Ingles Tecnico

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www.upds.edu.bo www.updsfacebook.com CONTENIDO IDENTIFICACION ................................................................................................................................. 2 PLANIFICACION DE LOS ENCUENTROS......................................................................................... 3 ORIENTACIONES METODOLÓGICAS .............................................................................................. 4 1. INTRODUCCIÓN ......................................................................................................................... 4 1.1 OBJETIVOS GENERALES ................................................................................................... 5 1.2 OBJETIVOS ESPECÍFICOS................................................................................................ 5 2. DESARROLLO........................................................................................................................ 5 2.1 NÚCLEOS TEMÁTICOS ...................................................................................................... 5 Primer Encuentro .................................................................................................................... 5 Segundo Encuentro ................................................................................................................ 7 Tercer Encuentro .................................................................................................................... 8 Cuarto Encuentro .................................................................................................................... 9 MÉTODO DE DE ESTUDIO ................................................................................................ 11 SUGERENCIAS PARA EL ESTUDIO AUTODIDÁCTICO: ................................................. 11 2.2. Bibliografía comentada ...................................................................................................... 13 2.3. Material explicativo ............................................................................................................. 13 2.4. Ejemplificación.................................................................................................................... 13 2.5. Métodos a utilizar .............................................................................................................. 14 3. Conclusiones .............................................................................................................................. 14 TECHNICAL ENGLISH TEXTBOOK ................................................................................................. 15 INTRODUCTION ............................................................................................................................ 16 INTRODUCE YOURSELF: ............................................................................................................ 16 LESSON ONE. USING VERB TO BE ........................................................................................... 18 READING PRACTICE 1 ............................................................................................................ 20 GRAMMAR SECTION. EXPLANATION OF VERB TO BE ..................................................... 21 LESSON TWO. VERB TO BE PAST TENSE ............................................................................... 30 GRAMMAR SECTION. PAST TENSE VERB TO BE .............................................................. 32 LESSON THREE. PRESENTE AND PAST PROGRESSIVE TENSE ........................................ 36 GRAMMAR SECTION. PRESENT CONTINUOUS TENSE.................................................... 38 LESSON FOUR. USING SIMPLE PRESENT .............................................................................. 43 READING PRACTICE 2 ............................................................................................................ 45 GRAMMAR SECTION. SIMPLE PRESENT ............................................................................ 50 LESSON FIVE. USING SIMPLE PAST......................................................................................... 58 READING PRACTICE 3 ............................................................................................................ 59 GRAMMAR SECTION. SIMPLE PAST .................................................................................... 62 LESSON SIX. USING COMPARATIVE AND SUPERLATIVE FORMS ...................................... 69 READING PRACTICE 4 ............................................................................................................ 70 GRAMMAR SECTION. COMPARATIVE AND SUPERLATIVE ADJECTIVES AND ADVERBS .................................................................................................................................. 71

Transcript of Ingles Tecnico

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CONTENIDO IDENTIFICACION.................................................................................................................................2 PLANIFICACION DE LOS ENCUENTROS.........................................................................................3 ORIENTACIONES METODOLÓGICAS ..............................................................................................4

1. INTRODUCCIÓN .........................................................................................................................4 1.1 OBJETIVOS GENERALES...................................................................................................5 1.2 OBJETIVOS ESPECÍFICOS................................................................................................5

2. DESARROLLO........................................................................................................................5 2.1 NÚCLEOS TEMÁTICOS......................................................................................................5

Primer Encuentro ....................................................................................................................5 Segundo Encuentro ................................................................................................................7 Tercer Encuentro ....................................................................................................................8 Cuarto Encuentro ....................................................................................................................9 MÉTODO DE DE ESTUDIO................................................................................................11 SUGERENCIAS PARA EL ESTUDIO AUTODIDÁCTICO:.................................................11

2.2. Bibliografía comentada ......................................................................................................13 2.3. Material explicativo.............................................................................................................13 2.4. Ejemplificación....................................................................................................................13 2.5. Métodos a utilizar ..............................................................................................................14

3. Conclusiones..............................................................................................................................14 TECHNICAL ENGLISH TEXTBOOK.................................................................................................15

INTRODUCTION............................................................................................................................16 INTRODUCE YOURSELF: ............................................................................................................16 LESSON ONE. USING VERB TO BE...........................................................................................18

READING PRACTICE 1............................................................................................................20 GRAMMAR SECTION. EXPLANATION OF VERB TO BE.....................................................21

LESSON TWO. VERB TO BE PAST TENSE...............................................................................30 GRAMMAR SECTION. PAST TENSE VERB TO BE ..............................................................32

LESSON THREE. PRESENTE AND PAST PROGRESSIVE TENSE ........................................36 GRAMMAR SECTION. PRESENT CONTINUOUS TENSE....................................................38

LESSON FOUR. USING SIMPLE PRESENT ..............................................................................43 READING PRACTICE 2............................................................................................................45 GRAMMAR SECTION. SIMPLE PRESENT ............................................................................50

LESSON FIVE. USING SIMPLE PAST.........................................................................................58 READING PRACTICE 3............................................................................................................59 GRAMMAR SECTION. SIMPLE PAST ....................................................................................62

LESSON SIX. USING COMPARATIVE AND SUPERLATIVE FORMS......................................69 READING PRACTICE 4............................................................................................................70 GRAMMAR SECTION. COMPARATIVE AND SUPERLATIVE ADJECTIVES AND ADVERBS..................................................................................................................................71

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LESSON SEVEN. USING PRESENT PERFECT........................................................................77 GRAMMAR SECTION. Present Perfect..................................................................................78

LESSON EIGHT. USING FUTURE TENSE .................................................................................81 READING PRACTICE 5 ..........................................................................................................83 GRAMMAR SECTION. SIMPLE FUTURE ............................................................................84

LESSON NINE. USING MODAL AUXILIARIES ...........................................................................88 READING PRACTICE 6 ..........................................................................................................89

LESSON TEN. USING PASSIVE VOICE .....................................................................................94 GRAMMAR SECTION. THE PASSIVE VOICE........................................................................96

I. FORMING THE PASSIVE (Formando la voz pasiva) ......................................................96 II. FORM OF THE PASSIVE: BE+ PAST PARTICIPLE......................................................96

ANEXO # 1...............................................................................................................................101 ANEXO # 2. NUMBERS..........................................................................................................105 ANEXO # 3. WAYS OF SAYING THE TIME.........................................................................106 ANEXO # 4. DAYS OF THE WEEK, MONTHS OF THE YEAR AND THE SEASONS OF THE YEARS.............................................................................................................................107 ANEXO # 5. PARTS OF THE HUMAN BODY .......................................................................108 ANEXO # 6. CLOTHES...........................................................................................................109

IDENTIFICACION

Modalidad de Estudios Cursos de Encuentros

Gestión Académica

Módulo

Facultad Ciencias y Tecnologías de la Información

Docente Lic. Beatriz Pol

Día de Encuentro (Presencial) Sábados

Hora

Aula

Día de Tutoría (Distancia)

Hora

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PLANIFICACION DE LOS ENCUENTROS

FECHAS DE ENCUENTROS

UNIDADES – TEMAS DE AVANCE

PRIMER ENCUENTRO

SEGUNDO ENCUENTRO

TERCER ENCUENTRO

CUARTO ENCUENTRO

Unidad I Unidad II Unidad III

Unidad IV Unidad V

Unidad VI Unidad VII Unidad VIII

Unidad IX Unidad X

Evaluación Evaluación

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ORIENTACIONES METODOLÓGICAS

1. INTRODUCCIÓN

En la era de la tecnología y de la economía globalizada se precisan nuevas competencias para hacer frente como profesional a las demandas de ese mercado global, es por esto que cobra cada día mayor importancia el conocimiento de lenguas extranjeras, especialmente el Inglés que se ha convertido en la lengua mundial. Por otra parte el rápido avance en el campo de las ciencias, sobretodo en el campo de la tecnología y la información, hace que nos veamos inundados de información que por supuesto saldrá a la luz en el idioma Inglés y tardará algún tiempo en ser traducido a las demás lenguas, esto nos demuestra que saber el Inglés nos permite estar actualizados en nuestros campos profesionales. Para cuando un texto ha sido terminado de traducir al español, pueden haber surgido otras teorías vigentes y quedar esta información desfasada. Es un hecho innegable que el Inglés es la lengua de la comunicación internacional y que se ha convertido en el idioma de la tecnología y las ciencias económicas y políticas.

Por todo lo arriba mencionado, es responsabilidad de las universidades formar a sus futuros profesionales con la competencia del uso de una lengua extranjera, que como hemos visto, por las razones expuestas arriba, esta es el Inglés.

En los cursos de Inglés Técnico de la Universidad Privada Domingo Savio se dan dos cursos de Inglés Técnico. El enfoque de enseñanza del Inglés es el Inglés con Propósitos Específicos ESP (English for Specific Purposes) que se adapta a las circunstancias de enseñanza por la carga horaria, las condiciones físicas y el tipo de estudiantes, la necesidad principal de estos estudiantes es poder estar actualizados en sus campos a través del Internet o de libros y revistas en Inglés y para ello precisan entender y traducir lo que leen. Por lo tanto, el propósito es interpretar y traducir textos en su campo profesional y en general.

En la materia de Inglés Técnico I los estudiantes conocerán estructuras gramaticales fundamentales y traducirán textos simples en inglés, aprenderán las técnicas y estrategias para la interpretación y traducción de textos, a la vez que enriquecerán su vocabulario. Asimismo,

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valorarán la importancia de saber leer en inglés como una herramienta útil para su futuro profesional. 1.1 OBJETIVOS GENERALES

Al finalizar el curso el estudiante será capaz de:

1. Leer e interpretar textos, manuales, artículos en inglés utilizando técnicas y estrategias para la lectura comprensiva y para la interpretación de textos.

Este objetivo es la competencia principal o macro competencia que se desea lograr al finalizar el curso. 2. Valorar la importancia del uso del inglés para su desarrollo profesional, para sus

estudios y para la comunicación en general.

Este segundo objetivo le permitirá al estudiante comprender la importancia del Inglés en nuestros tiempos y lo útil que le será en su campo profesional.

1.2 OBJETIVOS ESPECÍFICOS

1. Reconocer las estructuras gramaticales básicas del inglés para redactar y leer textos simples.

2. Usar técnicas de lectura e interpretación de textos para traducir material en su campo de estudio.

3. Aplicar técnicas de traducción para traducir manuales, revistas y textos bajados de Internet para estar actualizado en su campo de estudio.

4. Utilizar técnicas para el aprendizaje de vocabulario y memorización de verbos irregulares. 5. Utilizar correctamente el diccionario y el programa “Translator” cuando traduce en la

computadora.

2. DESARROLLO

2.1 NÚCLEOS TEMÁTICOS

Primer Encuentro

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Unidad 1­ Verbo TO BE Introducing yourself (Presentación Personal) 1.1 Presente simple del verbo “To Be” (ser o estar) 1.1.1. Oraciones afirmativas 1.1.2. Oraciones negativas 1.1.3. Oraciones interrogativas 1.1.4. Preguntas con palabras Interrogativas. 1.1.5. Yes/No questions (Preguntas cerradas de confirmación) 1.1.6. Pronombres y Partes de la Oración 1.1.7. Preposiciones de tiempo y de lugar 1.1.8. Reading and translation: “English for International Communication”

1.1.9 Reading techniques and strategies: anticipation, skimming and scanning

Unidad 2­ Verbo TO BE (Past Tense) 2.1 Pasado simple del verbo “To Be” (ser o estar) 2.1.1 Oraciones afirmativas 2.1.2. Oraciones negativas 2.1.3 Oraciones Interrogativas 2.1.4 Preguntas con palabras Interrogativas 2.1.5 Reading and Translation: “A Successful Business Man” 2.1.6 Reading techniques and strategies: anticipation, skimming and scanning

Unidad 3­ Presente y Pasado Progresivo 3.1 Presente y Pasado Progresivo

3.1.1 Formación del presente progresivo 3.1.2 Ortografía para la terminación –ING 3.1.3 Forma afirmativa, negativa e interrogativa del presente progresivo 3.1.4 Pasado progresivo verbo To Be: WAS y WERE +verbo en –ING 3.1.5 Reading and Translation: “On CEOs and Companies” 3.1.6. Reading techniques and strategies: anticipation, skimming and scanning

Síntesis En este primer encuentro, el estudiante aprenderá estructuras básicas para su presentación personal y estructuras de preguntas para recabar información personal de otras personas.

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Durante la segunda parte del encuentro el estudiante aprenderá otras estructuras básicas de la gramática inglesa, como el uso del verbo “to be” en presente y pasado y el presente progresivo y el pasado progresivo.

Conjuntamente con el aprendizaje de la gramática, el estudiante aprenderá el uso de técnicas de lectura e interpretación de textos, tales como la anticipación partiendo del título y la información gráfica, el skimming o revisión general del material de lectura ,a través de la búsqueda de cognados (palabras similares al español) , apareamiento de palabras con su significado; y la técnica de scanning o búsqueda de información específica para contestar preguntas de comprensión y luego la traducción de textos simples.

Segundo Encuentro Unidad 4­ Presente Simple 4.1 Uso y Conjugación del presente simple 4.1.1. Oraciones Afirmativas 4.1.2 Ortografía para la conjugación de tercera persona singular 4.1.3 Oraciones negativas con el auxiliar “DON’T” y “DOESN’T” 4.1.4 Oraciones Interrogativas iniciando con el auxiliar “DO/DOES” 4.1.5 Uso de los adverbios de frecuencia 4.1.6 Lectura y Traducción del texto . “Susan’s Daily Habits” 4.1.7 Uso de técnicas y estrategias de traducción: “Basic Factors in Business”

Unidad 5­ Pasado Simple 5. 1 El Pasado Simple 5.1.1. Verbos regulares y ortografía para la terminación –ed. 5.1.2. Verbos irregulares 5.1.3. Oraciones negativas usando el auxiliar “ DIDN’T” 5.1.4. Oraciones Interrogativas iniciando la pregunta con “DID.” 5.1.5. Preguntas con palabras interrogativas 5.1.6. Expresiones de tiempo pasado 5.1.7. Lectura y Traducción del texto. Biografía de la Princesa Diana ”The Princess

of Hearts”

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5.1.8. Reading strategies and techniques to read texts: “Did you Know about these new technologies?”

Síntesis. Durante este Segundo encuentro, el estudiante avanzará el presente simple para expresar hábitos, rutinas diarias y hechos en general del presente, tanto en forma afirmativa, negativa como interrogativa y también aplicará técnicas y estrategias para la interpretación y traducción de textos que llevan esas estructuras del presente simple. En la segunda arte del encuentro se practicará con estructuras en pasado simple, distinguiendo los verbos regulares de los verbos irregulares. Igualmente se usarán estructuras del pasado en una lectura de biografías del pasado de gente famosa para que practiquen las técnicas de interpretación y traducción.. Leerán también material de información general en la que aparecen verbos en pasado simple y en presente simple.

Tercer Encuentro

Unidad 6­ Formas Comparativas y Superlativas 6.1 Adjetivos y adverbio comparativos y superlativos 6.1.1. Adjetivos cortos 6.1.2 Adjetivos terminados en –Y 6.1.3 Adjetivos largos 6.1.4 Adjetivos de dos sílabas que funcionan de ambas formas 6.1.5 Adjetivos irregulares 6.1.6 Adverbios terminados en –LY 6.1.7 Adverbios de cortos 6.1.8 Adverbios irregulares 6.1.9 Traducción usando las técnicas y estrategias aprendidas: “Personal Computers”

Unidad 7­ Presente Perfecto

7.1 Presente perfecto y el pasado participio 7.1.1 Estructura del presente perfecto: Sujeto+ el auxiliar HAVE y HAS + verbo en participio

pasado 7.1.2 Usos del presente perfecto 7.1.3 Forma afirmativa

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7.1.4 Forma Interrogativa 7.1.5 Forma negativa 7.1.6 Traducción del texto: “Computers” usando las técnicas y estrategias aprendidas.

Unidad 8­ Futuro simple y Futuro Próximo 8.1 Futuro Simple con “WILL” 8.1.1. Forma afirmativa 8.1.2 Forma negativa: con el auxiliar “WON’T” 8.1.3 Forma interrogativa invirtiendo el “WILL” 8.1.4 Preguntas con palabras Interrogativas 8.1.5 Forma afirmativa con el futuro de “ be+going to “ 8.1.6 Forma interrogativa del futuro “be+ going to” 8.1.7.Forma negativa con el futuro con “be+ going to” 8.1.8 Traducción del texto: “Artificial Intelligence”

Síntesis: En este encuentro, los estudiantes aprenderán formas comparativas de adjetivos y adverbios. Luego, el presente perfecto comparándolo con el pasado simple y sus diferentes usos. Durante la segunda parte del encuentro repasarán el futuro utilizando “WILL” Y EL FUTURO PRÓXIMO. También aplicarán técnicas y estrategias de interpretación y traducción de textos con textos que contengan las estructuras antes mencionadas.

Cuarto Encuentro Unidad 9­ Verbos Auxiliares 9.1 Verbos Auxiliares 9.1.1 Expresando capacidad: Can y Could 9.1.2 Expresando permiso: Can y May 9.1.3 Expresando sugerencia o consejo: Should, ought to o had better 9.1.4 Expresando necesidad y obligación: Must o have to 9.1.5 Expresando posibilidad: May y might 9.1.6 Expresando probabilidad: Must 9.1.7 Expresando expectativa: should 9.1.8 Expresando certeza futura: Will

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9.1.9 Traducción de un texto o manual: “Mainboard Installation”

Unidad 10­ Voz pasiva 10.1 Uso de la Voz pasiva y Voz activa

10.1.1 Estructura de la voz pasiva 10.1.2 Voz pasiva en los diferentes tiempos verbales 10.1.3 Forma afirmativa 10.1.4 Forma negativa 10.1.5 Forma interrogativa 10.1.6 Traducción de texto con estructuras de voz pasiva: “El E­Mail”

Síntesis. En este último encuentro, los estudiantes aprenderán los verbos auxiliares y sus usos y aprenderán a traducir instructivos de manuales auténticos.

En la segunda parte de este encuentro, los estudiantes aprenderán a usar la voz pasiva y a reconocerla en los textos técnicos. Traducirán textos técnicos al español utilizando las técnicas y estrategias de traducción aprendidas a lo largo del curso.

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MÉTODO DE DE ESTUDIO

Estimados estudiantes:

Primeramente, es un placer darles la bienvenida a estos cursos a distancia de la universidad Privada Domingo Savio y desearles mucho éxito en sus estudios.

Este texto ha sido diseñado para llenar las necesidades de estudiantes que estudian el inglés como un medio para poder estar al día en los avances de su campo profesional a través de la lectura de material relacionado con su profesión y en general.

El presente texto pretende dar las bases de la gramática del Inglés para interpretar textos y traducir manuales.

Los objetivos de este curso son que el alumno al finalizar el curso sea capaz de:

• Usar la gramática básica para componer e interpretar textos • Utilizar vocabulario y expresiones básicas del idioma como la introducción a la

interpretación de textos. • Leer textos de mediana complejidad para mantenerse informado en su campo. • Utilizar estrategias y técnicas para traducir textos a un nivel técnico para investigar en su

campo profesional.

SUGERENCIAS PARA EL ESTUDIO AUTODIDÁCTICO:

Este texto se impartirá en dos niveles, en el nivel de Inglés técnico I y el nivel de Inglés técnico II. Las primeras cinco unidades cubrirán el primer nivel y las siguientes cinco unidades cubrirán el técnico II.

Se aconseja el aprendizaje continuo por razones pedagógicas, se recomienda dedicar una hora diaria para ir estudiando y haciendo los ejercicios de cada unidad.

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Los pasos para su avance son los siguientes:

1. Empiece por leer la explicación de la estructura presentada en los recuadros que está dada en español y haga los ejercicios que siguen a cada estructura.

2. Si encuentra palabras nuevas, busque el significado en su diccionario que siempre debe tener a mano.

3. Trate de entender las palabras por cognados (porque se parecen en su forma al español) o por contexto (lo que viene antes y lo que viene después de la palabra).

4. Evite traducir palabra por palabra, trate de entender lo que quiere decir la oración completa.

5. Tampoco trate de memorizar palabra por palabra, si desea recordarla posteriormente haga una nueva oración de su creación en un nuevo contexto. .

6. Las lecturas le sirven para practicar la traducción e interpretación de textos desde el inicio ya que le hará practicar las técnicas y estrategias para la lectura comprensiva y para la traducción.

Llenará los ejercicios de cada unidad y presentará sus dudas en cada encuentro para poder ayudarle.

Al finalizar cada unidad están las tareas (homework) que servirán para evaluar trabajo práctico de esta materia, al igual que una lectura para que practique las técnicas y estrategias aprendidas, estas tareas también las presentará hechas en cada encuentro.

Debe portar un diccionario pequeño a las clases tutoriales porque tendrá controles sobre lo avanzado y podrá hacer uso del mismo, también se le enseñará el uso correcto del diccionario como último recurso. (Se aconseja comprar el OXFORD Pocket Dictionary, ya que es el más completo y le servirá para ambos cursos)

La forma de evaluación será a través de los prácticos presentados, los controles durante los encuentros y los dos exámenes que se toman durante el periodo, el primer parcial y el examen final.

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Durante el primer encuentro fijaremos las horas de trabajo en plataforma.

Deseándoles nuevamente mucho éxito en sus estudios me despido muy atentamente,

Lic. Beatriz Pol e­mail: [email protected]

2.2. Bibliografía comentada El presente texto ha sido diseñado con el propósito de brindar un material interesante y sencillo para que el estudiante, a la vez que aprende la gramática básica, pueda aprender las técnicas y estrategias de la interpretación de textos, ya que como mencioné antes, este es un curso de ESP (English for an Specific Purpose) es decir, el Inglés con un propósito específico que es el de dar una herramienta al estudiante para contribuir con su formación profesional y este método le dará la posibilidad de aprender a leer e interpretar textos en Inglés, lo cual le servirá mucho para mantenerse actualizado en su campo profesional. Se han seguido las pautas de diseño de material que planean Hutchinson and Waters sobre el diseño de material para este tipo de cursos en su libro “ESP syllabus and materials Design”.

La bibliografía investigada y de apoyo para la elaboración de este texto son los libros de gramática básica de Betty Schampfer “Basic Grammar”, de Raymond Murphy, “Essential Grammar in Use”, de John Thomas French, “You’re in Business: building better reading skills” y de Richmond Publishing collection “Nature and Environment”, “Technology and the Future” y manuales y revistas auténticas.

2.3. Mater ial explicativo Presentación de Diapositivas en power point en la plataforma virtual . Material de apoyo: CDs de Enseñanza y pronunciación del Inglés.

2.4. Ejemplificación Un ejemplo de estudio audidáctico de este material es leer las instrucciones de los recuadros que están en español, completar los ejercicios, leer la lectura de cada texto utilizando su diccionario y completar los ejercicios antes de proceder a la traducción del texto. Para complementar buscar

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en Internet algún material en Inglés y tratar de traducirlo utilizando el “translator” (programa TRADUCTOR. )

2.5. Métodos a utilizar Método para el encuentro presencial: En los encuentros presenciales, se utiliza la miniconferencia para explicar las estructuras gramaticales y se les da las instrucciones para los trabajos de aplicación. Se parte de las preguntas de los estudiantes sobre las dudas que tienen durante su aprendizaje autodidáctico y se le amplia con ejercicios nuevos en el aula y más práctica de lectura. Para los encuentros virtuales. Se les presenta ejercicios de complementación para que practiquen las estructuras de las unidades y pequeños ejercicios de traducción. Tienen oportunidad de presentar sus dudas en el foro y a través de él recibir explicación de las mismas.

3. Conclusiones Finalmente las preguntas, cuestionarios y ejercicios de cada unidad están en el mismo texto. Igualmente las instrucciones para los trabajos. Instrucciones o pautas para trabajos de investigación: 1. Deben bajar una biografía en Ingles y traducirla al español en clase, mostrando el borrador y luego puliéndolo en casa. 2. Deben hacer un cuadernillo de Glosario de términos técnicos: los estudiantes van creando su propio glosario de terminología técnica en el avance de sus unidades.

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TECHNICAL ENGLISH TEXTBOOK

By Lic. Beatriz Pol de Céspedes

STUDENT:______________________________________________

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INTRODUCTION

INTRODUCING MYSELF:

My name is Beatriz Pol. I am from Santa Cruz, Bolivia. I am married and I have four children. I am a university teacher. I work at Domingo Savio University. In my free time, I like to read and to paint.

INTRODUCE YOURSELF:

My name is__________________________________________(full name) I am from________________________________________(nationality) I am _____________________________________years old. (age) I am ___________________________________(occupation) I am_______________________________(married/single) My address is_____________________________________________ My phone number is________________________________________ In my free time, I like to________________________________(hobby)

ASKING YOUR CLASSMATES PERSONAL QUESTIONS:

What is your name?_____________________________________________ Where are you from?____________________________________________ How old are you?_______________________________________________ Are you married or single?________________________________________ What is your occupation?________________________________________ What is your address?___________________________________________ What is your phone number?_____________________________________

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COMPLETE THE INFORMATION:

Name:_______________________________________ Age:_________________________________________ Nationality:___________________________________ Marital status:________________________________ Occupation:__________________________________ Address:_____________________________________ Phone number:_______________________________

HOMEWORK: Write a short biography of an important or famous person.

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LESSON ONE. USING VERB TO BE

I. Predicting from the title. (Predicciones del contenido partiendo del título) What or who is it about?__________________________________________ _______________________________________________________________ (Escriba sus predicciones en castellano.)

II. Now read the text and underline cognates. (Ahora lea el texto y subraye los cognados o palabras que se parecen al castellano en forma y significado.)

PROFILE OF AN IMPORTANT CHAIRMAN: BILL GATES

His name is William H. Gates. He is an architect and the Chairman of Microsoft Corporation, the worldwide leader in software services and internet. He was born in Seattle and he lives in Washington. He is 47 years old. He is married with Melinda French Gates. They have two

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children: Jennifer and Rory John. He loves computers and he works with the company’s development team turning new ideas into innovative software and services. His fortune is around U$ 10 billion. In his free time, he likes to play golf.

III. Circle words you do not understand by context and look them up in your dictionary.

(Ponga en un círculo las palabras que no conoce y no entiende ni por el contexto o que no son cognados y búsquelas en su diccionario.)

Write the meaning of the new words you have found in your dictionary below the unknown word. (Escriba el significado de la palabra nueva que ha encontrado en el diccionario y anótela debajo de la palabra desconocida.)

IV. Comprehension questions: (Preguntas de comprensión)

1. What is his name?______________________________________________ 2. How old is he?_________________________________________________ 3. Where is he from?______________________________________________ 4. What is his occupation?_________________________________________ 5. Is he married?_________________________________________________ 6. What does he do in his free time?__________________________________

V. Now translate the text (Ahora traduzca el texto al castellano.)

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READING PRACTICE 1

I. MAKE PREDICTIONS FROM THE TITLE:______________________ _____________________________________________________________ II. UNDERLINE COGNATES:

ENGLISH FOR INTERNATIONAL COMMUNICATION

Why is English useful for international communication? English is an international language because more than 600 million people around the world use it. Most books and papers in different fields are in English. After some period of time they are translated to other languages. Most specialists use English at conferences and meetings. Some scientific discoveries are first published in English and then for the rest of the scientific community. If we want to be updated in our professions, we need to read in English, at least

We can say that English is the world language.

III. COMPREHENSION QUESTIONS:

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1. Why is English considered an international language?

1. How many people around the world use the English language?

2. What do we need to be updated in our professions?

3. What language do we use at international conferences and meetings? Why?

IV. TRANSLATE THE TEXT

GRAMMAR SECTION. EXPLANATION OF VERB TO BE

EXPLICACIÓN DEL USO DEL VERBO TO BE: Antes de poder conjugar cualquier verbo es importante conocer los pronombres con los que se los conjuga:

Los pronombres en Inglés son:

Pronombres singulares I (Yo ) You (tú) He (él) She (ella) It (él, ella para animal, planta, objeto, idea, pensamiento o sentimiento)

Pronombres plurales

We (nosotros) You (ustedes) They (ellos)

*En plural no se hace diferencia entre lo humano y no humano en la tercera persona, se usa igual they para ellos o ellas ya sean animales, plantas, cosas, etc.

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SIGNIFICADOS DEL VERBO TO BE El verbo “ to be” significa dos verbos del castellano: SER O ESTAR.

I. Cuando se lo usa como el verbo SER la estructura de la oración en presente simple es: Sujeto + verbo+ Nombre

Ejemplos: I am Betty Subject Verb Noun

CUADRO DE CONJUGACIÓN CON LOS PRONOMBRES: SINGULAR PLURAL EXPLICACIÓN

SUBJECT+BE+NOUN

I am Betty I am a teacher

You are Peter You are a student

He is a student Jim is a s tudent

She is Lucy She is a student

It is a dog Bobby is a dog

SUBJECT+BE+NOUN

We are teachers Lucy and I are teachers

You are students Ron and you are students

They are doctors Bill and Joe are doctors

They are flowers Roses are flowers

Forma de conjugación del verbo TO BE: Am, is, are.

Los pronombres reemplazan a los nombres:

I (se refiere al que habla) You ( al que me dirijo) He (a una persona del sexo masculino) She ( a una persona del sexo femenino) It ( a una cosa, animal , planta,etc)

We (se refiere a ti y otra persona) You ( a otras personas a las

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que te dirijes) They ( a otros y tu no estás incluido)

EXERCISE 1: Fill in the blanks with: AM, IS and ARE.

1. Mary__________a teacher. 2. He____________a lawyer. 3. It___________a turtle. 4. We____________doctors. 5. She______________a nurse. 6. They_____________engineers. 7. You (one person)______________an actor. 8. You (two or more persons)___________________pilots. 9. Lucy and Susan________________friends. 10. They_________________books.

II. También con su sentido de SER puede ser Sujeto + verbo + adjetivo.

SINGULAR PLURAL EXPLICACIÓN

SUBJECT+BE+ adjective

I am happy

You are intelligent

He is tal l

She is beautiful

SUBJECT+BE+adjective

We are happy

You are in telligent

They are tall

Roses are beautifu l

Nota: Los adjetivos en Inglés no tienen género ni número, es decir que no se los pluraliza, ni existe su forma femenina o masculina. Tampoco se puede colocar la “a” delante del nombre como lo hacíamos en los nombres comunes en singular.

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Bobby is intell igent

EXERCISE 2: Choose one adjective and fil l in the b lanks:

intelligent fat tal l round hot square funny b ig pretty sweet

1. Students are__________________________________. 2. Pigs are _____________________________________ . 3. An elephant is_________________________________ 4. The Picture is_________________________________. 5. The joke is____________________________________. 6. Flowers are____________________________________. 7. Sugar is_______________________________________. 8. I am short. My brother is________________________. 9. The fire is _____________________________________. 10. The Earth is___________________________________.

III. Si se lo usa como el verbo ESTAR, la estructura de la oración sería: Sujeto + verbo + frase preposicional.

SINGULAR PLURAL EXPLICACIÓN

SUBJECT+BE+ PP

I am on a bus

You are at home

He is at work

SUBJECT+BE+PP

We are in class

You are at the concert

They are in the car

Nota: PP significa Prepositional Phrase (frase preposicional )

Aquí el verbo significa estar por lo tanto va acompañado de una frase de lugar.

Peter is at school.

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She is in a meeting

Bobby is in the park

Roses are in a vase. (Pedro está en el colegio) At school es la frase preposicional.

• Las preposiciones de lugar en Inglés son bastantes como en el castellano pero ahora usaremos tres que son las más comunes y estas tres significan los mismo en castellano, estas son IN, ON y AT, las tres significan “EN” pero depende donde esté la persona o le objeto.

• IN se utiliza cunado la (s) persona(s ), animal(es) o cosa(s) está o están dentro de ciertos límites.

Ejemplo: The book is in the box. The students are in the classroom. The dog is in the park. We are in Miami.

• ON se usa cuando la(s) persona (s), animal (es) o cosa (s) está o están sobre una superficie o sobre algo.

• Ejemplo: The books are on the desk.

Betty is on the second floor. The boy is on a horse.

• AT indica el nombre de un lugar o localidad en sentido general. (No se usa el determinativo THE con ciertos nombres como por ejemplo: at work y no at the work así tenemos también at home, at school,etc.)

Otras preposiciones: Busque el significado de estas preposiciones en su diccionario.

Against in back of inside around in the back of outside behind in front of next to

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beside in the front of near between in the middle of under ,etc.

EXERCISE 3: Complete las oraciones usando una frase preposicional.

1. She is_______________________________the window. 2. They are______________________the classroom. 3. We are______________________________the teacher. 4. I am__________________________drugs. 5. Betty is sitting___________________________Mary.

CONTRACTIONS (CONTRACCIONES)

SINGULAR PLURAL EXPLICACIÓN

SUBJECT+BE+ PP

I’m on a bus

You’re at home

He’s at work

She’s in a meeting

Bobby’s in the park

SUBJECT+BE+PP

We’re in class

You’re at the concert

They’re in the car

They’re on the table.

Nota: Cuando la gente habla tiende a contractar , es decir une dos palabras en una, en Inglés esto se hace a menudo. Las contracciones son del sujeto con el verbo o del verbo con la negación como veremos más adelante. Para contractar se coloca un apostrofe, así: He’s/You’re/They’re

EXERCISE 4: Use contracciones en los siguientes espacios vacíos:

1. Peter is in my class. ______________my classmate. 2. Susan is a doctor._______________my colleague.

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3. We are at the university._____________in the second semester. 4. The children are in the garden. ______________playing soccer. 5. The cat is sleeping.___________on the sofa.

NEGATIVE FORM WITH BE SINGULAR PLURAL EXPLICACIÓN

SUBJECT+BE+ PP

I’m NOT at home.

You are NOT at home

He is NOT at work

She is NOT in a meeting

Bobby is NOT in the park

SUBJECT+BE+PP

We are NOT in class

You are NOTat the concert

They are NOT in the car

They are NOT on the table.

Nota: Cuando se niega con el verbo TO BE se usa NOT después del verbo.

También se puede contractar así:

He’s not o He isn’t

You’re not o You aren’t

They’re not o They aren’t

EXERCISE 5: Use la forma negativa para llenar los espacios vacíos:

1. I_______________in class now, I am at work. 2. She______________a doctor, she is a nurse. 3. We_____________engineers, we are lawyers. 4. He________________a technician, he is a computer programmer. 5. They_________________at work, they are at home.

EXERCISE 6. Write your own sentences in negative form: Ex: I am not a bad student. I am intelligent. _______________________________________________ ________________________________________________ _______________________________________________ _______________________________________________

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________________________________________________

YES/NO QUESTIONS WITH BE SINGULAR PLURAL EXPLICACIÓN

SUBJECT+BE+ adjective Am I happy? Yes, you are. No, you aren’t.

Are you intelligent? Yes, I am. No, I am not.

Is he tall? Yes, he is. No, he isn’t.

Is she beautiful ? Yes, she is. No, she isn’t.

Is Bobby intelligent?

SUBJECT+BE+adjective

Are we happy? Yes, you are. No, you aren’t.

Are you intelligent? Yes, we are. No, we aren’t.

Are they tall? Yes, they are. No, they aren’t.

Are roses beautiful? Yes, they are. No, they aren’t.

Nota: La forma interrogativa se forma poniendo por delante el verbo y luego el pronombre.

Cuando se dan respuestas cortas del tipo YES/NO no se debe hacer la contracción con el sujeto sino con el verbo y en la forma afirmativa no se debe contractar, solo en la negativa.

EXERCISE 6: Haga preguntas partiendo de las siguientes respuestas: 1. ___________________________________________

Yes, he is. (He is a doctor) 2.____________________________________________

No, they aren’t. (They are not teachers) 3.____________________________________________

Yes, it is. (It is my new computer) 4. __________________________________________

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No we aren’t. (We are not engineers.) 5._________________________________________

Yes, I am. (I am married.)

QUESTIONS WITH BE: USING INTERROGATIVE WORDS SINGULAR PLURAL EXPLICACIÓN QUESTIONS

WHERE am I? At home.

HOW are you? Fine, thanks.

HOW OLD is he? 20 years old.

WHY is she happy? Because she is here.

QUESTIONS WHY are we happy? Because we are lucky.

WHAT TIME are you in class ? At 9:00.

WHO are they? Colleagues.

Nota: Las palabras interrogativas son :

WHAT (qué) WHERE (dónde) WHEN (cuándo) WHAT TIME (a qué hora) HOW (cómo) WHY (por qué) HOW OLD (cuántos años o qué edad) WHO (quien, quienes)

EXERCISE 7: Use palabras interrogativas: WHERE, WHEN, HOW OLD, WHO, WHAT TIME, etc.

4. ________________________________________________ In class. (Peter is in class.)

2.___________________________________________________ At home. ( I ‘m at home).

3.___________________________________________________ Peter. (Peter is in the bedroom)

4. _________________________________________________ 21. (Betty is 21 years old.)

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5._________________________________________________ In the mornings. (My classes are in the mornings.)

LESSON TWO. VERB TO BE PAST TENSE

I. Anticipation: Read the title and make predictions about the content. (Lea el título y haga predicciones del contenido.)_______________________________________________ __________________________________________________________________

A SUCCESSFUL BUSINESS MAN

At 15 he was a shop assistant. At 20 he was the owner of a repair company. Today at 40, he is one of the richest men in the United States.

His name is James Peterson. He is the chairman of Peterson Appliances Co. , the company sells TVs, video recorders, personal computers and hi­fi’s at prices lower than the other companies in the same field.

This company is based in New York, but it manufactures most of its products in Japan. The main reason for the success of the company is an excellent marketing team.

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Mr. Peterson does not have an office, he runs his company from home. He is a rich man but he does not like to show it. He lives as a medium class man in a beautiful house with his wife and two children. In his free time he likes to go camping and to fish. II. Comprehension questions:

1. What was James Peterson when he was 15? 2. What has he at 20? 3. What is he at 40? 4. What is his occupation now? 5. What does the company sell? 6. How are the prices of the company? 7. Where does the company manufacture its products? 8. What is the main reason for the success of the company? 9. How does he live? 10. What does he do in his free time?

III. According to the text write true or false in the fo llowing sentences: (Según lo que ice el texto, escriba verdadero o falso en las siguientes oraciones)

1. James Peterson is a rich man.___________________ 2. James Peterson has a repair company now.________________ 3. Peterson’s company is based in Japan.________________ 4. James does not like to show his money.______________________ 5. The company manufactures its products in Taiwan.______________

IV. Match these words

1. Television set to produce____________ 2. Hi­fi TV____________ 3. Shop High fidelity___________ 4. To manufacture Store____________

V. Translate the text:

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GRAMMAR SECTION. PAST TENSE VERB TO BE

SINGULAR PLURAL EXPLICACIÓN

SUBJECT+BE+NOUN

Present: I am a teacher Past: I was a teacher

Present: You are single. Past: You were single.

Present: He is a student Past: Jim was a student

Present: She is Lucy Past: She was a student

Present: It is a dog Past: Bobby was a dog

SUBJECT+BE+NOUN

Present: We are teachers Past: We were teachers

Present: You are students Past: You were students

Present: They are doctors Past: They were doctors

Present: They are flowers Past: They were flowers

Forma de conjugación del verbo TO BE IN PASADO:

I _______ WAS HE SHE _______WAS IT

WE YOU________WERE THEY

Se usan expresiones de tiempo pasado con las oraciones en pasado para especificar cuando sucedió la acción.

EXPRESIONES DE TIEMPO PASADO: Yesterday yesterday morning yesterday afternoon yesterday evening

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Last night Last week Last year

I. EXERCISE: Fill en the blanks with the correct form of the verb in past tense.

1. I am a university student. Last year, I_____________a school student. 2. Peter is In United States this year. He _______________in Santa Cruz last year. 3. The children are in the park now. They____________at the zoo yesterday. 4. The students are in class from Monday to Friday. They ______________on holiday last

week.

NEGATIVE FORM WITH BE SINGULAR PLURAL EXPLICACIÓN

SUBJECT+BE+ PP

I was NOT at home.

You were NOT at home

He was NOT at work

She was NOT in a meeting

Bobby was NOT in the park

SUBJECT+BE+PP

We were NOT in class

You were NOT at the concert

They were NOT in the car

They were NOT on the table.

Nota: Cuando se niega con el verbo TO BE en pasado se añade al verbo el not o También se puede contractar así:

He wasn’t

You weren’t

They weren’t

II. Put these sentences in the negative form:

1. I was very busy last week.______________________________________ 2. She was at home last night._____________________________________ 3. They were at the party last Saturday night. ____________________________________________________________

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4. You were absent from class yesterday.____________________________ ______________________________ 5. He was in class yesterday morning._______________________________

YES/NO QUESTIONS WITH BE

SINGULAR PLURAL EXPLICACIÓN

SUBJECT+BE+ adjective Was I happy? Yes, you were No, you weren’t.

Were you busy? Yes, I was. No, I was not.

Was he tall? Yes, he was. No, he wasn’t.

Was she beautiful ? Yes, she was. No, she wasn’t.

SUBJECT + BE +adjective

Were we happy? Yes, you were No, you weren’t.

Were you busy? Yes, we were. No, we weren’t.

Were they interesting? Yes, they were. No, they weren’t.

Nota: La forma interrogativa se forma poniendo por delante el verbo y luego el pronombre.

Cuando se dan respuestas cortas del tipo YES/NO en la forma afirmativa no se debe contractar, solo en la negativa.

III. Write questions and give short answers: 1.________________________________________________________________ _____________________________( The children were happy at the party yesterday.)

2.________________________________________________________________ ______________________________( The classroom was empty yesterday.) 3.______________________________________________________________ _______________________________( I was very busy yesterday.) 4.________________________________________________________________

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_________________________________(We were at the meeting yesterday morning.) 5.________________________________________________________________ ________________________________( Mary was tired last night.)

QUESTIONS WITH BE: USING INTERROGATIVE WORDS SINGULAR PLURAL EXPLICACIÓN QUESTIONS

WHERE was I? At home.

HOW old were you last year?

21 . HOW OLD was he ? 20 years old.

WHY was he happy ? Because she was at

home.

QUESTIONS WHY were you happy? Because we were lucky.

WHAT TIME were you in class ? At 9:00.

WHO were they? Colleagues.

Nota: Las palabras interrogativas son :

WHAT (qué) WHERE (dónde) WHEN (cuándo) WHAT TIME (a qué hora) HOW (cómo) WHY (por qué) HOW OLD (cuántos años o qué edad) WHO (quien, quienes)

IV. Write questions with interrogative words for the following answers:

1. ______________________________________________________ Mary was at home last night.

2, _______________________________________________________ The students were at the library last class.

3.________________________________________________________ Peter wasn’t at the party last Saturday because he was sick.

4.________________________________________________________ The meeting was on time yesterday

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5._______________________________________________________ The date was at 5:00 yesterday afternoon.

LESSON THREE. PRESENTE AND PAST PROGRESSIVE TENSE

I. Read the tit le and make predictions about the content: __________________________________________________________ __________________________________________________________

ON CEOs AND COMPANIES

I am at the airport with our company’s chauffeur. We are here to meet the new CEO (Chief Executive Officer) who is arriving from England: I am going to be his assistant during his short visit to our country. He is the one who makes all the important decisions.

Our company is Latin Records, it produces and exports records, compact discs and videos all over Latin America and is suffering now a bad management, so this man is trying to solve the problems here. The CEO is a British man named James Sullivan, who is 45 years old. He is working hard, he is re­engineering the company to obtain higher benefits and position it better in the market.

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We are working now. We are going to many places and having conferences with the local managers. He is checking budgets, asking for reports and giving seminars to the employees.

Challenges of a global market are demanding changes today and the competition is more complex and hard every day.

Our company is working to become a top one.

I. Write Mr. Sullivan’s profile

Name:_________________________ Age:______________ Nationality______________________________ Company:______________________ Occupation:_______________________

II. Comprehension questions:

1. Who is the one who takes decisions in that company? 2. What are Mr.Sullivan’s activities during his visit? 3. What is happening with the company? 4. What is Mr. Sullivan going to do? 5. Where does the company operates?

III. Write true or false in the fallowing statements:

1. Mr. Sullivan s arriving in England____________ 2. Mr.Sullivan’s assistant makes the decisions._________________ 3. The CEO is giving seminars to the employees_______________ 4. This re­engineering is bringing higher benefits to the company in the

future.________________ 5. Global market demands are not complex or competitive.___________

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IV. Translate the text:

GRAMMAR SECTION. PRESENT CONTINUOUS TENSE PRESENT CONTINUOUS

SINGULAR PLURAL EXPLICACIÓN

SUBJECT+BE+ING­Verb I am explaining the lesson now.

You are lis tening to the teacher th is class.

He is having classes now.

She is copying the lesson now.

It is working well.

SUBJECT+BE+ING­verb We are studying English

now.

You are learning English th is semester.

They are practicing the exercises now.

They are writing on their notebooks in this moment.

Forma de conjugación del presente progresivo se usa el verbo TO BE: is y are + el verbo de la acción terminando en –ING.

S+TO BE+V­ING

Este tiempo indica una acción que esta sucediendo en el momento en que la persona habla y tiene un tiempo de duración,

Y también se usa para hablar de algo que sucederá en el futuro, en este caso se le añade un adverbio de tiempo futuro:

Ex: Betty is going to Brazil next year

EXERCISES: 1. Mary__________________________a letter to her boyfriend now. (write) 2. Peter _________________________the computer right now. (use) 3. We __________________________classes at the moment. (have)

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4. They_______________________ soccer at the stadium in this moment. (play) 5. It________________________well now. (work).

SPELLING OF –ING (Reglas para escribir la terminación con –ing.)

END OF THE VERB+­ING FORM EXPLANATION Rule 1: Consonant + E

Ex: smile smil ing Erase erasing

Si el verbo termina en consonante más E, quite la E antes de añadir “ ing.”

Rule 2: Vowel+consonant

Ex: sit sitt ing Stop stopping

Duplique la consonante y añada ­ing. Excepto con W,X,Y Ex: snow= snowing ( no snowwing)

Fix= fix ing (no fixxing)

Rule 3: two vowels +consonant

Ex: read reading Stop stopping

Solo añada –ing sin duplicar la consonante

Rule 4: Two consonants

Ex: stand standing Push pushing

Añada –ing sin duplicar la consonante.

EXERCISES:

ADD THE –ING FORM TO THE FOLLOWING VERBS: 1. Erase_____________________ 2. count_____________________ 3. Cut______________________ 4. cry_________________________

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5. sit_________________________ 6. eat________________________ 7. drink______________________ 8. do________________________ 9. study______________________ 10. rain________________________

NEGATIVE FORM WITH BE SINGULAR PLURAL EXPLICACIÓN

SUBJECT+BE+ PP

I’m NOT working now.

You are NOT studying at home.

He is NOT playing the piano now.

She is NOT having a party.

Bobby is NOT eating meat.

SUBJECT+BE+PP

We are NOT sitting in class.

You are NOT clapping at the concert

They are NOT running the marathon.

They are NOT having classes.

Nota: Cuando se niega en presente progresivo se niega con el auxiliar TO BE, se usa NOT después del verbo.

También se puede contractar así:

He’s not having classes now. o He isn’t having classes now.

You’re not going to the party now.

You aren’t going to the party now.

EXERCISE: Write the negative form of the following sentences:

11. I_________________________ to the meeting. (go) 12. They_________________________to the party. (come) 13. She_________________________a red blouse and jeans. (wear) 14. Peter_____________________English now (study)

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15. We____________________________at a restaurant now. (eat)

YES/NO QUESTIONS WITH BE

SINGULAR PLURAL EXPLICACIÓN

SUBJECT+BE+ adjective Am I playing well? Yes, you are. No, you aren’t.

Are you studying English?

Yes, I am. No, I am not.

Is he working at your company?

Yes, he is. No, he isn’t.

Is she coming to the party ?

Yes, she is. No, she isn’t.

Is Bobby eating well? Yes, it is. No, it isn’t.

SUBJECT+BE+adjective

Are we having a party? Yes, you are. No, you aren’t.

Are you going to the meeting? Yes, we are. No, we aren’t.

Are they attending to the conference? Yes, They are. No, they aren’t.

Are the dogs eating the meat? Yes, they are. No, they aren’t.

Nota: La forma interrogativa se forma poniendo por delante el verbo auxiliar “To be”y luego el pronombre, después el verbo terminado en –ING. EJ: Is he wearing jeans?

La respuesta corta se da como en las respuestas del verbo “To be”:

Yes, he is o

No, he isn’t.

Cuando se dan respuestas cortas del tipo YES/NO no se debe hacer la contracción con el sujeto sino con el verbo y en la forma afirmativa no se debe contractar, solo en la negativa.

EXERCISES: Complete the sentences making questions for the following answers: 1. ___________________________________________________

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Yes,____________________ (I’m going to the party.) 2.____________________________________________________ No,_____________________( They aren’t coming to the party) 3.____________________________________________________ Yes,_________________( The students are doing the exercises) 4._____________________________________________________ No,_________________(We are not going to the University now.)

QUESTIONS WITH BE: USING INTERROGATIVE WORDS SINGULAR PLURAL EXPLICACIÓN QUESTIONS

WHAT am I doing? A mistake.

HOW are you coming? By taxi.

WHAT is he studying? System Engineering.

WHY is she crying? Because she is homesick.

QUESTIONS WHY are we singing ? Because we are happy.

WHAT TIME are you arriving

At 9:00.

WHO are they visiting? Some friends.

Nota: Las palabras interrogativas son :

WHAT (qué) WHERE (dónde) WHEN (cuándo) WHAT TIME (a qué hora) HOW (cómo) WHY (por qué) HOW OLD (cuántos años o qué edad) WHO (quien, quienes)

Se colocan delante del auxiliar “to be” y luego el sujeto seguido del verbo terminado en –ING.

EXERCISE. Give answers to the following questions:

1. Where are you going? _____________________________________________________ 2. What is your friend doing?

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_____________________________________________________ 3. What is your classmate wearing now? ___________________________________________________ 4. What are you studying at this university? __________________________________________________ 5. Where is your father working? ______________________________________________________

LESSON FOUR. USING SIMPLE PRESENT

SUSAN’S DAILY HABITS

Susan Simon is a famous fashion designer. She has her own fashion business and she is a very successful designer. She gets up at six o’clock every morning and she drives to work for more than an hour. She starts working at 8:00 and she finishes at 5:00 p.m.

When she arrives at work, she checks her mail for half an hour while she drinks her coffee. Then, she has a meeting with her staff to give some new ideas about fashion tendencies. After that, she calls some important clients to offer the new models she is going to launch soon. At 12:00, she eats lunch at the cafeteria near her office. In the afternoon, she receives some material suppliers and checks the samples. Later, she shows her new designs to her employees and gives some orders to manufacture the new models. She leaves her office at 5:00 p.m and gets home at 6:30. She eats dinner with her husband and daughter. They talk

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about their activities during the day. After that, she takes a shower and finally she goes to sleep.

I. COMPREHENSION QUESTIONS:

1. What is Susan‘s occupation? 2. What does she do at work? 3. How many hours does she work? 4. Where does she eat lunch? 5. Does she have a lot of clients ? 6. Is she a successful professional in her field?

II. TRANSLATE THE TEXT:

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HOMEWORK Write a short composition about your daily habits.

READING PRACTICE 2 I. Read the ti t le and pred ic t the content: ________________________________________________________ ________________________________________________________

BASIC FACTORS IN BUSINESS

Business is the activity of producing and distributing goods and services. The four basic factors in business are: land, labor, capital and entrepreneurship. Land refers not only to a piece of real state, but it also means raw materials. Labor refers to the use of mental or physical work to produce goods. Capital means not only money, but it also refers to the equipment. And entrepreneurship is putting together land, labor and capital to make something of value. II. Comprehension questions: 1. What does business mean? 2. What are the basic factors in business?

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3. What does land mean? 4. What is entrepreneurship?

III. Find the defin itions in the text for the fo llowing words: Land____________________________________________________ Labor___________________________________________________ Capital__________________________________________________ IV. Match the words with the Spanish defin ition: 1. Labor a. dinero para comprar maquinaria y herramientas 2. Business b. productos 3. land c. lo que los trabajadores proveen 4. goods d. la actividad de producir bienes 5. capital e. materia prima V. Translate the text (traduzca el texto)

Trans late the fo llowing manual instructions: MAINBOARD INSTALLATION To install this mainboard in a system, please follow these instructions in this chapter:

• Identify the mainboard components. • Install a CPU. • Install one or more system memory modules. • Make sure all jumpers and switches are set correctly. • Install this mainboard in a system chassis (case). • Connect any extension brackets or cables to connecting headers on the mainboard.

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• Install other devices and make sure the appropriate connections to the mainboard connecting headers.

I. READ THE FOLLOWING JOB ADVERTISING AND TRANSLATE IT:

INTERNATIONAL ORGANIZATION Seeks an experienced Data Entry Clerk for a temporary position (approx. 5 months) in our Santa Cruz office. Candidate must be proficient in oral and written English and Spanish, have good interpersonal skills, be well organized and able to work flexible hours. Work involves review and interpretation of technical manuals, forms and data entry into our logistics database. Computer proficiency is essential. Familiarity with Microsoft Office Suite is highly desired. Good typing skills (60 wpm). Applicants should submit their resume’s by June 20, 2007 to the following e­mail address: [email protected]

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I.FILL IN THIS APPLICATION FORM JOB APPLICATION FORM Name:__________________________________________________

first Middle Last ID Number:________________________________Age:_____________ Nationality_______________________Marital Status:__________________ Number of children:____________________________ Address:_____________________________Phone number:________________ Occupation:_________________Professional Degree__________________ Present Place of work:_________________________________ Last salary:___________________Position:____________________ Work experience:______________________Number of years:____________ Company or Institution Position Year ___________________ ________________ ______________ __________________ ________________ ________________ _________________ _________________ ________________ Position you apply in this company:______________________________ Salary expectation:________________________________________ Available time:________________ ________________________

full time Part time

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I. Complete th is letter and write your own application letter following this model:

Mary Jane Stone 2531,Redwood Street Maryland,US

Mrs. Elizabeth Harrison Director Latin Records Company 1617 Magnolia Street California, US

July 17th, 2008

Dear Mrs. Harrison.

I am interested in the job of_____________________________ in your company. I _________years old.. I________________in Maryland. At the moment I_________working as a ____________in ______________company.

I speak two languages: English and Spanish. I can also use a word processor. I can work full time.

I look forward to hearing from you.

Yours sincerely, _____________________ Mary Jane Stones

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GRAMMAR SECTION. SIMPLE PRESENT

SINGULAR PLURAL EXPLICACIÓN

SUBJECT+verb+C

I work hard

You work hard

He works hard

She works hard

It works hard

SUBJECT+ verb+C

We work hard

You work hard

They work hard

Se usa este tiempo para expresar rutinas, hábitos o hechos en general que suceden en el presente.

Forma de conjugación del verbo en presente es:

I You We work They

HeShe workS It

La tercera persona singular lleva una “ S” o “ ES”

FREQUENCY ADVERBS: ALWAYS, USUALLY, OFTEN, RARELY, SELDOM , NEVER. Los adverbios de frecuencia acompañan al tiempo presente cuando se habla de rutinas, hábitos , ya que muestran la frecuencia en que estas acciones se repiten. Always = 100% (Siempre) Usually = 90% (Generalmente)

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Often = 80 % (Con frecuencia o a menudo) Rarely = 50% (rara vez) Seldom = 30% (casi nunca) Never = 0 % (nunca)

Los adverbios se colocan entre el sujeto y el verbo, así:

Peter usually arrives early at work.

Mary never arrives late at work.

Excepción: Solo en el caso del verbo “ to be” se coloca el adverbio después del verbo, Así: Peter is always busy

EXERCISES: Put the frequency adverb in the correct p lace: 1. Peter is happy (always)____________________________ 2. Mary is late for class (often)___________________________ 3. I eat breakfast (rarely)________________________________ 4. Mark is at home at night. (usually)______________________ 5. Mary Ann takes the bus to school. (seldom)________________ 6. The bus is on time. (never)_____________________________ 7. Thomas is busy in the mornings (often)____________________ 8. Julie stays at home in the evenings (usually)________________ 9. It is cold in winter. (always)______________________________ 10. It snows in Santa Cruz. (never)_____________________________

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SPELLING O SIMPLE PRESENT THIRD PERSON SINGULAR (reglas de ortografía para escrib ir los verbos en tercera persona singular)

RULES EXPLANATION

Rule 1: consonant + Y Ex: study Studies Cry cries

Vowel +” y”

Ex. Play plays Stay stays

Si el verbo termina en “Y” y le antecede una consonante se cambia la “ Y” por “ i” y se añade “ es” .

Si termina en “Y” precedida de vocal solo se añade “ s”

Rule 2: Si termina en :” ss” , “ sh” , “ ch” , or “ X”

Ex. Kiss kisses Push pushes Teach teaches Fix fixes

Se añade siempre “ es” .

Irregular verbs

Have has Go goes Do does

Estos arbitrariamente llevan “ ES” o cambian de forma como es el caso de have= has.

EXERCISES: APPLY SPELLING RULES OF THIRD PERSON SINGULAR TO THESE VERBS.

1. Mary______________________________new shoes every month (buy).

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2. Jane _____________________English at an elementary school. (teach) 3. Peter____________________to the university everyday.(go) 4. Tim____________________his teeth carefully (brush) 5. Mary__________________Peter because she loves him(kiss) 6. Alex______________________cars, he is a mechanic(fix) 7. Jim always_____________his homework. (do) 8. Catherine________________jeans everyday. (wear) 9. John is a bartender, he _______________drinks in a bar. (mix) 10. When Mary_______________(do) exercises, she _________(stretch)her legs.

NEGATIVE FORM WITH BE SINGULAR PLURAL EXPLICACIÓN

SUBJECT+neg. aux.+verb+C

I DO NOT work at home.

You DO NOT work at home

He DOES NOT work at home

She DOES NOT work at home.

It DOES NOT work well.

SUBJECT+neg.aux+verb+C

We DO NOT work at home.

You DO NOT work at home.

They DO NOT work at home.

Nota: Cuando se niega en presente se usa el auxiliar DO NOT o DOES NOT y después el verbo.

I You We DO NOT They

HeShe DOES NOT It

Se pueden contractar así: Do+not = Don’t Does+not = Doesn’t (Nota: Cuando se usa el auxiliar de negación el verbo en tercera persona ya no lleva “ s” )

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YES/NO QUESTIONS WITH SIMPLE PRESENT SINGULAR PLURAL EXPLICACIÓN

DO+ SUBJECT+VERB+C DOES

DO I work hard? Yes, you do.

No, you don’t.

DO you work hard? Yes, I do. No, I don’t.

DOES he work hard? Yes, he does. No, he doesn’t.

DOES she work hard? Yes, she does. No, she doesn’t

SUBJECT+BE+adjective

DO you work hard?

Yes, we do. No, we don’t

DO we work hard?

Yes, you do. No, you don’t.

DO they work hard?

Yes, they do. No, they don’t

Nota: La forma interrogativa se forma poniendo por delante el verbo auxiliar DO o DOES , luego el sujeto o pronombre y luego el verbo en su forma básica ( sin aumentarle “s” a tercera persona) Cuando se dan respuestas cortas del tipo YES/NO se usa la contracción en la negativa.

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QUESTIONS WITH INTERROGATIVE WORDS SINGULAR PLURAL EXPLICACIÓN QUESTIONS

WHERE do I work? At home.

HOW do you come? By bus. .

WHY does she cry? Because she is sad.

QUESTIONS WHY do you always win? Because we are lucky.

WHAT TIME do you go to class ? At 9:00.

WHO do they meet at the party?

Mary and Susan.

Nota: Las palabras interrogativas se colocan antes del auxiliar do o does

Ex: WHAT do you want? Otras palabras interrogativas son:

WHERE (dónde) WHEN (cuándo) WHAT TIME (a qué hora) HOW (cómo) WHY (por qué) WHO (quien, quienes)

Grammar exerc ises 1. Wri te the answer: a. What do you do this weekend?__________________________________ b. Where do you work?___________________________________________ c. What do you study?____________________________________________ d. Where do you study?___________________________________________ 2. Put these sentences in present tense us ing the verbs in paren theses: a. The students__________________(do) well in the this examination. b. the children______________(go) to the park on Saturday. c. I_____________(see) Peter at the party tonight. d. We______________(eat) hamburgers at Tobby on Sunday. e. The teacher_____________(have) a short vacation after six months.

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HOMEWORK I. COMPLETE THE SENTENCES USING THE VERB IN PARENTHESES. 1. Martin__________ 9 hours everyday. (sleep) 2. Peter and Susan__________lunch at the cafeteria every day.(eat) 3. Mary and I_____________to church every Sunday. (go) 4. I__________my homework in my office. (do) 5. Peter______________ his report every Friday. (write)

II. ANSWER THE FOLLOWING QUESTIONS: 1. Do you like coffee?_____________________________ 2. Does Peter work hard?____________________________ 3. Do they have classes on Sundays?_____________________ 4. Does Mary go to the university every day?____________ 5. Do we have classes on Sundays?_____________________

III. WRITE THE NEGATIVE FORM IN THE FOLLOWING SENTENCES: Use: don`t / doesn`t + verb 1. Mary________________________at this university. (study,not) 2. Henry and Michelle____________________married. (get,not) 3. Jane ­___________________french fluently.(speak,not) 4. We____________________ classes on Mondays. (have,not) 5. I_______________________in the same company. (work,not)

Vocabulary exercise 1 I. The ten adverbs in the list on the left commonly occur in readings. Can you match them with their correct meanings? ADVERBS 1. currently _______a) in the same way 2. eventually _______b)without human intervention 3. automatically ________c)in reality 4.similarly _________d)all the time, without interruption 5. actually _________e) now , at the present 6. drastically _________f)after a long time 7.continually _________g)strong and violently

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8. fully ________ H) in the beginning 9. simultaneously ______i)at the same time 10. originally ________j) completely II. Traduzca esos adverb ios, algunos son cognados, es decir , palabras que se parecen al castellano y significan lo mismo.

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LESSON FIVE. USING SIMPLE PAST

I. Read the title and make predictions about the content: __________________________________________________________________________ __________________________________________________________________________

The Pr incess of Hearts

Her name is Diana Frances Spencer. She was born in Althorp Hall, country at Northampton, England. She was born on July 1st., 1961. She studied at a private School in Kent and in 1978 she finished her education in a prestigious school in Switzerland. She was 19 years when the British Crown announced her engagement with Charles, the Prince of Wales, and heir of the British Throne. She got married with the prince and she became the Princess of Wales. She had two sons: Williams and Henry. She was very loved by the British people and throughout the entire world because she helped poor and sick people. She was against the war and she made some campaigns against it, walking on mined fields.

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She was not happy in her marriage and she got divorced at 33 years old. She died very young, at the age of 36. She died in Paris, France, next to the Eiffel Tower. The entire world cried for her. She was called "The Princess of Hearts". II. Underline cognates and circle the unknown words to look them up in your d ictionary:

III. Comprehension questions: 1. What is her name? 2. Where was she born ? 3. Where did she study? 4. How old was she when she engaged with the Prince Charles? 5. How many children did she have?

IV. Translate the text.

READING PRACTICE 3 I.READ THE TITLE AND MAKE PREDICTIONS ABOUT THE CONTENT: __________________________________________________________________________ __________________________________________________________________________ DID YOU KNOW ABOUT THESE NEW TECHNOLOGIES?

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Until now, the PC was the only route to cyberspace. But, today from startups to electronic giants, the h igh­tech industry is moving into a new area in computing, in which digital appliances will not be associated only with mainframes, minicomputers or PCs. Computing will be done with a wide variety of devices. They will be aimed at practically every aspect of our daily lives, such as: digital cameras, technologies to link home networks to h igh ­ speed phone lines, handheld computers, digital camcorders, cameras, TVs and other devices will share into through home networks, mini­laptop PCs, palm­ s ize scanners or even appliances for the kitchen that surf the web.

I. Underline cognates (palab ras similares al castellano) II. Match the meaning with the words: (las palabras marcadas son palabras compuestas) 1. Computadoras personales mini­portátiles a. _____high­tech industry 2. Scanners del tamaño de la palma b._____mini­lap top PCs 3. Teléfonos de alta velocidad c._____palm­s ize scanners 4. Industria de alta tecnología d._____High­speed phone lines III. Comprehension questions: 1. Where is the high­tech industry moving to?

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2. What kind of devices will be invented? 3. Have you already know about these new technologies? Give examples. IV. Translate the text :

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GRAMMAR SECTION. SIMPLE PAST

SINGULAR PLURAL EXPLICACIÓN

SUBJECT+verb+C

I workED hard

You workED hard

He workED hard

She workED hard

It workED hard

SUBJECT+ verb+C

We workED hard

You workED hard

They workED hard

Se usa este tiempo para expresar UNA ACCIÓN PASADA Y ACABADA. Forma de conjugación del verbo en PASADO: I You We workED They

HeShe workED It

En los verbos regulares se añade –ED a los verbos, en los irregulares cambian de forma y hay que aprenderlos de memoria. Ex. go went

Exercises: i. I_________________________(walk) in the park for an hour yesterday. ii. She___________________(visit) her mother last vacation. iii. Peter_________________(arrive) late at the meeting yesterday. iv. Alice_________________(study) English at the CBA last year. v. We__________________(attended) classes last Saturday.

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NEGATIVE FORM SINGULAR PLURAL EXPLICACIÓN

SUBJECT+DIDN’t +verb+C

I DID NOT work at home YESTERDAY.

You DID NOT work at home LAST WEEK.

He DID NOT work at home YESTERDAY MORNING.

She DIDNOT work at home LAST NIGHT.

It DID NOT work well YESTERDAY.

SUBJECT+neg.aux+verb+C

We DID NOT work at home YESTERDAY.

You DID NOT work at home LAST WEEK.

They DID NOT work at home LAST SATURDAY.

Nota: Cuando se niega en presente se usa el auxiliar DID NOT después VIENE el verbo.

I You We DID NOT They

HeShe DID NOT It

Se puede contractar así:

DID not = DIDN’T Todas las personas niegan con DIDN’T.

Exercises: Write these sentences in the negative form:

1. I worked hard last month.____________________________________ 2. Jane studied English at Domingo Savio University._________________ _____________________________________________________________ 3.­ John visited Mary last night.___________________________________ 4.­ Lucy listened to your new song yesterday.________________________ ______________________________________________________________ 5. They clapped at the concert yesterday evening.___________________ _____________________________________________________________

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YES/NO QUESTIONS WITH SIMPLE PAST

SINGULAR PLURAL EXPLICACIÓN

DID+SUBJECT+VERB?

DID I work hard? Yes, you did.

No, you didn’t.

Did you work hard? Yes, I d id No, I didn’t.

Did he work hard? Yes, he d id . No, he didn’t.

Did she work hard? Yes, she did. No, she didn’t

DID+SUBJECT+BE?

Did you work hard?

Yes, we did. No, we didn’t

Did we work hard?

Yes, you did. No, you didn’t.

Did they work hard?

Yes, they d id. No, they d idn’t

Nota: La forma interrogativa se forma poniendo por delante el verbo auxiliar DID luego el sujeto o pronombre y luego el verbo en su forma básica Cuando se dan respuestas cortas del tipo YES/NO se usa la contracción en la FORMA negativa.

Did you study French? Yes, I d id. No, I didn’t.

Exercises Answer with short answers the fo llowing questions:

1. Did you study English last semester?__________________________ 2. Did your teacher explain the lesson 2 last class?________________ 3. Did Your parents work hard?_____________________________ 4. Did your classes start on time yesterday?_____________________ 5. Did the students arrive on time last class?_____________________

Now answer the questions with full answers:

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QUESTIONS WITH INTERROGATIVE WORDS SINGULAR PLURAL EXPLICACIÓN QUESTIONS

WHERE did I work? At home.

HOW did you come? By bus. .

WHY did she cry? Because she was sad.

QUESTIONS WHY did you win?

Because we were lucky.

WHAT TIME did you go to class ? At 9:00.

WHO did they meet at the party?

Mary and Susan.

Nota: Las palabras interrogativas se colocan antes del auxiliar did.

Ex: WHAT did you want? Otras palabras interrogativas son:

WHERE (dónde) WHEN (cuándo) WHAT TIME (a qué hora) HOW (cómo) WHY (por qué) WHO (quien, quienes)

Grammar exerc ises 1. Wri te the answer: a. What did you buy at the supermarket yesterday______________________ b. Where did you study your career?_______________________________ c. What did you choose for your birthday?_____________________________ d. Where did Shirley work?_______________________________________ 2. Put these sentences in past tense us ing the verbs in paren theses: a. The students__________________(do) well in the last examination. b. the children______________(go) to the park last Saturday. c. I_____________(see) Peter at the party last night.

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e. The teacher_____________(have) a short vacation last summer. IRREGULAR VERBS PRESENT PAST EXPLICACIÓN COME DO HAVE EAT GO SEE WRITE SIT READ MAKE LEAVE

CAME DID HAD ATE WENT SAW WROTE SAT READ MADE LEFT

Nota: Los verbos irregulares en pasado cambian de forma arbitrariamente o sea que uno debe aprenderlos de memoria a través del uso.

HOMEWORK I. WRITE THESE SENTENCES IN PAST TENSE:

1. Mary _________________(go) to a party last night. 2. The children___________(eat) hamburgers at the birthday party yesterday. 3. Susan and Peter____________(get married) two years ago. 4. They __________________(buy) a new computer and they_________(sell) the old computer. 5. Mary________________(sleep) nine hours yesterday. She__________(be) tired. II. Write negative sentences in past tense NEGATIVE FORM.Use didn`t + the verb . 1. They______________ (go) to the party last night. 2. My teacher_____________(give) the examinations last class. 3. They__________________( eat) at a restaurant yesterday. 4. We_________________(spend) a loot of money in our party. 5. Most of our friends______________(come) to the party last night. III. Answer these questions. Give short answers: Ex: Yes,I d id./No, I d in`t. 1. Did you come to the university last Saturday?__________________ 2. Did you study for the test yesterday?_________________________ 3. Did you work hard last week?______________________

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4. Did your teacher give the exams last class?__________________ 5. Did your friend study English with you?_____________________ IV. WRITE THE CORRECT FORM OF THE VERB IN PAST TENSE: 1.The weather was beautiful yesterday, so we_________(go) to the swimming pool. 2. When I was a child , I_________________(want) to be an actress. 3. Shakespeare___________________(write) many plays. 4. Yesterday evening I_____________(watch) a funny film on T.V. 5. Last weekend I______________(stay) home , so I_____________(clean) the house. V. WRITE THE PAST TENSE OF THE FOLLOWING VERBS and their meanings: 1. Think_____________ ____________________ 2. Speak___________________ _____________________ 3. Give___________________ _________________________ 4. Take__________________ ___________________________ 5. Lose_________________ ___________________________ 6. Find_________________ _________________________ 7. Know________________ ________________________ 8. Hear_____________________ __________________ 9. tell_____________________ _____________________ 10. buy_________________ _____________________

Past Continuous SINGULAR PLURAL EXPLICACIÓN

SUBJECT+BE+ING­Verb I WAS explaining the lesson when they arrived.

You WERE listening to the teacher when the bell

SUBJECT+BE+ING­verb We WERE studying

English when the teacher postponed the date of the test. You WERE learning

Forma de conjugación del presente progresivo se usa el verbo TO BE: was y were + el verbo de la acción terminando en –ING.

S+TO BE+V­ING

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rang.

He WAS having classes when she called h im.

She WAS copying the lesson when the lights turned off. It WAS working well

when he checked it

English when they visited you.

They WERE practicing the exercises when the bell rang.

They WERE writing on their notebooks when the teacher arrived.

Este tiempo indica una acción que estaba sucediendo en el momento en que otra acción tuvo lugar en el pasado.

EXERCISES:

1. Mary__________________________a letter to her boyfriend when Peter came. (write) 2. Peter _________________________the computer when I saw him (use) 3. We __________________________classes when the teacher had to go out. (have) 4. They_______________________ soccer at the stadium when the lights turned off.. (play) 5. It________________________well when I received it(work).

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LESSON SIX. USING COMPARATIVE AND SUPERLATIVE FORMS

PERSONAL COMPUTERS

Some personal computers are as small as pocket radios, the smallest class of fully functional, self­contained computers is the class called notebook computers. These are designed for those users who require a portable machine and are widely used today by students and people who work in different locations. Today's desktop personal computers are more powerfu l than the first PCs and can perform from 16 to 66 million operations per second.­Some can even perform more than 100 million. These computers are used not only for household management and personal entertainment, but also for most of the automated tasks required by small businesses, including word processing, generating mailing lists and calculating accounting information. Today computers are cheaper than in the past.

III. The underlined words are comparative and superlative forms, wr ite the meaning of these expressions:

IV. Trans late the text us ing all the strategies and techniques.

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READING PRACTICE 4

THE WEATHER IS GETTING CRAZY

Our planet is becoming hotter and hotter every year. Scientists said that it is due to a phenomenon called the greenhouse effect caused by an increase in the amount of carbon dioxide (CO2) in the atmosphere which in turn produces important changes in the climate. The greenhouse effect is the consequence of men’s neglected actions. The balance of nature has been disturbed by the excess of CO2 originated in power stations, factories and cars that burn fossil fuels. Besides that, the destruction of forests causes that less CO2 can be converted into oxygen by plants. Consequently the CO2 in the atmosphere increases causing the overheating of the planet.

Other consequences due to the overheating are:

­ Oceans are becoming warmer every year. ­ Polar icecaps are starting to melt. ­ The level of the sea is rising. ­The climate is changing, for: USA has hotter summers and less rainfall. ­ Mediterranean regions may become drier.

I. Underline the comparative and superlative adjectives in the text. II. Translate the text using all the techniques and strategies:

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GRAMMAR SECTION. COMPARATIVE AND SUPERLATIVE ADJECTIVES AND ADVERBS 1. Adjetivos comparativos cortos En los adjetivos comparativos cortos la forma comparativa se forma colocando –ER al final del adjetivo: Ejemplo:

Adjetivo comparativo Hot___________hotter Fat___________fatter long___________longer old_____________older

Note que en los adjetivos que terminan en consonante y le antecede una vocal se ha duplicado la consonante final antes de añadir –ER. Se coloca el THAN después del adjetivo.

Ej: Mary is shorter than Lucy. Exercises 1. My sister is _______________ ___________ I am.(old) 2. Peter is____________ ________ his brother. (tall) 3. Susan is ____________young _________ Jane. (young) 4. John is____________ __________ Peter. (fat)

Forma superlativa

La forma superlativa de los adjetivos cortos se forma añadiendo­EST al adjetivo.

Ejemplo: Adjetivo superlativo

old______________oldest young ___________youngest Rich_____________richest

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Se coloca THE por delante del adjetivo,Ej: The richest man in the world.

Exercises

1. This is_______________________way to go there.(long) 2. Bill Gates is_____________________man in the world. (rich) 3. She is____________________in her family( young) 4. Peter is_____________________of all his classmates.(strong)

Adjetivos de dos sílabas terminados en –y

Los adjetivos de dos sílabas terminados en ­y también forman el comparativo como los adjetivos cortos, es decir se les añade –er o –est.

Ejemplo:

Pretty______________________prettier happy______________________happier Lazy_______________________lazier

Los superlativos serían así:

pretty_____________________the prettiest happy ____________________the happiest Lazy______________________the laziest

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Adjetivos de dos sílabas que pueden usarse de las dos formas:

Hay adjetivos de dos sílabas que pueden usarse de dos formas, Unos añadiendo ­er o –est y también comparando con more, o the most, como los adjetivos largos. Estos son:

angry angrier more angry the angriest the most angry clever _________ ___________ __________ _____________ cruel _________ ___________ __________ _____________ friendly __________ ___________ __________ ______________ gentle ___________ ___________ __________ _______________ angry ___________ ___________ ___________ _______________ handsome ____________ ___________ ___________ _______________ narrow ____________ ___________ ____________ _______________ obscure______________ ___________ ____________ _______________ polite _____________ ____________ ____________ _______________ quiet ________________ ________ _____________ ______________ secure ______________ __________ ____________ ________________ simple _______________ _____________ _____________ ______________ .______________ _______________ ______________ _________ Adjetivos largos

Los adjetivos largos a partir de dos a más sílabas se comparan con more + adjetivo+ than y la forma superlativa se forma con The most+adjetivo.

Ejemplo: adjetivo comparativo superlativo

famous ___________more famous _________ the most famous

interesting_______more interesting ________the most interesting

beautiful_________more beautiful ________the most beautiful

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Exercise: 1. Love is__________________________________than money (important) 2. This computer is_______________________than yours.(expensive) 3. This novel is___________________________thn that novel.(interesting) 4. This is___________________________car of all.(expensive) 5. Peter is_________________________in his class. (intelligent)

Los adjetivos irregulares

Los adjetivos irregulares o que no siguen las reglas mencionadas son :

Good____________________better than__________the best Bad_____________________worse than__________the worst little_____________________less than___________the least Far______________________further than_________the furthest

Exercises.

1. Peter is_____________________studen than Carlos. (good) 2. Mary’s grades are______________than lucy’s grades (bad) 3. Catholic university is_________________than Domingo Savio university (far) Adverbios terminados en –ly Los adverbios que terminan en –ly se comparan con more than y su forma superlative es the most.

Ejemplo:

Adverbio comparativo Superlativo

carefullly more carefully the most carefully slowly more slowly the most slowly easily more easily the most easily

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Exercises:

1. I drive_________________________than my sister) carefully) 2. Mary speaks English________________than Jane. (fluently) 3. Students learn Math_______________________than English (slowly) 4. We did the last exercise________________than this one( easily)

Adverbios de una sílaba

Los adverbios de una sílaba se comparan como los adjetivos cortos, es decir con –ER y – EST.

Ejemplo:

Far further the furthest Hard harder the Harvest soon sooner the soonest Close closer the closest

Adverbios irregulares

Los adverbios irregulares se forman como los adjetivos irregulares y son:

well better than the best badly worse than the worst far further that the furthest

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HOMEWORK

I. Write the correct form of the comparative: 1. I am________________student than Carlos.( Good) 2. Mary is______________tan Jane. (fat) 3. My sister is______________ than I am (lazy) 4. This student is ___________________than the other student. (intelligent) 5. This book is________________than that one. (boring)

II. Complete the following sentences using comparative ad jectives:

1. This computer is_________________________than that computer(expensive) 2. This red dress is ___________________than the white dress. (pretty) 3. My brown shoes are_______________________than my black shoes.(big) 4. This meeting is__________________________than the last meeting.(important) 5. Boys are often____________________active than girls. (active)

III. Traduzca estas frases

1. A good example is the best sermon. 2. Debt is the worst poverty. 3. Stolen pleasures are sweetest. 4. He laughs best who laughs last. 5. The chain is not stronger than its weakest link.

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LESSON SEVEN. USING PRESENT PERFECT

I . Read the title and make predictions about the content:_____________ _______________________________________________________________

COMPUTERS I will tell you the history of computers. Computers are not new. The first computer was the

abacus. It was used in China for hundreds of years. But, what is an abacus? An abacus is an ancient calculator. You can do many easy and difficult calculations with the abacus, but it can not work by itself because it is not automatic and it is not electronic. After the abacus, a man called Charles Babbage made the first calculator nearly 170 years ago, in 1822. it was automatic but it was not electronic. Later, in the 1940s, some English scientists made the first electronic computer in Europe. It was too big to carry or move and it used a lot of electricity. Since then, scientists all around the world have made researches to make it better. They had to make computers small enough to carry and move easily. They had to make all the parts smaller. As a result of these researches, computers have become smaller and smaller. Some small pocket calculators today can do more difficult calculations than this first big electronic computer.

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Now, we have very sophisticated computers. They can do things that we could not imagine in the past! II. TRANSLATE THE TEXT USING ALL THE TECHNIQUES AND STRATEGIES.

GRAMMAR SECTION. Presen t Perfect El presente perfecto se usa en diferentes situaciones que explicaré detalladamente a continuación: 1.­ Cuando hablamos de un evento en el pasado pero no es importante especificar el tiempo o el momento en que ocurrió el evento, si especificamos el tiempo entonces debemos usar pasado simple. Ejemp lo : I have v is ited United States. ( ? ) No hay espec ificación de cuando sucedió. En cambio: I vis ited United States las t year. ( se especifica al decir " last year" ) 2.­ También se usa cuando algo nunca sucedió. Ejemp lo : I have never been in China. 3.­ Otra situación en la que se usa este tiempo es cuando la acción se repite varias veces. Ejemp lo : I have taken three tests during this semester. (repetición de una acc ión)

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4.­También se usa presente perfecto cuando mencionamos el momento en que se inició la acción pero esa situación sigue vigente hasta el momento en que hablamos. Ejemp lo : I have been here since 9:00. ( La persona sigue allí.) 5.­ Finalmente se usa cuando damos la cantidad de tiempo que duró la acción y continua hasta el presente. Ejemp lo: I have been here fo r three hours. ( duración the la acc ión).

HOMEWORK I. Fil l in the b lanks using present perfect or past tense: 1. Mary_____________________________ (be)at that work for many years. 2. Peter______________________________(be) at the party last night. 3.They____________________________(work)hard since he was elected president of the company. 4. We_______________________(go) to the same university. 5. She_______________________(go) to Brazil last vacation. II. Wri te these sentences in the negative fo rm: 1. We have visited all the Bolivian principal cities. ___________________________________________________________ 2. She has come to visit us many times. ______________________________________________________________ 3. He has failed the entrance test twice. ______________________________________________________________ 4. The children have already visited the zoo. _______________________________________________________________ 5. They have gone to the party very late. _______________________________________________________________ III. Translate the fo llowing sentences: 1. Lucy has travelled to Miami many times. 2. Peter has gone to that university for two years. 3. They have eaten at that Chinese restaurant many times. 4. We have never visited the zoo in this city. 5. I have worked in this company since 1997.

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IV. USE SIMPLE PAST OR THE PRESENT PERFECT TENSE ACCORDING TO THE CONTEXT.(USE EL PASADO SIMPLE O EL PRESENTE PERFECTO SEGÚN EL CONTEXTO) 1. I_________________ (move) to another neighbourhood in March. I_______________________(live) there for three months. 2. We__________________(live) in New York from 1998 to 1999. 3. Since Peter came here, he_____________________(work) as a taxi driver. 4. My teacher was Miss. Pol. I__________________(study) with her for one semester. 5. Juana Chavez speaks English well because she_______________(speak) English all her life. 6. Henry, who is now in hospital, he________________(be) there for several weeks. 7. When I saw her, Linda_______________ (feel) well. 8.We ______________(buy) this car two years ago and I_____________(drive) it 5.000 miles since then. 9. Up to the present, I______________________(Never, be) in Oruro. 10. My present boss is Mr. Johnson, I____________________(work) with him for three years.

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LESSON EIGHT. USING FUTURE TENSE

I . Read the title and make predictions about the content:______________ _____________________________________________________

HOW TO DEVELOP AN AWARENESS OF SOCIAL PROBLEMS

We must live as citizens of a society. Any society that we live in will have social problems. As citizens we should be aware of the social problems of our society. By studying social problems you will develop a background knowledge and an awareness that will continue to grow. Any mention of a social problem in the mass media or in public conversation will quickly catch your attention. You will find that reading the newspaper or watching a news broadcast on television will become a more important experience. As your awareness of the problems of the society continues to grow, you will become a better citizen of your community. I. Match the words with the defin itions: Citizen _____a. to become greater, to increase To g row _______b. Person who by birth or by choice is a

member of a state or nation Broadcast _______c. to know, to realize To be aware ______ d. to send out by radio II. Underline modal auxil iaries and sentences in fu ture tense.

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III. Translate the artic le (Traduzca el artículo)

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READING PRACTICE 5

I. Read the ti t le and an ticipate the conten t:__________________________ ARTIFICIAL INTELLIGENCE

Computers are also being used in games and in the area of artificial intelligence. In 1982 video games were a two­billion­dollar industry in the United States, and figures, such as PAC MAN had become part of the general culture. Artificial intelligence is a fast­developing field . For example: the Japanese fifth­generation computer project has as one of its goals the development of new machines and new approaches to artificial intelligence. The purpose of artificial intelligence is to produce computer systems which solve problems like humans do. Currently artificial intelligence researchers are busy developing programs which will allow computers to play chess at a master level, to diagnose diseases like a doctor, and so on. Researchers are also developing new kinds of computer circuits (hardware) to do this and eventually some software to use that hardware will also have to be developed and current computers will have to be improved. TRANSLATE the text using all the s trategies and techniques:

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GRAMMAR SECTION. SIMPLE FUTURE SIMPLE FUTURE El futuro simple del Inglés se forma utilizando el auxiliar "WILL" y seguidamente el verbo de la acción que se desea expresar en futuro. EJ: I wi l l go to your party tomorrow evening. Si se desea negar se forma la negación con wil l+not y se contracta won´t. EJ. He wil l no t come to the party. o He won´t come to the party. En la forma interrogativa se coloca el "WILL" por delante . Ej: Wil l you go to the party? Las respuestas cortas se dan así: Will you go to the university tomorrow? Yes, I wil l / No, I won´t. FORMA NEGATIVA:La forma negativa se forma con wil l+not y se puede contractar así: won´t Examples: I won´t go to your party.

He won´t study at that university. They won´t visit us next summer vacation.

La forma in terrogativa se forma poniendo el aux iliar por delante, así: Yes/No questions: Short answers: Will you come to the party? Yes, I will/No, I won´t. Will she go to Miami next month? Yes, she will/No, she won´t. Will they be at home next week? Yes, they will/ No, they won´t. Para hacer preguntas con palabras interrogativas , se coloca la palabra interrogativa en primer lugar, luego el auxiliar will,seguidamente el sujeto y el verbo. Example: Where will you go next year? Comp lete answer: I will go to Miami. Short answer: To Miami.

EXERCISES I.ANSWER THE FOLLOWING QUESTIONS: 1. Will you have classes next Saturday? 2. Will you come to the University tomorrow?

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3. Will you finish your studies in two years? 4. Will you have an examination next class ? II. Wri te these sentences in fu ture tense, use future tense express ions, like:Tomorrow, next....in .....,etc . Ex: I go to the university everyday._____ I wil l go to the university in one year. 1. They come to the house every week. 2. Peter studies engineering this semester. 3.Jane works at a bank this year. 4. We have lunch at a restaurant today. 5. They buy a car every year. III. Write negative sentences us ing "Won´t" 1. He will come to my house tonight. 2. They will visit us next vacation. 3.I will work for that company next year. FUTURE USING BE+GOING TO+ VERB El futuro próximo se forma utilizando el auxiliar “to be” más la expresión “going to” más el verbo que expresa la acción, así: ex: I am going to go to the meeting tomorrow

(be+ going to+ v) She is going to have a party tonight. They are go ing to come to my house. Cuando se quiere negar se niega usando el auxiliary “To be”, así: I am not going to go to the meeting tomorrow. She isn’t going to have a party tonight. They aren ’t going to come to my house. La forma interrogativa es invirtiendo el verbo “To be”, así: Are you going to come to my house? Yes, I am. o No, I am not. Is he go ing to have a party? Yes, he is. o No, he isn’t. Am I go ing to p lay tomorrow? Yes, you are. o No, you aren’t.

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FUTURE WITH “ BE+GOING TO” +VERB Subject + be + going to + verb Exp lanation

Ex: I am going to study hard

(Yo voy a estudiar fuerte)

She is going to practice ballet.

( Ella va a practicar ballet )

They are going to have a party.

(Ellos van a tener una fiesta.)

Se traduce como “ ir a”

I am go ing to s tudy Yo voy a estud iar

Exp resa tiempo futuro , sirve para hablar sob re algo que usted ha dec id ido o p laneado hacer con anticipac ión.

HOMEWORK I. Trans late these sentences: 1. You will never forget me.______________________________________ 2.The meeting will be on time. __________________________________ 3.They will go to the seminar about Marketing__________________________ 4. She won´t study in Europe, she will go to United States.____________ ______________________________________________________________ 5. We won´t have classes next Summer, we will have vacation. __________________________________ II. GIVE SHORT ANSWERS TO THE FOLLOWING QUESTIONS: 1. Will you go to classes next Saturday? 2. Will they come to visit their mother tomorrow? 3. Will your sister finish her homework on time? 4. Will you have good grades next semester ?

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CHANGE THESE SENTENCES IN SIMPLE FUTURE TO THE FUTURE WITH BE+GOING TO

1. I will go out with Peter tomorrow._____________________________ 2. They will invite you to their party._____________________________ 3. Mary will get married tomorrow.______________________________ 4. The teacher will take a test next class._________________________ 5. The students will study for the test this weekend._________________

ANSWER THE FOLLOWING QUESTIONS.(SHORT ANSWERS)

1. Are you going to study English?___________________ 2. Is he going to come to class tomorrow?______________ 3. Are the students going to go to the library tomorrow?____ 4. Is Lucy going to be on time next meeting?_____________ 5. Are they going to play soccer with us?_________________

WRITE A SHORT COMPOSITION TALKING ABOUT YOUR PLANS FOR THE FUTURE:

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LESSON NINE. USING MODAL AUXILIARIES

ELECTRONIC MAIL

Electronic mail, or e­mail, is a way of sending messages between computers. The messages may contain text, pictures, graphics, photographs, sounds and video clips. You can interchange messages with e­mail with computers around the world, often at a high speed. For instance, an e­mail message sent from a computer in the United States can appear on a computer screen in Bolivia within seconds. It should be the most common way of communication in the future. I. Match the words with their Spanish meaning : 1. between _______a. velocidad 2. screen _______b. entre 3. speed _______c. pantalla 4. appear _______d. aparecer II. Answer these questions. 1. What do the messages contain? 2. What can you interchange with e­mail? 3. How long does it take to send and receive a message ? III. TRANSLATE THE TEXT USING ALL THE TECHNIQUES AND ESTRATEGIES

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READING PRACTICE 6 BUYING A COMPUTER

When you buy a new PC (personal computer), it usually has some software already installed on its hard drive. Other software comes on floppy disks or CD­ROM`s, and you can also get software from the internet. There is one type of software that every PC must have: an operating system such as Windows.Then there are many other types of programs that you can buy, depending on what you want your computer to do. These different programs are also called applications.

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I. Match the fo llowing words with their mean ing: 1. floppy disks a.___________computadora personal 2. operating system b. __________disco duro 3. Personal computer (PC) c. _________disco blando 4. hard drive e.__________sistema operativo II. Answer the fo llowing questions: 1. According to the article, what type of software must every PC have? 2. What sort of software can you choose according to your needs? III Translate the text using all the techn iques and strategies:

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GIVING PERMISSION: CAN AND MAY: Para dar o pedir permiso se utiliza más MAY para situaciones formales y CAN para situaciones informales. EJ: Mom, can I go to the movies? (informal)

Please, Sir, may I open the window? (formal) Exerc ise 1. Hi, Susan! __________you come with me to the party? 2. I need to print this page, __________I use your computer, teacher? 3. Let´s begin the class,______________you open your books, please? 4. Hey, Peter,_______________you lend me some money? 5. I am on a diet._____________I eat that sandwich? 6. When you finish the test, you__________go. 7. You____________pay the bill by mail. 8. If you finish your homework, you___________watch your favourite program on T.V.

EL USO DEL AUXILIAR CAN Y COULD El auxiliar can sirve para indicar que se posee una habilidad en tiempo presente o con connotaciones de tiempo futuro. EJ:I can dance salsa. (present) Negative: I can´t dance salsa. I can go to your house tomorrow.(future) El auxiliar COULD sirve para expresar una habilidad que teníamos en el pasado. EJ: I cou ld speak Portuguese when I was a child. (Past) Negative: I cou ldn’t speak Portuguese when I was a child. Exercises 1. Fill in the blanks using can or could. 1. Peter_____________swim when he was a child. (negative) 2. Christopher Reeve__________________walk now. He___________ ride a horse before his accident. 3. I _________________speak French. (positive) 4. She __________________use the computer last year, but now she_________use it very well. (negative and positive)

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EXPRESSING NECESSITY: MUST and HAVE TO MUST y HAVE TO expresan necesidad. Algunas veces MUST expresa la necesidad un poco más fuerte que el HAVE TO, es como una obligación, un deber. Exerc ises 1. All applicants__________________ take an entrance exam. 2. Michael______________be at the university at 7:00 to take the test. 3. Peter is 25 years old and he got married so he_________work to earn his living. 4. Susan has another car accident. She__________have a life insurance. 5. You_________________have a passport to travel abroad.

Expressing advisab il i ty : SHOULD El auxiliar SHOULD sirve para expresar sugerencia o consejo. Se puede usar negativamente: shouldn´t (no debería) Ej: You are getting some weight, you shou ld be on a diet.

You are smoking too much, you should stop smoking. Exerc ises Use should or shouldn ´t 1. You_______________study harder or you will fail the course. 2. You_______________leave your keys inside the car. 3. He _____________clean his room, it’s very dirty. 4. I____________study tonight but I have a party. 5. We ______________work hard this week or we will not finish it. EXPRESSING POSSIBILITY: MAY and MIGHT May y Migh t expresan posibilidad. Su significado es casi el mismo, aunque a veces might indica menos posibilidades que may. Ej: I may go to the party, but I am not sure because I have to finish some work. It might rain, the sky is dark. Exerc ises: 1. I need some books, I____________go to the library today. 2. John is sick, he_________not go to school. 3. Why isn’t Mary at the party? She__________be late. 4. I am not interested in that conference, I__________stay home and watch a film. 5. Where is Peter?. Idon´t know, He____________be at work.

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EXPRESSING PROBABILTY: MUST Se usa must para expresar probabilidad, es decir que hay más pruebas para pensar que sea cierto que cuando hablamos de posibilidad. Ej: I saw Mary coughing and running a fever yesterday, she must be very sick today. Exercises 1. Why isn’t John in class? He____________be sick.Usually he is in class but when I saw him last night, he wasn´t feeling good. 2. Susan, you have worked very hard, you____________feel very tired. 3. Hello! May I speak to Henry? Sorry, you____________have the wrong number. There is nobody here with that name. 4. Edwin bought a diamond ring for his wife.He____________be a rich man. 5. I have lived here for more than two years without visiting my family. Oh, you__________________miss them very much!

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LESSON TEN. USING PASSIVE VOICE

I. Read the tit le: What is this reading going to be about? _______________________________________________________________

II. Skimming: Read the text quickly to get a general idea, underline cognates and circle the unknown words to look them up in your dictionary after finishing the reading:

E­MAIL

In the business world, postal mail and telephone calls are now being replaced by electronic mail messages that move across internet. E­mail and virtual private networks (VPNS) are worldwide used. These services allow end­users to reduce communication costs and improve efficiency.

But, how does e­mail work?

1. A message sender uses mail software to compose a document. 2. The message is sent to a mail server previously chosen by the sender.

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3. Internet mail addresses are used. Routers read the message to find the destination and place the message in the receiver’s mailbox.

4. The receiver´s software can then open the message.

III. Comprehension questions:

1. What has replaced the postal mail and the telephone calls?

2. What advantages get the end – users with the e­mail and virtual private networks?

IV. Underline the sentences that are written in passive voice and change them to the active voice:

V. Translate the text:

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GRAMMAR SECTION. THE PASSIVE VOICE

I. FORMING THE PASSIVE (Formando la voz pasiva)

EXAMPLES:

ACTIVE: Betty helped the children. S V O

PASSIVE: The children were helped by Betty. S V O

__________________________________________________________________

EXPLANATION (Explicación)

En la voz pasiva el objeto de la voz activa pasa a ser el sujeto, en el ejemplo dado the children que era objeto del verbo activo pasa a ser el sujeto del verbo pasivo.

El sujeto del verbo activo pasa a ser objeto de la voz pasiva precedido por by. EJ: by Betty.

II. FORM OF THE PASSIVE: BE+ PAST PARTICIPLE EXAMPLES:

ACTIVE PASIVE

Betty helps the children. The children are helped by Betty. : Betty is helping the children. The children are being helped by Betty.

Betty has helped the children. The children have been helped by Betty.

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Betty helped the children The children were helped by Betty. : Betty was helping the children. The children were being helped by Betty.

Betty had helped the children. The children had been helped by Betty. Betty will help the children. The children will be helped by Betty. Betty is going to help the children. The children are going to be helped by

Betty. Betty will have helped the children. The children will have been helped by Betty.

EXERCISES

I. Change the active to the passive:

1. Peter paints the door.___________________________________________ 2. Peter is painting the door.________________________________________ 3. Peter has painted the door._______________________________________ 4. Peter painted the door.__________________________________________ 5. Peter was painting the door.______________________________________ 6. Peter had painted the door._______________________________________ 7. Peter is going to paint the door.___________________________________ 8. Is Peter painting the door?_______________________________________ 9. Did Peter paint the door?________________________________________

II. Change these sentences to passive :

1. García Marquez wrote that book.__________________________________ 2. The teacher is going to explain the lesson.

____________________________________________________________ 3. Peter is writing the report.________________________________________ 4. John has suggested a new idea.__________________________________ 5. I have sent the letter.____________________________________________

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III. Use words from the list to complete the passive sentences:

Build surprise Divide invent Expect offer Kill surround Cause report

1. A new building__________________________________next year in this town. 2. An island ______________________________________by water. 3. Yesterday, I___________________________________a job at an oil company, but I

didn`t accept it. 4. I read that a hunter___________________by another hunter accidentally. 5. The fatal accident_____________________________on T.V yesterday evening. 6. The children_______________________________by their parents with the new toys. 7. The class _____________________________in groups by the teacher tight now.

8. The plane___________________________to be on time. 9. The damage______________________________ by the fire. 10. The telephone____________________________by Graham Bell.

IV. Write the missing information:

1.Paper________________________________(take) from the pile of the tray. 2. The printer__________________________(use) to print the texts. 3. This operating system_____________________(design) by Bell Laboratories. 4. The play_________________________(perform) by the best actors.

V. Change these sentences to the active verbs:

1. This book was written by Isabel Allende.____________________________ 2. The new building was built by Japanese engineers. _______________________________________________________________ 3. The song was recorded on CD by Peter.

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_______________________________________________________________ 4. The report is being filled in by the director. _______________________________________________________________ 5. The homework has been reviewed by the teachers. _______________________________________________________________

VI. WRITE YOUR OWN SENTENCES IN PASSIVE VOICE.

_______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________

HOMEWORK

I. Change these sentences to the passive:

1. Shakespeare wrote “Romeo and Juliet” _______________________________________________________________ 2. Leonardo Da Vinci painted the famous painting “Mona Lisa” _______________________________________________________________ 3. Thomas Alba Edison invented the electric bulb. ______________________________________________________________ 4. Charles Babbage designed the first modern computer. _______________________________________________________________ 5. The French scientist Blaise Pascal invented a calculator made of wheels and cogs.

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_______________________________________________________________ 6. IBM introduced the personal computer in 1981. ______________________________________________________________ 7. Bell Laboratories designed the operating system for minicomputers. _______________________________________________________________ 8. Professionals known as computer programmers write software. ______________________________________________________________ 9. Hackers create software to destroy another computer’s program. _______________________________________________________________ 10. Microsoft has sold a lot of creative software. ______________________________________________________________

II. Change these sentences to the active verbs:

1. Some flowers were sent by Peter to Mary. ___________________________________________________________ 2. The message is opened by the receiver’s software. ____________________________________________________________

3. The documents were delivered by courier. ____________________________________________________________ 4. Old technology has been replaced by new technology. _____________________________________________________________ 5. Virtual platform are used by the teachers to help their students. _____________________________________________________________

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ANEXO # 1 COMMONLY USED IRREGULAR VERBS PRESENT PAST PAST PARTICIPLE SPANISH 1.­ Arise 2.­ Awake 3.­ be 4.­ Bear 5.­ Beat 6.­ Become 7.­ Begin 8.­ Bend 9.­ Bet |0.­ Bind 11.­ Bite 12.­ Bleed 13.­ Blow 14.­ Bring 15.­ Build 16.­ Burn 17.­ Burst 18.­ Buy 19.­ Cast 20.­ Catch 21.­ Choose 22.­ Come 23.­ Cost 24.­ Creep 25.­ Cut 26.­ Dare 27.­ Deal 28.­ Dig 29.­ Do 30.­ Draw

Arose Awoke Was/were Bore Beat Became Began Bent Bet Bound BitBled Blew Brought Built Burnt Burst Bought Cast Caught Chose Came Cost Crept Cut Dared Dealt Dug Did Drew

Arisen Awaken Been Borne Beaten Become Begun Bent Bet Bound Bitten Bled Blown Brought Built Burnt Burst Bought Cast Caught Chosen Come Cost Crept Cut Dared Dealt Dug Done Drawn

Levantarse Despertarse Ser/estar Soportar/producir Golpear Convertirse Comenzar Doblar Apostar Atar/Unir Morder Sangrar Soplar Traer Construir Quemar Remendar Comprar Lanzar/echar Coger/agarrar Elegir/escoger Venir Costar Gatear/arrastrarse Cortar Osar/atreverse Negociar Cavar Hacer Dibujar

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31.­ Drink 32.­ Drive 33.­ Eat 34.­ Fall 35.­ Feed 36.­ Feel 37.­ Fight 38.­ Find 39.­ Fly 40.­ Forbide 41.­ Forget 42.­ Forgive 43.­ Freeze 44.­ Get 45.­ Give 46.­ Go 47.­ Grind 48.­ Grow (up) 49.­ Hang 50.­ Have 51.­ Hear 52.­ Hide 53.­ Hit 54.­ Hold 55.­ Hurt 56.­ keep 57.­Kneel 58.­ Know 59.­ Lead 60.­ Lean 61.­Leave 62.­ Lend 63.­ Let 64.­ lie

Drank Drove Ate Fell Fed Felt Fought Found Flew Forbade Forgot Forgave Froze Got Gave Went Ground Grew Hung Had Heard Hid HitHeld Hurt Kept Knelt Knew Led Lent Left Lent Let Lay

Drunk Driven Eaten Fallen Fed Felt Fought Found Flown Forbidden Forgotten Forgiven Frozen Gotten Given Gone Ground Grown Hung Had Heard Hidden HitHeld Hurt Kept Knelt Known Led Leant Left Lent Let Lain

Beber Conducir Comer Caer Alimentar Sentir Pelear Encontrar Volar Prohibir Olvidar Perdonar congelar lograr/conseguir dar ir moler cultivar/crecer colgar tener oiresconder golpear abrazar/sostener lastimar/herir guardar/mantener arrodillarse saber/conocer liderizar/guiar apoyarse salir/partir prestar permitir echarse/yacer

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65.­ Light 66.­ Lose 67.­ Make 68.­ Mean 69.­ Meet 70.­ Owe 71.­ Pay 72.­ Put 73.­ Quit 74.­ Read 75.­ Ride 76.­ Ring 77.­ Rise 78.­ Run 79.­ Say 80.­ See 81.­ Seek 82.­ Shake 83.­ Sell 84.­ Send 85.­ Set 86.­ Shave 87.­ Shine 88.­ Shoot 89.­ Show 90.­ Shrink 91.­ Shut 92.­ Sing 93.­ Sink 94.­ Sit 95.­ Sleep 96.­ Slide 97.­ Slit 98.­ Speak

Lit Lost Made Meant Met Owed Paid Put Quit Read Rode Rang Rose Run Said Saw Sought Shook Sold Sent Set shaved shone shot showed shrank shut sang sank sat slept slid slitspoke

Lit Lost Made Meant Met Owed Paid Put Quit Read Ridden Rung Risen Run Said Seen Sought Shaken Sold Sent Set Shaven Shone Shot Shown Shrunk Shut Sung Sunk Sat Slept Slid Slit Spoken

encender perder hacer/cometer significar conocer/encontrarse deber (algo) pagar poner dejar/abandonar leer montar/subir tocar/sonar levantarse/surgir correr/administrar decir ver buscar sacudir/temblar vender enviar colocar/instalar rasurarse brillar disparar mostrar encoger cerrar cantar hundirse sentarse dormir resbalar rajar hablar

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99.­ Speed 100.­Spend 101.­ Spin 102.­Split 103.­ Spread 104.­ Spring 105.­ Stand (up) 106.­ Steal 107.­ Stick 108.­ Swear 109.­ Sweep 110.­ Swim 111.­ Swing 112.­ Take 113.­ Teach 114.­ Tear 115.­ Tell 116.­ Think 117.­ Throw 118.­ Understand 119.­ Wake 120.­ Wear 121.­ Weave 122.­ Wed 123.­ Weep 124.­ Wet 125.­ Win 126.­ Wind 127.­Write

sped spent spun split spread

sprang stood stole stuck swore swept swam swang took taught tore told thought threw understood woke wore wove wed wept wet won wound wrote

Sped Spent Spun Split Spread

Sprung Stood Stolen Stuck Sworn Swept Swum Swung Taken Taught Torn Told Thought Thrown Understood Waken Worn Woven Wed Wept Wet Won Wound Written

acelerar pasar/gastar girar/dar vueltas desunir/rajar esparcir

nacer/brotar pararse/aguantar robar pegar/colar jurar barrer nadar oscilar/columpiar tomar enseñar rasgar/despedazar decir/contar pensar lanzar/tirar comprender despertar vestir/usar tejer casarse/unir llorar mojar/humedecer ganar enrollar escribir

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ANEXO # 2. NUMBERS

CARDINAL ORDINAL

1 one 1 st . first 2 two 2 nd . Second 3 three 3 rd . Third 4. four 4 th . Fourth 5 five 5 th . Fifth 6 six 6 th . Sixth 7 seven 7 th .Seventh 8 eight 8 th . Eighth 9 nine 9 th .Nine 10 ten 10 th .Tenth 11 eleven 11 th .Eleventh 12 twelve 12 th .Twelfth 13 thirteen 13 th . Thirteenth 14. fourteen 14 th .Fourteenth 15 fifteen 15 th .Fifteenth 16 sixteen 16 th .Sistennth 17 seventeen 17 th .Seventeenth 18 eighteen 18 th . Eighteenth 19 nineteen 19 th .Nineteenth 20 twenty 20 th . Twentieth 21 twenty one 21th. Twenty first 22 twenty two 22th. Twenty second 23 twenty three 23th. Twenty third 24 twenty four 24 th . Twenty fourth,etc. 30 thirty 30 th . Thirtieth 40 forty 40 th . Fortieth 50 fifty 50 th . Fiftieth 60 sixty 60 th .Sistieth 70 seventy 70 th .Seventieth 80 eighty 80 th ­ Eightieth

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90 ninety 90 th .Nienetieth 100 one hundred 100 th . One hundredth 200 two hundrd 200 th . Two hundredth 1000 one thousand . 10.000 ten thousand 100.000 one hundred thousand 1’.000.000 one million

ANEXO # 3. WAYS OF SAYING THE TIME

8:00 It´s eight o´clock It´s eight

8:05 It´s eight –oh­ five It´s five (minutes) after eight

8:10 It´s eight ten It´s ten minutes after eight

8::15 It´s eight fifteen It´s a quarter after eight

8:30 It´s eight thirty It´s half past eight

8:45 It´s eight forty five It´s a quarter after to nine

8:50 It´s eight fifty It´s ten(minutes) of nime.

EXERCISE: Draw a clock with the time showed above:

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ANEXO # 4. DAYS OF THE WEEK, MONTHS OF THE YEAR AND THE SEASONS OF THE YEARS

DAYS OF THE WEEK

Monday (Mon.) Tuesday (Tues.) Wednesday (Wed.) Thursday (Thurs.) Friday (Fri.) Saturday (Sat.) Sunday (Sun.)

MONTHS OF THE YEAR SEASONS

January (Jan.) Spring February (Feb.) Summer March (Mar.) Fall April (Apr.) Winter May (May.) June (June) July (July)

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August (Aug.) September (Sept.) October (Oct.) November (Nov.) December (Dec.)

USING NUMBERS TO WRITE THE DATE

Month/Day/Year

4 / 7 / 07 = April 7 th .,2007

WRITTEN FORM SPOKEN FORM

January 1 st . January first / The first of January March 2 nd . March second / The second of March October 10 th . October tenth / The tenth of October.

ANEXO # 5. PARTS OF THE HUMAN BODY

1. Ankle (Tobillo) 2. Arm (brazo) 3. Back (espalda) 4. Body (cuerpo) 5. Bust (pecho) 6. Chest (pecho) 7. Chin (barbilla) 8. Ear (oído) 9. Elbow (codo) 10. Eye (ojo) 11. Face (cara)

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12. Finger (dedo) 13. Foot (feeet=plural) (dedo) 14. Hair (cabello) 15. Hand (mano) 16. Head (cabeza) 17. Knee (rodilla) 18. Leg (pierna) 19. lip (labio) 20. Mouth (boca) 21. Neck (cuello) 22. Nose (nariz) 23. Shoulder (hombro) 24. Toe (dedo del pie). 25. Tooth (teeth=plural) (diente(s) 26. Tongue (lengua)

EXERCISE: Draw a human body and label the parts.

ANEXO # 6. CLOTHES

1. Dress (vestido) 2. Shirt (camisa) 3. T­Shirt (polera) 4. Skirt (falda) 5. Blouse (blusa)

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6. .Blazer (Saco) 7. Coat (Abrigo) 8. Suit (Terno) 9. Pants (Pantalones) 10. Jeans (Bluejeans) 11. Slippers (pantuflas) 12. Underwear (ropa interior) 13. Socks (calcetines) 14. Shoes (zapatos) 15. Sandals (sandalias) 16. Boots (botas) 17. Jacket (Chaqueta o chamarra) 18. Tie (corbata) 19. Scarf (chalina o echarpe) 20. Hat (sombrero) 21. Trousers (pantalones) 22. Bra (de brassiere, sosten) 23. Panties (calzones) 24. Gloves (guantes) 25. Tennis shoes Zapatos de tennis) 25. Sneakers (zapatos deportivos) 26. Raincoat (impermeable) 27. Sweater (chompa) 28. High heel shoes (zapatos de tacones) 29. Smoking (traje de fiesta para hombre ) 30. Pajamas or pijamas (piyamas)

EXERCISE:Cut pictures with people and write the name of the clothes they are wearing.