Inglés I Electro Material Didáctico 2019

INGLÉS I
Ingeniería
en Electrónica
Directora de Cátedra: Mgter. Nancy L. Fernández
Equipo docente: Trad. Púb. Mabel Romero; Trad. Púb. Elena

Aguilar & Trad. Púb. Alejandra Ludman
2019
CÁTEDRA INGLÉS I – INGENIERÍA en ELECTRÓNICA – 2019
MÓDULO 1
CLASES 1 a 4
Objetivos:
1. Reconocer los tipos de discurso y sus funciones a partir de pautas no

lingüísticas.
2. Relacionar texto e imagen.
3. Formular hipótesis sobre la fuente textual (origen), el receptor (destinatario)
y el efecto buscado (función retórica).
4. Reconocer signos no lingüísticos, tipográficos y elementos gráficos como
guía de lectura.
5. Anticipar contenidos sobre las hipótesis ya elaboradas.
6. Sistematizar los contenidos textuales como guía de lectura.
7. Aplicar estrategias de lectura para reconocer términos transparentes y
repetidos.
8. Presentarse en contextos informales y formales.
Actividades
1. Observe el texto Progress in nanogenerators for portable electronics.
Progress in nanogenerators for portable electronics
Zhong Lin Wang*, Guang Zhu, Ya Yang, Sihong Wang, and Caofeng Pan
School of Materials Science and Engineering, Georgia Institute of Technology, Atlanta, USA
*E-mail: zlwang@gatech.edu
Besides targeting at the worldwide energy needs at a large scope, we have been
developing an area of nanoenergy, aiming at using nanotechnology to harvest the
energy required for sustainable, independent and maintenance free operation of
micro/nano-systems and mobile/portable electronics.
As first reported in 2006, various nanogenerators (NGs) have been demonstrated using
piezoelectric, triboelectric and pyroelectric effects. By using the energy from our living
environment, our goal is to make self powered system. The self-powering approaches
developed here are a new paradigm in nanotechnology and green energy for truly
achieving sustainable self-sufficient micro/nano-systems, which are of critical
importance for sensing, medical science, infrastructure/environmental monitoring,
defense technology and personal electronics.
In the last half century, the developing trend of electronics has been miniaturization and
portability. The history of computers is a typical example, from the vacuum tube based
huge-size machines, to solid state MOSFET based main frame computers and later
laptop computers, and now to handhold cell phones; the number of such computers the
world possesses has changed from a few worldwide, to one per unit, and now one per
person. The near future development concerns electronics that are much smaller than
the size of a cell phone, so that on average each person can have dozens to hundreds
small electronic systems. Such small size electronics and their working mode of
operating like a sensor largely reduces power consumption, making it possible to use
2
the energy harvested from our living environment to power it. It will become impractical
nanomaterials and nanotechnology for harvesting energy for powering micro/nano-
systems. It can be used to possibly replace batteries or at least extend the lifetime of a
battery.
Fig. 1 A summary on the development of high output piezoelectric nanogenerators ever since it was
invented in 2006. Inset: the schematic of the mostly recently developed integrated nanogenerator based
on vertically aligned ZnO arrays.
Summary
As first reported in 2006, nanogenerators have been an active area of research.

Starting from the fundamental proof of concept, we have developed various
approaches for harvesting mechanical energy and thermal energy based on
piezoelectric and pyroelectric effects, respectively. By using the energy from our living
environment, our goal is to make self-powered systems that can operate wirelessly,
independently, and sustainably. We have demonstrated various applications of using
the NG technology for powering various mobile electronics. We have also developed
various hybrid cell technologies for simultaneously harvesting multiple types of energy
so that we can use all of the available energy in the environment where the devices are
being deployed. Lastly, integrated self-charging power cells provide an innovative
approach for hybridizing a nanogenerator with an energy storage unit, as a convoluted
system.
The nanogenerator technology will soon impact our lives! Besides targeting worldwide
energy needs, at a large scale, we aim to address the energy required for sustainable
and maintenance free operation of micro/nano-systems and mobile/portable
electronics. This is the area of nanoenergy. The self-powering approaches developed
here are a new paradigm in nanotechnology for truly achieving sustainable self-
sufficient micro/nano-systems, which are of critical importance for sensing, medical
science, infrastructure/environmental monitoring, defense technology, and even
personal electronics.
From materialstoday, DECEMBER 2012 | VOLUME 15 | NUMBER 12
3
2. Establezca su fuente textual, sus posibles destinatarios y el (los)

efectos(s) buscado(s).
3. Complete el siguiente cuadro a partir de la información recolectada

sobre el texto observado:
PAUTAS Artículo: Progress in nanogenerators for portable electronics

LINGÜÍSTICAS Y
NO
LINGÜÍSTICAS
Ilustraciones
¿Cuántas? ¿Qué
indican?
Cifras
¿Qué indican?
Íconos /
Símbolos
¿Qué indican?
Copete
¿Qué indica?
Título/Subtítulos
¿Qué indican?
Epígrafe
¿Qué indica?
Tipo de letra
(cursiva,
imprenta)
¿Qué indican?
Tamaño de letra
(mayúscula,
minúscula)
¿Qué indican?
Forma de letra
(bastardilla,
gótica, negrita)
¿Qué indican?
4
4. A partir de lo tabulado, elabore una hipótesis de contenido del texto.
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
5. Subraye en el texto las palabras conocidas, las transparentes y las

repetidas.
6. A partir de esas palabras subrayadas, escriba en español una síntesis

del tema desarrollado en el artículo.
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
5
7. Ahora lea atentamente el siguiente texto y complete el diagrama a

continuación:
Computer Applications
Computers can help students perform mathematical operations and solve difficult
questions. They can be used to access the Internet, teach courses such as computer-
aided design, language learning, programming, mathematics, etc. PCs (personal
computers) are also used for administrative purposes: for example, schools use
databases and word processors to keep records of students, teachers and materials.
Computers store information about the amount of money held by each bank client and
enable staff to access large databases and to carry out financial transactions at high
speed. They also control the automatic cash dispensers which, by the use of a personal
coded card, dispense money to clients.
Airline pilots use computers to help them control the plane. For example, monitors
display data about fuel consumption and weather conditions. In airport control towers,
computers are used to manage radar systems and regulate air traffic. On the ground,
airlines are connected to travel agencies by computer. Travel agents use computers to
find out about the availability of flights, prices, times, stopovers and many other details
like travel vouchers, etc.
(Extraído y adaptado de Infotech. English for computer users de S. R. Esteras. CUP. 2003)
COMPUTERS APPLICATIONS
PCs
AIRPORTS
AIR TRAFFIC
6
- ¿Qué se ha formado a partir de este diagrama?
....................................................................................................................
ILUSTRACIONES
Muchos textos informativos usan diferentes clases de ilustraciones. Además

de darle al texto una apariencia más atractiva, las ilustraciones son una
parte integral del texto.
Las palabras expresan las ideas en forma simbólica. Por su parte, las
ilustraciones pueden expresar los mismos conceptos en forma más directa.
Una representación visual bien pensada puede valer más que mil palabras.
Las formas más comunes de ilustraciones son las siguientes:
1. GRÁFICAS Y TABLAS: Son especialmente útiles para presentar

información numérica.
2. MAPAS Y PLANOS: Tienen como propósito ubicar al lector

geográficamente en un lugar determinado.
3. DIAGRAMAS: Son dibujos y esquemas que facilitan la comprensión

del funcionamiento de un sistema o parte de él.
4. FOTOGRAFÍAS Y DIBUJOS: Se utilizan con frecuencia para crear un

ambiente, o hacer más emotiva o inmediata una situación. Inclusive
pueden llegar a reemplazar la lectura casi por completo, como es el
caso de las tiras cómicas o foto-novelas ilustradas, que expresan las
ideas por medio de cuadros más que de palabras.
El texto The Gearbox ejemplifica un tipo de ilustración: un diagrama que fue

extraído de un manual de mantenimiento para vehículos.
A partir de la observación del mismo, escriba en cada uno de los espacios ✓

o X. La ilustración:
1. Está estrechamente ligada con el texto. _____

2. Es virtualmente explícita por sí misma. _____
3. Se puede usar para obtener información. _____
4. Es difícil de entender si no va acompañada de un texto. _____
5. Contiene claves que requieren explicaciones. _____
7
The Gearbox
… now transmit the drive to output shaft B, with a suitable reduction ― about
2:1 in the illustration.
Figure 10.2 Engaging gear by means of a dog clutch ― this arrangement

provides top gear plus one other gear ratio.
Follow through this description carefully, with reference to the diagram. You
will find that the principle involved is really quite simple! A four-speed
gearbox uses the same principle, but is rather more complicated since more
ratios are required.
1. Subraye en el texto las palabras conocidas, las transparentes y las

repetidas.
2. Indique el tipo de ilustración:
A.
Fig. 2 The graphene material. (a) Optical image of mechanical peeled graphene.
(b) Optical image of the CVD grown graphene transferred
from the Ni substrate onto SiO2/Si substrate. (c) AFM image of
graphene on 6H–SiC(0001) with a nominal thickness of 1.2 monolayer formed by
annealing in Ar.(d) Typical transfer characteristics (Ids-Vg) curve
of a back-gated graphene FET on 100 nm SiO2/Si substrate.
8
B.
C.
D.
9
PRESENTACIONES INFORMALES Y FORMALES:

INTRODUCING YOURSELF
Lea los siguientes diálogos:
Lucas: Hi! I‟m Lucas. And you?

María: I‟m María.
L: Nice to meet you, María.
M: Nice to meet you too. Looks like we‟ll be mates in the English course.
L: Great.
Mr. Smith: Good morning. I‟m Mr. Smith, the sales manager. How do you
do?
Marcos: How do you do? I‟m Marcos Acosta, the new sales advisor.
S: It‟s your first day at work, right?
M: That‟s correct.
S: Let me show you around so you can meet everyone.
M: Sure. It‟ll be a pleasure.
Actividades
1. ¿Cuáles expresiones reconoce para presentarse de manera informal y

formal?
2. ¿Cuáles serían los equivalentes en español?
3. Pair-work: Write a dialogue with your peer and introduce yourselves

to each other.
………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
10
MÓDULO 2
CLASES 5 a 8
Objetivos:
1. Elaborar hipótesis de lectura y contenido.

2. Reconocer elementos lingüísticos como guía de lectura para la elaboración
de hipótesis de contenido.
3. Activar esquemas de contenidos textuales y específicos.
4. Relacionar texto y gramática.
5. Sistematizar contenidos textuales como guía de lectura.
6. Reconocer las relaciones entre las partes del texto a partir de la cohesión
léxica: cadena léxica.
7. Reconocer campo léxico.
8. Identificar diferentes textos expositivos descriptivos.
9. Reconocer los elementos sintácticos principales del texto: bloque verbal y
bloque nominal.
Actividades
1. Lea los textos 1, 2 y 3. Formule una hipótesis de contenido para cada

uno a partir de los títulos, el tipo y forma de letra utilizados en los
mismos.
2. Confirme o modifique sus hipótesis.

A. ¿En qué se basó para hacerlo?
B. ¿Cómo estás organizados los textos?
3. Busque las palabras repetidas y transparentes en cada texto.

Resáltelas.
4. Señale el tópico (tema desarrollado) de cada texto.

A. ¿En qué se basó para identificarlo?
B. Entre los términos resaltados, ¿cuáles se relacionan con el

tópico del texto?
5. Establezca la función discursiva predominante de cada texto.
Texto 1
- ¿Describe? ¿Qué?
- ¿Define? ¿Qué?
- ¿Explica? ¿Qué?
11
Texto 2
- ¿Define? ¿Qué?
Texto 3
- ¿Define? ¿Qué?
6. Subraye el (los) verbo(s) principal(es) en cada cláusula de cada

texto.
7. Subraye en cada texto todas las frases nominales e indique el núcleo

de cada una de ellas.
TEXTO 1
Electronics Engineering – Overview
Electronics Engineering is a professional engineering discipline that deals with the

emission, behavior, and effects of electrons (as in electron tubes and transistors) and
with electronic devices, systems or equipment.
The term also now covers a large part of electrical engineering degree courses as
studied at most European and American universities. Its practitioners are called
electronics engineers in Europe. In the Americas and some other parts of the world, the
term electrical engineer is used to describe a person doing the same work.
In many areas, electronics engineering is considered to be at the same level as

electrical engineering, requiring that more general programs be called electrical and
electronics engineering. Both define a broad field that encompasses many subfields
including those that deal with power, instrumentation engineering, telecommunications,
and semiconductor circuit design among many others.
TEXTO 2
An integrated circuit or monolithic integrated circuit (also referred to as IC, chip, or

microchip) is an electronic circuit manufactured by the patterned diffusion of trace
elements into the surface of a thin substrate of semiconductor material. Additional
materials are deposited and patterned to form interconnections between semiconductor
devices.
Integrated circuits are used in virtually all electronic equipment today and have
revolutionized the world of electronics. Computers, mobile phones and other digital
appliances are now inextricable parts of the structure of modern societies, made
possible by the low cost of production of integrated circuits.
12
TEXTO 3
Classification of integrated circuits
Integrated circuits can be classified into analog, digital and mixed signal (both analog
and digital on the same chip).
Digital integrated circuits can contain anything from one to millions of logic gates, flip-
flops, multiplexers, and other circuits in a few square millimeters. The small size of
these circuits allows high speed, low power dissipation, and reduced manufacturing
cost compared with board-level integration. These digital ICs, typically
microprocessors, DSPs, and micro controllers, work using binary mathematics to
process "one" and "zero" signals.
Analog ICs, such as sensors, power management circuits, and operational amplifiers,
work by processing continuous signals. They perform functions like amplification, active
filtering, demodulation, and mixing.
ICs can also combine analog and digital circuits on a single chip to create functions
such as A/D converters and D/A converters. Such circuits offer smaller size and lower
cost, but must carefully account for signal interference.
TEXTOS TÉCNICO-CIENTÍFICOS EXPOSITIVOS:

LA DEFINICIÓN Y LA DESCRIPCIÓN
LA DEFINICIÓN
Existen en el discurso técnico-científico diferentes tipos de definiciones. En

términos generales, hay dos categorías: la definición simple (a) y la
definición compleja o expandida (b).
Ejemplos:
a) Computers are electronic machines.
b) A computer is a machine capable of executing instructions on data

which stores its own instructions, to make it possible to perform
many operations without the need for a person to type in new
instructions each time.
La definición compleja no solo define un término u objeto de manera

completa, sino que además incorpora otras funciones retóricas como la
descripción o la clasificación.
13
Ejemplo:
A computer is an electronic machine capable of executing instructions

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

2) is / are called (se llama / se llaman)
3) is / are defined as (se (lo/la) define como / se (los/las) definen
como)
4) means / mean (significa / significan)
5) is / are known as (se lo/la conoce como / se los/las conoce
como)
6) refers / refer / is o are referred to as (refiere(n) a / se lo/la
refiere como / se los/las refiere como)
7) can be defined as (se lo/la/los/las puede definir como /
puede/pueden definirse como)
Actividades
1. En los textos 1, 2 y 3 anteriores, ¿qué tipo de definiciones puede

reconocer? Justifique su respuesta.
2. Transcriba al español las definiciones que encontró en cada texto.
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
14
DESCRIPCIÓN DE LA FAMILIA:
DESCRIBING YOUR FAMILY
Lea el siguiente texto:
My family is a typical family: my parents, a brother and myself – Miguel. My

mother is a nurse and works in a hospital. My father is an engineer and
works for a big construction company. My brother Tom is still at school.
Tommy is 12 and loves playing football. I think that‟s what he wants to do
for the rest of his life! As for me, I‟m 22, single and studying Industrial
Engineering at UTN.
Actividades
1. Conteste las siguientes preguntas en inglés:
a) Does Miguel have a large family?
b) What does his mother do?
c) What‟s his father‟s occupation?
d) How old is his brother?
e) What does Tommy like doing?
f) Has Miguel got a job?
g) Is he married?
h) What does he do?
2. Describe YOUR family in a paragraph of no more than 10 lines.
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
15
MÓDULO 3
CLASES 9 A 12
LA DESCRIPCIÓN
La función retórica descriptiva se clasifica en tres tipos. Cada uno de ellos

posee características distintivas y un conjunto de propósitos definido: a) la
descripción física, b) la descripción de función, y c) la descripción de
proceso.
La descripción física describe las características físicas de un objeto y las

relaciones espaciales de las partes del objeto entre sí y con todo el
conjunto, como así también todo el conjunto con otros objetos relacionados.
Las características físicas más frecuentes son la dimensión, el tamaño, el
peso, el material, el volumen, el color, y la textura. En general, las
descripciones físicas van de lo general a lo particular, con términos como
above (arriba de), below (debajo de), in the center (en el centro de), to the
right (a la derecha de), near (cerca de), etc. La manera más sencilla de
presentar una descripción física es por medio de una ilustración con
indicaciones acerca de las distintas partes o componentes. Tal descripción
frecuentemente precede a una descripción de proceso o de función.
La descripción de función involucra el propósito que tiene algún

dispositivo (o maquinaria) y cómo las partes de esa máquina trabajan u
operan de manera independiente, entre sí y con todo el conjunto. Esta clase
de descripción está asociada frecuentemente con la relación lógica
causalidad / resultado. El tiempo verbal presente se usa en este tipo de
descripción.
La descripción de proceso se la puede categorizar como un tipo de

descripción de función y se refiere a una serie de pasos o etapas que se
interrelacionan entre sí ya que cada paso (excepto el primero) es
dependiente del anterior y así sucesivamente. Además, todos los pasos
convergen hacia un objetivo determinado. Este tipo de proceso exige el uso
de la forma imperativa del verbo (imperative form). También se pueden
emplear el verbo modal should (debería / es aconsejable) y su forma
negativa shouldn’t / should not (no debería / no es aconsejable) y el verbo
modal can (puede/n).
16
Actividades
A. La descripción física
1. Observe la siguiente descripción de una motherboard.
1. Front Audio Connector

2. CD-IN Connector
3. Back Panel I/O Connectors
4. Power Connector (4pin)
5. Socket AM2 for AMD Sempron /Athlon 64 / Athlon 64 FX / Althlon 64 X2
Processor FSB: Up to 1 GHz Bandwidth
6. NB Chipset: nForce 6100-430
7. DDR2 DIMM Slots Each DIMM supports 256MB/512MB/1GB/2gb DDR2
533/667/800
8. CPU Fan Header
9. IDE Connector
10. 5.1-Channels HD Audio
11. S/PDIF-OUT Connector
12. Printer Port Connector
13. Floppy Disk Drive Connector
14. System Fan Header
15. Front Panel Connector
16. SATA Connectors
17. Clear CMOS Header
18. PCI Slots
19. PCI-Express x16 Slot
20. USB 2.0 Connectors
21. Power Connector (24 pins)
2. Conteste las siguientes preguntas utilizando la ilustración y su clave.
a. ¿Dónde se encuentra la conexión delantera de audio?
b. ¿Esta motherboard tiene conector de puerto de impresora?
c. ¿Dónde se encuentra el conector de energía de 24 pines?
17
d. ¿Esta motherboard tiene conector para disquete?
La descripción física rara vez está totalmente desconectada de una

descripción de otro tipo. En este caso, muchas de las funciones de las
partes indicadas en la descripción se sobreentienden. Quizás la manera más
común de ofrecer una descripción física en un texto informativo es por
medio de un diagrama.
THE DRY CELL

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

física.
2. Relea el texto y complete la información en el diagrama con los

siguientes términos: positive pole, carbon rod, zinc container, brass
cap, electrolyte, sealing compound, mixture of carbon power y
manganese dioxide.
B. La descripción de proceso
La descripción de proceso busca aclarar las fases y/o interrelaciones de una

secuencia. Este tipo de descripción también puede ofrecerse a través de
diagramas (casi siempre incluyendo flechas para indicar generalmente flujo
o movimiento, incluida también la secuencia).
1. Observe el diagrama que aparece a continuación y lea el texto que lo

acompaña.
18
COOLING IN SUMMER
In air-to-air heat pumps, a temperate, gaseous refrigerant (1) from inside the house flows
through a compressor (2), which compresses it into a hot gas. Outside air drawn across it
whisks away heat, condensing it into a liquid (3). The liquid flows back into the house
and through an expansion valve, which turns it into a cold gas (4). Fans blow warm air
from inside the house across the gas inside an evaporator, cooling the air, which is sent
back to the house. The warmed gas heads out to the compressor and the cycle repeats.
2. Conteste las siguientes preguntas después de observar con cuidado el

diagrama.
a. ¿Los diagramas de proceso suelen ser más sencillos o más complejos que
los diagramas de descripción física?
Son más ______________
c. ¿De dónde cree que fue extraído este texto? ¿De un libro
para ingenieros?
de mecánica?
de diseños tecnológicos?
C. La descripción de función
La descripción de función es una descripción del propósito del todo o de las

diferentes partes de un elemento, y frecuentemente se encuentra
acompañada de una descripción física y/o de proceso.
19
TEXTO 1
In electronics, a diode is a type of two-terminal electronic component with nonlinear

resistance and conductance (i.e., a nonlinear current–voltage characteristic),
distinguishing it from components such as two-terminal linear resistors which obey
Ohm's law. A semiconductor diode, the most common type today, is a crystalline piece
of semiconductor material connected to two electrical terminals. A vacuum tube diode
(now rarely used except in some high-power technologies) is a vacuum tube with two
electrodes: a plate and a cathode.
TEXTO 2
Silicon is used to create most semiconductors commercially. Dozens of other materials

are used, including germanium, gallium arsenide, and silicon carbide. A pure
semiconductor is often called an “intrinsic” semiconductor. The electronic properties
and the conductivity of a semiconductor can be changed in a controlled manner by
adding very small quantities of other elements, called “dopants”, to the intrinsic
material. In crystalline silicon typically this is achieved by adding impurities of boron or
phosphorus to the melt and then allowing it to solidify into the crystal. This process is
called “doping”.
TEXTO 3
Semiconductor device fabrication is the process used to create the integrated circuits
that are present in everyday electrical and electronic devices. It is a multiple-step
sequence of photolithographic and chemical processing steps during which electronic
circuits are gradually created on a wafer made of pure semiconducting material. Silicon
is almost always used, but various compound semiconductors are used for specialized
applications.
The entire manufacturing process, from start to packaged chips ready for shipment,
takes six to eight weeks and is performed in highly specialized facilities referred to as
fabs.
In semiconductor device fabrication, the various processing steps fall into four general
categories: deposition, removal, patterning, and modification of electrical properties.
Deposition is any process that grows, coats, or otherwise transfers a material onto the
wafer.
Removal processes remove material from the wafer either in bulk or selectively and
consist primarily of etch processes, either wet etching or dry etching.
Patterning covers the series of processes that shape or alter the existing shape of the
deposited materials and is generally referred to as lithography. For example, in
20
conventional lithography, the wafer is coated with a chemical called a photoresist. The
photoresist is exposed by a stepper, a machine that focuses, aligns, and moves the mask,
exposing select portions of the wafer to short wavelength light. The unexposed regions
are washed away by a developer solution. After etching or other processing, the
remaining photoresist is removed by plasma ashing.
Modification of electrical properties consists of doping transistor sources and drains

by diffusion furnaces and later by ion implantation. Modern chips have up to eleven
metal levels produced in over 300 sequenced processing steps.
Actividades
1. Lea cada texto y subraye todos los verbos conjugados. ¿Qué

característica(s) tienen en común?
2. ¿Qué tipo de descripción ofrecen?
3. ¿Cuál es la función retórica predominante en cada texto?
4. Transcriba al español una característica/atributo de:
a. un diodo:
b. el silicio:
c. la fabricación de dispositivos semiconductores:
5. ¿Cuáles son los 4 pasos en la fabricación de dispositivos

semiconductores? Explíquelos de manera sintética.
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
21
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
LA COMPARACIÓN:
MAKING COMPARISONS
Lea el siguiente cuadro:
COMPARATIVE AND SUPERLATIVE ADJECTIVES
ADJECTIVE COMPARATIVE FORM SUPERLATIVE FORM

ONE- new newer (than) the newest
SYLLABLE large larger (than) the largest
ADJECTIVES big bigger (than) the biggest
hot hotter (than) the hottest
TWO- dirty dirtier (than) the dirtiest

SYLLABLE noisy noisier (than) the noisiest
ADJECTIVES happy
ENDING IN
“Y”
TWO- modern more modern (than) the most modern
SYLLABLE interesting more interesting (than) the most interesting
ADJECTIVES difficult
NOT
excited
ENDING IN
popular
“Y” AND
THREE OR
MORE
SYLLABLE
ADJECTIVES
IRREGULAR good better (than) the best
ADJECTIVES bad worse (than) the worst
Actividades
1. Complete las oraciones a continuación:
a. UTN offers multiple technical resources for all programmes and it has
some of …………………………………………………… (modern) laboratories in the
country.
b. Which is ……………………………………… (good) university in Argentina?
22
c. Some private universities are ……………………………… (cheap) …………………

others.
d. Where is …………………………………………… (old) university in Europe?
e. Which is ……………………………………………………… (difficult) to study, Physics or

Maths?
2. Traslade al español las siguientes oraciones e indique qué tipo de

comparación ocurre en ellas:
a. There is new denser, faster, and more power-efficient circuitry in ultra-

high speed transistors than in the conventional ones.
b. In science the smallest particle that can exist is called Molecule.
c. Many older texts describe electric current as flowing from positive to

negative.
d. A Mercury Cell is expensive to manufacture, but has the advantage of

producing approximately five times more current than the conventional Dry
Cell.
e. It also contains its terminal voltage under load for longer periods of
operation.
f. The resistance causes the conductor to become hotter and hotter, and the
more it resists, the hotter it becomes.
g. The simplest and most successful way to produce an image is with

contact X-ray microscopy.
23
MÓDULO 4
CLASES 13 a 16
TEXTOS INSTRUCTIVOS
La función básica de los textos instructivos es explicar cómo desarrollar

cierta actividad. Estos tipos de texto suelen seguir una secuencia ordenada
lógica. La presentación de los textos instructivos es variada. Podemos
encontrar instrucciones no-verbales, instrucciones que combinan elementos
visuales y verbales, y textos instructivos exclusivamente verbales.
Actividades
Texto 1
1. Lea el siguiente texto tomado de un instructivo para aparatos eléctricos

y conteste las preguntas a continuación del mismo.
Usage Precautions for the PS-180 Power Unit
CAUTION:
Be sure to set this unit on a firm, stable, horizontal surface. Product may break or cause
injury if it falls.
To ensure safety, please unplug this product prior to leaving it unused for an extended
period.
Be sure to push the end of a power cable all the way into the AC inlet. The fitting on the
cable should make contact with the back of the inlet.
Confirm that the package includes the power unit. If the power unit is damaged or
incomplete, contact your dealer for assistance.
Labels
WARNING: SHOCK HAZARD - DO NOT OPEN.
CAUTION: FOR INDOOR USE ONLY. DO NOT USE THIS AC ADAPTER FOR
ANY PRODUCTS OTHER THAN THOSE SPECIFIED BY EPSON.
Notes on Usage
1. Always supply power directly from a standard power outlet.
2. Set the power unit so that its label side is facing down.
3. Do not connect to electrical outlets close to devices that generate voltage fluctuations
or electrical noise. In particular, stay clear of devices that use large electric motors.
4. Always connect the DC cable before plugging the power cable into the wall outlet.
5. When disconnecting power, always unplug the power cable from the wall outlet
before disconnecting the DC cable.
6. When disconnecting the DC cable, hold it firmly at the connector area. Do not tug on
the cable itself.
24
7. To clean the unit, wipe with a dry or slightly moistened cloth. Never clean the unit
while it is plugged into the wall outlet.
8. Do not clean the unit with thinner, benzine, or alcohol.
9. Never attempt to stretch the cables to enable a connection. The power cable and DC
cable must have adequate slack at all times during use.
10. Never allow the power unit to hang from the power cable or DC cable.
11. Do not place metallic parts (such as fasteners) in contact with the DC cable.
12. Do not connect the unit to a table tap or extension cable.
2. La función de las palabras en mayúsculas y negritas es:
a. advertir
b. informar
c. dar instrucciones
3. El efecto de los números es:
a. sugerir un orden cronológico

b. sugerir un orden de relativa importancia
c. separar y enfatizar cada punto
4. La frase To ensure safety indica:
a. cuándo
b. para qué
c. cómo tomar las precauciones indicadas
5. ¿Qué palabra se utiliza en los ítems 7, 9 y 10 para sustituir y enfatizar la

idea de Do not (por ejemplo, do not use).
6. Lea el siguiente texto instructivo y responda las preguntas a

continuación:
Texto 2
Holding the Mouse
 Hold the sides of the mouse with your thumb, ring finger and pinkie.
 Place your index finger on the left button, middle finger on the right
button.
 Rest your wrist on the desk or mouse pad.
 The mouse stays on the mouse pad. You can lift the mouse to move it
when you run out of room on the pad.
25
The mouse Right-handed user Left-handed user
Moving the Mouse
 Slowly slide the mouse around on the mouse pad. Watch what happens
to the arrow on the screen.
The mouse should always

be pointing away from you. Do not turn the mouse
sideways!
Clicking
 Clicking is one way of sending commands to the computer.

 To click, gently press and release the left mouse button.
 Be careful not to move the mouse while you are clicking.
Fuente: http://northville.lib.mi.us/tech/tutor/welcome.htm
a. Decida el tema del texto por las imágenes, los títulos, las palabras
repetidas y las trasparentes.
b. El tema del texto se relaciona con una parte del cuerpo. Escriba en las
fotografías todo el vocabulario relacionado con esa parte del cuerpo y
mencionado en el texto.
26
c. ¿Qué frase se utiliza para mencionar el lugar en el que se apoya el
mouse?
d. Las instrucciones bajo el título "Holding the mouse" no se corresponde

con una de las fotos que se encuentran intercaladas con el mismo. ¿Cuál
es dicha fotografía? Explique su respuesta.
e. Transcriba al español la expresión run out of room. Tenga en cuenta la

noción dada por el verbo can y el marcador de tiempo when.
f. Subraye todos los verbos en modo imperativo y transcríbalos al español.
g. Distinga las diferentes instrucciones, recomendaciones, precauciones,

etc. y marque de qué forma se expresan cada una de ellas.
h. Observe la terminación -ly en ciertas palabras y transcriba al español las

palabras y/o frases que contienen dicha terminación.
i. Marque las frases que contienen palabras terminadas en -ING e indique

como leería dicha palabra. Por ejemplo: Holding the mouse: sostén del
ratón; cómo sostener/agarrar/tomar el ratón; sostener/usar el ratón.
j. Intente dar un significado a la palabra way en la frase Clicking is a way

of sending commands to the computer. ¿Cree usted que puede leerse
como "camino"? Explique su posición al respecto.
k. Identifique una instrucción que responda a la forma "propósito +

acción".
l. Subraye la oración que contiene la palabra do e indique si funciona como

un verbo de contenido (con significado) o simplemente es un auxiliar.
m. Encuentre en el texto el verbo opuesto a press 

...................................
n. ¿En qué ocasión hay que tratar de no mover el mouse?
 Relea los verbos remarcados. Dichos verbos son verbos modales.
27
VERBOS MODALES:
MODAL VERBS
1. Los verbos modales siempre preceden al verbo lexical.
You will probably feel very nervous before a job interview.
2. Los verbos modales siempre se invierten con el sujeto en la cláusula interrogativa.
Can you speak any foreign languages?
3. Los verbos modales normalmente no indican tiempo.
Students may enroll in any course they choose.
4. Los verbos modales indican la actitud del hablante.
You should consider all the pros and cons before enrolling for an evening course.
A continuación, lea la lista de verbos modales con sus significados:
CAN: Habilidad/Posibilidad
MAY Posibilidad
SHOULD: Advertencia/Recomendación/Sugerencia
WILL Probabilidad/Certeza/Promesa
MUST Obligación
HAVE/HAS TO Obligación
MIGHT Posibilidad remota
COULD Posibilidad
NEED TO Necesidad urgente
MUSTN’T Prohibición
CAN’T Imposibilidad/Prohibición
WOULD Situación hipotética/Suposición
28
Actividades
1. Elija la opción más apropiada para cada situación:
a. If you want to be a good student of Engineering, you MAY/HAVE TO

study hard.
b. Because of space limitations, there NEED TO/CAN‟T be more than 30

students per classroom.
c. With early registration, students CAN/CAN‟T get a vacancy.
d. Governments SHOULD/MIGHT gather together and design a global

plan to help the poor.
e. Students WOULD/MUSTN‟T become fluent speakers of English if they

practised the language every day.
2. Conteste las siguientes preguntas:
a. What can you do?
……………………………………………………………………………………………………………………………
b. What should you do when you have a problem with English?
……………………………………………………………………………………………………………………………
c. What will you do next summer holidays?
……………………………………………………………………………………………………………………………
d. What can‟t you do in the classroom?
……………………………………………………………………………………………………………………………
e. What would you do if you were a millionaire?
……………………………………………………………………………………………………………………………
29
f. What do you have to do every day?
……………………………………………………………………………………………………………………………
g. What might happen if there were no problems in the world?
……………………………………………………………………………………………………………………………
3. Transcriba las siguientes oraciones al español.
a. During the charging process of a storage battery, highly explosive

hydrogen gas may be present.
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
b. The sparks made during connection might ignite the hydrogen gas and
cause an explosion.
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
c. An electronic computer must be used to perform speedily various

calculations.
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
d. Approaches for a miniaturization of electrical machines that are based

on an electromagnetic principle have to overcome numerous
challenges.
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
e. A portable charger can be recharged via USB.
………………………………………………………………………………………………………………………
30
………………………………………………………………………………………………………………………
f. Sometimes computers demand so much power that cooling systems

should be installed.
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
g. The new material will resist temperatures of 600°C.
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
DESCRIPCIÓN DE RUTINA:
DESCRIBING ROUTINE
Willy studies Electronics Engineering at the university. He gets up at 6.30

am every day because he has to go to work. He works in a motor company
from 8.00 to 16.00. After he takes his breakfast and has a shower, he
drives his father‟s car to the factory. He is very happy with his job because
he can connect his studies with his tasks in the company. He doesn‟t have
much free time but when he can, he meets his friends or goes out with his
girlfriend who also attends university classes, but her programme is
Industrial Engineering. On weekends, they have lunch together or go
dancing, and sometimes they study for the university.
Actividades
1. Conteste las siguientes preguntas en inglés:
a) What does Willy do?
b) What time does he get up?
c) Why does he have to get up so early?
d) Does he work part-time?
e) Has he got a car of his own?
31
f) Why does he not have much free time?
g) What does he do in his free time?
h) Does he have a girlfriend?
i) What does she do?
j) What do they do at the weekend?
2. Describe YOUR routine in a paragraph of no more than 10 lines.
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
3. Describe a friend‟s/relative‟s routine in a paragraph of no more than 10

lines.
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
32
MÓDULO 5
CLASES 17 a 20
Coherencia y Cohesión
La coherencia está ligada a la posibilidad de dar sentido, es lo que hace que

un texto tenga sentido para los usuarios, debiendo por tanto entenderse
como un principio para interpretar el texto, en una situación de
comunicación que tiene que ver con la capacidad del receptor para
decodificar y construir su sentido.
El modo natural e intuitivo de encarar la coherencia de los textos es a partir

de la comprensión.
La cohesión tiene que ver con el modo en el que los componentes de la

superficie textual se conectan entre sí, en una secuencia lineal, por medio
de señales de dependencia de diferentes clases. En términos más
específicos, la cohesión es la representación sintáctica, semántica y
pragmática de los procesos de conectividad señalados en el texto. Estos
elementos pueden estar implícitos o explícitos. En el primer caso sólo se
tratará de enlaces semánticos o pragmáticos, pero que aseguran una
ligazón lingüística significativa. En cuanto a los elementos cohesivos
explícitos, los mismos aparecen en la superficie textual.
Proponemos una clasificación de cohesión que incluye tres categorías:

gramatical, lexical y léxico-gramatical. Dentro de la cohesión gramatical
reconocemos a tres mecanismos: referencia, sustitución y elipsis.
La cohesión referencial es aquella en que un elemento de superficie del

texto remite para su interpretación a otros elementos incluidos en el mismo
texto. Es decir, en la referencia hay identidad absoluta entre el elemento
referido y su referente textual.
Ejemplos:
a) The CPU directs and coordinates the activities that take place within
the computer system. It (the CPU) is a unit built into a single
microprocessor chip.
b) Most computer programmers make a plan of the program before

they (programmers) write it (the program).
La sustitución es el reemplazo de un término lexical por otro de la misma

clase. Es decir, el ítem que sustituye siempre se “redefine” de alguna
manera respecto del ítem sustituido.
33
Ejemplos:
a) Helena Smith is an expert IT engineer. The woman (La mujer) has

published 6 manuals.
b) This plotter draws excellent pictures. The device (El dispositivo) is

the new version by Microsoft.
c) There are several ways in which a computer can be adapted for the
disabled. One (Una de esas maneras) is employing adapted
keyboards. Others (Otras maneras) are head pointers and Morse-
code systems.
La elipsis consiste en la omisión o ausencia de un ítem lingüístico. Es decir,

lo que está omitido no significa “no dicho” sino al contrario “entendido de
todos modos”. Básicamente, sirve para evitar la redundancia en la
comunicación de información.
Ejemplos:
a) In this chapter you will learn about six different types of printers. Two
(types of printers) are complex and have the best print quality.
b) BASIC is a general-purpose high-level programming language, (that

/ which was) originally designed to develop programs in
conversational mode.
Dentro de la cohesión lexical reconocemos a la repetición del mismo ítem

lexical (muy frecuente en los textos técnico-científicos), la sinonimia
(sustitución de una palabra por otra cuyo significado es igual o semejante,
por ejemplo: command  order), y las palabras de referencia generalizada
(por ejemplo: objects / things / stuff / theory / place).
Dentro de la cohesión léxico-gramatical reconocemos a los conectores

lógicos. Los más comunes en el discurso técnico-científico son los:
1. adversativos o de contraste: marcan una oposición o contraste
2. de adición: agregan información o amplifican información dada
3. de causa o razón: anuncian una causa o razón
4. de consecuencia: anuncian un efecto
Cabe aclarar que la causa y la consecuencia pueden estar ligadas entre sí

en una misma cláusula. También la relación causal puede revertirse, es
decir, primero aparece el efecto y luego la causa.
34
5. de secuencia: marcan un ordenamiento de sucesos o acontecimientos
6. témporo-espaciales: localizan acciones en el tiempo y en el espacio.

También pueden establecer el orden de los acontecimientos.
7. de propósito: marcan el motivo o propósito de las acciones.
CONECTORES
Adversativos Adición Causa / Consecuencia Secuencia Témporo- Propósito

(o de razón espaciales
Contraste)
However, and (y) Because So At first, When In order
(Sin (porque) (Entonces) (Al (Cuando) to
embargo) principio,) (para, con
el
propósito
de)
but (pero) Besides, as Therefore, First, While So as to
(Además) (como) (Por lo tanto,) (En primer (Mientras)
lugar,)
Although Moreover, Due to Thus, Second, At the In order
(Aunque) (Además) (Debido (Así,) (En segundo same time, that
a) lugar,) (Al mismo
tiempo,)
Despite What‟s Owing As a Then, After that, So that
(A pesar de) more, (Aún to consequence, (Luego,) (Después
más) (Debido (Como de lo
a) consecuencia,) anterior)
In spite of Furthermore, since As a result, Next, Before
(A pesar de (Más aún) (ya que) (Como (Luego) that,
que) resultado de lo (Antes de
anterior) lo que
sigue)
Nevertheless, In addition, Finally,
(No obstante) (Además) (Finalmente,)
Actividades
1. Las siguientes oraciones han sido seleccionadas de diferentes fuentes

porque ejemplifican usos de referencia. Léalas cuidadosamente, observe
los referentes resaltados e indique a qué o a quién(s) hacen referencia.
35
a. Television is a telecommunications system which simultaneously

transmits both visual and audio information.
which: ……………………………………………………………………………………………………….
b. Organic materials are suited to produce electronics that can be

sustainable and biodegradable. They can also have functionalities
inaccessible to standard crystalline semiconductors.
that: ………………………………………………………………………………………………………….
They: ………………………………………………………………………………………………………..
c. Graphene is emerging as an attractive electronic material for future

electronics. With its high saturation velocity, high critical current
densities, and single atomic thickness, it has great potential for ultra-
high speed transistors.
its: …………………………………………………………………………………………………………….
it: ………………………………………………………………………………………………………………
d. New technologies can accumulate energy from the environment as

sustainable self-sufficient micro/nano-power sources offer a possible
solution. This is a newly emerging field of nanoenergy, which is about
the applications of nanomaterials and nanotechnology for harvesting
energy for powering micro/nano-systems. It can be used to possibly
replace batteries or at least extend the lifetime of a battery.
This: ………………………………………………………………………………………………………….
which: ……………………………………………………………………………………………………….
It: ………………………………………………………………………………………………………………
e. The adoption of electronic waste regulation requires the adoption of

imported technologies. These include production technologies (e.g.
ecodesign), recycling technologies, reverse logistics and life cycle
analysis methodologies.
These: ……………………………………………………………………………………………………….
36
2. A continuación lea los siguientes pares de oraciones. Intente relacionarlos

lógicamente (en el orden en que aparecen) utilizando el nexo adecuado
del cuadro.
BECAUSE HOWEVER THEREFORE IN ORDER TO MOREOVER
a. The market of mobile electronics, including cell phones, tablets, digital

cameras and laptop computers, has increased very rapidly in the past
decade.
The battery technology is often criticized for its slow development.
b. The amount of electrical energy per mass or volume that a Li-ion

battery can deliver is a function of the cell‟s voltage and capacity,
which nowadays are mainly dependent on the cathode material.
The increasing demand for lighter and thinner Li-ion batteries with
higher capacity continues.
c. Engineers continue discussing the advantages of nanostructure,

surface-coating, and other key properties.
They want to develop superior cathode materials.
d. Electronic waste (e-waste) is a growing problem faced by

contemporary societies.
It contains a variety of toxic/hazardous substances, including lead,

mercury and cadmium.
e. Nowadays, the developing trend of electronics is miniaturization and

portability.
Small size electronics reduces power consumption.
37
DESCRIPCIÓN DE ESTUDIOS PREVIOS:

DESCRIBING PREVIOUS STUDIES
I‟m Antonio Andrade. I‟m a fresher student of IT Engineering at UTN. Before

I started the university, I graduated as a technician in computing from a
technical school. The course lasted six years. Although it was difficult at the
beginning, in the end I liked it a lot. I didn‟t have a favorite subject but I
was really good at maths. My secondary school experience was positive
because it gave me the possibility to follow my vocation, and now I can
connect my previous studies with my current program. I think that I have
the necessary basic qualifications in the area to continue learning and
become a proficient IT engineer.
a) What is Antonio studying now?
b) What did he study in high school?
c) How long did the course last?
d) Was the course easy?
e) Did he like the course?
f) What subject did he like most?
g) Why was he able to follow his vocation?
h) What does he want to become?
2. Write about your previous studies in a paragraph of no more than 10

lines.
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
38
MÓDULO 6
CLASES 21 a 24
Objetivos:
1. Elaborar hipótesis de lectura y contenido.

2. Reconocer elementos lingüísticos como guía de lectura para la elaboración
de hipótesis de contenido.
3. Activar esquemas de contenidos textuales y específicos.
4. Relacionar texto y gramática.
5. Sistematizar contenidos textuales como guía de lectura.
6. Reconocer los elementos que caracterizan al texto expositivo.
7. Identificar marcadores de definición y de descripción.
8. Reconocer tópico y extensión.
9. Reconocer las relaciones entre las partes del texto escrito.
10. Identificar los mecanismos de referencia y sustitución.
11. Identificar las relaciones de cohesión presentes en el texto expositivo.
Actividades
1. Lea el texto Revolutionary Microchip Technology?.
2. Señale en cada parte del texto el tópico respectivo.
3. Marque en cada parte la oración tópico y su extensión.
4. Establezca la función discursiva predominante del texto.
5. Observe las palabras subrayadas y diga a qué se refieren:
a. this technology (1er párrafo)
b. it (3er párrafo)
c. We (3er párrafo)
d. it (3er párrafo)
e. them (4to párrafo)
f. it (último párrafo)
6. Identifique un conector de razón/causa y uno de contraste. Sintetice

brevemente las dos ideas que cada uno de ellos conectan.
a. RAZÓN/CAUSA: …………………………………………………………………………………
39
b. CONTRASTE: ……………………………………………………………………………………
Revolutionary Microchip Technology?

ScienceDaily (Feb. 2, 2011)
A team of scientists at Tyndall National Institute, at University College Cork

(UCC), Ireland, have made the world's first smallest junctionless transistor. The
transistor is the building block of the microchip. The development of this
technology by Tyndall's Professor Jean-Pierre Colinge had already sparked off
huge interest among the leading semiconductor manufacturers around the globe
when it was published in Nature Nanotechnology.
The announcement was made as part of the programme of events taking place for
Nanoweek which ran from 31st January to 4th February this year.
“The semiconductor industry is excited by the development of the junctionless transistor

as it could represent simpler manufacturing processes of transistors. Due to the fact that
there are approximately 2 billion transistors on a single microprocessor, any
improvement in the performance or structure of the transistor is always hugely
significant for the semiconductor industry. We have succeeded in making it at 50
nanometres, which is 20 times smaller than the transistors that were published in Nature
Nanotechnology,” explains Professor Colinge.
Today's electronic devices are power hungry and feature hungry. The electronics
industry is looking for ways to pack more features into their devices while making them
more energy efficient.
“The new small junctionless transistor is now 30% more energy efficient and
outperforms current transistors on the market. Working with my colleagues in the
Theory Group at Tyndall, we had predicted that it could perform on a smaller scale and
I am happy to say that we were correct in our predictions. It can be difficult to imagine
the actual size of a transistor. However, if we look at a strand of our hair and imagine
that the 50 nanometer junctionless transistor made in Tyndall is 2,000 times smaller, we
can perhaps get a better idea of just what size scale we are working on,” says Colinge.
7. Transcriba el título del texto al español.
8. Transcriba al español los siguientes bloques nominales:
a. the world's first smallest junctionless transistor
40
b. simpler manufacturing processes of transistors
c. any improvement in the performance or structure of the transistor
d. today's electronic devices
e. current transistors on the market
f. the 50 nanometer junctionless transistor made in Tyndall
a. ¿Qué desarrolló el grupo de científicos de UCC?
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
b. ¿Por qué cualquier mejora en el rendimiento o estructura de un

transistor es siempre significativa para la industria de los
semiconductores?
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
c. ¿Cuál es la comparación del transistor que hace el Prof. Colinge?
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
d. ¿Qué está buscando la industria de la electrónica?
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
41
e. ¿Por qué puede ser difícil imaginar el tamaño real de un

transistor?
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
ENTREVISTAS DE TRABAJO:
JOB INTERVIEWS
Lea el siguiente diálogo:
Human Resources Manager: Tell me about yourself.

You: Well, my programme is Electronics Engineering at the National Technological
University. I’m a sophomore. At the moment, I’m attending my last three subjects
from third year and two from fourth. Also, I’m currently working as a junior
assistant in a private organization which offers no possibility for promotion.
HRM: And why do you want to work here?
You: I know that your company has the best reputation and a training record so
employees can have real learning opportunities.
HRM: Right. And what are your expectations for a change in jobs?
You: I’m looking to take the next step in my future career, and embark on a new
challenge. As I told you, there is little chance for progression in my current job.
HRM: What is the most difficult aspect about you?
You: Well, I’m a very competitive person and want to be the best. However, if I’m part
of a team, I can work collaboratively towards common goals.
HRM: Give me three adjectives that describe you best.
You: I am cooperative, responsible and diligent.
Preguntas más frecuentes:
 Please tell me a little about yourself.

 What have you learned from your past jobs?
 Why did you leave your last job?
 Tell me about your last position and what you did.
 Where would you like to be in 5 years from now?
 Why are you applying for this post?
 What are the key tasks for an Electronics engineer?
 What are your strengths and weaknesses?
 What are the top 3 skills for an Electronics engineer?
42
 How would you measure your job performance of your position?
 What do you know about this company?
 Can you describe two or three major trends in your area?
 What qualifications have you attained?
 What is the skill you have learned recently?
 Why do you want this job?
Actividades
1. ¿Qué cree que se indaga en cada pregunta de la lista anterior?
2. Lea las siguientes preguntas y busque las respuestas correspondientes.
a) Q: Can you describe yourself? ......

b) Q: Tell me about your educational background. ......
c) Q: What are your weaknesses? ......
d) Q: What are your salary expectations for this job? ......
e) Q: What do you do in leisure? ......
f) Q: What is the thing you dislike the most in the world? Why? ......
g) Q: What does success mean to you? ......
h) Q: Do you want to ask anything from us? ......
1) If selected, how will my role as well as performance be measured

and by whom?
2) Salary is certainly not a criterion for better opportunity but then it

should be at par with the present industry norms.
3) I am a hardworking and ambitious person and appreciate

responsible and serious people.
4) During my leisure hours I prefer browsing the internet, listening to

music, meeting/chatting with my friends and doing sports.
5) I graduated from UTN, Regional Faculty in Haedo, as an Electronics

Engineer last year.
6) I believe that communication is a major problem. We seldom like to

hear but feel great given the chance to speak. If we can
accommodate the thoughts of the other individual or what others
are saying, then we could bring in a huge change. Even in a
company, if proper communication is followed, then the productivity
could be increased and ideal time may be reduced to a large extent.
43
7) I am too much focused on my work; you can even say that I am a

workaholic! So, I think that I should get some time out for my
family and hobbies.
8) Success is a win-win situation to me. I would always like to take my

client, fellow workers and my company with me along my success
path. In world everyone is somewhere dependent and related to
one another, so success cannot be individual result it has to be a
group result.
3. ¿Cuáles otras preguntas pueden aparecer en una entrevista laboral?
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
44
MÓDULO 7
CLASES 25 a 28
Palabras terminadas en –ING
El sufijo –ING es muy común en inglés. Puede aparecer de diferentes

maneras y cada una de ellas cumple una función sintáctica y comunicativa
distinta.
Casos de –ING:
1) FUNCIÓN VERBAL: BE + VERBO BASE + ING = ANDO/ENDO/IENDO. Esta

ING representa el aspecto progresivo del verbo en inglés y describe una
acción incompleta.
Ejemplos:
a. Researchers are now trying to speed up circuitry functions through

the use of superconductivity.
b. The object is moving and so it has the capacity to work.
2) FUNCIÓN NOMINAL: (PREMODIFICADOR) + SUSTANTIVO NÚCLEO -ING

+ (POSTMODIFICADOR). Esta ING representa un sustantivo.
Ejemplos:
a. Swimming is a popular sport.
b. The manufacturing of integrated circuits started in the late 1950s

when the first integrated circuits were developed.
3) FUNCIÓN ADJETIVA: PREMODIFICADOR DE UN SUSTANTIVO: -ING +

SUSTANTIVO NÚCLEO. Esta ING representa un adjetivo.
Ejemplos:
a. Diodes let current through in one direction. This is useful if the input
signal is an alternating current.
b. An optical mouse uses a pair of light-emitting diodes (LEDs).
45
4) FUNCIÓN ADJETIVA: POSTMODIFICADOR DE UN SUSTANTIVO:

SUSTANTIVO NÚCLEO + -ING. Esta ING se traduce como “que + verbo
conjugado”.
Ejemplos:
a. Resistors are used to reduce the current flowing through other

components.
b. Who is the man sitting next to Prof. Jones?
5) FUNCIÓN ADVERBIAL: (BY) + VERBO + ING. Esta ING normalmente

anuncia el modo o manera de hacer algo.
Ejemplos:
a. You can vary the amount of resistance in a circuit by using a variable

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

language regularly.
6) FUNCIÓN COMO INFINITIVO: (PREPOSICIÓN) + VERBO + -ING. Esta

ING se traduce como verbo infinitivo, aunque en algunos casos también se
puede traducir como sustantivo.
Ejemplos:
a. Moving things can be described as energy which enables them to do

work.
b. Audio amplifiers are used for amplifying an electrical signal.
c. Instead of watching TV, you can help me with this task!
7) FUNCIÓN ADVERBIAL TEMPORAL: WHEN/WHILE + VERBO + ING. Esta

ING se traduce como verbo conjugad e el tiempo presente.
Ejemplos:
a. When working on Microchip's instrumentation amplifiers (INAs),

engineers can improve data acquisition applications.
46
b. The company provides services to help engineers and developers

make electronic hardware projects while offering cost-effective
manufacturing resources.
8) FUNCIÓN ADVERBIAL CAUSAL/de EFECTO: Esta ING generalmente está

precedida de una coma, después de una cláusula, y se traduce como “lo
cual provoca/causa + sustantivo” o “causando + sustantivo/provocando
que”.
Ejemplos:
a. Thermal management under high heat flux is crucial, developing

high-power light-emitting diode (LED) applications.
b. Stretchable electronics is a new emerging class of electronics,

enabling a range of new applications, for example, cyber skin for
robotic devices.
 Identifique las funciones de los casos de –ING en las

siguientes oraciones. Luego trasládelas al español.
1. Engineers are now working on a new design of capacitor.

…………………………………………………………………………………………………………………
2. A wafer is made of pure semiconducting material.
…………………………………………………………………………………………………………………
3. In semiconductor device fabrication, the processing is complex.
…………………………………………………………………………………………………………………
4. The faults occurring in power systems are generally generated by a
current failure.
…………………………………………………………………………………………………………………
5. Electrical equipments may be damaged by overheating.
…………………………………………………………………………………………………………………
6. Doing research is the most useful activity for professional
development.
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
47
7. When preparing yourself for a job interview, you should update your
CV.
…………………………………………………………………………………………………………………
8. The qualifications of an engineer are a determining factor, causing
him/her to be selected for the job he/she are applying.
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
9. Advances in electronics are possible because of the continued
miniaturization or „down-scaling‟ of electronic devices, particularly the
silicon-based transistors, leading to denser, faster, and more power-
efficient circuitry.
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
10.The practical application of carbon nanotubes can be maximized by
controlling their electronic properties.
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
Actividades
1. Lea el texto sobre un nuevo tipo de electrónica.
2. Transcriba el título al español.
3. ¿Sobre qué está investigando el físico Podzorov?
4. ¿Cuál fue la inspiración de su proyecto?
5. Describa el resultado de su experiencia.
6. ¿Qué puede aumentar el rendimiento eléctrico?
7. ¿En qué se asemejan los transistores orgánicos de los de silicio?
8. ¿En qué consistían los métodos usados con anterioridad al

descubrimiento de Podzorov?
48
9. ¿Por qué su innovación se puede llevar a cabo en el aula?
Kitchen Gadget Inspires Scientist to Make More Effective Plastic Electronics

ScienceDaily (Jan. 27, 2012)
One day in 2010, Rutgers physicist Vitaly Podzorov watched a store employee
showcase a kitchen gadget that vacuum-seals food in plastic. He thought that the
demo could apply to his research: developing flexible electronics by using
lightweight organic semiconductors for products such as video displays or solar
cells.
“Organic transistors, which switch or amplify electronic signals, can be used for video
displays that bend like book pages or roll and unroll like posters,” said Podzorov. But
traditional methods of fabricating a part of the transistor known as the gate insulator
often damage the transistor's delicate semiconductor crystals.
After drawing inspiration from the food-storage gadget, Podzorov and his colleagues
tried an experiment. They suspended a thin polymer membrane above the organic
crystal and created a vacuum underneath, causing the membrane to collapse gently and
evenly onto the crystal's surface. The result is a smooth, defect-free interface between
the organic semiconductor and the gate insulator.
The researchers reported their success in the journal Advanced Materials. In the article,
Podzorov and three colleagues describe how a single-crystal organic field effect
transistor (OFET) made with this thin polymer gate insulator can boost electrical
performance. The researchers further reported that they could remove and reapply
membranes to the same crystal several times without degrading its surface.
Organic transistors electrically resemble silicon transistors in computer chips, but they
are made of flexible carbon-based molecules that can be printed on sheets of plastic.
Silicon transistors are made in rigid, brittle wafers of silicon.
The methods that scientists previously applied to organic transistor fabrication were
based on silicon semiconductor processing, explained Podzorov, assistant professor in
the Department of Physics and Astronomy, School of Arts and Sciences. These involved
high temperatures, high-energy plasmas or chemical reactions, which could damage the
delicate organic crystal surface and hinder the transistor's performance.
Podzorov's innovation builds upon a decade of Rutgers research in this field, together
with his invention of the first single crystal organic transistor in 2003. Although his
latest innovation is far from commercial reality because the researchers are working on
it, he sees an immediate application in the classroom. “Our technique takes 10 minutes,”
he said. "It should be exciting for students to actually build these devices and
immediately see them work, all within one lab session.”
49
10. Complete el siguiente cuadro con la traducción en el casillero

correspondiente de las palabras terminados en –ING según su función
en el texto. La primera está resuelta a modo de ejemplo.
base + ing Función Infinitivo Función Función Función Función

verbal nominal adjetiva adjetiva adverbial
(Pre (Post
modificador) modificador)
developing ------ desarrollar desarrollo ------ ------ ------

(párrafo
1)
using
(párrafo
1)
fabricating
(párrafo
2)
drawing
(párrafo
3)
causing
(párrafo
3)
degrading
(párrafo
4)
processing
(párrafo
6)
working
(párrafo
7)
exciting
(párrafo
7)
50
RELATOS DE EXPERIENCIAS PASADAS

A PAST LIFE / EXPERIENCE...
(SIMPLE PAST FOR EVENTS)
2. Lea los dos textos a continuación. Observe las formas verbales

resaltadas.
This is a story about my 18th birthday. It happened two years ago. That
day was the inter-class football competition as well as my birthday and I
was selected to play in the match. Our class played against a very strong
opponent. Everyone felt very excited about this and my mates forgot
about my birthday, so I wasn’t very happy about this. We tried our best in
the match but we lost, so I was very disappointed because of two reasons:
the other team beat us and my mates didn’t remember my birthday. But
suddenly, my friends took out many cans of spray cream after the match
and they sprayed it on me so my face and my hair were full of cream! And
they said „Happy birthday!‟ and I was very surprised and glad at the same
time.
Yesterday I went out with my friends. I didn’t see them all because some
of them had to study for their university exams. We went to a pub and
drank beer. The place was full of people and there was a band that
played rock. We also met some classmates from the university there. The
band wasn’t really good because they sang just few songs, but we spent
a good time together. We even took some photos that we later posted in
Facebook! It was great fun.
2. Elabore preguntas sobre cada uno de ellos utilizando el tiempo pasado.
Texto 1:
a. ……………………………………………………………………………………………………………………….
b. ………………………………………………………………………………………………………………………
c. ………………………………………………………………………………………………………………………
d. ………………………………………………………………………………………………………………………
e. ………………………………………………………………………………………………………………………
51
Texto 2:
a. ………………………………………………………………………………………………………………………
b. ………………………………………………………………………………………………………………………
c. ………………………………………………………………………………………………………………………
d. ………………………………………………………………………………………………………………………
e. ………………………………………………………………………………………………………………………
3. Write about a past anecdote/experience in about 10 lines.
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
52
MÓDULO 8
CLASES 29 a 32
LA VOZ PASIVA
En inglés, en general, la oración tiene esta estructura:
SUBJECT + VERB + THE REST OF THE INFORMATION
Ejemplo: The company selects the best applicants for the job.
El sujeto The company ejecuta la acción de seleccionar y es el sujeto activo.

Pero si queremos focalizar nuestra atención en la acción, usamos la voz
pasiva.
Ejemplo: The best applicants for the job are selected by the company.
La estructura de la voz pasiva es la siguiente:
PASSIVE SUBJECT + BE (IS/ARE/WAS/WERE/WILL (etc.) BE) +

PAST PARTICIPLE
Ejemplos:
a. Experience is required for the job. (“Se requiere experiencia para el

trabajo”.)
b. Competent students are usually selected for the best internships.

(“Usualmente se seleccionan alumnos competentes para las mejores
pasantías.” O “Los alumnos competentes son seleccionados para las
mejores pasantías.”)
c. The vacant jobs were advertised in yesterday’s newspaper.
d. Tim will be hired if his application is admitted.
e. CVs are carefully read by Human Resources recruiters.
f. You can succeed if you are given a opportunity.
53
Actividad
1. Transcriba al español las siguientes oraciones:
a. The bipolar transistor is bipolar because both electrons and holes are
involved in the conduction process.
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
b. The field-effect transistor was patented by the German scientist Julius

Lilienfeld in 1926.
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
c. Applicants for a job are usually called for an interview.
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
d. Candidates can be tested with an examination.
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
e. Today silicon rectifiers are used almost exclusively because they have
a low cost and a high reliability.
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
f. The expansion bus consists of a series of slots to which the expansion

boards are connected.
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
54
g. America was discovered by Christopher Columbus in 1492.
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
2. Lea el siguiente texto. Subraye todas las estructuras pasivas y

transcríbalas al español:
Conductors and Insulators

If a source of electrical potential is connected to a device, such as a lamp,
by means of copper wires, the electrons will flow or be conducted from the
negative terminal of the source, through the lamp, and back to the positive
terminal of the source. These copper wires are the path along which will
flow the electric current. The wire is called a conductor. Some materials are
good conductors of electricity. Materials which have a large number of free
electrons are considered good conductors. The actual conduction is
accomplished by transferring electrons from one atom to the next in the
conductor.
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
55
DESCRIPCIÓN DE PLANES/ANHELOS:
TALKING ABOUT YOUR FUTURE PLANS
1. Lea el siguiente texto:
Although the future is uncertain, I know what I will do. I want to

become an engineer and work in a company. I am going to study
hard so I can get good marks and be best qualified in my field. If I
have the opportunity to apply for a scholarship, I will do it because I
would like to continue my training abroad like in Germany or Japan. I
will also go on with my English studies as it will help me achieve
better professional goals.
Perhaps, I will get married and raise a family, but that is not a
priority now.
2. What are YOUR plans for the future? Describe them in a paragraph of
about 10 lines.
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
56
APPENDIXES
MODELOS DE PARCIAL ESCRITO
Modelo 1
1. Lea el siguiente extracto sin detenerse ante las palabras

resaltadas. Luego, conteste las preguntas con información
proveniente del texto.
A capacitor is a passive electrical component that can store energy in the

electric field between a pair of conductors (called "plates"). The process of
storing energy in the capacitor is known as "charging". This involves
electric charges of equal magnitude, but opposite polarity, building up on
each plate. A capacitor's ability to store charge is measured by its
capacitance, in units of farads.
Capacitors are often used in electric and electronic circuits as energy-

storage devices. They can also be used to differentiate between high-
frequency and low-frequency signals. This property makes them useful in
electronic filters. Practical capacitors have series resistance, internal
leakage of charge, series inductance and other non-ideal properties not
found in a theoretical, ideal, capacitor.
A wide variety of capacitors have been invented, including small electrolytic

capacitors used in electronic circuits, basic parallel-plate capacitors,
mechanical variable capacitors, and others.
a) ¿Qué es un capacitor?
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
b) ¿Para qué se emplea?
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
c) ¿Cuáles ejemplos de capacitores se mencionan en el texto?
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
57
2. Subraye una definición en el texto y transcríbala al español
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
3. Identifique un verbo modal, indique su función y transcriba la

oración que lo contiene al español:
Verbo: Función:
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………..
4. Traslade al español los siguientes bloques nominales:
a) energy in the electric field between a pair of conductors called

"plates"
b) a capacitor's ability to store charge
c) series resistance, internal leakage of charge, series inductance and

other non-ideal properties not found in a theoretical, ideal, capacitor
5. Transcriba al español la siguiente oración e indique cuál es el

referente de comparación, qué se está comparando y en qué
grado de comparación:
In general, the largest consumer of power in a converting line or machine is

the drive system.
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………..
58
Modelo 2
1. Lea el siguiente extracto sin detenerse ante las palabras

resaltadas. Luego, conteste las preguntas con información
proveniente del texto.
Capacitors types and their uses
Electronic capacitors are one of the most widely used electronic

components. They only allow alternating or changing signals to pass
through them and, as a result, they find applications in many different areas
of electronic circuit design. There are a wide variety of types of capacitors
including electrolytic, ceramic, tantalum, plastic, silver mica, and many
more.
The choice of the correct capacitor type can have a major impact on any
circuit. The difference between the different types of capacitors can mean
that the circuit may not work correctly if the correct type of capacitor is not
used.
In essence the construction of an electronic capacitor is very simple,

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

capacitance within components that occupy a small volume. This is
achieved in a number of ways. One is to have several sets of plates, and
another is to place the plates very close to one another, having a thin layer
of dielectric placed between them. Besides, special insulating dielectric
materials have been developed to enable high level of capacitance to be
achieved.
1. ¿Por qué es importante utilizar el capacitor correcto?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
59
2. ¿De qué depende el valor del capacitor electrónico?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
3. ¿Qué proveen en la actualidad los capacitores electrónicos?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
4. En el primer párrafo hay una comparación. ¿Qué se compara? ¿Cuál

es el grado de comparación?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
5. ¿Qué conector del último párrafo indica adición?
…………………………………………………………………………………………………………………
2. ¿A qué se refieren las siguientes palabras?
1. them (párrafo 3)
2. this (último párrafo)
3. ¿Qué tipo de relación lógica establecen los siguientes conectores?

Sintetice las dos ideas que cada uno de ellos conecta.
1. IF (párrafo 2)
2. ALTHOUGH (párrafo 3)
60
4. Traslade al español los siguientes bloques nominales:
1. electronic circuit design
2. special insulating dielectric materials
5. Complete el siguiente cuadro con la traducción en el casillero

correspondiente de las palabras terminados en –ing según su
función en el texto. La primera está resuelta a modo de ejemplo.
base + Función infinitivo Función Función Función

ing verbal nominal adjetiva adverbial
(pre o post
modificador)
changing ------ ------ ------ cambiantes ------
(línea 2)
alternating
(línea 2)
having
(línea 20)
insulating
(línea 21)
6. Subraye en el texto una estructura pasiva y transcríbala al

español.
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
61
LIST OF IRREGULAR PAST VERBS
INFINITIVE PAST SPANISH

PAST
FORM PARTICIPLE TRANSLATION
be was/were been ser; estar
become became become llegar a ser
begin began begun comenzar
break broke broken romper
bring brought brought traer
build built built construir
buy bought bought comprar
catch caught caught atrapar
choose chose chosen elegir
come came come venir
cost cost cost costar
cut cut cut cortar
do did done hacer
draw drew drawn dibujar
dreamt dreamt
dream soñar
(or dreamed) (or dreamed)
drink drank drunk beber
drive drove driven conducir
eat ate eaten comer
fall fell fallen caer
feel felt felt sentir
fight fought fought pelear
find found found encontrar
fly flew flown volar
forget forgot forgotten olvidar(se)
get got got obtener; llegar
give gave given dar
go went gone ir
grow grew grown crecer; cultivar
hang hung hung colgar
have had had tener
hear heard heard oír
hit hit hit golpear
sostener algo o
hold held held
una idea
hurt hurt hurt doler; lastimar
62
guardar;
keep kept kept
mantener
know knew known saber, conocer
lead led led guiar
aprender;
learnt learnt
learn enterrarse de
(or learned) (or learned)
algo
leave left left partir; abandonar
lend lent lent prestar
let let let permitir
perder algo o el
lose lost lost
tiempo
lie lay lain yacer, recostarse
make made made hacer; fabricar
mean meant meant significar
meet met met encontrarse con
malinterpretar,
misunderstand misunderstood misunderstood
no comprender
pay paid paid pagar
put put put poner, ubicar
read read read leer
remake remade remade rehacer
rewrite rewrote rewritten rehacer
ride rode ridden cabalgar
ring rang rung sonar
run run run correr
say said said decir
see saw seen ver
sell sold sold vender
send sent sent enviar
set set set establecer; fijar
shake shook shaken sacudir, agitar
show showed shown mostrar
(or showed)
shut shut shut cerrar
sing sang sung cantar
sit sit sit sentarse
sleep slept slept dormir(se)
smell smelt smelt oler
(or smelled) (or smelled)
speak spoke spoken hablar
spend spent spent gastar; pasar el
tiempo, etc.
63
stand stood stood estar de pie
steal stole stolen robar
swim swam swum nadar
take took taken tomar; llevar
teach taught taught enseñar
tell told told decir; contar
think thought thought pensar; creer
understand understood understood entender
wake (up) woke (up) woken (up) despertar(se)
wear wore worn vestir
win won won ganar
write wrote written escribir
64

Inglés I Electro Material Didáctico 2019

Uploaded by

Copyright:

Available Formats

Inglés I Electro Material Didáctico 2019

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Inglés I Electro Material Didáctico 2019

Uploaded by

Copyright:

Available Formats

INGLÉS I

Directora de Cátedra: Mgter. Nancy L. Fernández

Equipo docente: Trad. Púb. Mabel Romero; Trad. Púb. Elena

1. Reconocer los tipos de discurso y sus funciones a partir de pautas no

1. Observe el texto Progress in nanogenerators for portable electronics.

Progress in nanogenerators for portable electronics

As first reported in 2006, nanogenerators have been an active area of research.

From materialstoday, DECEMBER 2012 | VOLUME 15 | NUMBER 12

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

3. Complete el siguiente cuadro a partir de la información recolectada

PAUTAS Artículo: Progress in nanogenerators for portable electronics

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

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

6. A partir de esas palabras subrayadas, escriba en español una síntesis

7. Ahora lea atentamente el siguiente texto y complete el diagrama a

- ¿Qué se ha formado a partir de este diagrama?

Muchos textos informativos usan diferentes clases de ilustraciones. Además

1. GRÁFICAS Y TABLAS: Son especialmente útiles para presentar

2. MAPAS Y PLANOS: Tienen como propósito ubicar al lector

3. DIAGRAMAS: Son dibujos y esquemas que facilitan la comprensión

4. FOTOGRAFÍAS Y DIBUJOS: Se utilizan con frecuencia para crear un

El texto The Gearbox ejemplifica un tipo de ilustración: un diagrama que fue

A partir de la observación del mismo, escriba en cada uno de los espacios ✓

1. Está estrechamente ligada con el texto. _____

Figure 10.2 Engaging gear by means of a dog clutch ― this arrangement

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

2. Indique el tipo de ilustración:

PRESENTACIONES INFORMALES Y FORMALES:

Lea los siguientes diálogos:

Lucas: Hi! I‟m Lucas. And you?

1. ¿Cuáles expresiones reconoce para presentarse de manera informal y

2. ¿Cuáles serían los equivalentes en español?

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

1. Elaborar hipótesis de lectura y contenido.

1. Lea los textos 1, 2 y 3. Formule una hipótesis de contenido para cada

2. Confirme o modifique sus hipótesis.

B. ¿Cómo estás organizados los textos?

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

4. Señale el tópico (tema desarrollado) de cada texto.

B. Entre los términos resaltados, ¿cuáles se relacionan con el

5. Establezca la función discursiva predominante de cada texto.

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

7. Subraye en cada texto todas las frases nominales e indique el núcleo

Electronics Engineering – Overview

Electronics Engineering is a professional engineering discipline that deals with the

In many areas, electronics engineering is considered to be at the same level as

An integrated circuit or monolithic integrated circuit (also referred to as IC, chip, or

Classification of integrated circuits

TEXTOS TÉCNICO-CIENTÍFICOS EXPOSITIVOS:

Existen en el discurso técnico-científico diferentes tipos de definiciones. En

a) Computers are electronic machines.

b) A computer is a machine capable of executing instructions on data

La definición compleja no solo define un término u objeto de manera

A computer is an electronic machine capable of executing instructions

Los exponentes lingüísticos más recurrentes de la definición en inglés son:

1) is / are (es / son)

1. En los textos 1, 2 y 3 anteriores, ¿qué tipo de definiciones puede

2. Transcriba al español las definiciones que encontró en cada texto.