INSTITUTO DE PROFESORADO DEL CONSUDEC "Septimio Walsh" (V-5) INGLS TCNICO Material para Alumnos a Distancia

Prohibida su reproduccin total o parcial. Derechos reservados.

Profesorado del CONSUDEC Ao: 2014

Ingls Tcnico Modalidad a Distancia Mdulo

Introduccin
Hemos recorrido juntos los primeros tramos que nos conducen al logro de los objetivos que nos habamos propuesto al comenzar la asignatura: comprender, interpretar y
traducir manuales, folletos y textos especficos de informtica del ingls al castellano.

Se que la tarea no fue fcil, tambin se del empeo puesto para llevarla a cabo.
Quizs an hoy esos objetivos parezcan difci les de lograr. No se desanimen. Los conocimientos adquiridos son el cimiento sobre el cual continuaremos nuestra obra. En el primer cuatrimestre continuaremos con ejercicios de Comprensin y Traduccin, mientras que en el segundo cuatrimestre nos abocaremos exclusivamente a ejercicios de comprensin de mayor complejidad.

Requisitos para aprobar la materia: Dos Trabajos Prcticos aprobados (debern ser ent regados en la fecha solicitada) Un parcial escrito presencial. Examen final escrito presencial. En ambos casos se podr consultar el diccionario ylos apuntes sobre gramtica. Metodologa: Para lograr un buen aprendizaje les aconsejo (nuevamente) tener en cuenta:
Cuando se realiza una traduccin lo que se transfiere de un idioma a otro son ideas y no palabras. Se debe ser fiel al original; dejar de lado lo superfluo, lo que nada agrega al texto, conservando lo sustancial; evitar la repeticin. Usar el diccionario: no dejarse llevar por la similitud de las palabras (recuerden los falsos cognados); buscar lo que no se sabe o lo que no se sabe bien. Antes de realizar la tarea solicitada para evaluar la comprensin o de realizar la traduccin tienen que leer todo el texto, an cuando haya palabras que desconozcan. Trabajen en grupos (si as lo desean) para practicar con los ejercicios pero realicen los Trabajos Prcticos en forma individual ya que me permite controlar los adelantos que realizan y las dificultades que an d eben superar.

Pgina N 2

Profesorado del CONSUDEC Ao: 2014

Ingls Tcnico Modalidad a Distancia Mdulo

Como ya no encontrarn la resolucin de los ejercicios, les recuerdo que pueden consultarme cada vez que lo consideren necesario.
Una sugerencia : No realicen los trabajos prcticos sin h aber antes practicado los ejercicios.

"The primary task of a teacher is to permit the student to learn" (Carl Rogers)

Pgina N 3

Profesorado del CONSUDEC Ao: 2014

Ingls Tcnico Modalidad a Distancia Mdulo

FORMACION DE PALABRAS
La formacin de nuevas palabras en ingls, lo mismoque en otras lenguas, se produce por medio de la derivacin y de composicin principalmente. A. LA DERIVACION
Es un procedimiento que consiste en formar nuevas palabras mediante la adicin de prefijos, sufijos y flexiones a palabras ya formadas o a races de palabras. 1.- PREFIJOS (Prefixes): Son partculas que se anteponen a las palabras provocando un cambio en su significado. Algunos prefijos ms c omunes son:

a- : Es un prefijo negativo que indica ausencia de una cualidad y se aade a adjetivos y sustantivos.
amoral: amoral asymmetry: asimetra

ante- : (ante ; delante de)

antechamber: antecmara antedeluvian: antediluviano, caverncola

anti- : Indica actitud de oposicin (anti- ; en contra de) antisocial: antisocial anti-clockwise: en sentido contrario a las agujas del reloj bi- : Indica nmero (dos)
bilingual: bilinge bicycle: bicicleta

co- : Indica compaa, conjunto. Suelen escribirse con guin, pero tambin se encuentran en una sola palabra.
co-operate, cooperate: cooperar coeducation: coeducacin

de- : (des-) Es un prefijo que expresa privacin o inversin de una accin. to decode: descodificar o decodificar to defrost: descongelar deforestation: deforestacin

Pgina N 4

Profesorado del CONSUDEC Ao: 2014 dis- : (des-)

dishonour: deshonor disobedient: desobediente disbelief: incredulidad discoloured: descolorido to dislike: desagradar

Ingls Tcnico Modalidad a Distancia Mdulo

fore- : (ante-; pre-)

forearm: antebrazo foresee: prever foreground; primer plano

mis- : Es un prefijo peyorativo con el sentido de "mal" "equivocado".

misconduct: mala conducta misfortune: desgracia to mismanage: dirigir o administrar mal

non- : Prefijo negativo que expresa la misma idea que anon-existent: inexistente non-scientific: no cientfico non-smoker: no fumador non-stop: sin parada, directo

over- : (exceso de)

overdose: sobredosis overestimate: sobrestimar

re- : (re-; volver a; de nuevo) to rebuild: reconstruir to reconsider: reconsiderar un- : (des-; in-; im-). Este prefijo tiene dos acepciones:
a) Es el prefijo negativo ms corriente en ingls. unforgettable: inolvidable unemployment: desempleo unrest: inquietud, malestar
Pgina N 5

Ingls Tcnico Modalidad a Distancia Mdulo Ao: 2014 A veces, el adjetivo toma el prefijo un-, mientras que el sustantivo toma el prefijo inunable: incapaz inability: incapacidad unjust: injusto injustice: injusticia

En algunos casos el mismo adjetivo con un- indica un significado neutro, mientras que con in- tiene significado desfavorable.
unmoral: amoral immoral: inmoral

b) Es un prefijo privativo utilizado para indicar la accin contraria del verbo.

to unbutton: desabotonar to undress: desvestirse to undo: deshacer

2.- SUFIJOS (Suffixes): Son partculas que se aaden a las palabras o races de palabras. La diferencia con los prefijos est no slo en la posicin que cada uno toma en la derivacin, sino en que el prefijo tiene un significado por s solo mientras que el sufijo

modifica el significado del primer elemento blue (azul) child (nio)

bluish (azulado) childish (niez)

forman una palabra que pertenece a otra categora gramatical kind (amable) quick (rpido )
kindness (amabilidad) quickly (rpidamente)

-able. Se aade a verbos para formar adjetivos. Algunos adjetivos se derivan de nombres.
acceptable: aceptable exchangeable: intercambiable agreeable: agradable comfortable: cmodo reasonable: razonable

Pgina N 6

Profesorado del CONSUDEC Ao: 2014

Ingls Tcnico Modalidad a Distancia Mdulo

-ation. Se aade a verbos principalmente para formar sustantivos abstractos o colectivos.Tambin puede presentarse como -tion, -sion y -xion. education: educacin exploration: exploracin organization: organizacin occasion: ocasin connexion/connection: conexin section: seccin -ee. Indica la persona afectada por la accin del verbo o sustantivo al que se aade.
employee: empleado payee: tenedor, beneficiario refugee: refugiado

-eer. Se aade a los sustantivos para indicar la persona relacionada con ellos.
engineer: ingeniero auctioneer: rematador

-er. Se aade a verbos o sustantivos para indicar la persona que realiza la accin denotada por el verbo o por el sustantivo.
writer: escritor driver: conductor hatter: sombrerero

-ess. Se utiliza para indicar el gnero femenino. count (conde) actor (actor) tiger (tigre)
countess (condesa) actreess (actriz) tigress (tigresa)

-ist. Se aade a sustantivos, adjetivos y verbos para indicar personas que practican una ciencia o arte, que ejercen una profesin, que siguen un principio o sistema u otro tipo de personas.
novelist: novelista archeologist: arquelogo dentist: dentista socialist: socialista antagonist: antagonista
Pgina N 7

Profesorado del CONSUDEC Ao: 2014

Ingls Tcnico Modalidad a Distancia Mdulo

-ful. Se aade principalmente a sustantivos abstractos para formar adjetivos que indican "lleno de", "que tiene", "que proporciona". Tambin puede agregarse a algunos verbos. useful: til successful: afortunado, que tiene xito helpful: servicial, provechoso beautiful: bello forgetful: olvidadizo resentful: resentido

-ism. Se aade a sustantivos y adjetivos para formar sustantivos abstractos que indican condicin, conducta, punto de vista, doctrina, movimiento poltico o artstico, peculiaridad de la lengua.
alcoholism: alcoholismo despotism: despotismo imperialism: imperialismo impressionism: impresionismo anglicism: anglicismo euphemism: eufemismo

-less. Es un sufijo que se aade a los sustantivos para indicar "ausencia de", "sin". endless: sin fin childless: sin nios, sin hijos

-ly. Este sufijo forma adverbios principalmente de modo (terminados en "-mente")

greatly: enormemente happily: felizmente decidedly: decididamente

-ment. Se aade a los verbos para formar sustantivos abstractos o tambin concretos.
argument: discusin treatment: tratamiento equipment: equipo

Pgina N 8

Profesorado del CONSUDEC Ao: 2014

Ingls Tcnico Modalidad a Distancia Mdulo

-ness. Se aade a casi todo tipo de adjetivos para formar nombres abstractos.
happiness: felicidad kindness: amabilidad goodness: bondad

-ship. Se aade a sustantivos, generalmente personales, para formar nombres abstractos que indican estado, condicin, arte, destreza o accin. friendship: amistad salesmanship: arte de vender censorship: censura 3.- FLEXIONES (Inflections): Son partculas que se aaden a las palabras para indicar los accidentes gramaticales que pueden sufrir las mismas. Nmero: singular y plural device (dispositivo) child ( nio) Gnero:masculino y femenino prince (prncipe) hero (hroe) Caso: posesivo (genitivo) the girl's doll (la mueca de la nia) Grado: comparativo y superlativo Big (grande) Tiempo y persona: Presente Simple (3. Persona del singular) I eat (como)
Pgina N 9

devices (dispositivos) children (nios)

princess (princesa) heroine (herona)

bigger (ms grande)

bigg est (el ms grande)

he eats (come)

Profesorado del CONSUDEC Ao: 2014 Pasado Simple y Participio Pasado I live here (vivo aqu)

Ingls Tcnico Modalidad a Distancia Mdulo

I lived here (viv / viva aqu)

El conocimiento de los
palabras en el diccionario

procedimientos de derivacin ayuda en la bsqueda de

y favorece la comprensin y, por consiguiente, la

traduccin.

B. LA COMPOSICION Es la unin de dos o ms palabras para formar una nueva. 1.- Sustantivo + sustantivo
bathroom: bao glasswool: lana de vidrio airhostess: azafata

2.- Gerundio + sustantivo; sustantivo + gerundio

operating system: sistema operativo washing-machine: lavarropas airconditioning: aire acondicionado chewing gum: goma de mascar

3.- Adjetivo + sustantivo

blackboard: pizarrn shorthand: taquigrafa

4.- Adverbio + sustantivo

afternoon: tarde underground: subterrneo

5.- Sustantivo + adjetivo

tax-free: libre de impuestos colour-blind: daltnico worldwide: mundial
Pgina N 10

Profesorado del CONSUDEC Ao: 2014 6.- Adjetivo + adjetivo

socioeconomic: socioeconmico dark-blue: azul oscuro

Ingls Tcnico Modalidad a Distancia Mdulo

7.- Adverbio + adjetivo oversensitive: hipersensible allimportant: de suma importancia 8.- Verbos compuestos to ill-use: maltratar to overcome: vencer, superar to give in: rendirse to pay back: reembolsar Al traducir generalmente el orden es: local area network 1 2 3 red de rea local 3 2 1

TRANSPOSICIN ( CONVERSION)

En ingls se denomina conversion lo que en espaol recibe el nombre de

sustantivacin, adjetivacin, etc., es decir, el hecho de que una palabra perteneciente a

una parte de la oracin se utilice en las funciones de otra parte de la oracin. Es importante no confundir la transposicin con el uso de determinadas palabra que tienen

la misma forma en sus diferentes funciones. Por ejemplo:

hope: es verbo y sustantivo long: es adjetivo y adverbio

Pgina N 11

Profesorado del CONSUDEC Ao: 2014

Ingls Tcnico Modalidad a Distancia Mdulo

En cambio, si empleamos blind (adjetivo) como sustantivo estaremos sustantivndol o, es decir que en este caso se habr producido una tr ansposicin. the blind: los ciegos

Transposicin de verbos en sustantivos La raz del verbo con el artculo indeterminado (a, an) se utiliza como sustantivo a continuacin de los verbos to give, to have, to make y to take. She made a sudden move. Hizo un movimiento repentino Let me have a look at it. Permteme darle un vistazo/ echarle una ojeada Las formas finitas de los verbos tambin se sustantivan. A few don'ts: unas cuantas prohibiciones Is that a must?: Es una obligacin? Es imprescindible?

Transposicin de sustantivos en verbos

La transposicin de sustantivos en verbos puede realizarse en todas sus formas, personas, tiempos y modos.

to hammer: martillar to salt: salar to bicycle: andar en bicicleta to number: numerar

He elbowed his way through the crowd. Se abri pasos a codazos entre la multitud. The water cascaded on the rocks. El agua caa en forma de cascada sobre las rocas.
Pgina N 12

Profesorado del CONSUDEC Ao: 2014

Ingls Tcnico Modalidad a Distancia Mdulo

We had to queue for a long time. Tuvimos que formar fila/ hacer cola durante mucho tiempo. She fooled him. Lo ridiculiz. She mothered all the children around her. Haca de madre de todos los nios de su alrededor. Transposicin de adjetivos en verbos Her hair was beginning to gray. Se le estaba empezando a poner el pelo gris. When the rain started, the streets emptied. Cuando empez la lluvia, las calles quedaron vacas. Transposicin de adjetivos en sustantivos
the poor: los pobres the dead: los muertos the accused' s condition: la condicin del acusado He's a dear: Es un encanto

Transposicin de sustantivos en adjetivos

London bridges: los puentes de Londres the top shelf: el estante superior a copyright book: un libro protegido por la propiedad intelectual

IT PREPARADOR O ANTICIPADOR (PREPARATORY IT)

Cuando el sujeto de una oracin es un infinitivo o una oracin, se usa it como sujeto preparatorio y luego se coloca el infinitivo o la proposicin. It is wrong to lie. Mentir est m al. It was surprising that he could come. Fue sorprendente que pudiera venir.
Pgina N 13

Profesorado del CONSUDEC Ao: 2014

Ingls Tcnico Modalidad a Distancia Mdulo

Tambin se usa it como sujeto preparatorio cuando el sujeto es un gerundio. It is no use trying to explain. Es intil tra tar de explicar. It is worth visiting Argentina. Vale la pena visitar la Argentina. It puede usarse adems como objeto preparatorio. He made it clear that there was no agreement. Dej claro que no haba trato. I think it strange that she had not written. Creo que es extrao que no haya escrito.

THERE PREPARADOR O ANTICIPADOR (PREPARATORY THERE)

There como sujeto preparatorio puede utilizarse con verbos como to appear, to seem, to come, to enter, to remain, etc.

There remain two ways in which you can try to solve the problem. Quedan dos formas con las que puedes intentar resolver el problema.

There appeared two elephants on the stage. Aparecieron dos elefantes en el escenario.

Pgina N 14

Profesorado del CONSUDEC Ao: 2014

Ingls Tcnico Modalidad a Distancia Mdulo

ORACIONES CONDICIONALES (CONDITIONAL SENTENCES)

Son oraciones que por lo general se introducen con if. Existen tres tipos clsicos de
oraciones condicionales: oraciones condicionales reales, necesarias o probables (probable conditions); oraciones condicionales irreales o improbables (improbable

conditions) y oraciones condicionales hipotticas o imposibles (impossible conditions).

Oraciones condicionales probables

Expresan una condicin que tiene todas las probabilidades de cumplirse (lo que ocurrir si..). La estructura es:

If you come, you will see him. Si vienes lo vers. If you come to B.A., ring me up. Si vienes a Bs. As., llmame por telfono. If he gets up early, he can catch the train. Si se levanta temprano, puede tomar el tren

Pgina N 15

Profesorado del CONSUDEC Ao: 2014 Oraciones condicionales improbables

Ingls Tcnico Modalidad a Distancia Mdulo

Expresan una condicin que no es probable que se cumpla (lo que ocurrira si..)

If I had the money, I should pay you. Si tuviera dinero, te pagara. If it was not raining, we could play tennis. Si no estuviera lloviendo, podramos jugar al tenis. It would be quicker if you used the computer. Sera ms rpido si usara s la computadora. Oraciones condicionales hipotticas o imposibles La suposicin o hiptesis establecida por este tipo de oraciones hace referencia al
pasado, consecuentemente, se deduce que es imposible que se cumpliera la condicin

(lo que habra ocurrido si..) Condition Result Could have + past participle If + Past Perfect Would have + past participle Might have + past aprticiple

If you had been there, I would have seen you. Si hubieras estado all, te habra visto. If the had not cut the electricity, I could have finished my work. Si no hubieran cortado la electricidad, podra haber terminado my trabajo.

Pgina N 16

Profesorado del CONSUDEC Ao: 2014

Ingls Tcnico Modalidad a Distancia Mdulo

ESTILO INDIRECTO (REPORTED OR INDIRECT SPEECH)

El estilo directo (direct speech, tambin llamado lenguaje directo) es la forma de reproducir lo que una persona dice, es decir las mismas palabras que emple. Se representa entre comillas. He said, "I will tell you the truth". Dijo: "Te dir la verdad." She asked " Do you like this place?" Pregunt: "Te gusta este lugar?"

El estilo indirecto es la manera como la misma persona u otra diferente informa a otra de lo que se dijo.

Directo: "It is very nice." "Es muy bonito."

Indirecto: She said that it was very nice. Dijo que era muy bonito Directo: "Will you marry me?" "Te casars conmi go?" Indirecto: He asked her if he would marry her. Le pregunt si se casara con l.

Es conveniente dividir el estudio del estilo indirecto en cuatro partes: a) en las oraciones enunciativas, b) en las oraciones interrogativas, c) en las oraciones imperativas, y d) en las oraciones exclamativas.

Pgina N 17

Profesorado del CONSUDEC Ao: 2014

Ingls Tcnico Modalidad a Distancia Mdulo

Oraciones enunciativas (statements) Los verbos introductores suelen ser to say, to tell, to remark. Estilo directo Verbos Simple Present Present Continuous Present Perfect Simple Past Past Continuous Simple Future Pronombres personales I - you We Pronombres posesivos mine - yours ours Pronombres reflexivos myself - yourself ourselves Pronombres objetivos Me - you Us Pronombres y adjetivos demostrativos This These Adjetivos posesivos My - your Our Adverbios Now Here Today Yesterday The day before yesterday Tomorrow Next week (year, etc.) Last week Ago Estilo Indirecto Simple Past Past Continuous Past Perfect Past Perfect Past Perfect Continuous Conditional

he-she they

his - hers theirs

himself - herself themselves

him - her them

that those

his - her their

then there that day the day before two days before the next day; the following day the following week (year, etc.) the week before before
Pgina N 18

Profesorado del CONSUDEC Ao: 2014

Ingls Tcnico Modalidad a Distancia Mdulo

Direct: "I am learning French." "Estoy estudiando Francs" Indirect: She told me that she was learning French. Me dijo que estaba estudiando Francs. Directo: "I'll see you tomorrow". "Te ver maana" Indirecto: He said that he would see me the next day. Dijo que me vera al da siguiente. Directo: "It is cold here". "Hace fro aqu" Indirecto: She said that it was cold there. Dijo que haca fro all.

Oraciones interrogativas (questions) Los verbos introductores para el estilo indirecto de las oraciones interrogativas son to ask, to inquire, to want to know, etc.

Preguntas con pronombre o adverbio interrogativo

Al convertir el estilo directo en estilo indirecto, el pronombre o adverbio interrogativo sirve de nexo de unin entre las dos oraciones.

Directo: "What's your name?" "Cul es tu nombre? (Cmo te llamas?)" Indirecto: She asked him what his name was. Le pregunt cul era su nombre (cmo se llamaba)
Directo: "Why didn't you read the books? "Por qu no leste los libros?" Indirecto: The teacher wanted to know why he had not read the books. La maestra quera saber por qu no haba ledo los libros.

Pgina N 19

Profesorado del CONSUDEC Ao: 2014 Preguntas sin pronombre o adverbio interrogativo

Ingls Tcnico Modalidad a Distancia Mdulo

El estilo indirecto de estas interrogaciones se forma poniendo la pregunta en forma de oracin enunciativa, es decir, sujeto + verbo, introducida por la conjuncin whether ("si" dubitativo) o if ("si" condicional) que es la que ms se emplea.
Directo: "Can I pay by cheque?". "Puedo pagar con cheque?" Indirecto: She wanted to know if she could pay by cheque. Quera saber si poda pagar con cheque.

Directo: "Must he come at once?" "Tiene que venir inmediatamente?" Indirecto: I asked him if he had to come at once. Le pregunt si tena que venir inmediatamente. Oraciones imperativas ( imperative sentences)
Los verbos de introduccin suelen ser to tell, to ask, to order, to command, to advise(aconsejar), etc. dependiendo del significado de la oracin en estilo directo.
Una orden, mandato, ruego, peticin, solicitud, etc. formada en lenguaje directo por un imperativo se convierte en una oracin de acusativo + infinitivo con to en estilo indirecto.

Directo: "Go away, Mary". "Vete, Mara" Indirecto: He told Mary to go away. Le dijo a Mara que se fuera.
Directo: "Please, help me". "Aydeme, por favor" Indirecto: He begged me to help him. Me rog que lo ayudara. Directo: "Don't do it". "No lo hagas" Indirecto: She asked me not to do it. Me pidi que no lo hiciera.

Pgina N 20

Profesorado del CONSUDEC Ao: 2014 Oraciones exclamativas (exclamatory sentences)

Ingls Tcnico Modalidad a Distancia Mdulo

Las exclamaciones no suelen emplearse a menudo en estilo indirecto, pero, si se

produce la transformacin, es necesario utilizar verbos que indiquen el estado de nimo expresado en ellas como to greet (saludar), to wish (desear), to shout (gritar), to

exclaim (exclamar), etc. Directo: "Happy birthday!". "Feliz cumpleaos!" Indirecto: He wished me a happy birthday. Me dese un feliz cumpleaos. Directo: " Liar!". " Mentiroso! Indirecto: She called him a liar. Lo llam mentiroso.
Direct: "Thank you". "Gracias" Indirect: He thanked me. Me dio las gracias (Me agradeci)

Formas mixtas de estilo indirecto

A veces no slo se encuentran enunciaciones, interrogaciones u rdenes aisladamente, sino dos de estas formas en una expresin de estilo directo. Cuando esto sucede, cada una de ellas ir introduci da por los verbos correspondientes (say, tell, explain, remark, etc., para las enunciativas; ask, inquire, want to know, etc., para las interrogativas; tell, order, etc., para las imperativas) unidas generalmente por and (o por otra conjuncin como as, because, etc., dependiendo de la connotacin de la expresin) o por adding that (aadiendo que) cuando se trate de una pregunta y una aseveracin.

Directo: "I'm learning English. Can you speak English?" "Estoy aprendiendo ingls. Sabes ingls?" Indirecto: She said she was learning English and asked if I could speak English. Dijo que estaba aprendiendo ingls y me pregunt si yo saba hablarlo. Directo: " Do you think it will rain? It's very cloudy". "Crees que llover? Est muy nublado" Indirecto: He asked me if I thought it would rain as it was very cloudy. Me pregunt si crea que llovera, ya que estaba muy nublado.
Pgina N 21

Profesorado del CONSUDEC Ao: 2014

Ingls Tcnico Modalidad a Distancia Mdulo

Directo: "Hurry up! We are late". " Date prisa! Llegamos tarde" Indirecto: She told me to hurry up because we were late. Me dijo que me diera prisa porque llegbamos tarde .

COLETILLAS INTERROGATIVAS (QUESTION-TAGS or TAIL-QUESTIONS)

Las coletillas interrogativas se utilizan en todos los idiomas, aunque tambin es cierto que en la mayora de ellos han quedado reducidas a frases estereotipadas como en
espaol, en el que se emplean las formulas "no es cierto?", "no?", "no es verdad?",

sin tener en cuenta lo que expresa la oracin precedente ni la forma del verbo.
En ingls la coletillas interrogativas tienen frmulas variables segn el tiempo de verbo

empleado y su forma. Por lo tanto es necesario tener en cuenta lo siguiente:

Si la oracin principal est en forma negativa

La coletilla interrogativa se construye mediante una forma interrogativo-afirmativa, construida con el verbo auxiliar empleado en la oracin principal y el sujeto en forma de pronombre personal.

This coffee isn't very hot, is it? Doctor, I'm not ill, am I? Doctor, no estoy enfermo, no es cierto? You don't like fish, do you? No te gusta el pescado, verdad ? It isn't warm, is it? No hace calor, no?

Pgina N 22

Profesorado del CONSUDEC Ao: 2014 Si la oracin principal est en forma afirmativa

Ingls Tcnico Modalidad a Distancia Mdulo

La coletilla interrogativa se construye mediante una forma interrogativo-negativa

contrada, compuesto por el verbo auxiliar empleado en la oracin principal y por el sujeto en forma de pronombre personal. Si el verbo principal no es un verbo auxiliar o especial, la

coletilla interrogativa se construye mediante una forma interrogativo-negativa compuesta por los auxiliares do, does, did y el sujeto en forma de pronombre.

- -

He is an architect, isn't he? You will come to my party, won't you? Vendrs a mi fiesta, no? You're working hard, aren't you? Ests trabaja ndo mucho, no es cierto? He gave her a cheque, didn't he? Le dio un cheque, verdad? She loves music, doesn't she? Le encanta la msica, no es cierto?

REFERENTES
Las frases u oraciones de un texto pueden estar vinculadas entre s porque comparten un contenido. Viruses are programs which are written deliberately to damage data. They can hide themselves in a computer system. Ambas oraciones se refieren a viruses es decir que ste es el elemento que
comparten. Para evitar la repeticin, en la segunda oracin se utiliza they para referirse

a viruses. Lo mismo sucede con which en la primera oracin que evita la repeticin del sustantivo programs que es al que se refiere.

Pgina N 23

Profesorado del CONSUDEC Ao: 2014 Las palabras que pueden funcionar como referentes son: Los pronombres personales sus derivados I You He She It We You They my your his her its our your their me you him her it us you them

Ingls Tcnico Modalidad a Distancia Mdulo

myself yourself himself herself itself ourselves yourselves themselves

mine yours his hers its ours yours theirs

Los pronombres relativos that, which, who That: que Who: que, quien, a quien, quienes, a quienes. Which: que, el cual, la cual, los cuales, las cuales. This is the only book that I could get. Este es el nico libro que pude conseguir. The microprocessor is a chip which processes data and instructions. El microprocesador es un chip que procesa datos e instrucciones.
The teacher who is responsible for the computer centre has just arrived El profesor responsable del centro de cmputos acaba de llegar.

Los auxiliares En algunos casos los verbos auxiliares se utilizan para reemplazar una frase verbal anterior. He speaks English as well as she does. (evita la repeticin de speak) Habla ingls tan bien como ella.

INVERSION VERBAL (INVERSION)

El sujeto precede habitualmente al verbo, sin embargo, algunas veces el orden se invierte y este hecho se denomina inversin. Esta estructura en que el verbo precede al sujeto se utiliza en los siguientes casos:

Pgina N 24

Profesorado del CONSUDEC Ao: 2014 En oraciones que comienzan con adverbios o frases adverbiales

Ingls Tcnico Modalidad a Distancia Mdulo

Never have I seen such a thing. Nunca he visto (nunca vi) semejante cosa. Only then did he realize his mistake. Slo entonces comprendi su error. En oraciones que comienzan con palabras enfticas omoc much, many, little, no. Little help will you get from him. Poca ayuda obtendrs de l. No consideration did you give to the matter. No prestaste ninguna consideracin al asunto. En oraciones condicionales con los verbos were, should o had, reemplazando a if. I would go should it be necessary. Ira si fuera necesario. Were John here he would explain the whole matter. Si Juan estuviese aqu explicara todo el asunto. Had you asked me I would have told you the truth. Si me hubieras preguntado te habra contado la verdad.

COGNADOS

Son palabras que tienen la misma forma y significado en ingls y espaol. Taxi Detective Animal Kilo

Pgina N 25

Profesorado del CONSUDEC Ao: 2014

Ingls Tcnico Modalidad a Distancia Mdulo

Falsos cognados (False cognates ) Son palabras que tienen la misma o similar forma en ingls y espaol pero distinto significado. Ability: capacidad, destreza, aptitud Actual: verdadero, real Advice: consejo Agenda: orden del da Acomodate: ayudar, complacer Actual: verdadero, real Apparent: claro, evidente Application: solicitud Argument: discusin Assist: ayudar Assume: suponer Attend: concurrir, asistir Audience: pblico Billion: mil millones Candid: franco, sincero Carpet: alfombra Check: comprobar, verificar, revisar College: facultad Command: orden, mandato Compass: brjula Compromise: arreglo, acuerdo Consistent: constante, consecuente, coherente Crime: delito Discuss: conversar, debatir Elaborated: complicado, complejo,detallado Eventually: finalmente Exit: salida Facilities: instalaciones, servicios Fault: culpa File: archivo, fichero Gentle: tierno, suave Gracious: corts Idiom: modismo Implications: consecuencias, efectos, repercusiones Imply: insinuar, denotar Large: grande Lecture: conferencia Library: biblioteca Motion: movimiento Notice: aviso Ordinary: comn, normal Parents: padres Petrol: nafta Pretend: fingir, simular
Pgina N 26

Profesorado del CONSUDEC Ao: 2014 Preservative: conservante Proper: correcto,adecuado Prove: demostrar Qualification: ttulo, aptitud Question: pregunta Regular: habitual, normal Requirements: Requisitos Remove: quitar, borrar, extraer Report: informe Resignation: renuncia, dimisin Resume: reanudar Run (a program): ejecutar (un programa) Scheme: plan, proyecto, ardid, treta Simple: sencillo, ordinario Succeed: tener xito Summary: resumen Support: apoyar, sostener, financiar Tentative: provisional, indeciso Translate: traducir

Ingls Tcnico Modalidad a Distancia Mdulo

Hemos ampliado la lista de estos "falsos amigos" que pueden llevarnos a cometer
graves errores no slo de traduccin sino de comprensin. Recordemos en estos casos

que "las apariencias engaan".

Pgina N 27

Profesorado del CONSUDEC Ao: 2014

Ingls Tcnico Modalidad a Distancia Mdulo

EJERCICIOS

Pgina N 28

Profesorado del CONSUDEC Ao: 2014 TEXTO N 1 TRANSLATE A Little Terminology

Ingls Tcnico Modalidad a Distancia Mdulo

Computer program - A computer program is a set of instructions that tell a

computer exactly what to do. The instructions might tell the computer to add up a set of numbers, or compare two numbers and make a decision based on the result, or whatever. But a computer program is simply a set of instructions for the computer, like a recipe is a set of instructions for a cook or musical notes are a set of instructions for a musician. The computer follows your instructions exactly and in the process does something useful -- like balancing a checkbook or displaying a game on the screen or implementing a word processor. Programming language - In order for a computer to recognize the instructions you give it, those instructions need to be written in a language the computer understands -- a programming language. There are many computer programming languages -- Fortran, Cobol, Basic, Pascal, C, C++, Java, Perl -just like there are many spoken languages. They all express approximately the same concepts in different ways.

Compiler - A compiler translates a computer program written in a humanreadable computer language (like Java) into a form that a computer can execute.

You have probably seen EXE files on your computer. These EXE files are the output of compilers. They contain executables -- machine-readable programs translated from human-readable programs.

TEXTO N 2 Programs and programming languages Here is a brief description of some of the many high-level languages:
FORTRAN acronym for FORmula TRANslation. This language is used for solving scientific and mathematical problems. It consists of algebraic formulae and English phrases. It was first introduced in the United States in 1954. COBOL acronym for COmmon Business-Oriented Language. This language is used for commercial purposes. COBOL, which is written using English statements, deals with problems that do not involve a lot of mathematical calculations. It was first introduced in

1959.

Pgina N 29

Profesorado del CONSUDEC Ingls Tcnico Ao: 2014 Modalidad a Distancia Mdulo ALGOL acronym for ALGOrithmic Language. Originally called IAL, which means
International Algebraic Language. It is used for mathematical and scientific purposes.

Algol was first introduced in Europe in 1960.

PL/I Programming Language I. Developed in 1964 to combine features of COBOL and

ALGOL. Consequently, it is used for data precessing as well as scientific applications.

BASIC acronym for Beginners's All-purpose Symbolic Instruction Code. Developed in 1965 at Dartmouth College in the United States for use by students who require a simple language to begin programming. C developed in the 1970s to support the UNIX operating system. C is a high portable general-purpose language. Resuma la informacin sobre los distintos lenguaje s de alto nivel, completando el siguiente cuadro:

Lenguaje

Fecha

Funcin

Caractersticas

TEXTO N 5 TRANSLATE Hypertext What is hypertext? The term sounds complicated, but it is really a very simple concept.
The word hypertext was coined many years ago, and refers to a set of documents where various parts of the text can be selected to follow a specific concept other than the topic under discussion. Using a computer's resources, users can move from one document to another with the use of visual links. The linked documents are usually boldfaced, underlined, highlighted, and/or in a different color of text to differentiate them from unlinked documents. A user can move to another document simply by selecting (clicking on) a new link. Random selection of these links is what is called "surfing the net.
Pgina N 30

Profesorado del CONSUDEC Ao: 2014

Ingls Tcnico Modalidad a Distancia Mdulo

After connecting to the linked documents, if the hypertext is well constructed, the user should be able to select a link that will return him or her to the original document. However, it is not always possible to return to the original link due to an error by the hypertext author, or because of the enormous number of links available on the WWW. In other words, one link cannot be linked to everything else. In order to describe hypertext documents, a document-formatting language was created called Standard Generalized Markup Language. But, SGML is much too complex to be commercially used so a derivative of this language, HyperText Markup Language, was created. Most of the documents you see on the Web are written in HTML, and then read and formatted by your "browser" according to the HTML codes. Learning to write documents in HTML is not difficult, although some users feel it can be tedious and the layout options can be limiting. However, when surfing the net you can often find new ideas and ways to utilize the HTML to make your pages stand out on the Web.

TEXTO N 6 NSA CONSULTANT'S SON IS COMPUTER SABOTEUR "Worm" came from graduate student A court heard today how a Cornell University graduate student, Robert T. Morris Jr.
(25), infected a host of government and educational computer centres with a computer virus, known as a "worm", which literally brought all computational activities to a halt in over 6,000 installations.
Morris, the son of a prominent National Security Agency computer consultant, was sentenced for his offences yesterday. As punishment, he was required to spend no time in prison but, instead, serve three years' probation, contribute 400 hours of community

service, and to pay a $ 10,000 fine along with associated court and probation costs. LEA ATENTAMENTE Y LUEGO RESPONDA 1.- Quin es Robert T. Morris Jr.? ............................................................................................................................. ..............
Pgina N 31

Profesorado del CONSUDEC Ao: 2014 2.Qu delito cometi?

Ingls Tcnico Modalidad a Distancia Mdulo

............................................................................................................................. .............. 3.- Qu consecuencias tuvo este delito?

...........................................................................................................................................

4.-Qu castigo recibi?

...........................................................................................................................................

5.- Cul es el referente de "which"?

...........................................................................................................................................

TEXTO N 7 TRANSLATE Laws of Secure Computing 1. Delete executable e-mail attachments There's a common myth that a virus can infect your computer by you opening and reading an e-mail message. That's not true. There's no problem with reading the text of a message, but if it contains an attachment, and that attachment contains a virus, you can get the virus by opening the attachment. Now before you start deleting every e-mail message with an attachment, please understand that most e-mail attachments are safe and don't contain viruses. The only safe policy is to only open attachments if you know they are safe. Start by looking at the full file name of the attachment, and look at the last four characters, which should be a dot followed by three letters, which indicate the file type. If the file name is not in this format, it's not safe to open it, so delete it even if it comes from somebody you know. Why? Because it may not actually come from that person. One of the most recent virus programs works by sending itself to you by email, masquerading as somebody else! 2. Back up important stuff It doesn't matter how much care you take, there's always the possibility of something going
wrong. Apart from malicious viruses, you could fall foul of a power surge, a programming error or faulty equipment. When this happens, you need to recover all

your precious data. So it's essential that you "back up" all your important things, especially documents that you work with regularly. "Backing up" is just a fancy name for copying. Some people copy their files to floppy disks, which works well for a few files, but becomes cumbersome if you need to back up

Pgina N 32

Profesorado del CONSUDEC Ingls Tcnico Ao: 2014 Modalidad a Distancia Mdulo a lot of information. In this case, invest in a ZIP drive, JAZ drive or CD writer, all of which give you much more space than floppy disks. Whatever method you adopt, put a procedure in place now and make sure you follow it. TEXTO N 8 Classification of types of robot
One way of classifying robots is in terms of their similarity to humans. An automaton is any machine capable of operating independently, such as a clothes dryer. A flexible machine is a special case of an automaton with different capabilities, that can be programmed as the need arises. An example is a welding robot on the factory floor that can be programmed to participate in other production operations. A mobile robot is a flexible machine capable of moving freely in its own environment. It can partly select its own goals and communicates with other agents, including humans. An android or humanoid is a mobile robot whose structure approximately resembles a human structure. Finally a cyborg is a humanoid with organic structures. Cyborgs have some physiological structures similar to those of humans.

Lea atentamente el texto y luego complete el siguiente cuadro ordenando los tipos de robot de los ms complejos a los ms simples. Tipo de robot Caractersticas

TEXTO N 9 TRANSLATE An intelligent distributed environment for active learning (Journal of Educational Resources in Computing) It is believed by many that active learning, in other words learning by doing, produces results that are superior to those achieved by passive learning. Shang and others
discuss the creation of an intelligent environment that would enable students to experience active learning. In their system, each student is assigned a personal agent

that records the students background knowledge and learning style, and the other courses the student is enrolled in. This teaching agent acts as an intermediary between the student and course agents, which provide course materials in several forms and using different teaching methods. This model of delivery is well suited to the Web environment, and would enable large numbers of students to take courses that have been personalized for them. Ideally, this could create a learning community.
Pgina N 33

Profesorado del CONSUDEC Ingls Tcnico Ao: 2014 Modalidad a Distancia Mdulo There are some statements that people may disagree with in this paper. For example,
the authors state that there is an optimum amount of time for all students to study each

page in a module. This does not correspond with my experience. Similarly, they state that students who frequently review material have not learned it. Students who want to learn material extremely well, however, will often spend much more time reviewing material than students who merely want to get the course over with. Overall, the authors ideas are interesting. The real test of these ideas, however, will come when their system is completely implemented and it can be seen what impact it

has on student performance and student satisfaction. Review by: Kent A. Campbell

TEXTO N 10 High level languages

A high level language is a language geared towards solving problems. This means that rather than taking notice of how the computer was designed to solve the problem, we

take more notice of the type of problem to be solved. So high level languages are problem orientated. The low languages take account of design features and are machine orientated. High level languages are much easier to write than low level languages because the program instructions are similar to instructions written in English. Because high level languages work independently of the machine, it is fairly easy to modify (adapt) the program so that it will run on a completely different computer. Low level languages Low level languages are usually machine dependent. This means that one computer's low level language is different from another's. This means that it is not easy for a programmer to move from one machine to another as she will have to learn a completely new language. Low level languages are machine orientated and one low level program instruction has to be written for every machine instruction. This tends to make the programs very long and tedious to write. Supongamos que pueda elegir entre un programa en un lenguaje de bajo nivel y otro en un lenguaje de alto nivel. Cada uno tiene sus desventajas y ventajas. Lea atentamente el texto y luego complete el siguiente cuadro con las ventajas/desventajas de cada uno de ellos.

Pgina N 34

Profesorado del CONSUDEC Ao: 2014

Ventajas/desventajas

Ingls Tcnico Modalidad a Distancia Mdulo

Lenguaje de bajo nivel

Lenguaje de alto nivel

TEXTO N11 National Council for Educational Technology The Council's purpose is to bring beneficial change to the process of learning in education and training through the development and application of educational technology.
Educational technology - or learning technology, as it is sometimes known, embraces everything from the way computers, satellites, and interactive video are used in schools, colleges, and industry to issues of copyright and flexible learning. Focusing on the learner, our purpose is to support change in the ways we learn by applying the benefits of educational technology - especially the new information technologies - to the process of learning. We design and produce materials in all subjects to support education and training. We carry out research and manage projects, offer consultancy on technical matters, support training for trainers and teachers, and offer expertise in areas such as open and flexible learning, resource management, and educational software. We provide a comprehensive information and enquiry service.

Information Technology in schools

Through its I.T. in Schools Programme, NCET's Schooling Directorate is pursuing four priorities:

To identify and promote and spread good practice in the use of new technologies To provide professional guidance to teacher trainers so that the can help teachers and schools in managing I.T. and in applying it to all areas of study To develop high-quality curriculum materials and encourage other publishers to do the same
To give particular support for those concerned with children and young adults with special educational needs.

Learning after school and at work

NCET's Training Directorate focuses on the needs of those wishing to learn after the school-leaving age. Projects under the Vocational Training programme include looking
into the training needs of women, older workers, and those who use information technology to work from home. In further education, lecturers and senior managers are
Pgina N 35

Profesorado del CONSUDEC Ao: 2014 being helped to plan for I.T. and changing client

Ingls Tcnico Modalidad a Distancia Mdulo needs. For industry, our work has included language training in the run-up to 1992, and the application of artificial intelligence systems to training. The directorate also takes the lead in important trans-sectoral issues
such as open and flexible learning, copyright, and the use of computers

in careers guidance.
Lea atentamente el texto. Imagine que es un representante de NCT y que est siendo entrevistado por un periodista. Utilizando la informacin que est en el texto, escriba el dilogo de la entrevista.

TEXTO N 12 The robotics revolution

Many of the robots in use today do jobs that are especially difficult for human workers. These are the types of jobs that require great strength or pose danger. For example, robots are particularly useful in the auto-manufacturing industry where parts of automobiles must be welded together. A welding tool used by a human worker weighs about 100 pounds or more and is difficult to handle. As mechanical supermen, robots may be called upon to do anything from moving heavy components between workstations on a factory floor to carrying bags of cement.
Spray painting is another task suited to robots because robots do not need to breathe. Unlike human painters, they are unaffected by the poisonous fumes. Robots are better

at this task, not because they are faster or cheaper than humans, but because they work in a place where humans cannot.
Third in the list of useful jobs for robots is the assembly of electronic parts. Robots shine at installing chips in printed circuits boards because of a capability that robots have and people dont. A robot, once properly programmed, will not put a chip in the wrong place.

This automatic accuracy is particularly valuable in this kind of industry.

Earlier robots were usually blind and deaf but newer types of robots are fitted with video cameras and other sensing devices that can detect heat, texture, size, and sound. These robots are used in space projects, nuclear reactor stations, and underwater exploration research. In their efforts to expand the range of robotic applications, researchers are looking beyond traditional designs to examine a variety of potential models from the biological world. The industrial arm is a classic example. Scientists have been able to model robots to imitate the vertebrate spine of a snake in order to paint the interior of automobiles. They have simulated the muscle structure and movement of an elephants trunk in an attempt to create a robotic arm capable of lifting heavy objects. Scientists have also emulated the flexibility of an octopus where the tentacles can conform to the fragile objects of any shape and hold them with uniform, gentle pressure. A variation of this design can be used to handle animals, turn hospital patients in their beds or lift a small child.

Pgina N 36

Profesorado del CONSUDEC Ingls Tcnico Ao: 2014 Modalidad a Distancia Mdulo Lea atentamente el texto y luego resuma las razones que hacen a los robots
adecuados para la realizacin de ciertas tare as, completando el siguiente

cuadro: Tareas Razones

TEXTO N 13 New features + lower cost + need = more notebooks As a result of several technical and market conditions, the market will grow 5 percent to
7 percent in the notebook segment through 2004 (0.8 probability). Operating systems prior to Windows 2000 were inhibitors to notebook acceptance. Improvements that were not available in Windows NT or Windows 9x include support for wireless networking (802.11b), advanced power management, "true" plug-and-play functionality, and suspend and resume. In addition, the market has grown during the past three years because of lower price; notebook average selling prices have dropped from approximately $3,500 to $2,500 for typically configured two-spindle corporate systems. Another factor is that the type of work done by many employees (such as e-mail) no longer requires the top-end processors, making notebooks more than desktop equivalents for most users. Gartner believes that additional real-time business requirements, wireless local-area network "hot spots" and home networks, and better security features will increase demand for notebooks.

Explique los factores que determinarn un aumento ne la demanda de computadoras porttiles.

TEXTO N 14 Programmer's Creed The first thing that we need to do is discuss the Programmer's Creed. Computer programming requires a certain mindset, and it helps to get into that mindset early. There are three parts to the programmer's creed.

Pgina N 37

Profesorado del CONSUDEC Ao: 2014

Ingls Tcnico Modalidad a Distancia Mdulo

Part 1: I, [state your name], do solemnly swear that I will read directions
carefully and follow them. This is extremely important, because much of computer programming requires that everything be set up perfectly for anything to work. Here

is an example of what I am talking about. In a moment we are going to go out on the Web and download the Java compiler. In one part of the process you are going to have to unpack a file. If you don't read the instructions and you unpack it improperly, nothing will work. Then you are going to have to change your PATH environment variable. If you do that incorrectly nothing will work. Then you will be warned NOT to unzip a second file. If you instead unzip it, nothing will work. Finally, you will have to unzip the documentation files. If you do that improperly you will have no documentation. Everything you need to do will be clearly stated, but if you do not read the directions carefully you will miss a step and nothing will work. When things don't work, many, many people simply give up. They fail to become computer programmers as a result. Don't let that happen to you. Don't give up -- read directions carefully. If something does not work, assume that it's because you misread something and try again before you blame someone else or give up.

Part 2: I, [state your name], do solemnly swear to read the documentation and attempt to work out problems myself before I go pestering someone else with

questions. This is a very hard thing to do at first because it requires discipline. Nonetheless, get yourself into the habit of trying to solve your own problems by reading before you go find someone and pester them with questions. The reasons this is important are, first, because you will learn more that way, and second, because you will gain much more respect that way. There is nothing worse to an experienced programmer than a whiney new programmer pestering you with questions that the new programmer could have easily answered by reading for five minutes. On the other hand, there is nothing more rewarding to an experienced programmer than helping a hardworking new programmer who has done a lot of research and legwork but is truly stuck on a tough problem. Get yourself into that "rewarding" category and you will earn a lot of respect from the programmers that you work with.

Part 3: I, [state your name], do solemnly swear that I will help other programmers once I become one. It would be impossible for you to learn to program unless someone (like me) helped you to get started. You will read things written by other programmers, use code created by other programmers, ask questions of other programmers. You have to do your part by contributing back to the community. Once you figure it out, help others.

Pgina N 38

Profesorado del CONSUDEC Ao: 2014

Ingls Tcnico Modalidad a Distancia Mdulo

En el texto se indican las consecuencias de no realizar correctamente ciertas tareas. Lalo atentamente y luego complete el siguiente cuadro:
Tarea Consecuencias

Leer las instrucciones

TEXTO N 15 Visions of Tomorrow First, safety. Radiation screens are available, and have been for some years. Most of them place an emissions barrier between you and the front of your display, while others encase the entire monitor, protecting you from side and rear emissions as well. Many offices already have these screens available for their workers.
The paperless office is still a dream, but the basic tools are in place. We receive mail in two basic forms: on paper in an envelope, or electronically on our computers. Most of us have access to e-mail in one form or another. That's half the battle won. The other half is a bit more difficult, and it can be, and is being, done. All the mail can be opened

in the mail room and scanned into the computer using optical character recognition (OCR). Then a document-image-processing program takes over and lets you accomplish electronically what you would normally do with paper. Various personal computer products are available for this purpose. Pen-based computing is coming into its own. Pen-input capabilities are beginning to show up in hardware, applications, and operating systems. You can't take notes that will go directly into your computer, and the technology wouldn't know what to do with your doodles, but it would know that a doodle isn't a valid word. And that's a start - a

good one. Multimedia really needs no explanation. There are many packages that help you create multimedia presentations, and the tools to create customized multimedia training programs are also plentiful. CD-ROM disks, such as Ziff-Davis's Computer Select and Microsoft's Bookshelf, let you access mountains of information with ease.
Speaking to our computer will be a major factor in the office in the future. In some locations, it is already a major factor in the office of today. Stock is traded in some Brokerage houses by verbal command from the broker to the computer. So, you ask your computer a question, and it answers you - verbally. Depending on the rate of speech sampling used and the resolution the A/D converter uses for each sample, we

can already create a credible approximation of human speech with digitized sound.
Pgina N 39

Profesorado del CONSUDEC Ingls Tcnico Ao: 2014 Modalidad a Distancia Mdulo Lea atentamente el texto. Utilizando el cuadro haga un resumen de los puntos principales del artculo.

Artculo

Uso Actual / potencial

TEXTO N 16

Netplan Eazy Kit

From as little as 215

This is not the only way to share software. If your idea of sharing software is looking over a colleague's shoulder, then Netplan may have the ideal solution. To benefit from a network you only need two PCs. The Netplan Eazy Kit costs just 215 and gives you all the hardware, software, and cabling you need to link two PCs. And for 100 per PC you can extend the network to up to six users. With Netplan Eazy even the smallest business can save time, money, and effort.

Pgina N 40

Profesorado del CONSUDEC Ao: 2014 Extra efficiency The Netplan Eazy Kit allows PCs to share the same data and software without having to copy and transfer disks. So whether you're dealing with customer enquires or updating accounts, you can do it from the same machine. You can even send a message from one PC to another by e-mail. Netplan Eazy will also save you money on expensive resources like printers.

Ingls Tcnico Modalidad a Distancia Mdulo It's so Eazy If you can use a screwdriver, you can install Netplan Eazy yourself. That's all it takes. And once installed, it runs on all popular software. We also offer our customers unlimited access to our Freephone Helpline as part of the package. So why wait? Contact your nearest Netplan dealer today. Details are on the back cover of this magazine.

Lea atentamente el texto. Imagine que es un representante de los fabricantes de Netplan Eazy Kit. Describa a un posible comprador las ventajas del producto.

Pgina N 41

Profesorado del CONSUDEC Ao: 2014

Ingls Tcnico Modalidad a Distancia Mdulo

Pgina N 49

Profesorado del CONSUDEC Ao: 2014

Ingls Tcnico Modalidad a Distancia Mdulo

Pgina N 50

Profesorado del CONSUDEC Ao: 2014 BIBLIOGRAFIA

Ingls Tcnico Modalidad a Distancia Mdulo

FREEDMAN, A. Diccionario de computacin. (Ingls /Espaol), MC Graw Hill, 1984. SIMON & SCHUSTER, International Dictionary (Ingls/Espaol), New York, 1973. SWAN, M. & WALTER, C.: How English works, Oxford University Press, l997. THOMSON & MARTINET, A practical English grammar for foreign students, Oxford University Press, 1986.

Pgina N 51