TP 08. TIEMPOS VERBALES.pdf
TP 08. TIEMPOS VERBALES.pdf
TP 08. TIEMPOS VERBALES.pdf
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<strong>TIEMPOS</strong> SIMPLE:<br />
Introducción a la Lectura Comprensiva de Inglés Académico para Medicina Veterinaria<br />
TRABAJO PRÁCTICO #8:<br />
<strong>TIEMPOS</strong> <strong>VERBALES</strong><br />
APELLIDO y nombre:<br />
OBSERVACIONES:<br />
1. Resaltá con un marcador los verbos o frases verbales en tiempos simple de los siguientes enunciados –<br />
excepto to be-<br />
2. Expresálos en español.<br />
3. Leé el enunciado completo para poder interpretarlo, en español, en forma clara y precisa.<br />
Ejemplo: Zoby and Holmes (1983) reported that, with extreme differences in animal size, bite size values, calculated<br />
indirectly from estimated herbage intake and total daily bites, were different.<br />
• Zoby y Holmes informaron que, con extremas diferencias en tamaño del animal, los valores del tamaño del<br />
mordisco, calculados indirectamente a partir de la ingesta de hierba y los mordiscos diarios, eran diferentes.<br />
1. This manuscript will review cow-calf production systems.<br />
2. The heifers rapidly took enough bites to make a bolus.<br />
3. Each period of data collection began with bite size measurements.<br />
4. With a high energy density, this food for cats and dogs contains concentrated essential nutrients<br />
and highly digestible ingredients.<br />
5. Each pasture received a winter application of pre emergent herbicide for control of annual weeds<br />
and grasses.<br />
6. A clean environment for dry cows will reduce new infections during the dry period, especially the<br />
last 2 wk before calving.
Texto 1:<br />
Tiempos Verbales<br />
7. Some laws in this country would eliminate low-level feeding of antibiotics and prohibit the<br />
therapeutic use of some antibiotics in animals.<br />
8. June and July observation periods provided a means to evaluate the influence of sward structure<br />
and its interaction with cattle type on ingestive behavior.<br />
Staphylococcus aureus causes both acute and chronic mastitis that responds poorly to treatment. It is easily<br />
transmitted at milking time and colonizes the teat canal but, contrary to prior opinion, does not colonize the skin.<br />
1. Observá el Texto 1 e identificá todos los verbos y frases verbales en simple present. Encerrálos con un<br />
círculo en el texto mismo.<br />
2. Leé el texto 1 y pensá en un título para este breve texto que responda a la pregunta ¿de qué trata?<br />
TÍTULO<br />
TEXTO 1:<br />
Texto 2:<br />
This program is the national udder health program for the Australian dairy industry. More than $130 million is lost<br />
to Australian dairy farmers each year through poor udder health. Mastitis is the major cause of this loss. Mastitis<br />
reduces milk yield and leads to poor quality milk. Together, these factors erode the milk income received by<br />
farmers. In addition, antibiotic therapy used to overcome udder disease adds to dairy farmers’ costs and require<br />
strict monitoring to prevent residue entering the milk. This program plan consists of a set of recommendations to<br />
assist dairy farmers with profitable control of mastitis.<br />
Fuente: Brightling, P., Mein, G., Malmo, J., Ryan, D., Countdown Down Under: Farm Guidelines for Mastitis Control (1998)<br />
1. Leé la fuente del texto y expresá en español el tema general a manera de título alternativo, es decir,<br />
respondé a la pregunta ¿de qué trata el texto?<br />
TÍTULO O<br />
TEMA<br />
GENERAL:<br />
2. El texto plantea un problema específico en un lugar específico que involucra a un sector de la sociedad<br />
específico, a la vez que plantea una solución específica. ¿Cuál es el problema? ¿Dónde? ¿Cuál es el sector<br />
involucrado? ¿Cuál es la solución al problema? Completá el cuadro a continuación respondiendo a estas<br />
preguntas.
PROBLEMA<br />
LUGAR<br />
SECTOR DE<br />
LA<br />
SOCIEDAD<br />
SOLUCIÓN<br />
Introducción a la Lectura Comprensiva de Inglés Académico para Medicina Veterinaria<br />
Observá el texto 3 debajo y determiná, en español:<br />
a. a qué género pertenece:<br />
b. a qué entidad, institución, etc.<br />
se refiere (respondé en inglés y<br />
español):<br />
c. qué función tiene la entidad,<br />
institución, etc:<br />
d. de dónde es la institución,<br />
entidad, etc. (país de origen):<br />
e. a qué tipo de lectores está<br />
dirigido el texto:<br />
f. qué función tiene el texto en sí:
Texto 3:<br />
Tiempos Verbales
Observá el Texto 4 debajo:<br />
Introducción a la Lectura Comprensiva de Inglés Académico para Medicina Veterinaria<br />
1. Scanning: Encerrá con círculo todos los verbos del texto en simple present excepto to be.<br />
Transcribílos en el cuadro siguiente, junto a su sujeto, o actor del enunciado, y expresá en español la<br />
frase formada.<br />
Ejemplo: two ovaries produce: dos ovarios producen<br />
1. 8.<br />
2. 9.<br />
3. 10.<br />
4. 11.<br />
5. 12.<br />
6. 13.<br />
7. 14.<br />
2. Scanning: ¿Qué información proporciona el texto sobre cada uno de los siguientes términos?<br />
Respondé en inglés.<br />
Ejemplo: ovaries: produce the egg or ova<br />
1. estrogen:<br />
2. follicle:<br />
3. funnel of the oviduct:<br />
4. embryo:<br />
5. secretions from the uterus:<br />
6. cervix:<br />
7. vagina:<br />
8. vulva:<br />
3. Scanning: Traducí las siguientes preposiciones según el co texto. Ejemplo: in (línea 2): en<br />
1. on (línea 2): 6. from (línea 6):<br />
2. at (línea 3): 7. until (línea 6):<br />
3. after (línea 4): 8. about (línea 8):<br />
4. of (línea 4): 9. with (línea 8):<br />
5. to (línea 5):<br />
(línea 11):<br />
10. during (línea 9):<br />
4. Scanning: Indicá a qué frase o palabra del texto hacen referencia las siguientes palabras o frases,<br />
también extraídas del texto. Ejemplo: which (línea 2): se refiere a two ovaries (dos ovarios)
1. one on the left (línea 2):<br />
2. a blister like structure (línea 3):<br />
3. it (línea 5):<br />
4. here (línea 5):<br />
5. which (línea 5):<br />
Tiempos Verbales<br />
5. Skimming: Respondé con una simple frase o con una palabra: ¿De qué trata el texto 4?<br />
Texto 4:<br />
1<br />
5<br />
10<br />
El texto 4 trata sobre<br />
Reproductive Organs and Breeding Pattern<br />
There are two ovaries in the cow: one on the right and one on the left side, which produce the egg or ova and the<br />
female sex hormone, estrogen. At each estrus, a blister-like structure, called a follicle, enlarges and ruptures<br />
approximately 14 hours after the end of heat. This ruptured follicle releases the egg and the funnel of the oviduct<br />
picks it up. It is here that the sperm cell and egg unite to form the embryo which develops into the calf. The<br />
embryo enters the uterus four days after breeding and secretions from the uterus nourish it until 35 days when the<br />
membranes of the embryo and uterus unite to complete implantation. There are two oviducts and two uterine<br />
horns plus a single cervix which is about two or three inches long and one inch in diameter. The cervix is<br />
cartilaginous and hard tissue with three well developed rings on the inner lining and forms an effective seal during<br />
pregnancy. The cervix opens up or dilates during heat so sperm can pass to the uterus and an insemination tube<br />
can be inserted during and shortly after estrus. The vagina forms a passageway from the outside vulva to the<br />
cervix where the semen is deposited during natural service. The vulva is seen from the outside and increases in<br />
vascularity and size during heat.
Texto 5:<br />
Introducción a la Lectura Comprensiva de Inglés Académico para Medicina Veterinaria<br />
The body is divided by four basic planes. The median plane divides the body into equal right and left halves.<br />
Sagittal planes are any planes that lie parallel to the median plane. Sagittal planes divide extremities<br />
longitudinally into medial and lateral aspects. The midsagittal plane and the median plane are synonymous. The<br />
dorsal plane divides the animal into dorsal and ventral portions. Last, the transverse plane intersects the body<br />
perpendicular to the body’s axis, dividing the trunk of the animal into cranial and causal regions. An extremity is<br />
also considered to have its own axis; therefore, a transverse plane of a limb divides the limb into distal (distant)<br />
and proximal (close) portions.<br />
Fuente: Christenson, D. Veterinary Medical Terminology, W. B. Saunders 1997, p. 5-7.<br />
Leé el texto 5 y, de acuerdo a la información que provee, escribí los nombres que a continuación se dan<br />
como corresponda a cada figura:<br />
• Sagittal plane<br />
• Transverse plane<br />
• Median plane<br />
• Dorsal plane<br />
• Cranial<br />
• Ventral<br />
Figura 1:<br />
Figura 3:<br />
• Caudal<br />
• Proximal<br />
• Lateral<br />
• Medial<br />
• Distal<br />
• Dorsal<br />
Figura 2:<br />
Figura 4:
Tiempos Verbales<br />
Leé el texto 6 debajo y redactá en español, en forma clara y precisa:<br />
Texto 6:<br />
a. el tema general en una frase sustantiva, a manera de título:<br />
b. expresá con tus palabras qué explica el texto sobre el tema general, es decir, expresá la idea<br />
principal en un solo enunciado, en español, en forma clara y precisa<br />
During the nineteenth century, the mechanization of farming and the fencing of range land opened the agricultural heart<br />
of North America to intensive development. As the natural geographic center of this region, Chicago became the<br />
crossroads of a vast transportation network. The great waterway systems of the Mississippi valley and the Great Lakes<br />
were linked in Chicago in 1847, when the Illinois-Michigan Canal was opened to traffic. Within the next year, rail lines<br />
began to operate trains to and from the city. The rise of agricultural activity demanded facilities for the storage and<br />
milling of grain, the slaughtering of cattle, and the processing and shipment of meat. The manufacture of farm<br />
machinery branched out into the basic metal-fabricating and woodworking industries. This soon attracted banks and<br />
other financial institutions. Four years after the end of the Civil War, Chicago was already established as the focal point<br />
of the largest system of inland waterways in the world and the hub of a rail network that extended to the Atlantic, Gulf,<br />
and Pacific coasts. The productive potential of the city was unparalleled, and the pace of its industrial expansion reached<br />
explosive proportions.<br />
Fuente: Listening to Toefl, Workbook, ETS, 1989, pag. 103<br />
Texto 7:<br />
1. Scanning: Encerrá con frases verbales en los tiempos verbales que se indican en el cuadro.<br />
2. Completá el cuadro con las frases y expresálas en español teniendo en cuenta su sujeto.<br />
Ej: has recently become popular: se ha hecho/vuelto popular/común<br />
present<br />
perfect:<br />
future<br />
simple:<br />
simple<br />
past:<br />
past<br />
perfect:
Introducción a la Lectura Comprensiva de Inglés Académico para Medicina Veterinaria<br />
3. Scanning: Expresá en español las siguientes frases sustantivas extraídas del texto. Recordá: la<br />
palabra que te dice de qué habla la frase, es la última, es decir, la última palabra es la más importante,<br />
excepto en la 6., ¿te acordás por qué?<br />
1. glove use (línea 2):<br />
2. food service establishments (línea 2):<br />
3. poor handwashing practices (línea 3):<br />
4. disease outbreaks (línea 4):<br />
5. mandatory glove use (línea 5):<br />
6. National Advisory Committee for the<br />
Microbial Criteria for Foods (línea 6):<br />
7. healthcare literature (línea 9):<br />
8. disposable gloves (línea 14):<br />
9. ground beef (línea 16):<br />
10. four bacterial transfer rates (línea 20):<br />
4. Scanning: Completá los siguientes enunciados según la información proporcionada por el texto.<br />
1. La utilización de guantes para la manipulación de alimentos se debe a la creencia de que<br />
2. Algunas pruebas han estudiado la efectividad del uso de guantes en la manipulación de alimentos y se ha llegado<br />
a la conclusión de que<br />
3. Los objetivos del estudio al cual este texto pertenece fueron
Tiempos Verbales<br />
5. Skimming: Respondé con una frase sustantiva o con una palabra, a manera de título: ¿De qué trata<br />
el texto 7?<br />
título para el texto 7:<br />
Texto 7:<br />
1 Glove Barriers to Bacterial Cross-Examination Between Hands to Food (fragmento adaptado)<br />
Glove use has recently become popular in foodservice establishments because of the intuitive assumption that<br />
a physical barrier will prevent the food handler from contaminating food. Food handling and poor handwashing<br />
practices have traditionally been the source of foodborne disease outbreaks. However, some have argued that<br />
5 mandatory glove use can cause overall hygiene to decline and that gloves are not commonly properly used. In<br />
September 1999, the Food and Drug Administration asked the National Advisory Committee for the Microbial<br />
Criteria for Foods to examine this issue. The committee determined that there were insufficient data on gloves to<br />
mandate their use in the model food code.<br />
The majority of the glove effectiveness originates from the healthcare literature. These studies have limited<br />
10 foodservice application because they evaluate surgical gloves that typically are of a better quality than foodservice<br />
gloves.<br />
Some studies have examined gloves in a foodservice setting, focusing primarily on attachment characteristics<br />
and contamination on the outer part of the glove. In a study by Bardell, droplets of saliva containing herpes<br />
simplex virus were placed on the outside of latex disposable gloves and touched to lettuce or ham at 0, 30, and<br />
15 60 min. The virus was isolated from the food in all five trials for each group. Fendler et al. asked volunteers to<br />
handle ground beef containing Escherichia coli and showed that the outside of the glove was highly contaminated<br />
at the end of a 3-h period regardless of whether the handlers had changed gloves or washed their hands. Other<br />
studies also provide data on the transfer of bacteria and viruses from hand to kitchen surfaces, hands to food,<br />
and the survival of organisms on these surfaces.<br />
20 The primary objective of this study was to determine four bacterial transfer rates: chicken to bare hands,<br />
chicken to hands through gloves, bare hands to lettuce, and hands to lettuce through gloves. A secondary<br />
objective was to fit the transfer data to statistical distributions so they could be incorporated in a quantitative risk<br />
assessment.<br />
Texto 8:<br />
1. Completá en siguiente cuadro:<br />
a. Escribí en español, en una frase sustantiva o palabra, a manera de título, el Tema General.<br />
b. Ampliá la información que expresaste en la consigna 1.a. en español, en forma clara y precisa
Introducción a la Lectura Comprensiva de Inglés Académico para Medicina Veterinaria<br />
2. Scanning: Buscá en el texto ejemplos de frases verbales en tiempos simple past y present perfect,<br />
transcribílas junto a su sujeto o actor del enunciado, y expresálas en español.<br />
simple past<br />
present<br />
perfect<br />
3. Scanning: Releé, dentro del tema los verbos TO BE y TO HAVE, los usos de BE con THERE. Buscá en el<br />
texto un ejemplo de esta combinación, transcribíla y expresála en español.<br />
combinación BE con<br />
THERE :<br />
en español:<br />
Texto 8:<br />
1 Management of an enterprise in agriculture, horticulture and forestry has to take into account a wide range of<br />
issues: the management of soils, crops and animals, the selection and use of machinery and implements,<br />
marketing arrangements, man management, and local and world commodity prices. Except for subsistence<br />
farming, where security of food supplies is all important, the purpose is to make the enterprise profitable.<br />
5 The objective of soil management is to create suitable conditions for the crops that are to be grown. Soil is<br />
required to provide anchorage and the physical and chemical conditions required by the plant. What the farmer<br />
does to help meet these requirements depends on what crops he grows, the required yield, the inputs that are<br />
available to him, and the soil and climatic conditions.<br />
Management of the soil started with the first farmers. Cultivations, rotations and irrigation are ancient<br />
10 practices. In the past 200 years there have been several innovations: farm machinery has become more powerful,<br />
crop varieties have been bred that give higher yields, and fertilizers and chemicals for the control of pests have<br />
been introduced.<br />
Soil is the growers´ main resource and it is in their interests to maintain it in as fertile a condition as possible.<br />
In this they are usually successful, but there has been, and still are, examples of bad management. Erosion has<br />
15 been caused by cutting down trees, salts have accumulated in soils under irrigation, and unsuitable soils have been<br />
brought into cultivation.<br />
Fuente: WILD, A. Soils and the Environment, Cambridge University Press, 1995, págs 137 y 138.