing instructions on data.
The distinguishing feature of a computer is its ability to store its own
instructions. This ability makes it possible for a computer to perform many
operations without the need for a person to type in new instructions each time.
Thus, it consists of two major parts, memory and the central processing unit
(CPU), which communicate through a set pf parallel electrical connections
called the bus. The bus also connects to input-output devices such as a screen,
a keyboard, and disk drives.
Los exponentes lingsticos ms recurrentes de la definicin en ingls son:


15
1) is / are (es / son)
2) is / are called (se llama / se llaman)
3) is / are defined as (se (lo/la) define como / se (los/las) definen
como)
4) means / mean (significa / significan)
5) is / are known as (se lo/la conoce como / se los/las conoce como)
6) refers / refer / is o are referred to as (refiere(n) a / se lo/la refiere
como / se los/las refiere como)
7) can be defined as (se lo/la/los/las puede definir como /
puede/pueden definirse como)

Actividades

1. En los textos 1, 2 y 3 anteriores, qu tipo de definiciones puede reconocer?
Justifique su respuesta.

2. Transcriba al espaol las definiciones que encontr en cada texto.


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DESCRIPCIN DE LA FAMILIA:
DESCRIBING YOUR FAMILY

Lea el siguiente texto:

My family is a typical family: my parents, a brother and myself Miguel. My
mother is a nurse and works in a hospital. My father is an engineer and
works for a big construction company. My brother Tom is still at school.
Tommy is 12 and loves playing football. I think thats what he wants to do
for the rest of his life! As for me, Im 22, single and studying Industrial
Engineering at UTN.

Actividades

1. Conteste las siguientes preguntas en ingls:

a) Does Miguel have a large family?

b) What does his mother do?

c) Whats his fathers occupation?

d) How old is his brother?

e) What does Tommy like doing?

f) Has Miguel got a job?

g) Is he married?

h) What does he do?

2. Describe YOUR family in a paragraph of no more than 10 lines.


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MDULO 3

CLASES 9 A 12

LA DESCRIPCIN

La funcin retrica descriptiva se clasifica en tres tipos. Cada uno de ellos posee
caractersticas distintivas y un conjunto de propsitos definido: a) la descripcin
fsica, b) la descripcin de funcin, y c) la descripcin de proceso.

La descripcin fsica describe las caractersticas fsicas de un objeto y las
relaciones espaciales de las partes del objeto entre s y con todo el conjunto, como
as tambin todo el conjunto con otros objetos relacionados. Las caractersticas
fsicas ms frecuentes son la dimensin, el tamao, el peso, el material, el
volumen, el color, y la textura. En general, las descripciones fsicas van de lo
general a lo particular, con trminos como above (arriba de), below (debajo de), in
the center (en el centro de), to the right (a la derecha de), near (cerca de), etc. La
manera ms sencilla de presentar una descripcin fsica es por medio de una
ilustracin con indicaciones acerca de las distintas partes o componentes. Tal
descripcin frecuentemente precede a una descripcin de proceso o de funcin.

La descripcin de funcin involucra el propsito que tiene algn dispositivo (o
maquinaria) y cmo las partes de esa mquina trabajan u operan de manera
independiente, entre s y con todo el conjunto. Esta clase de descripcin est
asociada frecuentemente con la relacin lgica causalidad / resultado. El tiempo
verbal presente se usa en este tipo de descripcin.

La descripcin de proceso se la puede categorizar como un tipo de descripcin
de funcin y se refiere a una serie de pasos o etapas que se interrelacionan entre s
ya que cada paso (excepto el primero) es dependiente del anterior y as
sucesivamente. Adems, todos los pasos convergen hacia un objetivo determinado.
Este tipo de proceso exige el uso de la forma imperativa del verbo (imperative
form). Tambin se pueden emplear el verbo modal should (debera / es
aconsejable) y su forma negativa shouldnt / should not (no debera / no es
aconsejable) y el verbo modal can (puede/n).

Actividades

A. La descripcin fsica

1. Observe la siguiente descripcin de una motherboard.


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1. Front Audio Connector
2. CD-IN Connector
3. Back Panel I/O Connectors
4. Power Connector (4pin)
5. Socket AM2 for AMD Sempron /Athlon 64 / Athlon 64 FX / Althlon 64 X2 Processor FSB: Up to 1
GHz Bandwidth
6. NB Chipset: nForce 6100-430
7. DDR2 DIMM Slots Each DIMM supports 256MB/512MB/1GB/2gb DDR2 533/667/800
8. CPU Fan Header
9. IDE Connector
10. 5.1-Channels HD Audio
11. S/PDIF-OUT Connector
12. Printer Port Connector
13. Floppy Disk Drive Connector
14. System Fan Header
15. Front Panel Connector
16. SATA Connectors
17. Clear CMOS Header
18. PCI Slots
19. PCI-Express x16 Slot
20. USB 2.0 Connectors
21. Power Connector (24 pins)

2. Conteste las siguientes preguntas utilizando la ilustracin y su clave.

a. Dnde se encuentra la conexin delantera de audio?

b. Esta motherboard tiene conector de puerto de impresora?

c. Dnde se encuentra el conector de energa de 24 pines?

d. Esta motherboard tiene conector para disquette?

La descripcin fsica rara vez est totalmente desconectada de una descripcin de
otro tipo. En este caso, muchas de las funciones de las partes indicadas en la
descripcin se sobreentienden. Quizs la manera ms comn de ofrecer una
descripcin fsica en un texto informativo es por medio de un diagrama.


19

THE DRY CELL
+
The dry form of the Leclanch cell, which a
has an e.m.f. of 1.5V, is the primary cell most d
commonly used today. The positive pole consists
of a carbon rod surrounded by a mixture of carbon
powder and manganese dioxide. This mixture e
acts as the depolarizer, (a mixture of substances b
that prevent polarization and the consequential
reduction in potential difference: p.d.). At the top f
of the carbon rod is a brass cap, which acts as c
the positive terminal. The carbon rod and the
mixture of carbon powder and manganese dioxide
which are contained in a porous gauze bag, are _
placed in a zinc container, and the space between Dry primary cell
the bag and the container is filled with the electrolyte,
which consists of a paste of ammonium chloride and zinc chloride. The zinc container acts as the
negative pole. The top of the cell is closed with a sealing compound.

1. Subraye en el texto las oraciones que presenten una descripcin fsica.

2. Relea el texto y complete la informacin en el diagrama con los siguientes
trminos: positive pole, carbon rod, zinc container, brass cap, electrolyte,
sealing compound.

B. La descripcin de proceso

La descripcin de proceso busca aclarar las fases y/o interrelaciones de una
secuencia. Este tipo de descripcin tambin puede ofrecerse a travs de diagramas
(casi siempre incluyendo flechas para indicar generalmente flujo o movimiento,
incluida tambin la secuencia).

1. Observe el diagrama que aparece a continuacin y lea el texto que lo acompaa.


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COOLING IN SUMMER

In air-to-air heat pumps, a temperate, gaseous refrigerant (1) from inside the house flows
through a compressor (2), which compresses it into a hot gas. Outside air drawn across it
whisks away heat, condensing it into a liquid (3). The liquid flows back into the house
and through an expansion valve, which turns it into a cold gas (4). Fans blow warm air
from inside the house across the gas inside an evaporator, cooling the air, which is sent
back to the house. The warmed gas heads out to the compressor and the cycle repeats.

2. Conteste las siguientes preguntas despus de observar con cuidado el diagrama.

a. Los diagramas de proceso suelen ser ms sencillos o ms complejos que los
diagramas de descripcin fsica?

Son ms ______________

c. De dnde cree que fue extrado este texto? De un libro

- para ingenieros?
- de mecnica?
- de diseos tecnolgicos?

C. La descripcin de funcin

La descripcin de funcin es una descripcin del propsito del todo o de las
diferentes partes de un elemento, y frecuentemente se encuentra acompaada de
una descripcin fsica y/o de proceso.

TEXTO 1

The starting system consists of an electric starter motor and a starter solenoid. When
you turn the ignition key, the starter motor spins the engine a few revolutions so that the
combustion process can start. It takes a powerful motor to spin a cold engine.
Because so much energy is needed and because a car uses a 12-volt electrical system,
hundreds of amps of electricity must flow into the starter motor. The starter solenoid is
essentially a large electronic switch that can handle that much current. When you turn
the ignition key, it activates the solenoid to power the motor.

TEXTO 2

Valves
The intake and exhaust valves open at the proper time to let in air and fuel and to let out
exhaust. Note that both valves are closed during compression and combustion so that
the combustion chamber is sealed


21
TEXTO 3

Semiconductor device fabrication is the process used to create the integrated circuits
that are present in everyday electrical and electronic devices. It is a multiple-step
sequence of photolithographic and chemical processing steps during which electronic
circuits are gradually created on a wafer made of pure semiconducting material. Silicon
is almost always used, but various compound semiconductors are used for specialized
applications.

The entire manufacturing process, from start to packaged chips ready for shipment,
takes six to eight weeks and is performed in highly specialized facilities referred to as
fabs.

In semiconductor device fabrication, the various processing steps fall into four general
categories: deposition, removal, patterning, and modification of electrical properties.

Deposition is any process that grows, coats, or otherwise transfers a material onto the
wafer.

Removal processes remove material from the wafer either in bulk or selectively and
consist primarily of etch processes, either wet etching or dry etching.

Patterning covers the series of processes that shape or alter the existing shape of the
deposited materials and is generally referred to as lithography. For example, in
conventional lithography, the wafer is coated with a chemical called a photoresist. The
photoresist is exposed by a stepper, a machine that focuses, aligns, and moves the mask,
exposing select portions of the wafer to short wavelength light. The unexposed regions
are washed away by a developer solution. After etching or other processing, the
remaining photoresist is removed by plasma ashing.

Modification of electrical properties consists of doping transistor sources and drains
by diffusion furnaces and later by ion implantation. Modern chips have up to eleven
metal levels produced in over 300 sequenced processing steps.

Actividades

1. Lea cada texto y subraye todos los verbos conjugados. Qu
caracterstica(s) tienen en comn?

2. Qu tipo de descripcin ofrecen?

3. Cul es la funcin retrica predominante en cada texto?

4. Transcriba al espaol una caracterstica/atributo de:

a. un arranque solenoide:


22
b. una vlvula:

c. la fabricacin de dispositivos semiconductores:

5. Cules son los 4 pasos en la fabricacin de dispositivos semiconductores?
Explquelos de manera sinttica.

LA COMPARACIN:
MAKING COMPARISONS

Lea el siguiente cuadro:

COMPARATIVE AND SUPERLATIVE ADJECTIVES

ADJECTIVE COMPARATIVE FORM SUPERLATIVE FORM
ONE-
SYLLABLE
ADJECTIVES
new
large
big
hot
newer (than)
larger (than)
bigger (than)
hotter (than)
the newest
the largest
the biggest
the hottest

TWO-
SYLLABLE
ADJECTIVES
ENDING IN
Y
dirty
noisy
happy
dirtier (than)
noisier (than)
the dirtiest
the noisiest

TWO-
SYLLABLE
ADJECTIVES
NOT
ENDING IN
Y AND
THREE OR
MORE
SYLLABLE
ADJECTIVES
modern
interesting
difficult
excited
popular

more modern (than)
more interesting (than)
the most modern
the most interesting
IRREGULAR
ADJECTIVES
good
bad
better (than)
worse (than)
the best
the worst


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Complete las oraciones a continuacin:

a. UTN offers multiple technical resources for all programmes and it has some of
(modern) laboratories in the country.

b. Which is (good) university in Argentina?

c. Some private universities are (cheap) others.

d. Where is (old) university in Europe?

e. Which is (difficult) to study, Physics or Maths?


24

MDULO 4
Clases 13 a 16

TEXTOS INSTRUCTIVOS

La funcin bsica de los textos instructivos es explicar cmo desarrollar cierta
actividad. Estos tipos de texto suelen seguir una secuencia ordenada lgica. La
presentacin de los textos instructivos es variada. Podemos encontrar instrucciones
no-verbales, instrucciones que combinan elementos visuales y verbales, y textos
instructivos exclusivamente verbales.

Actividades

1. Lea el siguiente texto tomado de un instructivo para aparatos elctricos y
conteste las preguntas a continuacin del mismo.

Usage Precautions for the PS-180 Power Unit

CAUTI ON:
Be sure to set this unit on a firm, stable, horizontal surface. Product may break or cause injury if it
falls.
To ensure safety, please unplug this product prior to leaving it unused for an extended period.
Be sure to push the end of a power cable all the way into the AC inlet. The fitting on the cable should
make contact with the back of the inlet.
Confirm that the package includes the power unit. If the power unit is damaged or incomplete, contact
your dealer for assistance.

Labels
WARNI NG: SHOCK HAZARD - DO NOT OPEN.
CAUTI ON: FOR INDOOR USE ONLY. DO NOT USE THIS AC ADAPTER FOR ANY
PRODUCTS OTHER THAN THOSE SPECIFIED BY EPSON.

Notes on Usage
1. Always supply power directly from a standard power outlet.
2. Set the power unit so that its label side is facing down.
3. Do not connect to electrical outlets close to devices that generate voltage fluctuations or
electrical noise. In particular, stay clear of devices that use large electric motors.
4. Always connect the DC cable before plugging the power cable into the wall outlet.
5. When disconnecting power, always unplug the power cable from the wall outlet before
disconnecting the DC cable.
6. When disconnecting the DC cable, hold it firmly at the connector area. Do not tug on the cable
itself.
7. To clean the unit, wipe with a dry or slightly moistened cloth. Never clean the unit while it is
plugged into the wall outlet.
8. Do not clean the unit with thinner, benzine, or alcohol.
9. Never attempt to stretch the cables to enable a connection. The power cable and DC cable must
have adequate slack at all times during use.
10. Never allow the power unit to hang from the power cable or DC cable.
11. Do not place metallic parts (such as fasteners) in contact with the DC cable.


25
12. Do not connect the unit to a table tap or extension cable.
2. La funcin de las palabras en maysculas y negritas es:

a. advertir
b. informar
c. dar instrucciones

3. El efecto de los nmeros es:

a. sugerir un orden cronolgico
b. sugerir un orden de relativa importancia
c. separar y enfatizar cada punto

4. La frase To ensure safety indica:

a. cundo
b. para qu
c. cmo tomar las precauciones indicadas

5. Qu palabra se utiliza en los tems 7, 9 y 10 para sustituir y enfatizar la
idea de Do not (por ejemplo, do not use).

6. Lea el siguiente texto instructivo y responda las preguntas a continuacin:

Texto 2
Holding the Mouse

Hold the sides of the mouse with your thumb, ring finger and pinkie.
Place your index finger on the left button, middle finger on the right button.
Rest your wrist on the desk or mouse pad.
The mouse stays on the mouse pad. You can lift the mouse to move it when
you run out of room on the pad.

The mouse Right-handed user Left-handed user

Moving the Mouse

Slowly slide the mouse around on the mouse pad. Watch what happens to the
arrow on the screen.


26

The mouse should always
be pointing away from you. Do not turn the mouse sideways!

Clicking

Clicking is one way of sending commands to the computer.
To click, gently press and release the left mouse button.
Be careful not to move the mouse while you are clicking.

Fuente: http://northville.lib.mi.us/tech/tutor/welcome.htm

a. Decida el tema del texto por las imgenes, los ttulos, las palabras repetidas y
las trasparentes.

b. El tema del texto se relaciona con una parte del cuerpo. Escriba en las
fotografas todo el vocabulario relacionado con esa parte del cuerpo y
mencionado en el texto.

c. Qu frase se utiliza para mencionar el lugar en el que se apoya el mouse?

d. Las instrucciones bajo el ttulo "Holding the mouse" no se corresponde con una
de las fotos que se encuentran intercaladas con el mismo. Cul es dicha
fotografa? Explique su respuesta.

e. Transcriba al espaol la expresin run out of room. Tenga en cuenta la nocin
dada por el verbo can y el marcador de tiempo when.

f. Subraye todos los verbos en modo imperativo y transcrbalos al espaol.

g. Distinga las diferentes instrucciones, recomendaciones, precauciones, etc. y
marque de qu forma se expresan cada una de ellas.

h. Observe la terminacin -ly en ciertas palabras y transcriba al espaol las
palabras y/o frases que contienen dicha terminacin.

i. Marque las frases que contienen palabras terminadas en -ING e indique como
leera dicha palabra. Por ejemplo: Holding the mouse: sostn del ratn; cmo
sostener/agarrar/tomar el ratn; sostener/usar el ratn.


27

j. Intente dar un significado a la palabra way en la frase Clicking is a way of
sending commands to the computer. Cree usted que puede leerse como
"camino"? Explique su posicin al respecto.

k. Identifique una instruccin que responda a la forma "propsito + accin".

l. Subraye la oracin que contiene la palabra do e indique si funciona como un
verbo de contenido (con significado) o simplemente es un auxiliar.

m. Encuentre en el texto el verbo opuesto a press ...................................

n. En qu ocasin hay que tratar de no mover el mouse?

Relea los verbos remarcados. Dichos verbos son verbos modales.
VERBOS MODALES:
MODAL VERBS

VERBOS MODALES

1. Los verbos modales siempre preceden al verbo lexical.

You will probably feel very nervous before a job interview.

2. Los verbos modales siempre se invierten con el sujeto en la clusula
interrogativa.

Can you speak any foreign languages?

3. Los verbos modales normalmente no indican tiempo.

Students may enroll in any course they choose.

4. Los verbos modales indican la actitud del hablante.

You should consider all the pros and cons before enrolling for an evening
course.

A continuacin, lea la lista de verbos modales con sus significados:


28

CAN: Habilidad/Posibilidad

MAY Posibilidad

SHOULD: Advertencia/Recomendacin/Sugerencia

WILL Probabilidad/Certeza/Promesa

MUST Obligacin

HAVE/HAS TO Obligacin

MIGHT Posibilidad remota

COULD Posibilidad

NEED TO Necesidad urgente

MUSTNT Prohibicin

CANT Imposibilidad/Prohibicin

WOULD

Situacin hipottica/Suposicin

Actividades

1. Elija la opcin ms apropiada para cada situacin:

a. If you want to be a good student of Engineering, you MAY/HAVE TO study
hard.

b. Because of space limitations, there NEED TO/CANT be more than 30
students per classroom.

c. With early registration, students CAN/CANT get a vacancy.

d. Governments SHOULD/MIGHT gather together and design a global plan to
help
the poor.

e. Students WOULD/MUSTNT become fluent speakers of English if they
practised the language every day.

2. Conteste las siguientes preguntas:


29

a. What can you do?

b. What should you do when you have a problem with English?

c. What will you do next summer holidays?

d. What cant you do in the classroom?

e. What would you do if you were a millionaire?

f. What do you have to do every day?

g. What might happen if there were no problems in the world?

DESCRIPCIN DE RUTINA:
DESCRIBING ROUTINE


30


Willy studies Electronics Engineering at the university. He gets up at 6.30
am every day because he has to go to work. He works in a motor company
from 8.00 to 16.00. After he takes his breakfast and has a shower, he
drives his fathers car to the factory. He is very happy with his job because
he can connect his studies with his tasks in the company. He doesnt have
much free time but when he can, he meets his friends or goes out with his
girlfriend who also attends university classes, but her programme is
Industrial Engineering. On weekends, they have lunch together or go
dancing, and sometimes they study for the university.

Actividades

1. Conteste las siguientes preguntas en ingls:

a) What does Willy do?

b) What time does he get up?

c) Why does he have to get up so early?

d) Does he work part-time?

e) Has he got a car of his own?

f) Why does he not have much free time?

g) What does he do in his free time?

h) Does he have a girlfriend?

i) What does she do?

j) What do they do at the weekend?

2. Describe YOUR routine in a paragraph of no more than 10 lines.


31

3. Describe a friends/relatives routine in a paragraph of no more than 10 lines.

MDULO 5


32
Clases 17 a 20

Coherencia y Cohesin

La coherencia est ligada a la posibilidad de dar sentido, es lo que hace que un
texto tenga sentido para los usuarios, debiendo por tanto entenderse como un
principio para interpretar el texto, en una situacin de comunicacin que tiene que
ver con la capacidad del receptor para decodificar y construir su sentido.
El modo natural e intuitivo de encarar la coherencia de los textos es a partir de la
comprensin.

La cohesin tiene que ver con el modo como los componentes de la superficie
textual se conectan entre s, en una secuencia lineal, por medio de seales de
dependencia de diferentes clases. En trminos ms especficos, la cohesin es la
representacin sintctica, semntica y pragmtica de los procesos de conectividad
sealados en el texto. Estos elementos pueden estar implcitos o explcitos. En el
primer caso slo se tratar de enlaces semnticos o pragmticos, pero que
aseguran una ligazn lingstica significativa. En cuanto a los elementos cohesivos
explcitos, los mismos aparecen en la superficie textual.

Proponemos una clasificacin de cohesin que incluye tres categoras: gramatical,
lexical y lxico-gramatical. Dentro de la cohesin gramatical reconocemos a tres
mecanismos: referencia, sustitucin y elipsis.

La cohesin referencial es aquella en que un elemento de superficie del texto
remite para su interpretacin a otros elementos incluidos en el mismo texto. Es
decir, en la referencia hay identidad absoluta entre el elemento referido y su
referente textual.

Ejemplos:
The CPU directs and coordinates the activities that take place within the
computer system. It (the CPU) is a unit built into a single microprocessor
chip.

Most computer programmers make a plan of the program before they
(programmers) write it (the program).

La sustitucin es el reemplazo de un trmino lexical por otro de la misma clase. Es
decir, el tem que sustituye siempre se redefine de alguna manera respecto del
tem sustituido.

Ejemplos:
Helena Smith is an expert IT engineer. The woman (La mujer) has
published 6 manuals.

This plotter draws excellent pictures. The device (El dispositivo) is the new
version by Microsoft.


33
There are several ways in which a computer can be adapted for the disabled.
One (Una de esas maneras) is employing adapted keyboards. Others
(Otras maneras) are head pointers and Morse-code systems.

La elipsis consiste en la omisin o ausencia de un tem lingstico. Es decir, lo que
est omitido no significa no dicho sino al contrario entendido de todos modos.
Bsicamente, sirve para evitar la redundancia en la comunicacin de informacin.

Ejemplos:
In this chapter you will learn about six different types of printers. Two
(types of printers) are complex and have the best print quality.

BASIC is a general-purpose high-level programming language, (that /
which was) originally designed to develop programs in conversational
mode.

Dentro de la cohesin lexical reconocemos a la repeticin del mismo tem lexical
(muy frecuente en los textos tcnico-cientficos), la sinonimia (sustitucin de una
palabra por otra cuyo significado es igual o semejante, por ejemplo: command
order), y las palabras de referencia generalizada (por ejemplo: objects / things /
stuff / theory / place).
Dentro de la cohesin lxico-gramatical reconocemos a los conectores lgicos. Los
ms comunes en el discurso tcnico-cientfico son los:

1. adversativos o de contraste: marcan una oposicin o contraste
2. de adicin: agregan informacin o amplifican informacin dada
3. de causa o razn: anuncian una causa o razn
4. de consecuencia: anuncian un efecto

Cabe aclarar que la causa y la consecuencia pueden estar ligadas entre s en
una misma clusula. Tambin la relacin causal puede revertirse, es decir,
primero aparece el efecto y luego la causa.

5. de secuencia: marcan un ordenamiento de sucesos o acontecimientos
6. tmporo-espaciales: localizan acciones en el tiempo y en el espacio. Tambin
pueden establecer el orden de los acontecimientos.
7. de propsito: marcan el motivo o propsito de las acciones.


34
CONECTORES

Adversativos
(o de
Contraste)
Adicin Causa /
razn
Consecuencia Secuencia Tmporo-
espaciales
Propsito
However,
(Sin
embargo)
and (y) Because
(porque)
So
(Entonces)
At first,
(Al
principio,)
When
(Cuando)

In order
to
(para, con
el
propsito
de)
but (pero) Besides,
(Adems)
as
(como)
Therefore,
(Por lo tanto,)
First,
(En primer
lugar,)
While
(Mientras)
So as to
Although
(Aunque)
Moreover,
(Adems)
Due to
(Debido
a)
Thus,
(As,)
Second,
(En segundo
lugar,)
At the
same time,
(Al mismo
tiempo,)
In order
that
Despite
(A pesar de)
Whats
more, (An
ms)
Owing
to
(Debido
a)
As a
consequence,
(Como
consecuencia,)
Then,
(Luego,)
After that,
(Despus
de lo
anterior)
So that
In spite of
(A pesar de
que)
Furthermore,
(Ms an)
since
(ya que)
As a result,
(Como
resultado de lo
anterior)
Next,
(Luego)
Before
that,
(Antes de
lo que
sigue)

Nevertheless,
(No obstante)
In addition,
(Adems)
Finally,
(Finalmente,)

1. Las siguientes oraciones han sido seleccionadas de diferentes fuentes porque
ejemplifican usos de referencia relativamente sencillos. Lalas cuidadosamente,
identifique los referentes mencionados e indique a qu o a quin(s) hacen
referencia.

a) For her discovery of radium, the Committee awarded Madame Curie the
Nobel Prize for Chemistry, she being the first woman to receive it.

For her discovery........................................................................................
she being .................................................................................................
to receive it ...............................................................................................

b) Light is a form of energy. This can be shown because, as with all other forms
of energy, it can be changed from one sort to another. Figure 84 shows a solar
cell with light falling on to it. Solar cells contain the metals selenium and gold
which convert light energy into electrical energy. They are used on artificial
satellites to provide electrical energy for radio equipment.


35
This can be ...............................................................................................
it can be changed ......................................................................................
from one sort to another ............................................................................
falling on to it ............................................................................................
and gold which convert ..............................................................................
They are used ...........................................................................................

c) Elevator hydraulic shutoff switches isolate the selected hydraulic system
pressure from the elevator power control unit. This is done by electrically closing
the respective elevator hydraulic shutoff valve.

This is done ..............................................................................................

d) A diffuser operates on the principle of physics stated by Bernouillis Theorem
which says that at any point in a tube (or a gas passage) through which liquid
(or gas) is flowing, the sum of the pressure energy, the potential energy, and
the kinetic energy is constant.

Theorem which says .................................................................................
through which liquid .................................................................................

e) Acids turn litmus paper red and this provides a simple test of whether a
solution is acid or not.

and this provides .......................................................................................

f) It was Frank Whittle, a British pilot, who designed the first turbo jet engine in
1930. The first Whittle engine successfully flew in April 1937. This engine
featured a multistage compressor, and a combustion chamber, a single stage
turbine and a nozzle. The first jet airplane to use this type of engine was the
German Heinkel He178. It was the worlds first turbojet powered flight.

pilot, who designed ....................................................................................

This engine featured ..................................................................................

to use this type of engine .........................................................................

It was the worlds ......................................................................................

2. A continuacin lea los siguientes pares de oraciones. Intente relacionarlos
lgicamente utilizando el nexo adecuado.


36
a. The piston engine and the gas turbine develop thrust in the same
way. They burn a combustible mixture of fuel and air.

b. Huge quantities of air enter the case through the front opening.
The air that remains after the burning process is exhausted through
the rear opening.

c. The gases leave the turbine section.
They are expelled to the outside air through the exhaust duct and the
jet nozzle.

d. Many accidents happen. Peoples carelessness.

e. Education can reduce accidents.
It is important that all personnel receive training in basic safety.

f. Aircraft must be always pressurized.
The difference of pressure in the air can damage structures.

DESCRIPCIN DE ESTUDIOS PREVIOS:
DESCRIBING PREVIOUS STUDIES


37


Im Antonio Andrade. Im a fresher student of IT Engineering at UTN. Before
I started the university, I graduated as a technician in computing from a
technical school. The course lasted six years. Although it was difficult at the
beginning, in the end I liked it a lot. I didnt have a favorite subject but I
was really good at maths. My secondary school experience was positive
because it gave me the possibility to follow my vocation, and now I can
connect my previous studies with my current program. I think that I have
the necessary basic qualifications in the area to continue learning and
become a proficient IT engineer.


a) What is Antonio studying now?

b) What did he study in high school?

c) How long did the course last?

d) Was the course easy?

e) Did he like the course?

f) What subject did he like most?

g) Why was he able to follow his vocation?

h) What does he want to become?

2. Write about your previous studies in a paragraph of no more than 10 lines.

MDULO 6


38

Clases 21 a 24

Objetivos:

1. Elaborar hiptesis de lectura y contenido.
2. Reconocer elementos lingsticos como gua de lectura para la
elaboracin de hiptesis de contenido.
3. Activar esquemas de contenidos textuales y especficos.
4. Relacionar texto y gramtica.
5. Sistematizar contenidos textuales como gua de lectura.
6. Reconocer los elementos que caracterizan al texto expositivo.
7. Identificar marcadores de definicin y de descripcin.
8. Reconocer tpico y extensin.
9. Reconocer las relaciones entre las partes del texto escrito.
10.Identificar los mecanismos de referencia y sustitucin.
11.Identificar las relaciones de cohesin presentes en el texto expositivo.

Actividades

1. Lea el texto WHICH? tests car auto-braking systems

2. Seale en cada parte del texto el tpico respectivo.

3. Marque en cada parte la oracin tpico y su extensin.

4. Establezca la funcin discursiva predominante del texto.

5. Observe las palabras subrayadas y diga a qu se refieren:

a. they (1er prrafo)

b. they (2do prrafo)

c. They (4to prrafo)

d. it (4to prrafo)

e. that (4to prrafo)

f. it (6to prrafo)

g. both manufacturers (ltimo prrafo)

6. Identifique un conector de razn/causa y uno de contraste. Sintetice
brevemente las dos ideas que cada uno de ellos conectan.


39

a. RAZN/CAUSA:

b. CONTRASTE:.
.
..

Which? tests car auto-braking systems
12 May 2011

A Which? test of advanced car breaking systems has revealed that they are
capable of significantly reducing the severity of collisions.

Although all of the systems we tested were judged as worth having, they are also
currently only available as pricey optional extras although we hope that electronic
stability control, they will become a standard feature in the next few years.

The cars we tested were the Volvo V60, new Mercedes CLS, Audi A7, VW Passat
Estate, BMW 530d and the Infiniti M37S.

They all come with equipment including radar sensors, cameras and lasers that
recognise the vehicle in front and alert the driver if a collision is imminent. If the driver
does not react and the collision cannot be avoided (by swerving), the system
automatically brakes to reduce the speed of the impact or to prevent it altogether.

Our test looked at how well the advanced braking systems reduced impact speed as well
as how effectively the driver is alerted to an imminent collision. We also looked at the
reliability of the systems and for the chance of false alarms or unnecessary emergency
braking.

The best overall systems we tried, with a five-star rating, was Volvos City Safe. It
showed a high potential to prevent crashes into stationary objects, performing well at
high speeds with early warming alarms. At speeds of up to 25mph, it completely
prevented the V60 from crashing.

The Mercedes Pre-Safe and Audi Pre- Sense outperformed the Volvo in terms of cutting
speed and lessening the severity of potential injuries, but couldnt completely prevent a
collision or come to a stop in front of stationary objects. The Mercedes system had the
edge of the two, just scoring five stars, while the Audi earned a high four-star award.


40
However, both manufacturers have announced their systems will be upgraded later in
2011.

7. Transcriba el ttulo del texto al espaol.

8. Transcriba al espaol los siguientes bloques nominales:

a. the severity of collisions

b. electronic stability control

c. the advanced braking systems

d. unnecessary emergency braking

e. The best overall system

f. severity of potential injuries


a. Qu ha revelado la prueba de los sistemas de freno que
realiz WHICH?

b. Estos sistemas de freno, estn disponibles en la actualidad?

c. Cules son los elementos qu estn incluidos en este sistema?

d. Cul es la funcin de estos elementos?

e. En qu fall el Mercedes comparndolo con el Volvo?

ENTREVISTAS DE TRABAJO:
JOB INTERVIEWS


41

Lea el siguiente dilogo:

Human Resources Manager: Please sit down, Mr. Prez.
Mr. Prez: Thanks.
HRM: Well, I have your application form here. To be honest, I am very interested in
your form, it seems one of the most attractive.
Mr. Prez: I have brought a reference from my last employer, if you would like to have
a look at it.
HRM: Thanks, I will take a look later.
Mr. Prez: Unfortunately, the firm had to close down; otherwise, I would still be there.
HRM: Dont worry; it shouldnt be too difficult for you to find a job considering your
skills. But there is a lot of competition of course.
Mr. Prez: I see.
HRM: I think we can offer you something interesting. You might sometimes have to do
overtime. But youll have the normal holidays with pay.
Mr. Prez: That sounds great. When do I begin work?
HRM: Come round tomorrow and we will show you round the office.

Preguntas ms frecuentes

Please tell me a little about yourself.
What have you learned from your past jobs?
Why did you leave your last job?
Tell me about your last position and what you did.
Where would you like to be in 5 years from now?
Why are you applying for this post?
What are the key tasks for an Electronics engineer?
What are your strengths and weaknesses?
What are the top 3 skills for an Electronics engineer?
How would you measure your job performance of your position?
What do you know about this company?
Can you describe two or three major trends in your area?
What qualifications have you attained?
What is the skill you have learned recently?
Why do you want this job?

Actividades

1. Qu cree que se indaga en cada pregunta de la lista anterior?

2. Lea las siguientes preguntas y busque las respuestas correspondientes.


42
a) Q: Can you describe yourself? ......
b) Q: Tell me about your educational background. ......
c) Q: What are your weaknesses? ......
d) Q: What are your salary expectations for this job? ......
e) Q: What do you do in leisure? ......
f) Q: What is the thing you dislike the most in the world? Why? ......
g) Q: What does success mean to you? ......
h) Q: Do you want to ask anything from us? ......

1) If selected, how will my role as well as performance be measured
and by whom?

2) Salary is certainly not a criterion for better opportunity but then it
should be at par with the present industry norms.

3) I am a hardworking and ambitious person and appreciate
responsible and serious people.

4) During my leisure hours I prefer browsing the internet, listening to
music, meeting/chatting with my friends and doing sports.

5) I graduated from UTN, Regional Faculty in Haedo, as an Electronics
Engineer last year.

6) I believe that communication is a major problem. We seldom like to
hear but feel great given the chance to speak. If we can
accommodate the thoughts of the other individual or what others
are saying, then we could bring in a huge change. Even in a
company, if proper communication is followed, then the productivity
could be increased and ideal time may be reduced to a large extent.

7) I am too much focused on my work; you can even say that I am a
workaholic! So, I think that I should get some time out for my
family and hobbies.

8) Success is a win-win situation to me. I would always like to take my
client, fellow workers and my company with me along my success
path. In world everyone is somewhere dependent and related to
one another, so success cannot be individual result it has to be a
group result.

3. Cules otras preguntas pueden aparecer en una entrevista laboral?


43

MDULO 7


44
Clases 25 a 28

Palabras terminadas en ING

El sufijo ING es muy comn en ingls. Puede aparecer de diferentes
maneras y cada una de ellas cumple una funcin sintctica y comunicativa
distinta.

Casos de ING:

1) FUNCIN VERBAL: BE + VERBO BASE + ING = ANDO/ENDO/IENDO. Esta
ING representa el aspecto progresivo del verbo en ingls y describe una
accin incompleta.

Ejemplos:

a. Researchers are now trying to speed up circuitry functions through
the use of superconductivity.

b. The object is moving and so it has the capacity to work.

2) FUNCIN NOMINAL: (PREMODIFICADOR) + SUSTANTIVO NCLEO -ING
+ (POSTMODIFICADOR). Esta ING representa un sustantivo.

Ejemplos:

a. Swimming is a popular sport.

b. The manufacturing of integrated circuits started in the late 1950s
when the first integrated circuits were developed.

3) FUNCIN ADJETIVA: PREMODIFICADOR DE UN SUSTANTIVO: -ING +
SUSTANTIVO NCLEO. Esta ING representa un adjetivo.

Ejemplos:

a. Diodes let current through in one direction. This is useful if the input
signal is an alternating current.

b. An optical mouse uses a pair of light-emitting diodes (LEDs).

4) FUNCIN ADJETIVA: POSTMODIFICADOR DE UN SUSTANTIVO:
SUSTANTIVO NCLEO + -ING. Esta ING se traduce como que + verbo
conjugado.


45

Ejemplos:

a. Resistors are used to reduce the current flowing through other
components.

b. Who is the man sitting next to Prof. Jones?

5) FUNCIN ADVERBIAL: (BY) + VERBO + ING. Esta ING normalmente
anuncia el modo o manera de hacer algo.

Ejemplos:

a. You can vary the amount of resistance in a circuit by using a
variable resistor.

b. Everyone can become a fluent user of English by practising the
language regularly.

6) FUNCIN COMO INFINITIVO: (PREPOSICIN) + VERBO + -ING. Esta
ING se traduce como verbo infinitivo, aunque en algunos casos tambin se
puede traducir como sustantivo.

Ejemplos:

a. Moving things can be described as energy which enables them to do
work.

b. Audio amplifiers are used for amplifying an electrical signal.

c. Instead of watching TV, you can help me with this task!

Actividades

1. Lea el texto sobre el profesor Kong y su investigacin

2. Transcriba el encabezado al espaol.

3. Sobre qu est investigando el profesor Kong?

4. Cul es su objetivo?

5. Describa el trabajo que realizan en el laboratorio.


46

6. Qu quiere comprobar Kong en relacin con los plsticos?

7. Por qu razn quiere Kong mejorar los motores?

ScienceDaily (Sep. 17, 2008)The five engines in Song-Charng Kongs
Iowa State University laboratory have come a long way since Karl
Benz patented a two-stroke internal combustion engine in 1879.

----------------------------------------------------------------------------------------------------------
----
There are fuel injectors and turbochargers and electrical controls. Theres more
horsepower, better efficiency, cleaner burning and greater reliability.
But Kong- with the help of 15 graduate students and all kinds of sensors recording
engine cylinder pressure, energy release and exhaust emissionsis looking for even
more.

Kong, an Iowa State assistant professor of mechanical engineering who keeps a piston
by his office computer, is studying engines with the goal of reducing emissions and
improving efficiency.

There is still a lot of work to be done to improve engine performance, Kong said. All
of this work will lead to incremental improvements.
And those small improvements can add up when you consider there are more tan 250
million registered vehicles on U.S. highways, according to the U.S. Department of
Transportation.

Kong and his students are working on a lot of combustion projects in the lab: They are
studying diesel engines with the goal of reducing emissions. They are developing a
computer model of a gasoline engine that will make it much easier and faster to research
and develop new engine technologies. Theyre figuring out how to optimize new
technologies such as multiple fuel injections per combustion cycle.

Theyre also studying how plastics dissolved in biodiesel affect engine performance.
Biodiesel acts as a solvent on certain plastics and that has Kong checking to see if some
waste plastic could be recycled by mixing it into fuel.

As he showed a visitor around his engine lab recently, pointing out a new turbocharger
here or an experimental one-cylinder there, Kong said theres good reasons to keep
studying engines.
We want to make these engines better, kong said. In my mind, the internal
combustion engine may be the most important combustion system in daily life. Just by
improving combustion efficiency by a fraction, we can save a lot of energy for the


47
country and the world. And yes, he said, There is a future for internal combustion
engines.

10. Complete el siguiente cuadro con la traduccin en el casillero
correspondiente de las palabras terminados en ING segn su funcin en
el texto. La primera est resuelta a modo de ejemplo.

base + ing ando,
endo,
iendo
infinitivo sustantivo adjetivo (pre
modificador)
adjetivo
(post
modificador)
funcin
adverbial
burning
(prrafo 2)

------ ------- combustin ------ ------ ------
recording
(prrafo 2)

engineering
(prrafo 3)

reducing
(prrafo 3)

working
(prrafo 5)

developing
(prrafo 5)

mixing
(prrafo 6)

Pointing out
(prrafo 7)

studying
(prrafo 7)

RELATOS DE EXPERIENCIAS PASADAS
A PAST LIFE / EXPERIENCE...
(SIMPLE PAST FOR EVENTS)


48

1. Lea los dos textos a continuacin.

American actor James Dean was born in 1931. Deans mother died when he
was only 8 years old and he grew up with his aunt and uncle. He studied
acting for two years. Then he started a career in films and the theatre. He
also appeared in some TV commercials, including one for Pepsi-Cola. In
1954, he acted in a play called The Immoralist in a New York theatre.
Producers from Hollywood saw the play. They liked Dean and offered him a
film contract. Dean starred (was the protagonist) in three films, East of
Eden, Rebel without a Cause and Giant. During his short career, he became
extremely popular. He had a car accident in 1955. His death caused great
sadness in his fans all over the world.

Yesterday I went out with my friends. I didnt see them all because some of
them had to study for their university exams. We went to a pub and drank
beer. The place was full of people and there was a band that played rock.
We also met some classmates from the university there. The band wasnt
really good because they sang just few songs, but we spent a good time
together. We even took some photos that we later posted in Facebook! It
was great fun.

2. Elabore preguntas sobre cada uno de ellos utilizando el tiempo pasado.

Texto 1:
a. ..
b.
c.
d.
e.

Texto 2:
g.
h. ..
i. .
j.
k.

3. Write about a past anecdote/experience in about 10 lines.


49

MDULO 8

Clases 29 a 32


50

LA VOZ PASIVA

En ingls, en general, la oracin tiene esta estructura:

SUBJECT + VERB + THE REST OF THE INFORMATION

Ejemplo: The company selects the best applicants for the job.

El sujeto The company ejecuta la accin de seleccionar y es el sujeto activo.
Pero si queremos focalizar nuestra atencin en la accin, usamos la voz
pasiva.

Ejemplo: The best applicants for the job are selected by the company.

La estructura de la voz pasiva es la siguiente:

PASSIVE SUBJECT + BE (IS/ARE/WAS/WERE/WILL (etc.) BE) +
PAST PARTICIPLE

Ejemplos:

a. Experience is required for the job. (Se requiere experiencia para el
trabajo.)

b. Competent students are usually selected for the best internships.
(Usualmente se seleccionan alumnos competentes para las mejores
pasantas. O Los alumnos competentes son seleccionados para las
mejores pasantas.)

c. The vacant jobs were advertised in yesterdays newspaper.

d. Tim will be hired if his application is admitted.

e. CVs are carefully read by Human Resources recruiters.

f. You can succeed if you are given a opportunity.

Actividad

Transcriba al espaol las siguientes oraciones:

a. The bipolar transistor is bipolar because both electrons and holes are
involved in the conduction process.

b. The field-effect transistor was patented by the German scientist Julius
Lilienfeld in 1926.


51

c. Applicants for a job are usually called for an interview.

d. Candidates can be tested with an examination.

e. Today silicon rectifiers are used almost exclusively because they
have a low cost and a high reliability.

f. The expansion bus consists of a series of slots to which the expansion
boards are connected.

g. America was discovered by Christopher Columbus in 1492.

Actividad

1. Lea atentamente el texto Typical Automotive Braking System.

2. Subraye las estructuras pasivas y transcrbalas al espaol.

Typical Automotive Braking System

The modern automotive braking system has been refined for over 100 years and has become
extremely dependable and efficient.

The typical brake system consists of disk brakes in front and either disk or drum brakes in
the rear connected by a system of tubes and hoses that link the brake at each wheel to the
master cylinder. Other systems that are connected with the brake system include the parking
brakes, power brake booster and the anti-lock system.

When you step on the brake pedal, you are actually pushing against a plunger in the master
cylinder, which forces hydraulic oil (brake fluid) through a series of tubes and hoses to the
braking unit at each wheel. Since hydraulic fluid cannot be compressed, pushing fluid
through a pipe is just like pushing a steel bar through a pipe. Unlike a steel bar, however,
fluid can be directed through many twists and turns on its way to its destination, arriving
with the exact same motion and pressure that it started with.

It is very important that the fluid is pure liquid and there are no air bubbles in it. Air can
compress, which causes a sponginess to the pedal and severely reduced braking efficiency. If


52
air is suspected, then the system must be bled to remove the air. There are bleeder screws
at each wheel cylinder and caliper for this purpose.

On a disk brake, the fluid from master cylinder is forced into a caliper where it presses
against a piston. The piston, in-turn, squeezes two brake pads against the disk (rotor), which
is attached to the wheel, forcing it to slow down or stop.

DESCRIPCIN DE PLANES/ANHELOS:
TALKING ABOUT YOUR FUTURE PLANS


53
1. Lea el siguiente texto:

Although the future is uncertain, I know what I will do. I want to
become an engineer and work in a company. I am going to study
hard so I can get good marks and be best qualified in my field. If I
have the opportunity to apply for a scholarship, I will do it because I
would like to continue my training abroad like in Germany or Japan. I
will also go on with my English studies as it will help me achieve
better professional goals.

Perhaps, I will get married and raise a family, but that is not a
priority now.

2. What are YOUR plans for the future? Describe them in a paragraph of
about 10 lines.

APPENDIXES

MODELOS DE PARCIAL ESCRITO


54
Modelo 1

1. Lee el siguiente extracto sin detenerte ante las palabras
resaltadas. Luego, contesta las preguntas con informacin
proveniente del texto.

A capacitor is a passive electrical component that can store energy in the
electric field between a pair of conductors (called "plates"). The process of
storing energy in the capacitor is known as "charging". This involves
electric charges of equal magnitude, but opposite polarity, building up on
each plate. A capacitor's ability to store charge is measured by its
capacitance, in units of farads.

Capacitors are often used in electric and electronic circuits as energy-
storage devices. They can also be used to differentiate between high-
frequency and low-frequency signals. This property makes them useful in
electronic filters. Practical capacitors have series resistance, internal
leakage of charge, series inductance and other non-ideal properties not
found in a theoretical, ideal, capacitor.

A wide variety of capacitors have been invented, including small electrolytic
capacitors used in electronic circuits, basic parallel-plate capacitors,
mechanical variable capacitors, and others.

a) Qu es un capacitor?

b) Para qu se emplea?


55
c) Cules ejemplos de capacitores se mencionan en el texto?

2. En el segundo prrafo, aparece el conector also. Indica su funcin
y luego sintetiza las dos ideas que conecta.

3. A qu se refieren las siguientes palabras?

a) (prrafo 1) THIS:

b) (prrafo 1) ITS:

c) (prrafo 2) THIS PROPERTY (Cul?):

d) (prrafo 3) OTHERS:

4. Traslada al espaol los siguientes bloques nominales:

a) energy in the electric field between a pair of conductors called
"plates"

b) a capacitor's ability to store charge

c) series resistance, internal leakage of charge, series inductance and
other non-ideal properties not found in a theoretical, ideal, capacitor


56
Modelo 2
1. Lee el siguiente extracto sin detenerte ante las palabras
resaltadas. Luego, contesta las preguntas con informacin
proveniente del texto.

Capacitors types and their uses

Electronic capacitors are one of the most widely used electronic components. They only
allow alternating or changing signals to pass through them and, as a result, they find
applications in many different areas of electronic circuit design. There are a wide
variety of types of capacitors including electrolytic, ceramic, tantalum, plastic, silver
mica, and many more.

The choice of the correct capacitor type can have a major impact on any circuit. The
difference between the different types of capacitors can mean that the circuit may not
work correctly if the correct type of capacitor is not used.

In essence the construction of an electronic capacitor is very simple, although in
practice a lot of research has been put into capacitors technology. The basic electronics
components consist of two plates that are insulated from one another. In between them,
there is an insulating medium known as dielectric. The value of the electronic capacitor
is dependant upon the area of the plates, the distance between them and the dielectric
constant of the material or dielectric between them. The greater the area of the plates,
the closer they are together, and the greater the value of the dielectric constant, the
greater the value of the capacitance.

Today, electronic capacitors are able to provide relatively high levels of capacitance
within components that occupy a small volume. This is achieved in a number of ways.
One is to have several sets of plates, and another is to place the plates very close to one
another, having a thin layer of dielectric placed between them. Besides, special
insulating dielectric materials have been developed to enable high level of capacitance
to be achieved.

1. Por qu es importante utilizar el capacitor correcto?

2. De qu depende el mrito del capacitor electrnico?

3. Qu proveen en la actualidad los capacitores electrnicos?

4. En el primer prrafo hay una comparacin. Qu se compara? Cul
es el grado de comparacin?


57
5. Qu conector del ltimo prrafo indica adicin?

2. A qu se refieren las siguientes palabras?

1. them (prrafo 3)

2. this (ltimo prrafo)

3. Qu tipo de relacin lgica establecen los siguientes conectores?
Sintetiza las dos ideas que cada uno de ellos conecta.

1. IF (prrafo 2)

2. ALTHOUGH (prrafo 3)

4. Traduce los siguientes bloques nominales:

1. electronic circuit design

2. special insulating dielectric materials

6. Completa el siguiente cuadro con la traduccin en el casillero
correspondiente de las palabras terminados en ing segn su
funcin en el texto. La primera est resuelta a modo de
ejemplo.

base +
ing
ando,
endo,
iendo
infinitivo sustantivo adjetivo
(pre o post
modificador)
que +
verbo
conjugado
changing
(lnea 2)
------ ------ ------ cambiantes ------
alternating
(lnea 2)

having
(lnea 20)

insulating
(lnea 21)


58
LIST OF IRREGULAR PAST VERBS

INFINITIVE
FORM
PAST
PAST
PARTICIPLE
SPANISH
TRANSLATION
be was/were been ser; estar
become became become llegar a ser
begin began begun comenzar
break broke broken romper
bring brought brought traer
build built built construir
buy bought bought comprar
catch caught caught atrapar
choose chose chosen elegir
come came come venir
cost cost cost costar
cut cut cut cortar
do did done hacer
draw drew drawn dibujar
dream
dreamt
(or dreamed)
dreamt
(or dreamed)
soar
drink drank drunk beber
drive drove driven conducir
eat ate eaten comer
fall fell fallen caer
feel felt felt sentir
fight fought fought pelear
find found found encontrar
fly flew flown volar
forget forgot forgotten olvidar(se)
get got got obtener; llegar
give gave given dar
go went gone ir
grow grew grown crecer; cultivar
hang hung hung colgar
have had had tener
hear heard heard or
hit hit hit golpear
hold held held
sostener algo o
una idea
hurt hurt hurt doler; lastimar
keep kept kept guardar;


59
mantener
know knew known saber, conocer
lead led led guiar
learn
learnt
(or learned)
learnt
(or learned)
aprender;
enterrarse de
algo
leave left left partir; abandonar
lend lent lent prestar
let let let permitir
lose lost lost
perder algo o el
tiempo
lie lay lain yacer, recostarse
make made made hacer; fabricar
mean meant meant significar
meet met met encontrarse con
misunderstand misunderstood misunderstood
malinterpretar,
no comprender
pay paid paid pagar
put put put poner, ubicar
read read read leer
remake remade remade rehacer
rewrite rewrote rewritten rehacer
ride rode ridden cabalgar
ring rang rung sonar
run run run correr
say said said decir
see saw seen ver
sell sold sold vender
send sent sent enviar
set set set establecer; fijar
shake shook shaken sacudir, agitar
show showed shown
(or showed)
mostrar
shut shut shut cerrar
sing sang sung cantar
sit sit sit sentarse
sleep slept slept dormir(se)
smell smelt
(or smelled)
smelt
(or smelled)
oler
speak spoke spoken hablar
spend spent spent gastar; pasar el
tiempo, etc.


60
stand stood stood estar de pie
steal stole stolen robar
swim swam swum nadar
take took taken tomar; llevar
teach taught taught ensear
tell told told decir; contar
think thought thought pensar; creer
understand understood understood entender
wake (up) woke (up) woken (up) despertar(se)
wear wore worn vestir
win won won ganar
write wrote written escribir

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