TP 08. TIEMPOS VERBALES.pdf

TIEMPOS SIMPLE:
Introducción a la Lectura Comprensiva de Inglés Académico para Medicina Veterinaria
TRABAJO PRÁCTICO #8:
TIEMPOS VERBALES
APELLIDO y nombre:
OBSERVACIONES:
1. Resaltá con un marcador los verbos o frases verbales en tiempos simple de los siguientes enunciados –
excepto to be-
2. Expresálos en español.
3. Leé el enunciado completo para poder interpretarlo, en español, en forma clara y precisa.
Ejemplo: Zoby and Holmes (1983) reported that, with extreme differences in animal size, bite size values, calculated
indirectly from estimated herbage intake and total daily bites, were different.
• Zoby y Holmes informaron que, con extremas diferencias en tamaño del animal, los valores del tamaño del
mordisco, calculados indirectamente a partir de la ingesta de hierba y los mordiscos diarios, eran diferentes.
1. This manuscript will review cow-calf production systems.
2. The heifers rapidly took enough bites to make a bolus.
3. Each period of data collection began with bite size measurements.
4. With a high energy density, this food for cats and dogs contains concentrated essential nutrients
and highly digestible ingredients.
5. Each pasture received a winter application of pre emergent herbicide for control of annual weeds
and grasses.
6. A clean environment for dry cows will reduce new infections during the dry period, especially the
last 2 wk before calving.

Texto 1:
Tiempos Verbales
7. Some laws in this country would eliminate low-level feeding of antibiotics and prohibit the
therapeutic use of some antibiotics in animals.
8. June and July observation periods provided a means to evaluate the influence of sward structure
and its interaction with cattle type on ingestive behavior.
Staphylococcus aureus causes both acute and chronic mastitis that responds poorly to treatment. It is easily
transmitted at milking time and colonizes the teat canal but, contrary to prior opinion, does not colonize the skin.
1. Observá el Texto 1 e identificá todos los verbos y frases verbales en simple present. Encerrálos con un
círculo en el texto mismo.
2. Leé el texto 1 y pensá en un título para este breve texto que responda a la pregunta ¿de qué trata?
TÍTULO
TEXTO 1:
Texto 2:
This program is the national udder health program for the Australian dairy industry. More than $130 million is lost
to Australian dairy farmers each year through poor udder health. Mastitis is the major cause of this loss. Mastitis
reduces milk yield and leads to poor quality milk. Together, these factors erode the milk income received by
farmers. In addition, antibiotic therapy used to overcome udder disease adds to dairy farmers’ costs and require
strict monitoring to prevent residue entering the milk. This program plan consists of a set of recommendations to
assist dairy farmers with profitable control of mastitis.
Fuente: Brightling, P., Mein, G., Malmo, J., Ryan, D., Countdown Down Under: Farm Guidelines for Mastitis Control (1998)
1. Leé la fuente del texto y expresá en español el tema general a manera de título alternativo, es decir,
respondé a la pregunta ¿de qué trata el texto?
TÍTULO O
TEMA
GENERAL:
2. El texto plantea un problema específico en un lugar específico que involucra a un sector de la sociedad
específico, a la vez que plantea una solución específica. ¿Cuál es el problema? ¿Dónde? ¿Cuál es el sector
involucrado? ¿Cuál es la solución al problema? Completá el cuadro a continuación respondiendo a estas
preguntas.

PROBLEMA
LUGAR
SECTOR DE
LA
SOCIEDAD
SOLUCIÓN
Introducción a la Lectura Comprensiva de Inglés Académico para Medicina Veterinaria
Observá el texto 3 debajo y determiná, en español:
a. a qué género pertenece:
b. a qué entidad, institución, etc.
se refiere (respondé en inglés y
español):
c. qué función tiene la entidad,
institución, etc:
d. de dónde es la institución,
entidad, etc. (país de origen):
e. a qué tipo de lectores está
dirigido el texto:
f. qué función tiene el texto en sí:

Texto 3:
Tiempos Verbales

Observá el Texto 4 debajo:
Introducción a la Lectura Comprensiva de Inglés Académico para Medicina Veterinaria
1. Scanning: Encerrá con círculo todos los verbos del texto en simple present excepto to be.
Transcribílos en el cuadro siguiente, junto a su sujeto, o actor del enunciado, y expresá en español la
frase formada.
Ejemplo: two ovaries produce: dos ovarios producen
1. 8.
2. 9.
3. 10.
4. 11.
5. 12.
6. 13.
7. 14.
2. Scanning: ¿Qué información proporciona el texto sobre cada uno de los siguientes términos?
Respondé en inglés.
Ejemplo: ovaries: produce the egg or ova
1. estrogen:
2. follicle:
3. funnel of the oviduct:
4. embryo:
5. secretions from the uterus:
6. cervix:
7. vagina:
8. vulva:
3. Scanning: Traducí las siguientes preposiciones según el co texto. Ejemplo: in (línea 2): en
1. on (línea 2): 6. from (línea 6):
2. at (línea 3): 7. until (línea 6):
3. after (línea 4): 8. about (línea 8):
4. of (línea 4): 9. with (línea 8):
5. to (línea 5):
(línea 11):
10. during (línea 9):
4. Scanning: Indicá a qué frase o palabra del texto hacen referencia las siguientes palabras o frases,
también extraídas del texto. Ejemplo: which (línea 2): se refiere a two ovaries (dos ovarios)

1. one on the left (línea 2):
2. a blister like structure (línea 3):
3. it (línea 5):
4. here (línea 5):
5. which (línea 5):
Tiempos Verbales
5. Skimming: Respondé con una simple frase o con una palabra: ¿De qué trata el texto 4?
Texto 4:
1
5
10
El texto 4 trata sobre
Reproductive Organs and Breeding Pattern
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
female sex hormone, estrogen. At each estrus, a blister-like structure, called a follicle, enlarges and ruptures
approximately 14 hours after the end of heat. This ruptured follicle releases the egg and the funnel of the oviduct
picks it up. It is here that the sperm cell and egg unite to form the embryo which develops into the calf. The
embryo enters the uterus four days after breeding and secretions from the uterus nourish it until 35 days when the
membranes of the embryo and uterus unite to complete implantation. There are two oviducts and two uterine
horns plus a single cervix which is about two or three inches long and one inch in diameter. The cervix is
cartilaginous and hard tissue with three well developed rings on the inner lining and forms an effective seal during
pregnancy. The cervix opens up or dilates during heat so sperm can pass to the uterus and an insemination tube
can be inserted during and shortly after estrus. The vagina forms a passageway from the outside vulva to the
cervix where the semen is deposited during natural service. The vulva is seen from the outside and increases in
vascularity and size during heat.

Texto 5:
Introducción a la Lectura Comprensiva de Inglés Académico para Medicina Veterinaria
The body is divided by four basic planes. The median plane divides the body into equal right and left halves.
Sagittal planes are any planes that lie parallel to the median plane. Sagittal planes divide extremities
longitudinally into medial and lateral aspects. The midsagittal plane and the median plane are synonymous. The
dorsal plane divides the animal into dorsal and ventral portions. Last, the transverse plane intersects the body
perpendicular to the body’s axis, dividing the trunk of the animal into cranial and causal regions. An extremity is
also considered to have its own axis; therefore, a transverse plane of a limb divides the limb into distal (distant)
and proximal (close) portions.
Fuente: Christenson, D. Veterinary Medical Terminology, W. B. Saunders 1997, p. 5-7.
Leé el texto 5 y, de acuerdo a la información que provee, escribí los nombres que a continuación se dan
como corresponda a cada figura:
• Sagittal plane
• Transverse plane
• Median plane
• Dorsal plane
• Cranial
• Ventral
Figura 1:
Figura 3:
• Caudal
• Proximal
• Lateral
• Medial
• Distal
• Dorsal
Figura 2:
Figura 4:

Tiempos Verbales
Leé el texto 6 debajo y redactá en español, en forma clara y precisa:
Texto 6:
a. el tema general en una frase sustantiva, a manera de título:
b. expresá con tus palabras qué explica el texto sobre el tema general, es decir, expresá la idea
principal en un solo enunciado, en español, en forma clara y precisa
During the nineteenth century, the mechanization of farming and the fencing of range land opened the agricultural heart
of North America to intensive development. As the natural geographic center of this region, Chicago became the
crossroads of a vast transportation network. The great waterway systems of the Mississippi valley and the Great Lakes
were linked in Chicago in 1847, when the Illinois-Michigan Canal was opened to traffic. Within the next year, rail lines
began to operate trains to and from the city. The rise of agricultural activity demanded facilities for the storage and
milling of grain, the slaughtering of cattle, and the processing and shipment of meat. The manufacture of farm
machinery branched out into the basic metal-fabricating and woodworking industries. This soon attracted banks and
other financial institutions. Four years after the end of the Civil War, Chicago was already established as the focal point
of the largest system of inland waterways in the world and the hub of a rail network that extended to the Atlantic, Gulf,
and Pacific coasts. The productive potential of the city was unparalleled, and the pace of its industrial expansion reached
explosive proportions.
Fuente: Listening to Toefl, Workbook, ETS, 1989, pag. 103
Texto 7:
1. Scanning: Encerrá con frases verbales en los tiempos verbales que se indican en el cuadro.
2. Completá el cuadro con las frases y expresálas en español teniendo en cuenta su sujeto.
Ej: has recently become popular: se ha hecho/vuelto popular/común
present
perfect:
future
simple:
simple
past:
past
perfect:

Introducción a la Lectura Comprensiva de Inglés Académico para Medicina Veterinaria
3. Scanning: Expresá en español las siguientes frases sustantivas extraídas del texto. Recordá: la
palabra que te dice de qué habla la frase, es la última, es decir, la última palabra es la más importante,
excepto en la 6., ¿te acordás por qué?
1. glove use (línea 2):
2. food service establishments (línea 2):
3. poor handwashing practices (línea 3):
4. disease outbreaks (línea 4):
5. mandatory glove use (línea 5):
6. National Advisory Committee for the
Microbial Criteria for Foods (línea 6):
7. healthcare literature (línea 9):
8. disposable gloves (línea 14):
9. ground beef (línea 16):
10. four bacterial transfer rates (línea 20):
4. Scanning: Completá los siguientes enunciados según la información proporcionada por el texto.
1. La utilización de guantes para la manipulación de alimentos se debe a la creencia de que
2. Algunas pruebas han estudiado la efectividad del uso de guantes en la manipulación de alimentos y se ha llegado
a la conclusión de que
3. Los objetivos del estudio al cual este texto pertenece fueron

Tiempos Verbales
5. Skimming: Respondé con una frase sustantiva o con una palabra, a manera de título: ¿De qué trata
el texto 7?
título para el texto 7:
Texto 7:
1 Glove Barriers to Bacterial Cross-Examination Between Hands to Food (fragmento adaptado)
Glove use has recently become popular in foodservice establishments because of the intuitive assumption that
a physical barrier will prevent the food handler from contaminating food. Food handling and poor handwashing
practices have traditionally been the source of foodborne disease outbreaks. However, some have argued that
5 mandatory glove use can cause overall hygiene to decline and that gloves are not commonly properly used. In
September 1999, the Food and Drug Administration asked the National Advisory Committee for the Microbial
Criteria for Foods to examine this issue. The committee determined that there were insufficient data on gloves to
mandate their use in the model food code.
The majority of the glove effectiveness originates from the healthcare literature. These studies have limited
10 foodservice application because they evaluate surgical gloves that typically are of a better quality than foodservice
gloves.
Some studies have examined gloves in a foodservice setting, focusing primarily on attachment characteristics
and contamination on the outer part of the glove. In a study by Bardell, droplets of saliva containing herpes
simplex virus were placed on the outside of latex disposable gloves and touched to lettuce or ham at 0, 30, and
15 60 min. The virus was isolated from the food in all five trials for each group. Fendler et al. asked volunteers to
handle ground beef containing Escherichia coli and showed that the outside of the glove was highly contaminated
at the end of a 3-h period regardless of whether the handlers had changed gloves or washed their hands. Other
studies also provide data on the transfer of bacteria and viruses from hand to kitchen surfaces, hands to food,
and the survival of organisms on these surfaces.
20 The primary objective of this study was to determine four bacterial transfer rates: chicken to bare hands,
chicken to hands through gloves, bare hands to lettuce, and hands to lettuce through gloves. A secondary
objective was to fit the transfer data to statistical distributions so they could be incorporated in a quantitative risk
assessment.
Texto 8:
1. Completá en siguiente cuadro:
a. Escribí en español, en una frase sustantiva o palabra, a manera de título, el Tema General.
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
2. Scanning: Buscá en el texto ejemplos de frases verbales en tiempos simple past y present perfect,
transcribílas junto a su sujeto o actor del enunciado, y expresálas en español.
simple past
present
perfect
3. Scanning: Releé, dentro del tema los verbos TO BE y TO HAVE, los usos de BE con THERE. Buscá en el
texto un ejemplo de esta combinación, transcribíla y expresála en español.
combinación BE con
THERE :
en español:
Texto 8:
1 Management of an enterprise in agriculture, horticulture and forestry has to take into account a wide range of
issues: the management of soils, crops and animals, the selection and use of machinery and implements,
marketing arrangements, man management, and local and world commodity prices. Except for subsistence
farming, where security of food supplies is all important, the purpose is to make the enterprise profitable.
5 The objective of soil management is to create suitable conditions for the crops that are to be grown. Soil is
required to provide anchorage and the physical and chemical conditions required by the plant. What the farmer
does to help meet these requirements depends on what crops he grows, the required yield, the inputs that are
available to him, and the soil and climatic conditions.
Management of the soil started with the first farmers. Cultivations, rotations and irrigation are ancient
10 practices. In the past 200 years there have been several innovations: farm machinery has become more powerful,
crop varieties have been bred that give higher yields, and fertilizers and chemicals for the control of pests have
been introduced.
Soil is the growers´ main resource and it is in their interests to maintain it in as fertile a condition as possible.
In this they are usually successful, but there has been, and still are, examples of bad management. Erosion has
15 been caused by cutting down trees, salts have accumulated in soils under irrigation, and unsuitable soils have been
brought into cultivation.
Fuente: WILD, A. Soils and the Environment, Cambridge University Press, 1995, págs 137 y 138.