08. tiempos verbales
08. tiempos verbales
08. tiempos verbales
Create successful ePaper yourself
Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.
Introducción a la Lectura Comprensiva de Inglés Académico para Medicina Veterinaria<br />
FICHA TEÓRICO-PRÁCTICA #8:<br />
TIEMPOS VERBALES<br />
En un curso de lectura comprensiva, la idea de presentar la formación de los <strong>tiempos</strong> <strong>verbales</strong> es sólo para reconocimiento<br />
de los mismos en los textos.<br />
El siguiente cuadro muestra, de manera muy sintética y a través de ejemplos, cómo se forman los <strong>tiempos</strong> <strong>verbales</strong><br />
llamados simple en inglés, en sus formas afirmativa, negativa e interrogativa.<br />
SIMPLE PRESENT SIMPLE PAST SIMPLE FUTURE (will)<br />
I (You, We, They) need some more<br />
tests.<br />
(Yo) necesito algunos tests más.<br />
She (He, It) works perfectly in this<br />
environment.<br />
(Ella) trabaja perfectamente en este<br />
ambiente.<br />
How do you (I, we, they) prepare the<br />
samples<br />
¿Cómo preparás (vos) las muestras<br />
DO+I, WE, THEY+INFINITIVO<br />
What does she (he, it) measure<br />
¿Qué mide (ella)<br />
DOES+SHE, HE, IT+INFINITIVO (NO<br />
“S”)<br />
They do not (don´t) understand the<br />
reason.<br />
(Ellos) no comprenden la razón.<br />
DO + NOT + INFINITIVO<br />
He does not (doesn´t) consider that<br />
variable at all.<br />
(Él) no considera para nada esa variable.<br />
DOES + NOT + INFINITIVO (NO “s”)<br />
I worked all night yesterday.<br />
(Yo) trabajé toda la noche ayer.<br />
VERBOS REGULARES (desinencia –ed)<br />
They took it to the laboratory.<br />
(Ellos) lo llevaron al laboratorio.<br />
VERBOS IRREGULARES (2º columna,<br />
ver siguiente tema de este manual)<br />
What did you bring to the field last week<br />
¿Qué trajiste al campo (vos) la semana<br />
pasada<br />
DID+SUJETO+INFINITIVO<br />
We did not (didn’t) believe it.<br />
(Nosotros) no lo creímos.<br />
DID+ NOT+VERBO INFINITIVO<br />
She will decide soon.<br />
(Ella) decidirá pronto.<br />
SUJETO+WILL+INFINITIVO<br />
What will you write in the abstract<br />
¿Qué escribirás (vos) en el abstract<br />
WILL+SUJETO+ INFINITIVO<br />
They will not (won’t) come until<br />
tomorrow.<br />
(Ellos) no vendrán hasta mañana.<br />
SUJETO+WILL+NOT+INFINITIVO<br />
SIMPLE CONDITIONAL (WOULD)<br />
She would come if she could.<br />
(Ella) vendría si pudiera.<br />
SUJETO+WOULD+VERBO INF.<br />
What would you do if you were very<br />
rich<br />
¿Qué harías si tuvieras mucho dinero<br />
WOULD+SUJETO+VERBO INF.<br />
They would not live here if it were<br />
not for you.<br />
(Ellos) no vivirían aquí si no fuera por<br />
vos.<br />
SUJ.+WOULD+NOT+VERBO INF.<br />
1. Encerrá con los verbos en <strong>tiempos</strong> simple de los siguientes enunciados –excepto to be-<br />
2. Expresálos en español.<br />
Práctica Opcional:<br />
3. Transformálos al negativo y al interrogativo, para lo cual identificá correctamente el actor del<br />
enunciado, a quién descubrirás preguntando ¿quién o ¿qué al verbo.<br />
4. Recordá consultar la lista de verbos irregulares para familiarizarte con los infinitivos.<br />
Ej: Zoby and Holmes (1983) reported that with extreme differences in animal size (mature cows vs stockers vs<br />
calves), bite size values calculated indirectly from estimated herbage intake and total daily bites were different.<br />
<br />
<br />
<br />
Zoby y Holmes informaron que, con extremas diferencias en tamaño del animal, (vacas maduras vs vacas en<br />
engorde vs terneros) los valores del tamaño del mordisco, calculados indirectamente a partir de la ingesta de<br />
hierba y los mordiscos diarios, eran diferentes.<br />
Zoby and Holmes did not report that ….<br />
Did Zoby and Holmes report that …
Tiempos Verbales<br />
1. Vaccines do not always prevent infection.<br />
2. Dry-cow therapy will cure some infections existing at the time of drying off.<br />
3. A neoplasm of intermediate malignancy does not metastasize.<br />
4. Estrogen, by itself, does not contribute to the development of pyometra.<br />
5. Anemia develops when the number of red blood cells in the bloodstream is reduced.<br />
6. Equine Infectious Anemia tends to become an inapparent infection but occasionally results in death.<br />
7. Prevention of new cases of mastitis depends on reducing exposure of uninfected cows to infected cows during<br />
milking.<br />
8. Canine demodicosis is a common disease in dogs and occurs when large numbers of Demodeex canis mites inhabit<br />
hair follicles, sebaceous glands.<br />
9. Severe anemia results ina asignificantly reduced ability of the blood to deliver oxygen throughout the body and, most<br />
importantly, to vital organs such as the brain.
Introducción a la Lectura Comprensiva de Inglés Académico para Medicina Veterinaria<br />
El siguiente cuadro muestra, por su parte, de manera muy sintética y a través de ejemplos también, cómo se forman los<br />
<strong>tiempos</strong> <strong>verbales</strong> llamados progressive en inglés, en sus formas afirmativa, negativa e interrogativa.<br />
PRESENT PROGRESSIVE PAST PROGRESSIVE FUTURE PROGRESSIVE<br />
I am analyzing the data now.<br />
(Yo) estoy analizando los datos<br />
ahora.<br />
She (He, It) is testing the<br />
equipment right now.<br />
(Ella) está probando el equipo en<br />
este momento.<br />
We (They, You) are controlling the<br />
plague.<br />
(Nosotros) estamos controlando la<br />
plaga.<br />
SUJETO+AM, IS, ARE+ING<br />
What is he (she, it) preparing<br />
¿Qué está preparando (él)<br />
What are you (we, they) doing<br />
there<br />
¿Qué estás haciendo (vos) ahí<br />
What am I doing<br />
¿Qué estoy haciendo (yo)<br />
AM, IS, ARE+SUBJECT+ING<br />
I am not (‘m not) saying that.<br />
(Yo) no estoy diciendo eso.<br />
He is not (isn’t) looking at that<br />
sample.<br />
(Él) no está mirando esa muestra.<br />
They are not (aren’t) recording it.<br />
(Ellos) no están registrándolo.<br />
SUJETO+ AM, IS,<br />
ARE+NOT+ING<br />
She (He, It) was working when they<br />
arrived.<br />
(Ella) estaba trabajando cuando (ellos)<br />
llegaron.<br />
I, HE, SHE, IT+WAS+ ING<br />
You, (We, They) were talking when the<br />
class started.<br />
(Vos) estabas conversando cuando la clase<br />
comenzó.<br />
YOU, WE, THEY+WERE+VERBO+ -ING<br />
He was not (wasn’t) reading when the<br />
phone rang.<br />
(Él) no estaba leyendo cuando el teléfono<br />
sonó.<br />
I, HE, SHE, IT+WAS+NOT+ING<br />
They were not (weren’t) watching the<br />
students when the accident happened.<br />
(Ellos) no estaban observando a los<br />
estudiantes cuando ocurrió el accidente.<br />
YOU, WE, THEY+WERE+NOT+ ING<br />
Why was she analyzing the samples,<br />
instead of you, when I arrived<br />
¿Por qué estaba ella analizando las muestras,<br />
y no vos, cuando (yo) llegué<br />
WAS+I, HE, SHE, IT+ING<br />
What were you doing when they arrived<br />
¿Qué estabas haciendo cuando (ellos)<br />
llegaron<br />
WERE+ YOU, WE THEY+ ING<br />
I will be travelling by the time they<br />
arrive.<br />
SUJETO+ WILL BE+ ING<br />
Will you be waiting for us<br />
WILL+SUJETO+BE+ ING<br />
They will not (won’t) be listening to<br />
you by the time you finish the class.<br />
SUJETO+WILL+NOT+BE+ ING<br />
CONDITIONAL PROGRESSIVE<br />
She would be studying here if she<br />
could.<br />
SUJETO+WOULD BE+ING<br />
What would you be doing if you<br />
were in the Caribbean now<br />
WOULD+SUJETO+BE+ING<br />
He would not (wouldn’t) be<br />
complaining if he knew the reason.<br />
SUJ.+WOULD NOT BE+ING<br />
1. Encerrá con las frases <strong>verbales</strong> de los siguientes enunciados en <strong>tiempos</strong> progressive o continuos.<br />
2. Expresálos en español.<br />
Práctica Opcional:<br />
3. Transformálos al negativo y al interrogativo, para lo cual identificá correctamente el actor del<br />
enunciado.<br />
4. Escribí el infinitivo del verbo principal. Recordá consultar la lista de verbos irregulares para<br />
familiarizarte con los infinitivos.<br />
1. The cow is calving in the pen right now.<br />
2. They are measuring the feed intake.<br />
3. The Vet was isolating the piglets when the farmer arrived.
Tiempos Verbales<br />
4. The husbandmen were weighing the steers when the bull attacked them.<br />
5. The lab technician will be examining the fecal samples tomorrow morning in the university lab.<br />
6. The CBC (complete blood cell count) is the most common and critical test: it offers more detailed information<br />
regarding the anemia, such as whether the body is losing vs. destroying red blood cells and if it’s producing new<br />
red blood cells to replace them.<br />
El siguiente y último cuadro muestra, de manera muy sintética y a través de ejemplos, al igual que los anteriores, cómo se<br />
forman los <strong>tiempos</strong> <strong>verbales</strong> llamados perfect en inglés, en sus formas afirmativa, negativa e interrogativa.<br />
PRESENT PERFECT PAST PERFECT FUTURE PERFECT<br />
I (You, We They) have already finished.<br />
(Yo) ya terminé.<br />
He (She, It) has already started.<br />
(Él) ya comenzó.<br />
VERBOS REGULARES:<br />
SUJETO+HAVE/HAS+ED<br />
I (You, We, They) have taken a decision.<br />
He tomado / Tomé una decisión.<br />
She (He, It) has brought this new idea for<br />
us to analyze.<br />
(Ella) ha traído / trajo esta nueva idea para<br />
que nosotros la analicemos.<br />
VERBOS IRREGULARES:<br />
SUJETO+HAVE/HAS+P ARTICIPIO: -ED<br />
O 3º COLUMNA)<br />
She has not (hasn’t) finished yet.<br />
(Ella) no<br />
They have not (haven’t) met.<br />
SUJETO+HAVE/HAS+NOT+PARTICIPIO<br />
What have you used here Where has<br />
she failed<br />
HAVE/ HAS+SUJETO+PARTICIPIO<br />
They had collected the samples when it<br />
started to rain.<br />
(Ellos) habían juntado las muestras cuando<br />
comenzó a llover.<br />
She had taken everything out before the<br />
building collapsed.<br />
(Ella) había sacado todo antes de que el<br />
edificio se viniera abajo.<br />
SUJETO+HAD+PARTICIPIO<br />
We had not (hadn’t) finished when they<br />
arrived.<br />
(Nosotros) no habíamos terminado cuando<br />
ellos llegaron.<br />
SUJETO+HAD+NOT+PARTICIPIO<br />
How many samples had you taken before<br />
we changed the method<br />
¿Cuántas muestras habías tomado antes de<br />
que (nosotros) cambiáramos el método<br />
HAD+SUJETO+PARTICIPIO<br />
PARTICIPIO:<br />
VERBOS REGULARES:<br />
DESINENCIA –ED<br />
VERBOS IRREGULARES:<br />
3º COLUMNA<br />
I will have finished by the time they<br />
arrive.<br />
(Yo) habré terminado para cuando (ellos)<br />
lleguen.<br />
SUJETO+WILL HAVE+PARTICIPIO<br />
They will not (won’t) have finished<br />
the career by the time they get married.<br />
(Ellos) no habrán terminado la carrera<br />
para cuando se casen.<br />
SUJETO+WILL NOT+PARTICIPIO<br />
Will you have practiced enough when<br />
the date of the exam finally arrives<br />
Habrás practicado lo suficiente para<br />
cuando llegue la fecha del examen<br />
WILL+SUJETO+HAVE+PARTICIPIO<br />
CONDITIONAL PERFECT<br />
We would have understood if you<br />
had explained.<br />
SUJ.+WOULD HAVE+ PARTICIPIO<br />
The researcher would not<br />
(wouldn’t) have told you that if he<br />
had known the conditions.<br />
SUJ.+WOULD NOT HAVE+PART.<br />
How would you have reacted if you<br />
have been in the same situation<br />
WOULD+SUJ.+HAVE+PARTICIPIO
Introducción a la Lectura Comprensiva de Inglés Académico para Medicina Veterinaria<br />
1. Encerrá con las frases <strong>verbales</strong> de los siguientes enunciados en <strong>tiempos</strong> perfect.<br />
2. Expresálas en español.<br />
Práctica Opcional:<br />
3. Transformálas al negativo y al interrogativo, para lo cual identificá correctamente el actor del<br />
enunciado.<br />
4. Escribí el infinitivo del verbo principal. Recordá consultar la lista de verbos irregulares para<br />
familiarizarte con los infinitivos.<br />
1. No scientist has established the origin of canine parvovirus.<br />
2. Use of penicillin in mastitis therapy has led to problems of human health.<br />
3. Variants of the parvovirus have appeared since the disease was first recognized.<br />
4. Before the experiment, these animals had received the regular herd concentrate.<br />
5. The infected calves will have died by next month if the treatment does not start immediately.<br />
6. Advances in analytical techniques have contributed to awareness and concern about toxic residues.<br />
7. Consumer confidence in the safety of food has become a priority issue for all the people involved in the food supply<br />
chain.<br />
8. Dry cow therapy has been part of mastitis control since the 1970s and has been one point of the five point control<br />
plan.<br />
9. Public concern over the presence of drug residues in edible products of food-producing animals has reached<br />
unprecedented heights.<br />
10. Efforts to induce dairy farmers to make greater use of high-quality pastures and reduce their dependency on<br />
imported concentrates have met with little success.
Tiempos Verbales<br />
11. Immunoassay technology has gained rapid acceptance in veterinary and human medicine owing to its high<br />
performance capabilities and versatility in applications.<br />
12. Certain countries have banned the use of specific compounds, whereas other countries on the base of scientific<br />
criteria, have permitted the continued use of similar products (e.g., growth promoters are banned in the European<br />
Community and permitted in the United States).<br />
LISTA DE VERBOS IRREGULARES<br />
¿Cómo utilizarla<br />
La columna INFINITIVE nos da el nombre del verbo, es decir el verbo sin conjugar en ningún tiempo verbal; de esta<br />
columna formamos el simple present agregándole “s” o “es” para las terceras personas del singular (he, she, it).<br />
La columna SIMPLE PAST nos informa acerca de los verbos irregulares en simple past (pretéritos perfecto e indefinido del<br />
español), y la forma que se presenta es la misma para todos los pronombres. No figuran aquí los verbos regulares, porque<br />
su simple past se forma agregando “ed” al infinitivo.<br />
La columna PAST PARTICIPLE nos informa acerca del pasado participio (terminación –ado -ido del español) de los verbos<br />
irregulares; una vez más, no figuran aquí los verbos regulares porque su pasado participio se forma agregando “ed” al<br />
infinitivo.<br />
Comúnmente se llama “primera columna” a la INFINITIVE, “segunda columna” a la SIMPLE PAST, y “tercera columna” a la<br />
PAST PARTICIPLE.<br />
TRADUCCIÓN INFINITIVE SIMPLE PAST PAST PARTICIPLE<br />
ser/estar:<br />
golpear:<br />
convertirse, volverse:<br />
comenzar:<br />
soplar, explotar:<br />
romper, estallar:<br />
traer:<br />
construir:<br />
quemar:<br />
comprar:<br />
atrapar, tomar:<br />
elegir, seleccionar:<br />
venir, llegar:<br />
cortar:<br />
hacer, realizar:<br />
dibujar, deslizar, atraer:<br />
beber:<br />
conducir, manejar:<br />
comer:<br />
caer:<br />
sentir:<br />
be (am, is, are)<br />
beat<br />
become<br />
begin<br />
blow<br />
break<br />
bring<br />
build<br />
burn<br />
buy<br />
catch<br />
choose<br />
come<br />
cut<br />
do<br />
draw<br />
drink<br />
drive<br />
eat<br />
fall<br />
feel<br />
was/were<br />
beat<br />
became<br />
began<br />
blew<br />
broke<br />
brought<br />
built<br />
burnt<br />
bought<br />
caught<br />
chose<br />
came<br />
cut<br />
did<br />
drew<br />
drank<br />
drove<br />
ate<br />
fell<br />
felt<br />
been<br />
beaten<br />
become<br />
begun<br />
blown<br />
broken<br />
brought<br />
built<br />
burnt<br />
bought<br />
caught<br />
chosen<br />
come<br />
cut<br />
done<br />
drawn<br />
drunk<br />
driven<br />
eaten<br />
fallen<br />
felt
Introducción a la Lectura Comprensiva de Inglés Académico para Medicina Veterinaria<br />
encontrar, hallar:<br />
volar:<br />
olvidar:<br />
conseguir, comprar, llegar:<br />
dar, otorgar:<br />
ir, dirijirse:<br />
crecer:<br />
tener, haber:<br />
oir:<br />
esconder, ocultar:<br />
golpear:<br />
sostener, mantener, llevarse a cabo<br />
herir, lastimar:<br />
mantener, guardar, seguir:<br />
saber, conocer:<br />
poner, colocar, recostar:<br />
llevar, conducir, liderar:<br />
aprender, enterarse:<br />
partir, dejar, abandonar:<br />
prestar:<br />
dejar, permitir:<br />
yacer, recostarse:<br />
alumbrar, encender:<br />
perder, extraviar:<br />
hacer, realizar:<br />
significar, querer decir:<br />
encontrarse con, conocerse:<br />
equivocarse, errar:<br />
pagar, prestar (atención):<br />
poner:<br />
leer:<br />
llamar, sonar:<br />
elevarse, levantarse:<br />
correr, administrar:<br />
decir:<br />
ver:<br />
vender:<br />
enviar:<br />
sacudir:<br />
brillar:<br />
disparar:<br />
mostrar:<br />
cerrar:<br />
hundir:<br />
sentarse:<br />
dormir:<br />
oler:<br />
gastar:<br />
untar, esparcir:<br />
levantar:<br />
robar:<br />
golpear:<br />
nadar:<br />
tomar, llevar:<br />
enseñar:<br />
rasgar, romper:<br />
narrar, decir, contar:<br />
pensar, opinar:<br />
arrojar:<br />
entender, comprender:<br />
despertar:<br />
usar (ropa):<br />
ganar:<br />
escribir:<br />
find<br />
fly<br />
forget<br />
get<br />
give<br />
go<br />
grow<br />
have<br />
hear<br />
hide<br />
hit<br />
hold<br />
hurt<br />
keep<br />
know<br />
lay<br />
lead<br />
learn<br />
leave<br />
lend<br />
let<br />
lie<br />
light<br />
lose<br />
make<br />
mean<br />
meet<br />
mistake<br />
pay<br />
put<br />
read<br />
ring<br />
rise<br />
run<br />
say<br />
see<br />
sell<br />
send<br />
shake<br />
shine<br />
shoot<br />
show<br />
shut<br />
sink<br />
sit<br />
sleep<br />
smell<br />
spend<br />
spread<br />
stand<br />
steal<br />
strike<br />
swim<br />
take<br />
teach<br />
tear<br />
tell<br />
think<br />
throw<br />
understand<br />
wake<br />
wear<br />
win<br />
write<br />
found<br />
flew<br />
forgot<br />
got<br />
gave<br />
went<br />
grew<br />
had<br />
heard<br />
hid<br />
hit<br />
held<br />
hurt<br />
kept<br />
knew<br />
laid<br />
led<br />
learnt<br />
left<br />
lent<br />
let<br />
lay<br />
lit<br />
lost<br />
made<br />
meant<br />
met<br />
mistook<br />
paid<br />
put<br />
read<br />
rang<br />
rose<br />
ran<br />
said<br />
saw<br />
sold<br />
sent<br />
shook<br />
shone<br />
shot<br />
showed<br />
shut<br />
sank<br />
sat<br />
slept<br />
smelt<br />
spent<br />
spread<br />
stood<br />
stole<br />
stroke<br />
swam<br />
took<br />
taught<br />
tore<br />
told<br />
thought<br />
threw<br />
understood<br />
woke<br />
wore<br />
won<br />
wrote<br />
found<br />
flown<br />
forgotten<br />
gotten<br />
given<br />
gone<br />
grown<br />
had<br />
heard<br />
hidden<br />
hit<br />
held<br />
hurt<br />
kept<br />
known<br />
laid<br />
led<br />
learnt<br />
left<br />
lent<br />
let<br />
lain<br />
lit<br />
lost<br />
made<br />
meant<br />
met<br />
mistaken<br />
paid<br />
put<br />
read<br />
rung<br />
risen<br />
run<br />
said<br />
seen<br />
sold<br />
sent<br />
shaken<br />
shone<br />
shot<br />
shown<br />
shut<br />
sunk<br />
sit<br />
slept<br />
smelt<br />
spent<br />
spread<br />
stood<br />
stolen<br />
stricken<br />
swum<br />
taken<br />
taught<br />
torn<br />
told<br />
thought<br />
thrown<br />
understood<br />
waken<br />
worn<br />
won<br />
written
Tiempos Verbales<br />
Es muy importante que te familiarices con estos verbos, intentá armar una estrategia para, de aquí a fin de año,<br />
aprenderlos, de este modo recurrirás mucho menos al diccionario cuando aparezcan en los textos.<br />
Otros <strong>tiempos</strong> <strong>verbales</strong>:<br />
<br />
PERFECT PROGRESSIVE:<br />
SUJETO + TO HAVE (PRESENTE – PASADO – FUTURO) + BEEN + VERBO + -ING<br />
The cat has been vomiting for the last three days.<br />
Hace tres días que el gato vomita. El gato ha estado vomitando por tres días.<br />
TO HAVE (PRESENTE – PASADO – FUTURO) + SUJETO + BEEN + VERBO + -ING<br />
How long have you been studying this subject<br />
¿Cuánto hace que estás estudiando este tema<br />
SUJETO + TO HAVE (PRESENTE – PASADO – FUTURO) + NOT + BEEN + VERBO + -ING<br />
I haven’t been following the progress of this project work, to tell you the truth.<br />
A decir verdad, no he estado siguiendo el progreso de este trabajo de campo.<br />
<br />
BE + GOING TO + VERBO INFINITIVO = futuro para expresar planes e intención<br />
They are going to build a new research hall over there.<br />
Van a construir un nuevo pabellón de investigación allí.<br />
Are you going to start the test next month<br />
¿Vas a comenzar la prueba el mes próximo<br />
We are not going to write a new paper on this subject.<br />
No vamos a escribir un nuevo paper sobre este tema.<br />
Cuadro resumen Tiempos Verbales:
Introducción a la Lectura Comprensiva de Inglés Académico para Medicina Veterinaria<br />
SIMPLE PROGRESSIVE (-ing: -ando, -endo) PERFECT<br />
PRESENT<br />
I (You, We, They) need some more tests.<br />
She (He, It) works perfectly in this environment.<br />
How do you (I, we, they) prepare the samples<br />
DO + I, WE, THEY + INFINITIVE VERB.<br />
What does she (he, it) measure<br />
DOES + SHE, HE, IT + INFINITIVE VERB (NO<br />
“S”)<br />
They do not (don´t) understand the reason.<br />
DO + NOT + INFINITIVE VERB<br />
He does not (doesn´t) consider that variable at all.<br />
DOES + NOT + INFINITIVE VERB (NO “s”)<br />
I am analyzing the data now.<br />
She (He, It) is testing the equipment right now.<br />
We (They, You) are controlling the plague.<br />
SUBJECT + AM, IS, ARE, + VERBO + -ING<br />
What is he (she, it) preparing<br />
What are you (we, they) doing there<br />
What am I doing<br />
AM, IS, ARE + SUBJECT + VERBO + -ING<br />
I am not (‘m not) saying that.<br />
He is not (isn’t) looking at that sample.<br />
They are not (aren’t) recording it.<br />
SUBJECT + AM, IS, ARE + NOT + VERBO + -ING<br />
I (You, We They) have already finished.<br />
He (She, It) has already started.<br />
VERBOS REGULARES:<br />
SUJETO + HAVE / HAS + VERBO + -ED<br />
I (You, We, They) have taken a decision.<br />
She (He, It) has brought this new idea for us to<br />
analyze.<br />
VERBOS IRREGULARES:<br />
SUJETO + HAVE / HAS + VERBO (PASADO<br />
PARTICIPIO: -ED O 3º COLUMNA)<br />
She has not (hasn’t) finished yet.<br />
They have not (haven’t) met.<br />
SUJETO + HAVE / HAS + NOT + VERBO (PAS.<br />
PART.)<br />
PAST<br />
I worked all night yesterday.<br />
VERBOS REGULARES (terminación –ed)<br />
They took it to the laboratory.<br />
VERBOS IRREGULARES (2º columna)<br />
What did you bring to the field last week<br />
DID + SUJETO + VERBO INFINITIVO<br />
We did not (didn’t) believe it.<br />
DID + NOT + VERBO INFINITIVO<br />
She (He, It) was working when they arrived.<br />
I, HE, SHE, IT + WAS + VERBO + -ING<br />
You, (We, They) were talking when the class started.<br />
YOU, WE, THEY + WERE + VERBO + -ING<br />
He was not (wasn’t) reading when the phone rang.<br />
They were not (weren’t) watching the students when<br />
the accident happened.<br />
Why was she analyzing the samples, instead of you, when<br />
I arrived<br />
What were you doing when they arrived<br />
They had collected the samples when it started to rain.<br />
She had taken everything out before the building<br />
collapsed.<br />
SUJETO + HAD + VERBO (PAS. PART.)<br />
We had not (hadn’t) finished when they arrived.<br />
SUJETO + HAD + NOT + VERBO (PAS. PART.)<br />
How many samples had you taken before we changed the<br />
method<br />
HAD + SUJETO + VERBO (PAS. PART.)<br />
PASADO PARTICIPIO:<br />
VERBOS REGULARES: TERMINACIÓN –ED<br />
VERBOS IRREGULARES: 3º COLUMNA<br />
FUTURE (will)<br />
She will decide soon.<br />
SUJETO + WILL + VERBO<br />
INFINITIVO<br />
What will you write in the abstract<br />
WILL + SUJETO + VERBO<br />
INFINITIVO<br />
They will not (won’t) come until<br />
tomorrow.<br />
SUJETO + WILL + NOT + VERBO<br />
INFINITIVO<br />
I will be traveling by the time they<br />
arrive.<br />
SUJETO + WILL BE + VERBO +-ING<br />
Will you be waiting for us<br />
WILL + SUJETO + BE + VERBO + -<br />
ING<br />
They will not (won’t) be listening to<br />
you by the time you finish the class.<br />
SUJETO + WILL + NOT + BE +<br />
VERBO + -ING<br />
I will have finished by the time they<br />
arrive.<br />
SUJETO + WILL HAVE + VERBO<br />
(PAS. PART.)<br />
They will not (won’t) have finished<br />
the career by the time they get married.<br />
SUJETO + WILL NOT + VERBO (PAS.<br />
PART.)<br />
Will you have practiced enough when<br />
the date of the exam finally arrives<br />
WILL + SUJETO + HAVE + VERBO<br />
(PAS. PART.)<br />
CONDITIONAL (would)<br />
I would like to test the place.<br />
SUJETO + WOULD + VERBO<br />
INFINITIVO<br />
How would you carry this<br />
out<br />
WOULD + SUJETO + VERBO<br />
INFINITIVO<br />
I would not (wouldn’t)<br />
measure here.<br />
SUJETO + WOULD + NOT +<br />
VERBO INFINITIVO<br />
She would be doing research<br />
here if she could.<br />
SUJETO + WOULD + BE +<br />
VERBO + -ING<br />
What would they be studying<br />
now if they had come<br />
WOULD + SUJETO + BE +<br />
VERBO + -ING<br />
He would not (wouldn’t) be<br />
complaining if he knew the<br />
reason.<br />
SUJETO + WOULD + NOT +<br />
BE + VERBO + -ING<br />
We would have understood if<br />
you had explained.<br />
SUJETO + WOULD HAVE +<br />
VERBO (PAS. PART.)<br />
The researcher would not<br />
(wouldn’t) have told you that<br />
if he had known the conditions.<br />
SUJETO + WOULD NOT<br />
HAVE + VERBO (PAS. PART.)<br />
How would you have reacted<br />
if you have been in the same<br />
situation<br />
WOULD + SUJETO + HAVE +<br />
VERBO (PAS. PART.)
Tiempos Verbales<br />
PRÁCTICA:<br />
TIEMPOS SIMPLE:<br />
1. Resaltá con un marcador los verbos o frases <strong>verbales</strong> en <strong>tiempos</strong> 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 />
<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. We shall discuss in detail the important points to look for in the physical traits of bull classes.<br />
3. Each pasture received a winter application of pre emergent herbicide for control of annual weeds and grasses.<br />
4. One of the most common traumatic spinal cord injuries in dogs occurs because of rupture of one or more of the<br />
invertebral discs.<br />
5. With a high energy density, this food for cats and dogs contains concentrated essential nutrients and highly digestible<br />
ingredients.<br />
6. A clean environment for dry cows will reduce new infections during the dry period, especially the last 2 wk before<br />
calving.<br />
7. Some laws in this country would eliminate low-level feeding of antibiotics and prohibit the therapeutic use of some<br />
antibiotics in animals.
Introducción a la Lectura Comprensiva de Inglés Académico para Medicina Veterinaria<br />
8. The skeletal strucure of a horse has evolved quite differently from that of the dog, particularly in the limbs, to support<br />
its massive weight.<br />
9. Adequate nutrition of the female during gestation will normalize the behavioral developmetn and pituitary function of<br />
the neonate<br />
10. A bitch with five puppies averaging 230 gr. will secrete about 150 ml. of milk per day with a caloric value of 1.2 to 1.3<br />
calories per ml.<br />
Texto 1:<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 <strong>verbales</strong> 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 to<br />
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 farmers.<br />
In addition, antibiotic therapy used to overcome udder disease adds to dairy farmers’ costs and require strict<br />
monitoring to prevent residue entering the milk. This program plan consists of a set of recommendations to assist<br />
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
Tiempos Verbales<br />
involucrado ¿Cuál es la solución al problema Completá el cuadro a continuación respondiendo a estas<br />
preguntas.<br />
PROBLEMA<br />
LUGAR<br />
SECTOR DE<br />
LA<br />
SOCIEDAD<br />
SOLUCIÓN<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 />
Introducción a la Lectura Comprensiva de Inglés Académico para Medicina Veterinaria
Tiempos Verbales<br />
Observá el Texto 4 debajo:<br />
1. Scanning: Encerrá con círculo todos los verbos del texto en simple present excepto to be. Transcribílos<br />
en el cuadro siguiente, junto a su sujeto, o actor del enunciado, y expresá en español la 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 Respondé<br />
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)
Introducción a la Lectura Comprensiva de Inglés Académico para Medicina Veterinaria<br />
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 />
5. Skimming: Respondé con una simple frase o con una palabra: ¿De qué trata el texto 4<br />
El texto 4 trata sobre<br />
Texto 4:<br />
1<br />
5<br />
10<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 picks<br />
it up. It is here that the sperm cell and egg unite to form the embryo which develops into the calf. The embryo enters<br />
the uterus four days after breeding and secretions from the uterus nourish it until 35 days when the membranes of the<br />
embryo and uterus unite to complete implantation. There are two oviducts and two uterine horns plus a single cervix<br />
which is about two or three inches long and one inch in diameter. The cervix is cartilaginous and hard tissue with three<br />
well developed rings on the inner lining and forms an effective seal during pregnancy. The cervix opens up or dilates<br />
during heat so sperm can pass to the uterus and an insemination tube can be inserted during and shortly after estrus.<br />
The vagina forms a passageway from the outside vulva to the cervix where the semen is deposited during natural<br />
service. The vulva is seen from the outside and increases in vascularity and size during heat.
Tiempos Verbales<br />
Texto 5:<br />
The body is divided by four basic planes. The median plane divides the body into equal right and left halves. Sagittal<br />
planes are any planes that lie parallel to the median plane. Sagittal planes divide extremities longitudinally into<br />
medial and lateral aspects. The midsagittal plane and the median plane are synonymous. The dorsal plane divides<br />
the animal into dorsal and ventral portions. Last, the transverse plane intersects the body perpendicular to the body’s<br />
axis, dividing the trunk of the animal into cranial and causal regions. An extremity is also considered to have its own<br />
axis; therefore, a transverse plane of a limb divides the limb into distal (distant) 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 />
Caudal<br />
Proximal<br />
Lateral<br />
Medial<br />
Distal<br />
Dorsal<br />
Figura 1: Figura 2:<br />
Figura 3: Figura 4:<br />
Leé el texto 6 debajo y redactá en español, en forma clara y precisa:
Introducción a la Lectura Comprensiva de Inglés Académico para Medicina Veterinaria<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 />
Texto 6:<br />
HOW TO GIVE YOUR DOG MEDICATION Fuente: www.vetstreet.com 25 de agosto de 2011<br />
There will be times when you need to give your dog medication — and that can be a tricky task, especially if you’ve never<br />
done it before or if he is uncooperative. Here is expert advice on how to get the medicine down.<br />
To get your dog to take his medicine, you may have to employ a few sneaky tactics, whether the medicine comes in a pill, a<br />
capsule or is liquid. Luckily, there are a few simple things you can try to help you keep your pet still so you can give him the<br />
medication that will make him feel better. But first you must be clear on what the veterinarian recommends.<br />
1. Understanding the Medication Instructions: When your veterinarian prescribes a new medication, make sure you<br />
completely understand the instructions before you leave the office. She will likely explain the route of medication into the<br />
dog (by mouth, into the ears, or into the eyes, for example) how often the medication should be taken (once daily, every 12<br />
hours, etc.), duration of treatment (7 days, until gone), and other special considerations (give with food, follow with water).<br />
You should also ask how you can expect your pet to respond to the treatment—and how quickly he will be feeling better.<br />
Some medications don’t have very strict dosing instructions—for example, your veterinarian may simply say you should<br />
administer the drug as needed. Other times, you may be able to give a medication once a day even though the package<br />
says twice a day. But since dosing guidelines must be followed precisely, you should always ask your veterinarian before<br />
making adjustments. And don’t hesitate to speak up if the dosing instructions don’t work with your schedule—in some cases<br />
your veterinarian may be able to recommend another medication that can be given on a different timetable. For example, if<br />
your work schedule does not permit dosing every 8 hours, your veterinarian may be able to recommend a medication that<br />
can be given less frequently.<br />
To make sure you don’t forget any doses, consider making a medication schedule for your pet. Simply write the date and<br />
time that the medication needs to be administered, along with the last day of treatment. Even if your dog is feeling better,<br />
you should still give him the medication for the correct length of time. The reason: Complications can occur if antibiotics<br />
aren’t given for the full duration of recommended treatment, plus some medications—such as corticosteroids—will cause<br />
illness if they’re discontinued.<br />
You should also take care to follow all label directions exactly, since seemingly minor factors, like improper storage (for<br />
example, keeping a refrigerated medication at room temperature) can affect a medicine’s safety and effectiveness. And if<br />
your pet experiences any side effects after taking the medication, contact your veterinarian promptly before making any<br />
changes to your dog’s dosing schedule or discontinuing the medication.<br />
2. Administering Pills: It can take some trial and error to get your dog to swallow a pill. When your veterinarian<br />
prescribes a medication, ask if it can be given with food, as some dogs take pills very readily if they’re hidden inside a treat
Tiempos Verbales<br />
(such as liverwurst, a small piece of soft cheese, peanut butter, or cream cheese) or given with a small amount of canned<br />
food (simply crush pills or break and empty capsules and mix into the food.) The downsides to this method: Your dog must<br />
eat all of the food in one sitting (to ensure he receives the full dose), plus some coated pills and capsules have a bitter taste<br />
if the capsule or coating is removed, and if the medication makes the food taste bad, your dog may refuse to eat it. You will<br />
probably know after the first or second dosing if this method will work.<br />
It’s a bit more challenging if you must give your dog a pill directly by mouth. If your dog isn’t used to having your hands<br />
around his mouth, gradually introduce him to this by stroking his muzzle and chin for a few moments to calm him down. If<br />
you think your dog may try to bite you, do not attempt giving him medicine by mouth—ask your veterinarian about<br />
alternative medication options. But if you trust that your dog won’t attempt to harm you, try these tips to make it a bit<br />
easier (warning: this technique takes practice and may require more than one attempt to get your dog to swallow the pill):<br />
Stand/kneel beside your dog (on his right side if you are right-handed). Hold the pill between the thumb and index<br />
finger of your right hand if you are right<br />
handed. Switch it if you are left handed.<br />
Using your left hand, reach over the top of your dog’s nose and squeeze your thumb and middle finger between his<br />
upper and lower teeth. Your thumb<br />
should be on one side of your dog’s mouth and your middle finger on the other side. Try to stay behind the canine<br />
teeth (the long, pointy teeth near the<br />
front of the mouth). If you’re doing this properly, the sides of the upper lip will curl in as your fingers go in his<br />
mouth.<br />
Once your fingers are inside, gently tilt your dog’s head back to encourage him to open his mouth.<br />
Once the mouth is open, use your right index finger and thumb to place the pill near the base of the tongue. Then<br />
remove your hands quickly so your dog<br />
can swallow.<br />
Rub your dog’s throat lightly and offer a small amount of water to encourage swallowing.<br />
3. Administering Liquid Medication: Some people prefer liquid medication because administering it doesn’t require<br />
placing your fingers inside your dog’s mouth. Here are tips for administering liquid medication:<br />
Draw the medication into the dropper or syringe and hold it in your right hand (if you’re right handed).<br />
Stand/kneel beside your dog (on his right side if you are right-handed). Place your left hand behind your dog’s<br />
head to stabilize it. You can gently stroke the back of the head to distract your dog.<br />
Using your right hand, insert the tip of the dropper or syringe into the side of your dog’s mouth. Try to stay close<br />
to the back of the mouth (near the molars) and away from the canine teeth (near the front of the mouth).<br />
Once the tip is in, empty the medication into the mouth and release your dog’s head. Rub your dog’s throat lightly<br />
to encourage swallowing.<br />
4. Troubleshooting Tips: If you’re unable to administer medications to your dog, consider these expert tips:<br />
Ask for help. If your dog won’t cooperate with receiving medication, ask someone to help you restrain your dog while you<br />
control the head and give the medication.<br />
Don’t risk injury. If you’re unable to administer medication or are worried your dog will hurt you, call your veterinarian<br />
and ask for advice. Seek out a different formulation. Some medications are available in several forms, including pills, liquid<br />
given by mouth with an eye dropper or syringe, chewable flavored treats, and transdermal gels (the gel is applied to your<br />
dog’s skin, where it’s absorbed into the bloodstream). So if you dog won’t swallow liquid medication or if the pill just isn’t<br />
working out, ask your veterinarian if there is another option.<br />
Consider calling in the pros. Some veterinarians can arrange daily outpatient appointments for a technician or assistant<br />
to administer your dog’s medication. If your schedule doesn’t permit this, some veterinarians may be able to board your dog<br />
so that medication can be given until the course of treatment has been completed.<br />
Hopefully giving your dog medication will go smoothly but if it doesn’t, or if you are concerned about dosage or anything at<br />
all, call your veterinarian.
Introducción a la Lectura Comprensiva de Inglés Académico para Medicina Veterinaria<br />
Texto 7:<br />
1. Scanning: Encerrá con frases <strong>verbales</strong> en los <strong>tiempos</strong> <strong>verbales</strong> 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:<br />
3. Scanning: Expresá en español las siguientes frases sustantivas extraídas del texto. Recordá: la palabra<br />
que te dice de qué habla la frase, es la última, es decir, la última palabra es la más importante, excepto en<br />
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
Tiempos Verbales<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<br />
5. Skimming: Respondé con una frase sustantiva o con una palabra, a manera de título: ¿De qué trata el<br />
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.
Introducción a la Lectura Comprensiva de Inglés Académico para Medicina Veterinaria<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<br />
2. Scanning: Buscá en el texto ejemplos de frases <strong>verbales</strong> en <strong>tiempos</strong> 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.
Tiempos Verbales