INGLÉS TÉCNICO II

UNIDAD 01

SOIL

Soil is the naturally occurring, unconsolidated or loose covering on the earth’s surface

of broken rock particles that have been altered by chemical and environmental

conditions.

Soil is used in agriculture, where it serves as the primary nutrient base for the plants.

The types of soil used in agriculture (among other things, such as the purported level of

moisture in the soil) vary with respect to the species of plants that are cultivated.

Soil resources are critical to the environment, as well as to food and fiber production.

Soil provides minerals and water to plants. Soil absorbs rainwater and releases it later

thus preventing floods and drought. Soil cleans the water as it percolates. Soil is the

habitat for many organisms.

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SIMPLE PRESENT TENSE

FUNCTION:

USAMOS EL PRESENTE SIMPLE PARA EXPRESAR ACCIONES EN EL PRESENTE SOBRE

EVENTOS O SITUACIONES QUE SE REALIZAN COTIDIANAMENTE O HABITUALMENTE YA
SEA COMO HÁBITO O COSTUMBRE.

STATEMENTS

AFFIRMATIVE FORM
I WORK IN MOQUEGUA CITY AFIRMATIVE
YOU ALWAYS HARVEST BEANS IN SPRING I
YOU
THEY STUDY IN JOSE CARLOS MARIATEGUI INSTITUTE
WE STUDY…..
WE GET INFORMATION FROM INTERNET THEY
HE
SHE STUDIES…..
CUANDO SE TRABAJA CON TERCERA PERSONA (HE, SHE, IT) IT
AL VERBO PRINCIPAL SE LE AGREGA “S Ó ES”

EXAMPLES:

HE WORKS IN A CONSORCIO COMPANY

SHE ALWAYS CALLS TO THE FARMER TO PLANT THE POTATO SEEDS.
IT PROCESSES A GOOD FOOD

 EN LA FORMA NEGATIVA E INTERROGATIVA HACEMOS USO DEL AUXILIAR “DO” Y

“DOES”

NEGATIVE FORM
EXAMPLES:
NEGATIVE
I
YOU DON’T ARRIVE LATE EVEYDAY YOU DO NOT
THEY DON’T BUY THE WORST SEEDS. WE OR STUDY…
THEY DON’T
WE DON’T STUDY FOR ENGLISH TEST HE DOES NOT
HE DOESN’T CUT THE WEED SHE OR STUDY…
IT DOESN’T
SHE DOESN’T HAVE A FARM

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INTERROGATIVE FORM
EXAMPLES: INTERROGATIVE
I
DO THEY WORK IN THE COMPANY? YOU
DO YOU KNOW HOW TO ELABORATE PISCO? DO WE STUDY….?
DO YOU BUY BEAUTIFUL ROSES? THEY
DOES SHE READ FARM MAGAZINES? HE
SHE STUDY…….?
DOES HE USE ALL INSECTICIDE FOR HIS PLANTS?
DOES IT

SHORT ANSWER

SHORT ANSWERS
AFFIRMATIVE NEGATIVE

YES, I/WE/YOU/THEY DO NO, I/WE/YOU/THEY DO NOT

YES, HE/SHE/IT DOES NO, HE/SHE/IT DOES NOT

EXAMPLES:

DOES HE CALL A VET?

YES, HE DOES.
NO, HE DOESN’T.

REGLAS PARA LA AGREGAR “S” Ó “ES” A LOS VERBOS DE LA TERCERA PERSONA

SINGULAR (HE/SHE/IT)

A. AGREGAR “S” A LA MAYORÍA DE VERBOS SI SE TRABAJA EN ORACIÓN POSITIVA

Y EN TERCERA PERSONA.

E.g.
BUY - BUYS WRITE - WRITES
READ - READS WORK - WORKS

SHE BUYS NEW INSECTICIDE.

B. SE AGREGA “S” A LOS VERBOS QUE TEMINAN EN “X,XH,CH,S,O”

E.g.
GO - GOES FINISH - FINISHES
FIX . FIXES PASS - PASSES

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HE WATCHES THE BIG PLANTATION IN THE NORTH.

C. VERBOS QUE TERMINAN EN “Y” PRECEDIDAS POR UNA CONSONANTE SE

CAMBIA LA “Y” POR LA “I” SE AGREGA “ES”.

E.g. SUPPLY - SUPPLIES STUDY - STUDIES

JHON STUDIES FOR THE TECHNICAL TEST.

D. EL VERBO “HAVE” CAMBIA POR “HAS” PARA LAS TERCERAS PERSONAS

SINGULARES.

E.g.

YOU HAVE…. HE HAS

THEY HAVE… SHE HAS
WE HAVE…. IT HAS
I HAVE……

THEY HAVE NEW PRODUCTS.

MY COUSIN HAS A SMALL FARM.

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EXERCISES

COMPLETE WITH THE CORRECT VERB

WORK
GROW
1. THE AGRONOMY ENGINEER …………….…….. IN SENASA PROGRAMS. APPLY
2. AGRONOMISTS ……………………………………METHODS TO PRESERVE THE SOIL. DEVELOP
PROVIDE
3. WEED ………………………………………………WHERE THEY ARE NOT WANTED

4. THIS MAP……………………………….……….…AN IMPORTANT INFORMATION

5. THEY .………………………………………..…….. AN EXCELLENT HERBICIDES.

TRANSLATE THESE SENTENCES INTO ENGLISH

1. NOSOTROS RECUPERAMOS NUESTROS PRODUCTOS

…………………………………………………………………………………………………………………

2. LOS ESTUDIANTES DE AGRONOMÍA SUMINISTRAN IMPORTANTE INFORMACIÓN

…………………………………………………………………………………………………….

3. EL TÉCNICO NO INSTALA LOS SISTEMAS DE IRRIGACIÓN TODAVÍA

……………………………………………………………………………………………………

4. ¿LA SEMILLAS DAN FRUTOS SECOS?

……………………………………………………………………………………………………

5. MARCELA NO TIENE LOS RESULTADOS DEL ESTUDIO DEL SUELO AÚN

……………………………………………………………………………………………………

CHANGE THESE SENTENCES TO NEGATIVE FORMS

1. AGRONOMISTS INVESTIGATE THE MOVEMEN OF NUTRIENTS THROUGH THE SOIL.

……………………………………………………………………………………………………

2. THE OIL SEED PRODUCES MARGARINE AND OTHER FOOD OILS.

……………………………………………………………………………………………………

3. THE WEED BIOLOGY AFFECTS ALL PLANTS

……………………………………………………………………………………………………

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4. MARIO TRANSLATES THE INFORMATION DOWNLOADED BY INTERNET

……………………………………………………………………………………………………

5. MARITZA HAS AN INTERESTING BLOG

……………………………………………………………………………………………………

ANSWER THESE QUESTIONS. WRITE SHORT ANSWERS

1. DO YOU BUY ALL SEED?

………………………………………………..

2. DOES YOUR UNCLE WORK IN A COMPANY?

………………………………………………..

3. DOES HE DO IMPORTANT WORKS FASTLY?

………………………………………………..

4. DOES YOUR COUSIN STUDY IN AN INSTITUTE?

………………………………………………..

5. DO YOU HAVE A BIG PLANTATION?

………………………………………………..

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UNIDAD 02
SEED
A seed (in some plants, referred to as a kernel) is a small embryonic plant enclosed in a

covering called the seed coat, usually with some stored food. It is the product of the

ripened ovule of gymnosperm and angiosperm plants which occurs after fertilization

and some growth within the mother plant. The formation of the seed completes the

process of reproduction in seed plants (started with the development of flowers and

pollination), with the embryo developed from the zygote and the seed coat from the

integuments of the ovule.

Seeds have been an important development in the reproduction and spread of flowering

plants, relative to more primitive plants like mosses, ferns and liverworts and, which do

not have seeds and use other means to propagate themselves. This can be seen by the

success of seed plants (both gymnosperms and angiosperms) in dominating biological

niches on land, from forest to grasslands both in hot and cold climates.

The term seed also has a general meaning that predates the above - anything that can be

sown i.e. "seed" potatoes, "seeds" of corn or sunflower “seeds”. In the case of sunflower

and corn "seeds", what is sown is the seed enclosed in a shell or hull, and the potato is a

tuber.

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MODAL VERBS

“CAN – MUST”

CONCEPT: Los verbos modales son verbos auxiliares o auxiliares o especiales que son
usados con los verbos regulares e irregulares para hablar sobre posibilidad, habilidad,
obligación, certeza, pedido y permiso.

Ellos son : CAN – COULD – MAY – MIGHT – WILL – WOULD – SHOULD –

MUST, entre otros.

MEANING AND FUNCTIONS

MODALS MEANING EXAMPLES

ABILITY HE CAN DIG THE LAND
CAN STRONG
(PODER POSSIBILITY YOU CAN CAUSE AN ELECTRIC SHOCK IF
INFORMAL)
PERMISSION YOU DON’T CONNECT THE POWER CORD
WELL.

CAN I USE YOUR SMALL BAR, PLEASE?

NECESSITY YOU MUST GET TO CLASSES ON TIME

MUST PROHIBITION
YOU MUST NOT SMOKE IN THE CLASSROOM

YOU MUST NOT CHEAT DURING THE EXAM

GRAMMAR STRUCTURES:
POSITIVE AND NEGATIVE
I
WE CAN USE INSECTICIDES.
YOU CAN’T LEARN ENGLISH.
THEY

HE MUST WORK HARD.

SHE MUSTN’T BE SELFISH.
IT
QUESTIONS
I
MUST YOU STUDY ALL COURSES?
WE
THEY
HE
CAN SHE BE A GOOD AGRONOMY ENGINEER?
IT

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EXERCISES

I. COMPLETE WITH APPROPIATE MODAL VERBS

1. She……………………..……. run very quickly. She is great.

2. The farmer…………….……...go to the vet if his animals are badly.
3. You………………………….. Not put damaged insecticide in your farm.
4. They…………………sell of their production in the International Company.
5. My friend……………… writes good recommendations to get some prizes.

II. UNDERLINE MODAL VERBS AND TRANSLATE THESE SENTENCES

1. YOU CAN GO OUT TONIGHT.

………………………………………………………………………………

2. THEY CAN BE CORRECTED OR EDITED THE AGRONOMICAL NEWS.

………………………………………………………………………………

3. IT MUST BE ALSO COMPATIBLE WITH OTHER INSECTICIDES.

………………………………………………………………………………

4. FRUITS MUST STORE IN A COOL PLACE.

………………………………………………………………………………

5. ENGINEER CAN REPAIR THE MACHINE.

………………………………………………………………………………

6. THE MACHINE MUST CUT IN A PERFECT LINE.

………………………………………………………………………………

7. WE CAN’T MEET THE CORRECT WAY TO ANALIZE THE NEW SEEDS

………………………………………………………………………………

8. EVERYONE CAN USE THE NEW IRRIGATION SYSTEM.

………………………………………………………………………………

9. THEY MUST REPLACE THE FAULTY COMPONENT.

………………………………………………………………………………

10. THE AGROINDUSTRIAL ENGINNER MUST INVENT NEW RECIPES.

………………………………………………………………………………

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MODAL VERBS II
CONCEPT: Los verbos modales son verbos auxiliares o auxiliares o especiales que
son usados con los verbos regulares e irregulares para hablar sobre posibilidad,
habilidad, obligación, certeza, pedido y permiso.
Ellos son : CAN – COULD – MAY – MIGHT – WILL – WOULD – SHOULD –
MUST, entre otros.

MEANING AND FUNCTIONS

MODALS MEANING EXAMPLES

MIGHT A WEAK IT MIGHT BE TRUE. (=PERHAPS IS TRUE)

(PODRÍA) POSSIBILITY

SHOULD OBLIGATION A TEACHER SHOULD HAVE PATIENCE.

(DEBERÍA) ADVICE OR THE STUDENTS SHOULD STUDY MORE.
SUGGESTION

COULD PAST ABILITY WHEN I WAS ELEVEN I COULD PLAY

(PUDO,PODRÍA) STRONG CHESS.
PASADO DE “CAN” POSSIBILITY YOU COULD DAMAGE THE SEEDS.
PERMISSION COULD I USE YOUR PHONE?
POLITE REQUEST COULD YOU OPEN THE DOOR, PLEASE?

OFFERS WOULD YOU LIKE A CUP OF COFFEE?

WOULD POLITE REQUEST WOULD YOU TELL HOW TO KEEP THESE
INSECTICIDES?
INVITATION WOULD YOU LIKE TO COME TO DINNER
DESIRE TOMORROW?
I WOULD LIKE TO BE A GOOD
ENGINEERING.

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UNIDAD 03

CULTIVATION

In agriculture, cultivation is the process of

growing plants (specifically crops) on arable

land. It is usually associated with large-scale

agriculture, as opposed to small-scale

gardening. Cultivation requires fertile soil,

water (from irrigation or precipitation), and

seeds. Cultivation usually begins with sowing of the seeds in the appropriate season. In

the process of cultivation a farmer may be required to till the land, weed control, and

ultimately harvest the crops. In the modern age, this practice has been perfected into the

professional art of agronomy, where it is analyzed by specialized agronomists to

maximize efficiency.

CROP

A crop is any plant that is grown in significant quantities to be harvested as food,

livestock fodder, or for any other economic purpose. This category includes crop

species as well as agricultural techniques related to cropping.

There are many types of crops that are used for industrial purposes. For example, cash

crops, are grown and harvested for the sole purpose of making profit, as they are grown

in large amounts in a certain area fitted for growing crops.

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INFINITIVES AND GERUNDS

INFINITIVES:

IT IS A BASIC FORM OF A VERB WITHOUT INFLECTIONS.

IN SPANISH WE PRONOUNCE “AR”, “ER”, AT THE END OF THE VERBS

EXAMPLES:

TO WRITE TO READ TO SELL TO BUY

INFINITIVE OF PURPOSE:

IT IS WHEN YOU WANT TO SAY THE USE OR PURPOSE OF AN OBJECT

EXAMPLE:

WHAT’S A KNIFE USED FOR?

TO CUT THINGS

IT IS WHEN YOU WANT TO EXPLAIN WHY PEOPLE DO THE THINGS

EXAMPLE:

WHY DO YOU GO SHOPPING?

TO BUY MEAT AND VEGETABLES

MORE EXAMPLES WITH THE INFINITIVES UNDERLINE AND TRANSLATE

1. THE FIRST STEP IS TO SELL ALL PRODUCTION.

……………………………………………………………………………………………

2. YOU NEED TO BUY INGREDIENTS TO PREPARE THE NEW PRODUCTS.

…………………………………………………………………………………………

3. “TO BE OR NOT TO BE THAT’S THE QUESTIONS”

…………………………………………………………………………………………

4. THIS INSECTICIDE IS VERY POWERFUL TO KILL PLAGUES IN THE FARM.

…………………………………………………………………………………………

5. I EXPECT TO PASS THE NEXT EXAM.

…………………………………………………………………………………………

6. I DON´T KNOW WHAT TO DO AT THE BEGINNING.

…………………………………………………………………………………………

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GERUND
GERUND:

PRODUCE: PRODUCING SWITCH: SWITCHING

WATCH: WATCHING HOLD: HOLDING

A GERUND IS THE VERB –ING USED AS A NOUN.

A GERUND IS USED:

1. AFTER A PREPOSITION: IN, ON, BEFORE, AFTER, TO, ETC.

EXAMPLE:

AFTER CHECKING ALL THE SYSTEM. I WENT TO THE INSTITUTE.

BEFORE CONNECTING YOUR MACHINE, MAKE SURE THAT THE WALL-

OULET DOES NOT EXCEED THE FUSE RATING.

2. AFTER SOME VERBS SUCH AS: ADMIT, STOP, LIKE, HATE, LOVE.

EXAMPLE:

THEY AVOID USING SOME INSECTICIDES.

WE STOPPED RUNNING THOSE NEW PROJECTS.

3. AS THE SUBJECT OR COMPLEMENT OF A SENTENCE.

EXAMPLE:

SWIMMING IS MY FAVORITE SPORT.

WRITING NEW PROJECTS IS MY WORK.

COMPARE THE USES OF THE –ING FORMS OF THE VERBS

1. WALKING IS A GOOD EXERCISE:

WALKING IS A GERUND USED AS THE SUBJECT OF THE SENTENCE.

2. BOB AND ANA ARE WRITING A NEW EXPERIMENT.

WRITING IS A PRESENT VERB, USED IN THE PRESENT PROGRESSIVE.

3. I FOUND SOME INTERESTING INFORMATION BY INTERNET.

INTERESTING IS A PRESENT, USED AS AN ADJECTIVE.

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4. GERUNDS CAN BE TRASLATED IN DIFFERENT WAYS, DEPEND ON THE

WAY OF OUR TEXT WE ARE TRANSLATING.

5. A GERUND IS FREQUENTLY USED AS THE OBJECT OF A PREPOSITION.

EXAMPLE:

MARY IS IN CHARGE OF ORGANIZING THE MEETING ABOUT “NEW

TECHNOLOGIES”

I AM INTERESTED IN LEARNING MORE ABOUT NEW IRRIGATION

SYSTEMS.

6. “BY” + A GERUND PHRASES IS USED TO EXPRESS HOW SOMETHING IS

DONE. IN SPANISH = A BASE DE, POR.

EXAMPLE:

PAUL TURNED OFF THE TAPE RECORDER BY PUSHING THE STOP

BUTTON.
PAÚL APAGÓ LA GRABADORA PRESIONANDO Ó AL PRESIONAR EL
BOTÓN STOP.

EXERCISES

SUPPLY AN APPROPIATE –ING FORM EACH SENTENCE. TRANSLATE:

1. THE ENGINEER SETS THE PASSWORD BY

(CHOOSE)…………………………THE CORRECT PASSWORD.

……………………………………………………………………………………………
.
2. THEY DENIED (STEAL)…………………………….. THE MONEY.

…………………………………………………………………………………………….

3. I REMEMBER (DO) ………………………. SOMETHING.

……………………………………………………………………………………………

4. HE CAN REMEMBER (BE)………………….IN HOSPITAL WHEN HE WAS

FOUR.

……………………………………………………………………………………………

5. ANN HATES (FLY)……………………………..

……………………………………………………………………………………………
.
6. I DON’T LIKE PEOPLE (SHOUT)…………………………… AT ME

……………………………………………………………………………………………

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7. TOM DOESN’T MIND (WORK)…………………………AT NIGHT

……………………………………………………………………………………………

8. WOULD YOU MIND (CLOSE)……………………….THE DOOR, PLEASE?

……………………………………………………………………………………………

9. I RAN TEN KILOMETRES WITHOUT (STOP)…………………………….

……………………………………………………………………………………………

10. I BOUGHT A NEW MACHINE INSTEAD OF (GO)…………………………. AWAY

ON HOLIDAY.

……………………………………………………………………………………………

INVENT SENTENCES IN DIFFERENT WAYS:

1. ……………………………………………………………………………………………

2. ……………………………………………………………………………………………

3. ……………………………………………………………………………………………

4. ……………………………………………………………………………………………

5. ……………………………………………………………………………………………

6. ……………………………………………………………………………………………

7. ……………………………………………………………………………………………

8. ……………………………………………………………………………………………

9. ……………………………………………………………………………………………

10. ……………………………………………………………………………………………

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TECHNICAL WORDS I

1. FOOD.- Substance which provides the body with

nutrients, sustenance, nourishment

2. CARBOHYDRATE.-Class of organic compounds of

carbon hydrogen and oxygen

3. PROTEIN.-Essential organic compound composed of 20 or more amino

acids joined by peptide bonds

4. ORGANIC COMPOUND.- Molecule that contains atoms of the element

carbon, usually combined with itself and with atoms of one or more other
element such as hydrogen, oxygen, nitrogen, sulfur, phosphorus, chlorine,
or fluorine.

5. CARBON.- Carbon is a chemical element that has the symbol “C” and
atomic number 6.

6. COAL.- Fuel made from carbon; cinder, ember

7. BIODEGRADATION.- Biodegradation is the process by which organic

substances are broken down by living organisms. The term is often used in
relation to ecology

8. NATURAL ENVIROMENT.- Natural surroundings, all living and non-

living things that take place in a natural manner on earth or on a particular
part of it.

9. SWAMP.- A swamp is a wetland that features temporary or permanent

inundation of large areas of land by shallow bodies of water, generally with a
substantial number of hanmocks, or dry-land protrusions, and covered by
aquatic vegetation, or vegetation that tolerates periodical inundation. The
water of a swamp may be fresh water or salt water. A swamp is also
generally defined as having no substantial peat deposits.

10. ECOSYSTEM.- An ecosystem is a natural unit consisting of all plants,

animals and micro-organisms in an area functioning together with all the
non-living physical factors of the environment.

11. PLANT.- Plants are a major group of life forms and

include familiar organisms such as trees, herbs,
bushes, grasses, vines, ferns, mosses, and green
algae. About 350,000 species of plants, defined as
seed plants, bryophytes, ferns and fern allies, are
estimated to exist currently. As of 2004, some
287,655 species had been identified, of which
258,650 are flowering and 15,000 bryophytes. Green
plants, sometimes called metaphytes, obtain most of
their energy from sunlight via a process called photosynthesis

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12. TREE.- A tree is a perennial woody plant. It is

sometimes defined as a woody plant that attains
diameter of 10 cm (30 cm girth) or more at breast
height (130 cm above ground), and having
secondary branches supported on a main stem or
stems, called a trunk. Most trees exhibit clear apical
dominance, though this is not always the case.
Compared with most other plants, trees are long-
lived, some of them getting to be several thousand
years old and growing to up to 115 meters (375 ft)
high.

13. HERB.- Soft-stemmed plant which dies down at the end of a growing
season; any of a number of plants which are used for medicinal purposes or
as a seasoning for food.

14. SHRUB.- A shrub or bush is a horticultural rather than

strictly botanical category of woody plant, distinguished from a tree by its
multiple stems and lower height, usually less than 5-6 m (15-20 ft) tall. A
large number of plants can be either shrubs or trees, depending on the
growing conditions they experience. Small, low shrubs such
as lavender, periwinkle and thyme are often
termed subshrubs.

15. BUSH.- Perennial plant which has woody

stems and branches and ranges in height from
very low to the size of a small tree, shrub;
wilderness, outback; tuft; minor league.

INVENT A CROSSWORD WITH THESE WORDS.

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UNIDAD 04

HARVEST
In agriculture, the harvest is the process of gathering mature

crops from the fields. Reaping is the cutting of grain or

pulse for harvest, typically using a scythe, sickle, or reaper

The harvest marks the end of the growing season, or the

growing cycle for a particular crop. Harvesting in general

usage includes an immediate post-harvest handling, all of

the actions taken immediately after removing the crop—

cooling, sorting, cleaning, packing—up to the point of

further on-farm processing, or shipping to the wholesale or consumer market.

IMPORTANT FACTORS:

Harvest timing is a critical decision that balances the likely weather conditions with the

degree of crop maturity. Weather conditions such as frost, rain (resulting in a "wet

harvest"), and unseasonably warm or cold periods can affect yield and quality. An

earlier harvest date may avoid damaging conditions, but result in poorer yield and

quality. Delaying harvest may result in a better harvest, but increases the risk of weather

problems. Timing of the harvest often amounts to a significant gamble. On smaller

farms with minimal mechanization, harvesting is the most labor-intensive activity of the

growing season. On large, mechanized farms, harvesting utilizes the most expensive

and sophisticated farm machinery, like the combine harvester.

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SIMPLE PAST TENSE

1. SIMPLE PAST WITH VERB TO BE (1)

VERB TO BE (WAS Y WERE)

AFFIRMATIVE NEGATIVE QUESTION

YOU YOU…?
YOU WERE WE….. ?
WE
THEY
WERE WE WERE NOT THEY… ?
THEY WEREN’T
I I…….?
I WAS NOT HE…. ?
HE WAS
HE OR SHE…. ?
SHE WAS SHE WASN’T IT……?
IT IT

PRESENT PAST
I WAS AN INTERNET USER
I AM AN INTERNET USER
WAS SHE IN THE LAB?
IS SHE IN THE LAB?
HE WAS AN ENGINEER
HE IS AN ENGINEER
THE NEW PROGRAMS WERE INTERESTING
THE NEW PROGRAMS ARE
WERE THEY PROGRAMMERS?
INTERESTING
ARE THEY PROGRAMMERS?

2. SIMPLE PAST (2): DID

A. REGULAR VERBS:YOU NEED TO ADD “ED” OR “D” TO THE VERBS

AFFIRMATIVE NEGATIVE QUESTION

DID NOT= DIDN’T DID YOU…?

YOU YOU…..?
I
WE WE ……?
YOU CLEANED CLEAN…
THEY WATCH.
THEY… ?
HE WATCHED
SHE COPIED DIDN’T COPY…. DID
PLAYED I PLAY…. I …….?
IT
INSTALLED HE INSTALL.. HE….. ?
WE
SHE SHE…. ?
THEY
IT IT…… ?

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B. IRREGULAR VERBS: THEY CHANGE IN THE PAST.

NEGATIVE QUESTION
AFFIRMATIVE DID YOU…?
DID NOT= DIDN’T

YOU YOU…..?
I WE ……?
YOU WE
BOUGHT THEY BUY THEY… ?
HE BEGIN
BEGAN DIDN’T DID
SHE HAVE I …….?
HAD I
IT HE….. ?
WON
HE WIN
WE SHE…. ?
THEY SHE
IT IT…… ?

PRACTICE
I. TRANSLATE THE FOLLOWING SENTENCES:

1. WHAT DID YOU DO YESTERDAY?

…………………………………………………………………………………….
2. DID YOU DOWNLOAD INFORMATION FROM INTERNET YESTERDAY?
……………………………………………………………………………………
3. WHEN I WAS A CHILD I WAS NAUGHTY.
……………………………………………………………………………………
4. THE LAWNMOWNER WAS VERY EXPENSIVE, BUT IT WAS VERY SOPHISTICATED
……………………………………………………………………………………
5. DID SHE READ NEW TECHNIQUES FROM AGRONOMY MAGAZINES?
……………………………………………………………………………………
6. SHE SAVED THE HARVEST FROM THE PLAGUES LAST YEAR.
……………………………………………………………………………………
7. THE FOOD PROVIDED THE BODY WITH NUTRIENTS LAST WEEK.
……………………………………………………………………………………
8. THEY DIDN’T OPEN THE BOTTLE OF INSECTICIDE WITHOUT PERMISSION.
……………………………………………………………………………………
9. DID YOU KNOW NEW METHOD TO ELABORATE PRODUCTS?
……………………………………………………………………………………
10. YOU BOUGHT NEW SHRUBS.
……………………………………………………………………………………

II. COMPLETE THE PARAGRAPH:

1. WE DIDN’T LIKE OUR HOTEL ROOM. IT…………VERY SMALL AND IT………… VERY CLEAN.

2. LINDA GOT MARRIED WHEN SHE……………….. 24 YEARS OLD.

3. THE BANKS…………………… OPEN YESTERDAY BECAUSE IT…………………… A HOLIDAY.

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4. “…………………………… YOU AT HOME AT 9:30?” NO, I …………………….. AT WORK.

5. I PHONED YOU LAST EVENING, BUT YOU………………….HOME. WHERE……………… YOU?

III. WRITE IN ENGLISH

1. TU BAJASTE LA INFORMACIÓN DE INTERNET.

……………………………………………………………………………………………………
2. ELLOS ERAN VETERINARIOS
…………………………………………………………………………………………………
3. EL TÉCNICO NO REPARÓ LA PODADORA LA NOCHE PASADA.
……………………………………………………………………………………………………
4. LOS INGENIEROS NO VIAJARON AL SEMINARIO AYER.
……………………………………………………………………………………………………
5. ¿CUÁL ERA TU NUEVO PROYECTO?
…………………………………………………………………………………………………
6. ¿A DÓNDE VIAJASTE EL AÑO PASADO DE VACACIONES?
…………………………………………………………………………………………………
7. ¿CUÁNDO FUE TU PRIMERA COSECHA?
…………………………………………………………………………………………………
8. MANUEL COMPRÓ LAS MEJORES SEMILLAS LA SEMANA PASADA.
…………………………………………………………………………………………………
9. ELLOS NO ASISTIERON A LA CAPACITACIÓN DE RIEGO TECNIFICADO.
…………………………………………………………………………………………………
10. EL INGENIERO LES ENSEÑO A REALIZAR LA EXPORTACIÓN DE SUS PRODUCTOS.
…………………………………………………………………………………………………

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UNIDAD 05

POSTHARVEST
In agriculture, postharvest handling is the stage of
crop production immediately following harvest,
including cooling, cleaning, sorting and packing.
The instant a crop is removed from the ground, or
separated from its parent plant, it begins to
deteriorate. Post-harvest treatment largely
determines final quality, whether a crop is sold for fresh consumption, or used as an
ingredient in a processed food product.

The most important goals of post-harvest handling are keeping the product cool, to
avoid moisture loss and slow down undesirable chemical changes.
After the field, post-harvest processing is usually continued in a packing house. This
can be a simple shed, providing shade and running water, or a large-scale, sophisticated,
mechanized facility, with conveyor belts, automated sorting and packing stations, walk-
in coolers and the like. In mechanized harvesting, processing may also begin as part of
the actual harvest process, with initial cleaning and sorting performed by the harvesting
machinery.
Drying chili peppers, initial post-harvest storage conditions are critical to maintaining
quality. Each crop has an optimum range for storage temperature and humidity. Also,
certain crops cannot be effectively stored together, as unwanted chemical interactions
can result. Various methods of high-speed cooling, and sophisticated refrigerated and
atmosphere-controlled environments, are employed to prolong freshness, particularly in
large-scale operations.
Regardless of the scale of harvest, from home garden to industrialized farm, the basic
principles of post-harvest handling for most crops are the same:
handle with care to avoid damage (cutting, crushing, bruising)
cool immediately and maintain in cool conditions
cull (remove damaged items)

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 INGLÉS TÉCNICO II

FUTURE SIMPLE TENSE – WILL

USAMOS EL FUTURO SIMPLE WILL PARA PREDECIR EL FUTURO.

EXAMPLE:

IN THE FUTURE MACHINES WILL DO MANY OF THE JOBS THAT PEOPLE DO TODAY.
EN EL FUTURO LAS MÁQUINAS HARÁN MUCHOS TRABAJOS QUE LA GENTE HACE HOY.

USAMOS WILL CUANDO DECIMOS HACER ALGO EN EL MOMENTO:

EXAMPLE:

I’M GOING OUT SHOPPING. I’LL COME WITH YOU. ME VOY DE COMPRAS. IRÉ CONTIGO.

GRAMMAR STRUCTURE
AFFIRMATIVE NEGATIVE QUESTION
I SEND I SEND I SEND?
WE COPY WE COPY WE COPY?
YOU WILL TYPE YOU WILL NOT TYPE WILL YOU TYPE?
THEY (‘LL) PROVIDE THEY (WON’T) PROVIDE THEY PROVIDE?
HE PUSH HE PUSH HE PUSH?
SHE USE SHE USE SHE USE?
IT SUPPLY IT SUPPLY IT SUPPLY?

EXERCISES

TRANSLATE INTO SPANISH

1. I WILL HAVE A GOOD JOB WHEN I FINISH MY CARRER.

…………………………………………………………………………………………………………….

2. THEY WILL MOVE FROM AREQUIPA IN THREE YEARS.

……………………………………………………………………………………………………………

3. SHE WON’T BE AT THE UNIVERSITY TOMORROW.

……………………………………………………………………………………………………………

4. I’LL WORK IN SENASA NEXT YEAR.

……………………………………………………………………………………………………………

5. I’LL HAVE TO REORDER NEW SYSTEMS.

……………………………………………………………………………………………………………

6. WE’LL RECYCLE GLASS BOTTLE INSTEAD THROW THEM AWAY.

……………………………………………………………………………………………………………

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 INGLÉS TÉCNICO II

TRANSLATE FROM SPANISH TO ENGLISH

1. YO EJECUTARÉ UN PROGRAMA MUY INTERESANTE.

……………………………………………………………………………………………………………

2. TENGO AHORA 19 EL PRÓXIMO AÑO TENDRÉ 20 AÑOS

……………………………………………………………………………………………………………

3. ¿A DÓNDE VIAJARAS PARA TUS VACACIONES?

……………………………………………………………………………………………………………

4. ELLOS NO ENVIARÁN LOS MENSAJES.

……………………………………………………………………………………………………………

5. EN CINCO AÑOS TENDRÉ 20 HECTAREAS PARA MI NEGOCIO.

……………………………………………………………………………………………………………

6. EN EL FUTURO LOS SISTEMAS DE IRRIGACIÓN SERÁN MÁS SOFISTICADOS.

……………………………………………………………………………………………………………

7. MAÑANA IRÉ A UN INTERNET A BAJAR INFORMACIÓN SOBRE VARIEDAD DE CULTIVOS.

……………………………………………………………………………………………………………

8. LA MÁQUINA CORTARÍA LA MADERA EN PEQUEÑOS PEDACITOS.

……………………………………………………………………………………………………………

MAKE 10 SENTENCES USING THE SIMPLE FUTURE

1. ……………………………………………………………………………………………………………

2. ……………………………………………………………………………………………………………

3. ……………………………………………………………………………………………………………

4. ……………………………………………………………………………………………………………

5. ……………………………………………………………………………………………………………

6. ……………………………………………………………………………………………………………

7. ……………………………………………………………………………………………………………

8. ……………………………………………………………………………………………………………

9. ……………………………………………………………………………………………………………

10. ……………………………………………………………………………………………………………

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 INGLÉS TÉCNICO II

FUTURE: GOING TO
FUNCTION AND MEANING

USAMOS “BE GOING TO” PARA EXPRESAR FUTURAS INTENCIONES O PLANES PARA EL FUTURO
O CUANDO TENEMOS LA SEGURIDAD DE QUE ALGO VA A SUCEDER.

EXAMPLES:

WHAT ARE YOU GOING TO DO THIS SATURDAY?

I AM GOING TO VISIT AREQUIPA THIS SATURDAY. (FUTURE INTENTION OR PLAN)

THE CLOUDS ARE VERY DARK. I THINK IT’S GOING TO RAIN. (PREDICTION)

GRAMMAR STRUCTURES
AFFIRMATIVE NEGATIVE
I I
YOU AM PLAY YOU PLAY
HE GOING TO PREPARE HE AM PREPARE
IS
SHE ARE
SELECT SHE IS NOT GOING TO SELECT
IT WASTE IT WASTE
ARE
YOU
YOU
WE
WE THEY
THEY

QUESTIONS

I
YOU
AM HE
IS SHE GOING TO…?
ARE IT
YOU
WE
THEY

EXERCISES

I. TRANSLATE IN ENGLISH

1. EL TÉCNICO VA A REPARAR LA PODADORA EL PRÓXIMO VIERNES.

……………………………………………………………………………………………
2. ¿VAS A TRABAJAR ESTE FIN DE SEMANA?

……………………………………………………………………………………………
3. ESTA INSECTICIDA NO VA A FUNCIONAR BIEN.

……………………………………………………………………………………………
4. LOS INGENIEROS VAN A PROCESAR LA INFORMACIÓN QUE INGRESE
HACE CINCO MINUTOS.

…………………………………………………………………………………………

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 INGLÉS TÉCNICO II

……………………………………………………………………………………………
5. LOS ESTUDIANTES DE INGENIERÍA VAN A ENVIAR SUS TAREAS POR
CORREO ELECTRÓNICO.
……………………………………………………………………………………………
6. ¿PORQUÉ VAS A ESTUDIAR LOS SEMILLAS SECAS?

……………………………………………………………………………………………
7. LOS ESTUDIOS DE LOS PANTANOS VAN A MOSTRAR LA APARICIÓN DE
NUEVOS ECOSISTEMAS.

……………………………………………………………………………………………
………..…………………………………………………………………………………
8. ¿QUÉ VAS A HACER CUANDO TERMINES TU CARRERA?

……………………………………………………………………………………………

II. TRANSLATE FROM ENGLISH TO SPANISH:

1. ARE YOU GOING TO RETRIEVE ALL THE INFORMATION THAT YOU

LOST?

……………………………………………………………………………………………

2. ARE YOU GOING TO SELL THE HARVEST?

……………………………………………………………………………………………

3. HOW MANY PAGES IS THE TRANSLATOR GOING TO TRANSLATE?

……………………………………………………………………………………………

4. WHICH KEY ARE YOU GOING TO PUSH TO TURN ON THE LAWNMOWER?

……………………………………………………………………………………………

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 INGLÉS TÉCNICO II

MAKING PREDICTIONS – IF SENTENCES

UNA PREDICCIÓN ES UNA DECLARACIÓN SOBRE UN TEMA PARTICULAR EN LA CUAL

DECIMOS LO QUE CREEMOS QUE SUCEDERÁ EN EL FUTURO.

LAS PREDICCIONES NO SON SIEMPRE ABSOLUTAS, PERO PUEDEN SER EXPRESADAS CON
DIFERENTES NIVELES DE CERTEZA, DE ACUERDO AL CONTEXTO EN LA CUAL ESTÁN
HECHAS.

ALGUNAS VECES, LAS PREDICCIONES SON SUJETAS A CIERTAS CONDICIONES. EN TALES

CASOS, LAS ORACIONES TÍPICAMENTE TIENEN DOS PARTES:

LA CLÁUSULA IF Y LA CLÁUSULA PRINCIPAL.

EXAMPLES:

1. IF THE PRICE OF APPLES FALL NEXT YEAR, I WILL BUY A LOT OF BOXES.
SI EL PRECIO DE LAS MANZANAS CAEN EL PRÓXIMO AÑO, YO COMPRARÉ VARIAS
CAJAS.

2. IF THE PRICE OF APPLES FELL NEXT YEAR, I WOULD BUY A LOT OF BOXES
SI EL PRECIO DE LAS MANZANAS CAYERAN EL PRÓXIMO AÑO, YO COMPRARÍA
VARIAS CAJAS.

3. IF THE SYSTEMS CRASHES, WE WILL LOSE ALL OUR LATEST DATA.

SI EL SISTEMA COLAPSA, NOSOTROS PERDEREMOS TODA NUESTRA ÚLTIMA
INFORMACIÓN.

4. IF THE SYSTEMS CRASHED, WE WOULD LOSE ALL OUR LATEST DATA.

SI EL SISTEMA COLAPSARA, NOSOTROS PERDERÍAMOS TODA NUESTRA
ÚLTIMA INFORMACIÓN.

LA PRIMERA Y TERCERA ORACIÓN ES LLAMADA FIRST CONDITIONAL O PRIMERA

CONDICIONAL.USAMOS ESTA ESTRUCTURA CUANDO HAY UNA POSIBILIDAD QUE LA
SITUACIÓN EN LA CLÁSULA –IF SUCEDA EN EL FUTURO O QUE LA SITUACIÓN EN LA
CLAUSULA –IF ES VERDADERA EN EL PRESENTE.

LA SEGUNDA Y LA CUARTA ORACIÓN ES LLAMADA SECOND CONDITIONAL O SEGUNDA

CONDICIONAL. USAMOS ESTA ESTRUCTURA PARA HABLAR SOBRE SITUACIONES
IRREALES PRESENTES O FUTURAS. TIENE UN SIGNIFICADO HIPOTÉTICO PRESENTE O
FUTURO.

EXERCISE

MATCH THE –IF CLAUSES TO THE MAIN CLAUSES TO MAKE COMPLETE SENTENCES.

1. IF you never read magazines… ( ) I would get a better job.

2. IF we bought a better pesticides… ( ) You would look for more information on Internet.

3. IF you had a modem… ( ) You will lost your harvest.

4. IF you never use pesticide…. ( ) You will miss important new products.

5. IF I knew more languages…. ( ) I would obtain best harvest without plagues.

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 INGLÉS TÉCNICO II

LANGUAGE WORK: PREDICTING CONSEQUENCES

Example:
The machine fails. The whole work will fail.
(Action) (Consequence)

If the machine fails, the whole work will fail.

(Present Simple) (Future: Will)

Note that the action is in the Present Simple and the consequence in the WILL future.

Study these other cases:

a. If you don’t use the right password, you won’t get access to the e-mail.

b. If you don’t save your harvest, you will lose your inversion.

EXERCISES

WRITE STATEMENTS WITH A SUITABLE ACTION OR CONSEQUENCE

1. …………………………………………………………………………………………….………

2. ………………………………………………………………………………………….…………

3. ………………………………………………………………………………………….…………

4. ………………………………………………………………………………………….…………

5. ………………………………………………………………………………………….…………

6. ………………………………………………………………………………………….…………

7. ………………………………………………………………………………………….…………

8. ………………………………………………………………………………………….…………

9. ………………………………………………………………………………………….…………

10.………………………………………………………………………………………….…………

COMPLETE THESE STATEMENTS WITH A SUITABLE ACTION OR CONSEQUENCE

1. IF YOU SELECT GOOD SEED,………………………….……………………………………

2. ……………………………………………….……...., YOU WILL CLOSE YOUR STORES.

3. IF YOU WORKS A LOT OF, …………………………………………………………………..

4. …………………………………………………………,YOU WILL NOT GET GOOD

PRODUCTS.

5. IF YOUR INFORMATION FAILS, ……….……………………………………………………

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 INGLÉS TÉCNICO II

TECHNICAL WORDS II

1. LIPID.- Any of a number of fats or fat-like compounds that are insoluble in water
(Biochemistry).
2. PASTURE.- Graze, feed on grass in an open meadow. Grass land for cattle, horses,
etc.; pasturage.
3. FERTILITY (SOIL).- Soil fertility is the characteristic of soil that supports abundant
plant life. In particular the term is used to describe agricultural and garden soil.
Fertile soil has the following properties: It is rich in nutrients necessary for basic
plant nutrition,
4. SOIL STRUCTURE.- Soil structure is determined by how individual
soil granules clump or bind together and aggregate, and therefore, the arrangement
of soil pores between them. Soil structure has a major influence on water and air
movement, biological activity, root growth and seedling emergence.
5. POLYCULTURE.- Polyculture is agriculture using multiple crops in the same space,
in imitation of the diversity of natural ecosystems, and avoiding large stands of
single crops.
6. PESTICIDE.- Chemical mixture used to kill pests and
insects. Many pesticides are poisonous to humans.
7. PEST (ORGANISM).- A pest is an organism which has
characteristics that are regarded as injurious or
unwanted. This is most often because it causes damage
to agriculture through feeding on crops or
parasitizing livestock such as codling moth on apples, or boll weevil on cotton. An
animal can also be a pest when it causes damage to a wild ecosystem or
carries germs within human habitats. Examples of these include those organisms
which vector human disease, such as rats and fleas which carry the plague disease,
or mosquitoes which vector malaria.
8. COTTON.- Plant of the mallow family; white fluffy fibers
produced by this plant; thread spun from cotton fibers;
fabric woven from cotton thread; material that resembles
cotton. Cotton is a soft fibre that grows around the seeds of
the cotton plant (Gossypium sp.).
9. BIODIVERSITY.- Variation in life forms, diversity in
ecosystems species or genetic make-up . The term encompasses different
ecosystems, species, and genes.
10. BIOLOGICAL SYSTEM.- In biology, a system is a group of organs that together
perform a certain task. Common systems, such as those present in mammals and
other animals, seen in human anatomy, are those such as the circulatory system,
the respiratory system, etc.

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 INGLÉS TÉCNICO II

11. CROP (AGRICULTURE).- A crop is any plant that is grown in significant quantities
to be harvested as food, livestock fodder, or for another economic purpose. This
category includes crop species as well as agricultural techniques related to cropping.
12. HARVEST.- Reap, gather in ripe crops; catch, gather (fish); outcome, product.
In agriculture, harvesting is the process of gathering mature crops from the
fields.
13. WEED CONTROL.- Weed control is the botanical
component of pest control,stopping weeds from reaching a
mature stage of growth when they could be harmful
to domesticated plants and livestock by physical and
chemical methods.
14. PEST CONTROL.-Pest control is at least as old as
agriculture. In order to maximize food production, it can be economically
advantageous to protect crops from competing species of plants
15. IRRIGATION.- Irrigation is the artificial
application of water to the soil usually for
assisting in growing crops. It is mainly used to
replace missing rainfall in periods of drought,
but also to protect plants against frost.
16. DRYLAND FARMING.- Dry land farming is
an agricultural technique for cultivating land
which receives little rainfall.
17. CEREAL.- Grain; food made from this grain.
18. DRAINAGE.-Emptying of liquid, channeling; sewage, waste water. Drainage is the
natural or artificial removal of surface and sub-surface water from a given area.
Many agricultural soils need drainage to improve production or to manage water
supplies.

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 INGLÉS TÉCNICO II

UNIDAD 06

PLANTS

Plants are living organisms belonging to the kingfdom. Plantae. They include

familiar organisms such as trees, herbs, bushes, grasses, vines, ferns, mosses,

and green algae. About 350,000 species of plants, defined as seed plantas,

bryophytes, ferns and fern allies, are estimated to exist currently. As of 2004,

some 287,655 species had been identified, of which 258,650 are flowering and

18,000 bryophytes.

Green plants, sometimes called metaphytes or viridiplantae, obtain most of

their energy from sunlight via a process called photosynthesis.

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 INGLÉS TÉCNICO II

PRESENT PERFECT TENSE

CONCEPT.-

EL PRESENTE PERFECTO DESCRIBE ACCIONES O EVENTOS QUE SE INICIARON EN EL

PASADO Y QUE CONTINUAN HASTA EL PRESENTE. MUESTRA LA SITUACIÓN PRESENTE
EN RELACIÓN A LA ACCIÓN DEL PASADO.

EL PRESENTE PERFECTO ES USADO PARA DESCRIBIR UN PASADO INDEFINIDO. EN

COMPARACIÓN, EL PASADO SIMPLE DESCRIBE ACCIONES QUE YA FINALIZARON EN EL
PASADO.

EXAMPLE:

HE HAS WORKED AS A FARMER ALL HIS LIFE. (PRESENT PERFECT) = INDEFINITE TIME

HE WORKED AS A FARMER IN 2004. (PAST SIMPLE) = DEFINITIVE TIME

USAMOS HAS/HAVE COMO AUXILIARES PRESENTE PERFECTO Y EL VERBO EN PASADO

PARTICIPIO COMO: STUDIED, RUN, WRITTEN, GONE, PLAYED, ETC.

BASE FORM PAST FORM PAST PARTICIPLE

CHECK CHECKED CHECKED (REVISADO)

HAVE HAD HAD (TENIDO)
WRITE WROTE WRITTEN (ESCRITO)

EXPRESSIONS USED IN THE PRESENT PERFECT.

FOR, SINCE, EVER, NEVER, YET, ALREADY, BEFORE, JUST, ONCE, TWICE, THREE TIMES,
ETC.
EXAMPLES:
1. I HAVE NEVER TURNED ON A LAWNMOWER.
2. HAVE YOU EVER TRAVELLED TO LIMA?
3. I’VE ALREADY EAT BEEF.
4. HE HAS JUST INSTALLED THE PROGRAMS.
5. HE HAS WORKED HERE FOR FOUR YEARS.
6. I HAVE SOLVED THE SAME PROBLEM TWICE.

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 INGLÉS TÉCNICO II

GRAMMAR STRUCTURE

AFFIRMATIVE NEGATIVE

I
WE HAVE STUDIED I HAVE NOT STUDIED
YOU (‘VE) WORKED WE (HAVEN’T) WORKED
THEY CHECKED YOU CHECKED
HE THEY
SHE HAS WRITTEN
IT (‘S) HAD HE HAS NOT WRITTEN
FOUND SHE (HASN’T) HAD
IT FOUND
QUESTION

I
HAVE WE STUDIED? SHORT ANSWER
YOU WORKED?
THEY CHECKED?
HE YES,YOU/I/THEY/WE HAVE NO,YOU/I/THEY/WE HAVEN’T
HAS SHE WRITTEN?
IT HAD? YES, HE/SHE/IT HAS YES,HE/SHE/IT HASN’T
FOUND?

HAVE YOU EVER BUY A NEW PRODUCTS?

YES, I HAVE. OR
NO, I HAVEN’T.

EXERCISES

I. MAKE SENTENCES IN THE PRESENT PERFECT TENSE AND TRANSLATE:

1. TECHNICIANS………………. ……………………(ASSEMBLE) THIRTY MACHINES.

2. THE GARDENER ………… …………………….. (IMPROVE) THE DEVELPMETN OF HIS

TECNIQUE.

3. THE STUDENTS…………… …………………… (NOT CARRY) THEIR PACKS YET.

4. JHON ………………. ……………………………. (CUT) THE GRASS.

5. THAT ELECTRONIC DEVICE………………. ………………… (FALL BREAK) INTO

FOUR BIG PIECES AROUND THE FLOOR.

6. THE COMPANY ………………….. …………………….. (NOT SUPPLY) THE

NECESSARY EQUIPMENT FOR OUR LAB YET.

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 INGLÉS TÉCNICO II

7. …………… THE SECRETARY ………………… (WRITE) SOME DOCUMENTS FOR HER

BOSS?.

8. …………… YOU ………………. (CHOOSE) THE CORRECT PRODUCTS?

II. TRANSLATE THESE SENTENCES TO ENGLISH:

1. ALGUNA VEZ HAS DISEÑADO UN PROYECTO?

……………………………………………………………………………………………………..
2. YO NUNCA HE COSECHADO ZANAHORIAS.
…………………………………………………………………………………………………….
3. LOS ESTUDIANTES DE AGRONOMÍA HAS ESTADO EN EL LABORATORIO DESDE
HACE 2 HORAS.
…………………………………………………………………………………………………….
4. EL INVESTIGADOR HA ENVIADO MENSAJES POR E-MAIL.
…………………………………………………………………………………………………….
5. LA MÁQUINA NO HA SIDO REPARADA TODAVÍA.
…………………………………………………………………………………………………….
III. WRITE SENTENCES IN THE PRESENT PERFECT WITH THEIR RESPECTIVE
TRANSLATION USE TECHNICAL VERBS.

1. ……………………………………………………………………………………….………

……………………………………………………………………………………….………

2. ……………………………………………………………………………………….………

……………………………………………………………………………………….………

3. ……………………………………………………………………………………….………

……………………………………………………………………………………….………

4. ……………………………………………………………………………………….………

……………………………………………………………………………………….………

5. ……………………………………………………………………………………….………

……………………………………………………………………………………….………

6. ……………………………………………………………………………………….…………

……………………………………………………………………………………….…………

7. ……………………………………………………………………………………….…………

……………………………………………………………………………………….…………

8. ……………………………………………………………………………………….…………

……………………………………………………………………………………….…………

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 INGLÉS TÉCNICO II

UNIDAD 07

PEST

A pest is an organism which has characteristics that are regarded by humans as injurious
or unwanted. This is most often because it causes damage to agriculture through feeding
on crops or parasitising livestock, such as codling moth on apples, or boll weevil on
cotton. An animal can also be a pest when it causes damage to a wild ecosystem or
carries germs within human habitats. Examples of these include those organisms which
vector human disease, such as rats and fleas which carry the plague disease, or
mosquitoes which vector malaria.

The term pest may be used to refer specifically to harmful animals but is also often
taken to mean all harmful organisms including fungi and viruses. Pesticides are
chemicals that are used to control or protect other organisms from pests.

It is possible for an animal to be a pest in one setting but beneficial or domesticated in

another (for example, European rabbits introduced to Australia caused ecological
damage beyond the scale they inflicted in their natural habitat). Many weeds are also
seen as useful under certain conditions, for instance Patterson's curse is often valued as
food for honeybees and as a wildflower, even though it can poison livestock.
The concept of a pest is anthropogenic, based on human purposes and perceptions.
Related is pestilence, which is any highly-infectious (epidemic) disease.

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 INGLÉS TÉCNICO II

THE PASSIVE

CONCEPT.-

UN VERBO CPASIVO U ORACIÓN PASIVA ES AQUELLA EN LA CUAL EL SUJETO NO

REALIZA O CAUSA LA ACCIÓN PERO ES AFECTADA POR ESTA. LAS FORMAS PASIVAS
SON MUY COMUNES EN LOS TEXTOS TÉCNICOS.
FORMAMOS EL PASIVO USANDO EL TIEMPO APROPIADO DEL VERBO TO BE SEGUIDO
POR EL PASADO PARTICIPIIO DEL VERBO QUE ESTAMOS UTILIZANDO.
EXAMPLE:

ACTIVE VOICE:

WE SELL ALL HARVESTS. (SIMPLE PRESENT)

GOODHUE, LYLE D. INVENTED “AEROSOL(INSECTIDE)”. (SIMPLE PAST)

PASSIVE VOICE:

HARVESTS ARE SOLD.

“AEROSOL(INSECTIDE)” WAS INVENTED BY GOODHUE, LYLE D.

 PREFERIMOS EL PASIVO CUANDO NO ES TAN IMPORTANTE QUIEN O QUE HIZO

LA ACCIÓN. EN LA SIGUIENTE ORACIÓN NO ES TAN IMPORTANTE (O NO
CONOCIDO) QUEIN REAPARA LA MÁQUINA.
EXAMPLE:
THE MACHINE IS REPAIRED

 EN UNA ORACIÓN PASIVA SI UD. DESEA SEÑALAR QUIEN HIZO O QUE CAUSÓ LA
ACCIÓN SE USA “BY=POR”.
EXAMPLE:
THE MACHINE IS REPAIRED BY THE TECHNNICIAN.

 EN EL PASIVO NOSOTROS USAMOS LA FORMA CORRECTA DEL VERBO TO BE

(AM-ARE-IS-WAS-WERE-BEEN) MÁS EL PASADO PARTICIPIO DE LOS VERBOS
EXAMPLES (DONE, DAMAGED, INSTALLED, CLEANED, ETC).

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 INGLÉS TÉCNICO II

HOW TO CHANGE THE ACTIVE TO PASSIVE IN DIFFERENT TENSES:

TENSES SENTENCES
SIMPLE PRESENT MARK ASSEMBLES THE LAWNMOWER. (ACTIVE)
THE LAWNMOWER IS ASSEMBLED BY MARK. (PASSIVE)
PRESENT
PROGRESSIVE MARK IS ASSEMBLING THE LAWNMOWER. (ACTIVE)
THE LAWNMOWER IS BEING ASSEMBLED BY MARK. (PASSIVE)

PAST SIMPLE
MARK ASSEMBLED THE LAWNMOWER. (ACTIVE)
THE LAWNMOWER HAD BEEN ASSEMBLED BY MARK. (PASSIVE)

PRESENT PERFECT
MARK HAS ASSEMBLED THE LAWNMOWER. (ACTIVE)
THE LAWNMOWER HAD BEEN ASSEMBLED BY MARK.
(PASSIVE)
PAST PROGRESSIVE
MARK WAS ASSEMBLED THE LAWNMOWER. (ACTIVE)
THE LAWNMOWER WAS BEING ASSEMBLED BY MARK. (PASSIVE)

SIMPLE FUTURE
MARK WILL ASSEMBLE THE LAWNMOWER. (ACTIVE)
THE LAWNMOWER WILL BE ASSEMBLED BY MARK. (PASSIVE)

BE GOING TO
MARK IS GOING TO ASSEMBLE THE LAWNMOWER. (ACTIVE)
THE LAWNMOWER IS GOING TO BE ASSEMBLED BY MARK. (PASSIVE)

FACTS AND PROCESSES

CUANDO ESCRIBIMOS O HABLAMOS SOBRE HECHOS Y PROCESOS QUE OCURREN
REGULARMENTE, NOSOTROS USAMOS EL PRESENTE PASIVO.
EXAMPLE:

THE OTHER USERS ARE AUTOMATICALLY DENIED ACCES TO THAT RECORD.

EVENTS
CUANDO ESCRIBIMOS O HABLAMOS SOBRE EVENTOS PASADOS, USAMOS EL PASADO PASIVO.
EXAMPLE:

THE ORGANIZATION WAS CREATED TO PROMOTE THE USE OF SYSTEM IN EDUCATION.

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 INGLÉS TÉCNICO II

UNIDAD 08
PHRASAL VERBS

CONCEPT.-

LOS VERBOS FRASES SON VERBOS COMPUESTOS QUE SE FORMAN AL AGREGARSE

PARTÍCULAS O PREPOSICIONES COMO:

AWAY, UP, DOWN, OUT, OFF, AFTER, IN, ON, OVER, BACK, AVOUT, AROUND,
FORWARD, ALONG, ETC.A LOS VERBOS.

EXAMPLES:

TURN = GIRAR, DAR VUELTA

TURN ON = ENCENDER
TURN OFF = APAGAR
TURN DOWN = BAJAR (EL VOLUMEN, INTENSIDAD) DE ALGO
TURN UP = SUBIR (EL VOLUMEN O INTENSIDAD) DE ALGO

COULD YOU TURN ON THE TV? = ¿PODRÍAS ENCENDER EL TELEVISOR?

SWITCH OFF POWER SOURCE, PLEASE.=DESCONECTE LA FUENTE, POR FAVOR.

HAY CUATRO TIPOS DE VERBOS FRASES:

TYPE 1: ESTOS VERBOS FRASES NO LLEVAN OBJETO.

EXAMPLE:
SIT DOWN LOOK OUT¡ COME IN

TYPE 2: ESTOS VERBOS LLEVAN UN OBJETO. CUANDO EL OBJETO ES UN

SUSTANTIVO, ÉSTE PUEDE IR ANTES O DESPUÉS DE LA PARTÍCULA O
PREPOSICIÓN.

EXAMPLE:

SWITCH OFF THE LIGHT SWITCH THE LIGHT OFF

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PERO CUANDO EL OBJETO ES UN PRONOMBRE, EG. IT (SINGULAR), THEM (PLURAL),

SOLAMENTE PUEDE IR ANTES DE LA PARTÍCULA, NO DESPUÉS DE ÉSTA.
EXAMPLE:

SWITCH IT OFF ( NOT SWITCH OFF IT), DONDE IT REEMPLAZA A LA PALABRA LIGHT.

TYPE 3: ESTOS VERBOS FRASES LLEVAN UN OBJETO, PERO NO PODEMOS

SEPARAR EL VERBO DE LA PARTÍCULA.
EXAMPLE:

THEY LOOK FOR SOME TECHNICAL INFORMATION BY INTERNET.

(NOT THEY LOOK SOME TECHNICAL INFORMATION FOR BY INTERNET)

TYPE 4: ESTOS VERBOS TIENEN CUATRO PARTES: UN VERBO + PARTÍCULA +

PREPOSICIÓN + OBJETO. NO PODEMOS SEPARAR EL VERBO DE LAS
OTRAS PARTES.
EXAMPLE:

I’M LOOKING FORWARD TO THE WEEKEND

ESPERO ANSIOSAMENTE EL FIN DE SEMANA.

WE MUST CUT DOWN ON THE UNNECESSARY ELECTRICITY CONSUMPTION.

NOSOTROS DEBEMOS REDUCIR EL CONSUMO INNECESARIO DE ENERGÍA.

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LIST OF PHRASAL VERBS

BE SURE ASEGURAR
BACK UP APOYAR, RETROCEDER
BREAK DOWN ESTROPEARSE, FRACASAR
BREAK OFF FINALIZAR, DETENER REPENTINAMENTE
BREAK DOWN INTO DIVIDIR, CLASIFICAR
CARRY ON CONTINUAR
CARRY OUT LLEVAR A CABO
CHECK OFF ELIMINAR
CHECK OVER EXAMINAR
CLEAR UP ACLARAR
CUT UP CORTAR PEDACITOS
CUT OFF INTERRUMPIR
CUT OUT ELIMINAR
DRAW UP ESCRIBIR
FALL DOWN CAER(SE)
FREE UP LIBERAR
FREE HAND CARTA BLANCA
FIGURE UP CALCULAR
FILL IN / FILL OUT LLENAR, COMPLETAR
FIND OUT DESCUBRIR
FIX UP REPARAR
GIVE BACK DEVOLVER
GIVE OFF EMITIR, DESPEDIR
GO BACK VOLVER
HAND OUT DISTRIBUIR
HANG UP COLGAR, SUSPENDER
HOLD DOWN MANTENER, CONTROLAR
KEEP UP CONTINUAR
LIGTH ON ENCENDER (LA LUZ)
LEAVE OUT OMITIR
LOOK OVER EXAMINAR
LOOK UP BUSCAR, LOCALIZAR
LOOK AFTER TENER CUIDADO
LOOK FOR BUSCAR
LOOK INTO INVESTIGAR

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MAKE SURE ASEGURAR

MOVE FORWARD MOVER HACIA DELANTE

MOVE UPWARD MOVER HACIA ARRIBA
MOVE BACKWARD MOVER HACIA ATRÁS
PASS OUT DISTRIBUIR
PICK OUT SELECCIONAR
PICK UP RECOGER
POINT OUT INDICAR
PUT UP ENVOLVER, HOSPEDAR
PUT BACK REPONER
PUT AWAY ALMACENAR, CONSUMIR, AHORRAR
PUT ON PONERSE ALGO ENCIMA, ENCENDER
PUT IN PONER ALGO DENTRO, AÑADIR
PUT OUT EXTINGUIR, APAGAR, INCOMODARSE
POP UP APARECER DE REPENTE
RUN OFF REPRODUCIR MECANICAMENTE
SAVE UP ACUMULAR
SET UP ORDEANR, PLANIFICAR, INSTALER
SWITCH ON CONECTAR, ENCENDER
SWITCH OFF DESCONECTAR, APAGAR
SLOW DOWN MOVERSE LENTAMENTE
START OUT PARTIR, SALIR HACIA
STEP DOWN BAJAR, REDUCIR
STEP UP SUBIR INCREMENTAR
TAKE CARE OF TENER CUIDADO DE
TAKE UP INTERESARSE POR, OCUPAR, CONTINUAR
TAKE OUT/OFF SACAR (SE), QUITAR (SE)
TAKE OVER TOMAR EL CONTROL
TRY OUT PROBAR
TURN ON ENCENDER, PONER EN FUNCIONAMIENTO (ARTEFACTOS)
TURN OFF APAGAR (ARTEFACTOS)
TURN DOWN BAJAR (EL VOLUMEN O INTENSIDAD) DE ALGO
TURN UP SUBIR (EL VOLUMEN O INTENSIDAD) DE ALGO
WORK OUT PREPARAR, PLANEAR, RESOLVER
WORK LOOSE AFLOJARSE
WORK UP ESTIMULAR
WRITE DOWN REGISTRAR

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HERB

A(n) herb is a plant that is valued for quality such as medicinal properties, flavor, scent,

or the like.

Herbs have a variety of uses including culinary, medicinal, or in some cases even

spiritual usage. General usage differs between culinary herbs and medicinal herbs. In

medicinal or spiritual use any of the parts of the plant might be considered "herbs",

including leaves, root.

BARK
Bark is the outermost layers of sterns and roots of woody

plants. Plants with bark include trees, woody vines and

shrubs. Bark refers to all the tissues outside of the vascular

cambium and is a nontechnical term. It overlays the wood

and consists of the inner bark and the outer bark. The inner

bark, which in older sterns is living tissue, includes the innermost area of the periderm.

The outer bark in older stems, includes the dead tissue on the surface of the stems, along

with parts of the innermost periderm and all the tissues on the outer side of the

periderm. The outer bark on trees is also called the rhytidome. Products used by people

that are derived from bark include: spices and other flavorings, tannin, resin, latex,

medicines, poisons, various hallucinatory chemicals and cork. Bark has been used to

make cloths, canoes, ropes and used as a surface for paintings and map making; A

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number of plants are also grown for their attractive or interesting bark colorations and

surface textures.

LIST OF TECHNICAL VERBS

“REGULAR VERBS”
SIMPLE FORM PAST FORM PAST PARTICIPLE
1. Add (agregar) Added Added
2. Adjust (ajustar) Adjusted Adjusted
3. Allow (dejar, permitir) Allowed Allowed
4. Answer (responder) Answered Answered
5. Ask (preguntar) Asked Asked
6. Assemble (ensamblar, montar) Assembled Assembled
7. Avoid (evitar) Avoided Avoided
8. Browse (examinar) Browsed Browsed
9. Connect (conectar) Connected Connected
10. Cover (cubrir) Covered Covered
11. Close (cerrar) Closed Closed
12. Change (cambiar) Changed Changed
13. Check (chequear, revisar) Checked Checked
14. Damage (dañar) Damaged Damaged
15. Decrease (disminuir) Decreased Decreased
16. Delete (borrar) Deleted Deleted
17. Display (mostrar) Displayed Displayed
18. Disable (incapacitar) Disabled Disabled
19. Drop (caer, dejar caer) Dropped Dropped
20. End (terminar) Ended Ended
21. Erase (borrar) Erased Erased
22. Ensure (asegurar) Ensured Ensured
23. Enter (ingresar) Entered Entered
24. Exit (salir) Exited Exited
25. Expose (exponer) Exposed Exposed
26. File (archivar) Filed Filed

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27. Finish (acabar) Finished Finished

28. Follow (seguir) Followed Followed
29. Insert (insertar) Inserted Inserted
30. Install (instalar) Installed Installed
SIMPLE FORM PAST FORM PAST PARTICIPLE
31. Increase (incrementar) Increased Increased
32. Improve (mejorar) Improved Improved
33. Load (cargar) Loaded Loaded
34. Open (abrir) Opened Opened
35. Place (colocar) Placed Placed
36. Play (tocar, ejecutar, jugar) Played Played
37. Plug in (enchufar) Plugged in Plugged in
38. Push (apartar, presionar, pulsar) Pushed Pushed
39. Print (imprimir) Printed Printed
40. Provide (proveer, suministrar) Provided Provided
41. Quit (abandoner, (salir) Quitted Quitted
42. Remove (quitar, remover) Removed Removed
43. Replace (reemplazar) Replaced Replaced
44. Record (registrar, grabar) Recorded Recorded
45. Release (liberar, saltar) Released Released
46. Return (regresar) Returned Returned
47. Restore (restaurar) Restored Restored
48. Retrieve (recuperar) Retrieved Retrieved
49. Save (guardar) Saved Saved
50. Search (buscar) Searched Searched
51. Start (comenzar) Started Started
52. Store (almacenar) Stored Stored
53. Supply (suplir, suministrar) Supplied Supplied
54. Support (apoyar, sostener) Supported Supported
55. Switch (encender, conectar, cambiar) Switched Switched
56. Touch (tocar) Touched Touched
57. Turn (girar, voltear) Turned Turned
58. Turn on (encender) Turned on Turned on

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59. Turn off (apagar) Turned off Turned off

60. Wait (esperar) Waited Waited
61. Watch (observar) Watched Watched
62. Yield (producir) Yielded Yielded
“IRREGULAR VERBS”
SIMPLE FORM PAST FORM PAST PARTICIPLE
1. Be (ser/estar) Was/Were Been
2. Become (llegar a ser) Became Become
3. Begin (empezar) Began Begun
4. Break (romper) Broke Broken
5. Come (venir) Came Come
6. Cut (cortar) Cut Cut
7. Choose (escoger) Chose Chosen
8. Draw (dibujar) Drew Drawn
9. Do (hacer) Did Done
10. Drive (conducer, manejar) Drove Driven
11. Find (encontrar) Found Found
12. Forget (olvidar) Forgot Forgotten
13. Get (obtener, conseguir) Got Gotten
14. Give (dar) Gave Given
15. Go (ir) Went Gone
16. Grow (crecer) Grew Grown
17. Have (tener) Had Had
18. Hold (mantener, sostener) Held Held
19. Input (introducir, información) Input Input
20. Keep (mantener, guardar) Kept Kept
21. Know (saber, conocer) Knew Know
22. Leave (dejar, abandoner) Left Left
23. Let (permitir, dejar) Let Let
24. Lose (perder) Lost Lost
25. Make (hacer, preparer) Made Made
26. Meet (encontrar, reunir) Met Met
27. Output (producer información) Output Output

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28. Put (poner, colocar) Put Put

29. Read (leer) Read Read
30. Rise (elevar, levanter) Rose Rise
31. Run (corer, ejecutar) Ran Run
SIMPLE FORM PAST FORM PAST PARTICIPLE
32. See (ver) Saw Seen
33. Send (enviar) Sent Sent
34. Set (establecer, colocar) Set Set
35. Set Up (poner en marcha) Set up Set up
36. Stand (situar, permanecer) Stood Stood
37. Speak (hablar) Spoke Spoken
38. Spend (gastar, pasar) Spent Spent
39. Show (exhibir, mostrar) Showed Shown
40. Take (tomar) Took Taken
41. Tell (decir, contar) Told Told
42. Think (pensar) Thought Thought
43. Understand (entender) Understood Understood
44. Upset (alterar) Upset Upset
45. Write (escribir) Wrote Written

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