MINISTERIO DEL PODER POPULAR PARA LA EDUCACIÒN SUPERIOR

INSTITUTO UNIVERSITARIO DE TECNOLOGÌA DE VALENCIA

INGENIERÌA DE INFORMÁTICA

TRAYECTO 1, TRIMESTRE 3
UNIDAD CURRICULAR: IDIOMAS
MÓDULO: INGLÉS COMPRENSIÓN LECTORA III

Facilitadores:
García, María Dolores
Nuñez , Claudia
Petit, María
Pirela, Janett

Febrero 2011
 MINISTERIO DE EDUCACION SUPERIOR
INSTITUTO UNIVERSITARIO DE TECNOLOGÍA DE VALENCIA
CARRERA: INGERNIERÍA EN INFORMÁTICA
TRAYECTO 1, TRIMESTE3: INGLES COMPRENSIÓN LECTORA III

CRONOGRAMA DE ACTIVIDADES Y EVALUACIÓN

Semana Unidad Contenido Evaluación

1 I  Presentación del profesor, del

programa, del cronograma de
actividades y evaluación y del
reglamento de evaluación y las reglas
de convivencia
 Sintagma verbal (verbos irregulares)

2 I  Sintagma verbal( tiempos verbales en

voz activa)

3 I  Sintagma verbal (Tiempos verbales en

voz activa)

4 II  Sintagma verbal (voz pasiva)

5 II  Sintagma verbal (voz pasiva)

1.- Evaluación individual:

6 Prueba escrita

7 III  Estructura de contraste

8 III  Estructura de contraste

9 IV  Estructura de análisis

:
10 IV  Estructura de análisis

2.- Evaluación individual:

11 IV  Estructura de análisis Prueba escrita

12  Entrega de notas 3.- Evaluación del ser,

convivir y emprender
(30%)

2
 Clase Nº 1: Sintagma verbal (Voz activa)
Actividad de inicio: Con esta información complete el cuadro de verbos irregulares entregado anexo. Marque los que ya haya
ubicado

Spent Written Tell Come

Made Took Left
Taken
Feel(s) Sold Heard Had Meant
Run(s) Went Found Chosen
Hold(s) Pay(s) Set
Lost Build(s) Read
See Came Put Bought
Leave(s) Let Begun
Begin(s) Read Got Sell(s)
Bought Gone Lose(s)
Paid Am-is-are Brought
Thought Seen Known Said
Hear(s) Know(s) Lead(s) Made Heard
Find Caught Write
Send(s) Bring(s) Gave
Give(s) Lost Built Been
Choose(s) Sent Mean Sent
Put(s) Felt Told Had
Shut(s) Grew Let
Was-Were Set Get(s) Led
Make(s) Think(s) Began Got(ten)
Grow(s) Found Held
Wrote Did Put Ran
Go(es) Shut Left Shut Grown
Held Built
Said Buy(s) Chose Paid Take(s)
Let(s) Given Done Spend(s)
Thought Led Catch Come(s) Run
Have-has Meant Do(es)
Brought Knew Felt Caught
Set(s) Say(s) Told
Spent Read(s) Sold Saw

4
 40 VERBOS IRREGULARES

Significado Base verbal Participio Presente Pasado Participio

presente simple simple pasado
BE being
Comenzar,empezar BEGIN
Traer,llevar BRING brought
construir BUILD
BUY bought
CATCH
Escoger,selleccionar CHOOSE choosing
COME coming
DO
FEEL
Hallar, encontrar FIND
GET
dar GIVE giving
GO went
Crecer, criar GROW
HAVE having
Oir, escuchar HEAR
Tener,sostener HOLD
KNOW
LEAD
LEAVE leaving
LET
LOSE losing
MAKE making made
Significar,querer decir MEAN
PAY
PUT putting
READ
RUN running
decir SAY said
SEE
SELL sold
SEND
Establecer, fijar SET setting
cerrar SHUT shutting
Gastar, usar SPEND
TAKE taking
Decir,contar TELL told
pensar THINK thought
WRITE
Clase Nº 2: SINTAGMA VERBAL (Voz activa)
Presentación: Línea del Tiempo
Pasado Presente Futuro
*---------*-------------------XXXXXXXXXX-------*-----------XXXXX * XXXXX---------------------------------------*
Pas. Progresivo Pres. Progresivo
Pas. Perfecto Pres. Perfecto
Presente simple: se utiliza para hablar acerca de acciones y estados que ocurren repetidamente, siempre o en cualquier momento. Una oración
afirmativa (sin énfasis) se forma con la base verbal, excepto en la tercera persona singular que tiene la terminación –s (she works), o –es cuando el verbo
termina en “consonante + y” o en “s”, “sh”, “ch”, “x”, “o” (try - he tries, dress – she dresses, flash - it flashes, match - he watches, mix – it mixes, do –
he does).

Pasado simple: comúnmente es usado para describir acciones y estados ocurridos en el pasado. Una oración afirmativa (sin énfasis) se forma con el
pasado del verbo. Los verbos regulares forman el pasado agregando la terminación –ed o (–d si el verbo termina en “e”) a la base verbal, los verbos
irregulares no siguen una regla y cada uno se forma de manera distinta (explain - she explained, define – you defined come – he came.

Presente progresivo: comúnmente se utiliza para describir situaciones temporales del presente o acciones que están ocurriendo en el momento. Este
tiempo verbal se forma con el presente del auxiliar be (am - is – are) + el participio presente(base verbal + -ing) del verbo principal tanto en oraciones
afirmativas, interrogativas como en negativas.

Pasado progresivo: se usa para describir situaciones que estuvieron ocurriendo en un momento del pasado. Con frecuencia se utiliza para describir una
escena en una historia o para hablar de una acción interrumpida. Este tiempo verbal se forma con el pasado del auxiliar be (was – were) + el participio
presente(base verbal + -ing) del verbo principal tanto en oraciones afirmativas, interrogativas como en negativas.

Presente perfecto: generalmente se utiliza para describir una acción ocurrida en el pasado y que tiene vigencia hasta el momento presente y no implica
necesariamente una continuación (I have lived in Valencia for 6 years) ni tampoco expresa que la acción ha sido terminada (I have written the report).
Cuando “just” está acompañando un verbo en presente perfecto quiere expresar que la acción acaba de ocurrir (he has just left). También se utiliza para
hablar de acciones ocurridas en el pasado sin una referencia específica de tiempo y generalmente el verbo en presente perfecto está acompañado de
“ever” o “never” (have you seen Tom?, I have never read this book).

Pasado perfecto: se utiliza para describir una acción o estado del pasado en relación o con otra acción o estado también del pasado (she asked me if I
had met him before, when he arrived at the airport he realized that he had forgotten his passport). El pasado perfecto se forma con el auxiliar have en
pasado (had) + el verbo principal en participio pasado tanto en oraciones afirmativas, interrogativas como en negativas.

Futuro: se utiliza para describir una acción o estado que ocurrirá en el futuro. Cuando un acción está próxima al presente y se tiene bastante certeza de
que ésta se va a realizar se utiliza “going to” + la base verbal del verbo principal o el verbo principal en presente progresivo (I am paying tha bill
tomorrow). Cuando el hecho está alejado del tiempo presente y/o no se tiene certeza de que éste ocurra es más apropiada la utilización de will + la base
verbal del verbo principal (I will pay the bill).
 CUADRO RESUMEN

Base Verbal Presente Simple Presente Continuo Presente Perfecto

Auxiliares: Traducción Auxiliares: Traducción Auxiliares: Traducción
DO-DOES AM-IS-ARE HAVE-HAS

They work Ellos trabajan They are working Ellos están They have worked Ellos han trabajado
Do they work? Are they working? trabajando Have they worked?
They don’t work They aren’t working They haven’t worked

She gives She is giving She has given

Does she give? Is she giving? Has she given?
She doesn’t She isn’t giving She hasn’t given
Verbo Regular: give
WORK:
Trabajar,
funcionar Pasado Simple Pasado Continuo Pasado Perfecto
(work-works. Auxiliar: Traducción Auxiliares: Traducción Auxiliar: Traducción
Worked, DID WAS-WERE HAD
working)
They worked Ellos trabajaron They were working Ellos estaban They had worked Ellos habían
Did they work? Were they working? trabajando Had they worked? trabajado
They didn’t They weren’t working They hadn’t worked
work
She was giving She had given
She gave Was she giving? Had she given?
Verbo Irregular Did she give? She wasn’t giving She hadn’t given
GIVE: dar, She didn’t give
regalar
(give-gives,
gave, given, Futuro Futuro Continuo Futuro Perfecto
giving) Auxiliar: Traducción Auxiliares: Traducción Auxiliares: Traducción
WILL WILL BE WILL HAVE

They will work Ellos trabajarán They will be working Ellos estarán They will have Ellos habrán
Will they work? Will they be working? trabajando worked trabajado
They won’t work They won’t be working Will they have
worked?
She will give She will be giving They won’t have
Will she give? Will she be giving? worked
She won’t give. She won’t be giving.
She will have given
7
 Will she have given?
She won’t have
given.

A. Ejercicio: Lea cada oración, identifique el tiempo verbal en el paréntesis y tradúzcala; luego, realice el cambio del
tiempo verbal señalado y traduzca esta vez únicamente el sintagma verbal

1. He is reading a programming language book. ( )

Traducir:

Cambiar a futuro: Traducir SV:

2. Computer-based exercises interact with students. ( )

Traducir:

Cambiar a pasado progresivo: Traducir SV:

3. The good-looking systems analyst had just written a three pages report. ( )

Traducir:

Cambiar a pasado simple: Traducir SV:

4. More recently Scientists have developed packet technology based on optical fiber transmissions.(
)

Traducir:

Cambiar a futuro progresivo: Traducir SV:

5. We have seen the arrival of first laptop and then palmtop computers, often called notebooks.
( )
8
 Traducir:

Cambiar a pasado simple: Traducir SV:

6. Computers had become a personal tool for collaboration on common tasks. ( )

Traducir:

Cambiar a presente progresivo: Traducir SV:

7. The satellites sent us pictures of our planet. ( )

Traducir:

Cambiar a futuro: Traducir SV:

8. Supercomputers will be processing million of commands a second. ( )

Traducir:

Cambiar a presente simple: Traducir SV:

9. Networks had handled many different classes of traffic. ( )

Traducir:

Cambiar a pasado progresivo: Traducir SV:

10. The systems analyst has written a three pages report. ( )

Traducir:

9
Cambiar a futuro perfecto: Traducir SV:

10
Clase N° 4: Voz Pasiva. Parte I
 ACTIVIDAD DE INICIO:

1. La siguiente figura del computador y sus partes oculta una palabra. Para saber sólo debe
seleccionar las letras que tengan como resultado 9 (nueve). Esas letras forman la palabra
perdida que se necesita para completar la oración. Siga el sentido de las flechas.

11-2 The Computer and its parts

R
3+5
B

4+5 9-2
E E

1+7
A 7 +3 11-2
D R

2+7
Q

11-4
S

1+8
3+6 E
6+3 D
10-1 I
U

Computers are wonderful machines, but programs (instructions) are _________

to make them work.

2. Escriba la letra con el número que le corresponde y encontrará un mensaje:

20 8 5 3 15 13 16 21 20 5 18 23 1 19 2 15 18 14
 20 15 19 15 12 22 5 16 18 15 2 12 5 13 19

20 8 1 20 4 9 4 14 15 20 5 24 9 19 20

2 5 6 15 18 5 2 9 12 12 7 1 20 5 19

A B C D E F G H I J K L M
1 2 3 4 5 6 7 8 9 10 11 12 13

N O P Q R S T U V W X Y Z
14 15 16 17 18 19 20 21 22 23 24 25 26

 PRESENTACIÓN DEL CONTENIDO:

1. La voz pasiva está formada, al menos, por dos formas verbales: el auxiliar be (generalmente
en presente o pasado) más el participio pasado del verbo principal (ppvp).

The intellectual roots of Artificial Intelligence are found in Greek mythology.

Aux. be + ppvp

2. La voz pasiva se usa cuando no es importante conocer el agente o ejecutor de la acción.

En el caso de mencionar el agente, se usa by.

Observe las siguientes oraciones:

Forma activa
The Chinese invented the abacus around 2600 B.C.

Sujeto + verbo + objeto

Forma pasiva
The abacus was invented by the Chinese around 2600 B.C.

Sujeto aux. be + ppvp + by + agente

Forma activa
During the 20th century, people invented many interesting inventions.

Sujeto + verbo + objeto

12
 Forma pasiva
Many interesting inventions were invented (by people) during the 20th century.

Sujeto aux. be + ppvp + (by + agente)

3. La voz pasiva se usa también con modales: can, may, could, might, must, should,
would, más be, más participio pasado:

Many calculations can be made by computers.

Sujeto modal + aux. be + ppvp

 EJERCICIOS:

1.- En las siguientes oraciones identifique la estructura en voz pasiva, señale sus
elementos y traduzca la oración.

a. A CD-ROM may be used with a computer.

b. Were computers invented by Chinese?

c. The computing process was accelerated by electronic vacuum tubes.

d. Like all machines, a computer needs to be directed and controlled in order to perform
a task successfully

e. In digital computers the CPU can be divided into two functional units called the control
unit (CU) and the arithmetic-logical unit (ALU).

2.- Complete las siguientes oraciones con los verbos que están en paréntesis. Recuerde
la oraciones están en voz pasiva, no olvide hacer los ajustes necesarios.

a. The first computer ________ _____________ in 1930. (build)

13
 b. Much more space ________ _____________up by the input/output devices. (take)

c. Computers ________ _____________ up of million of electronic devices. (make)

d. A large number of peripheral have ________ _____________ especially for use in

systems built around minicomputers. (develop)

e. Computers do what they ________ _____________ to do, not what we want them to
do. (tell)

CLASE N°5: Voz pasiva. Parte II

 ACTIVIDAD DE INICIO

Encuentre los participios de los verbos que se presentan a continuación y clasifíquelos como
regulares o irregulares:

SEE FIND DERIVE MAKE

ASK INVENT READ WRITE DO

M A D E R T H E L E S F
C O N T A R D E K S A O
A B B U T C N N T E R U
I N V E N T E D R V E N
O N T H E O T E R H A D
S E E N R T T O N G D I
A L T E R W I T I O E L
B O F O D E R I V E D I
A L T H O U W H E U Y V

 ACTIVIDAD DE DESARROLLO

En los siguientes textos extraiga las oraciones que contengan voz pasiva y tradúzcalas.

Texto A
History of computer

The first computers were people! That is, electronic computers (and the earlier
mechanical computers) were given this name because they performed the work that had

14
previously been assigned to people. "Computer" was originally a job title: it was used to
describe those human beings (predominantly women) whose job it was to perform the
repetitive calculations required to compute such things as navigational tables, and tide charts.
Imagine you had a job where hour after hour, day after day, you were to do nothing but
compute multiplications. ..

http://www.computersciencelab.com/ComputerHistory/History.htm

1)
2)
3)
Texto B

The first digital computer was invented in 1642 by Blaise Pascal. It consisted of
numbers entered in dials but, it could only add. However in 1671 a computer was invented
that was eventually built in 1694. The man to credit for this invention is Gottfried Wilhelm von
Leibniz. Unlike Pascal’s Leibniz’s could add and multiply. Leibniz also invented the stepped
gear mechanism for the addend digit introduction, and to this day is still being used.
http://www.tfsd.k12.id.us/ol/cps/historyofcomputers.htm

1)
2)
Texto C

Personal Computer
Personal Computers, microcomputers were made possible by two technical
innovations in the field of microelectronics: the integrated circuit, or IC, which was developed
in 1959; and the microprocessor, which first appeared in 1971. The IC permitted the
miniaturization of computer-memory circuits, and the microprocessor reduced the size of a
computer's CPU to the size of a single silicon chip. 
http://www.ideafinder.com/history/inventions/compersonal.htm

1)
2)
 ACTIVIDAD DE CIERRE: En el recuadro, marque con una X las oraciones que están en voz
pasiva:
1.-The firewall software and antivirus software are disabled. 1)
2.-Yesterday, I contacted the software manufacturer. 2)
3.-I share all my files with my neighbour. 3)
4.-All computers in the office are connected to a hub. 4)
5.-What IP address is assigned to your computer? 5)
6.-All computers in the office are using Window XP sp2. 6)

15
7.-Interference is caused by microwaves or mobile phones. 7)
8.-I protected my computer using a good firewall. 8)
9.-All the files in my computer can be viewed but they cannot be modified. 9)
10.- You need to upgrade your laptop memory 10)

 Asignación para trabajo independiente y conformación del Portafolio.

Para el glosario, recuerde que los 9 términos subrayados en las clases 5 y 6 deben ser
organizados alfabéticamente e identificar su significado en palabras o imágenes. Los que
además están en negritas deben ser definidos en español. Para la asignación, lea el
siguiente texto y luego extraiga 5 oraciones en voz pasiva. Traduzca cada oración.

Man has always needed to make computations. Some years ago tablets were found in
Babylonia containing multiplications tablets. These tablets were written almost 4,000 years
ago and were based on the number sixty. Have you ever wondered why there are sixty
seconds in a minute and sixty minutes in an hour? These numbers are derived from the
ancient Babylonian system.
Our own numbering system is based on the number ten, which is probably derived from an
even older counting system –the number of fingers on our two hands. But modern computers,
which can make innumerable calculations every second, are based on perhaps the simplest
system of all. This is the base two, or binary system and only two numbers (zero and one)
are involved.
The binary system was not employed, however, by the man who is generally regarded as
“the father of the computer.” That man was Charles Babbage, an Englishman, whose
“analytical engine,” based on rotating wheels was designed in 1833. Unfortunately, like
Leonardo Da Vinci´s Babbage´s ideas were too advanced for the technology of his “engine”
was never built.

Clase Nº 7 : Estructura de contraste.

1. Actividad de inicio: Lea el siguiente párrafo y responda en español la pregunta que está
a continuación:

RAM and ROM are the internal memory banks where all the data the computer works 1
with is stored. The RAM memory stores information when the computer is turned on. 2
Microcomputers vary in the size of their RAM; early micros had 48 or 64k RAM, but 3
today, a normal PC will have 1 mega RAM, and many now have 1 giga RAM. 4

¿Cuál es la diferencia entre las primeras Micros y las PCs de hoy?

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

16
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
2-Presentación del contenido: Es muy fácil de reconocer un texto que plantee contraste.
EL contraste es una oposición o diferencia notable que existe entre personas o cosas.
Cualquier cosa puede ser contrastada tales como periodos en la historia, tipos de equipos,
personajes en los cuentos, etc. La única regla importante que se debe observar es que el
contraste debe ser hecho entre cosas de igual naturaleza. En otras palabras, se puede
contrastar manzanas y bananas, pero no se puede contrastar manzanas y computadoras.

Cuando se contrasta dos cosas, se señala o indica la diferencia entre ellas y se especifica en
qué no son iguales. Un contraste responde a la pregunta ¿Cuál es la diferencia entre X y Y?
en qué modo son X y Y diferentes. En general, si se omite un conectivo cualquiera en un
texto, su comprensión no se afecta seriamente; sin embargo, si se omite los conectivos de
contraste, la lectura sería confusa.

Conectores de Contraste

Hay dos maneras de expresar la existencia de un contraste:

1. Demostrando una fuerte y directa oposición entre las oraciones contrastadas las cuales se
pueden llamar adversativas o separadas. Los conectivos utilizados en este tipo de contraste son
los siguientes:

while whereas in contrast on the other hand on the contrary

Ejemplo:
- Hardware is the electronic and mechanical equipment in a computer system, on the
other hand, software is the program associated with a computer system.

- A smaller computer may take several steps to perform some given operation,
whereas a larger machine may accomplish the same thing with one instruction.

2. Demostrando oposición al expresar resultados inesperados o sorprendentes. Los conectivos

utilizados son los siguientes:

although even though nevertheless however though

Ejemplo:
-Even though I have enough money, I won’t buy that computer.

-Computers can do many complex tasks, nevertheless, they can not think.

3. Ejercicio 1: Lea los siguientes textos y complete el cuadro que les sigue.

Ejemplo : Texto X

DVD and CD use a laser beam to read data, nevertheless, they are very different in 1

17
internal structure and data capacity. 2

-
Letra del texto Conectivo de contraste Tipo de contraste Itemes contrastados

X nevertheless inesperado DVD y CD

Texto A

Most people are very surprised to find that Punched Cards were used as long ago as 1
1780 on textile machinery. However, the first application of Punched Cards for the 2
representation of larger quantities of data was made by Herman Hollerith. 3

Texto B

Printed output, which can be read by human rather than by a computer, is the most 1
common output. It is two dimensional, consisting of characters with a line on a page. 2

Texto C

The analog computer is used to measure temperatures, flows and voltages, on the other 1
hand, the digital computer can count, print, reproduce facts, sort data into numerical 2
order and so on. 3

Letra del texto Conectivo de contraste Tipo de contraste Itemes contrastados

3- Actividad de cierre: Lea las siguientes oraciones y complete el cuadro.

1- RAM cache may speed up our work but we need a lot of memory or a speed cache
card

2- Main system programs come with the computer software, nevertheless others must
be supplied by the manufacturer.

18
 3- Down is when the computer is out of order, on the other hand, Up is when the
computer is in working order.

Letra de la oración Conectivo de contraste Itemes contrastados

4-Asignación para trabajo independiente:

 Empareje las oraciones para crear el contraste apropiado usando flechas y

reescriba las oraciones en los espacios dados.

1- I should not tell you this, nevertheless, a- They are very different in their internal
structure
2-RAM memory is temporary, on the other
hand, b-I don’t know how a scanner works

3- A lot of people do not know how to use

the Internet, however,
c- Rom memory is permanent
4- Although a DVD is similar to a CD,
d- It is so popular that it is necessary to learn
about it

1- _____________________________________________________________________
_____________________________________________________________________

2- _____________________________________________________________________
_____________________________________________________________________

3- _____________________________________________________________________
_____________________________________________________________________

4- _____________________________________________________________________
_____________________________________________________________________

 Una las siguientes oraciones con los conectivos de ideas adversativas o

inesperadas y reescriba las oraciones.

a- Most students dislike Visual Basic. They must take it in order to graduate

b- The analog computer is used mainly for scientific work. The digital computer is useful
in business.

c- A laptop is a portable computer. A desktop is a computer that fits on a desk.

19
 a
________________________________________________________________________
b______________________________________________________________________
________________________________________________________________________
_c______________________________________________________________________
________________________________________________________________________
_

Clase Nº 8: Estructuras de Contraste (Parte II)

1. Revisión del trabajo independiente.

2. Asignación para estudio independiente y conformación del Portafolio: En los textos y

oraciones de la clase Nº 7 hay 10 palabras que están subrayadas, con ellas Usted
conformará el glosario correspondiente a esta clase. Estas 10 palabras deben ser
organizadas alfabéticamente y debes poner su significado en imágenes o palabras. Aquellas
que además están en negritas deben ser definidas en español, preferiblemente, con sus
propias palabras

Clase Nº 9: Estructuras de Análisis

20
1. Actividad de inicio: Encuentre las siguientes palabras en la computadora. Luego,
busque el significado de las palabras en su diccionario.


BECAUSE – THEREFORE - HENCE – PRODUCE – SINCE - RESULT

T R O P A S T Y J R
D H E N L H E N C E
T H E G I A S Z X S
A S L R Y V O U H U
S I N C E H A G F L
A S D F G F H I J T
M O B E R D O A Q U
D I E C U D O R P K
K L P O R T U B E N
Q E W T Y U I O P D
L K J H G F D S A W
F B E C A U S E J U

21
22
2. Presentación de Contenido: Las estructuras de análisis se encuentran en oraciones que
describen causas, efectos, razones, métodos, propósitos u otras categorías. La estrategia
que ayuda a identificar esta estructura es buscar expresiones claves que se usan para
enumerar o indicar causa, efecto, propósito, etc. tales como:

a. Verbos que unen causa y efecto

Result Cause

Produce Result in

Allow Result from

Prevent Bring about

Enable

Ejemplos:
 The introduction of computer technology brought about significant changes in office
routines. . (Causa efecto)
 Computers can create artificial objects in their memories. This allows developers to
test product design without actually creating a real prototype. . (Causa efecto)
 The extensive use of computers in schools is resulting in a new generation of
computer-literate students. . (Causa efecto)
 The problems were caused by the volume of network traffic. . (Efecto causa)

b. Conectores que presentan causa

Due to Because
As the/ a result of In response to
Since As

Ejemplos:
 Early computers developed quickly as a result of their use in military applications.
Efecto causa)

23
  Teachers must rethink their roles as computer technology is creating a revolution in the
classroom. Efecto causa)
 Because off-the shelf do not always fit a company’s needs, software often has to be
specially developed. Efecto causa)

c. Conectores que presentan resultados:

With the result that Consequently

So (that) Hence

Thus For this reason

Therefore Thereby

Ejemplos:
 Computers can remove many of the routine and boring tasks, thereby leaving us with
more time for interesting, creative work. (Causa efecto)
 Carpel tunnel syndrome is a serious medical condition. For this reason, computer
users should be careful of their posture and take frequent breaks. (Causa efecto)
 When using an online database service, you must pay for the time you use.
Consequently, you should have a good idea of what you want before you log on. .
(Causa efecto)

3. Ejercicio 1: lea las siguientes oraciones y subraye la parte que expresa la causa.

a. Many people do not explore new software because they are comfortable with what
they already have.

b. Laser printers can be quite expensive and are therefore often shared through
networks.

c. Voice- recognition systems are becoming more sophisticated. Thus, keyboards may
be unnecessary I the future.
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Ejercicio 2: Lea el siguiente texto y subraye las expresiones que ayudan a identificar las
estructuras de análisis.

The data in the RAM memory is volatile, so it is lost when the power is switched of. 1
Therefore, if we want to use this data later, we have to save it on disk. When running an 2
application, the CPU transfers a temporary copy of the application to the RAM area. 3
Consequently, the size of RAM is vital when various programs are opened 4
simultaneously. 5

Ejercicio 3: Empareje las siguientes oraciones con algunas de las expresiones de análisis.
Reescriba las oraciones.

a. I couldn’t print this file

b. He didn’t save the file
c. My printer was broken
d. He lost it
e. I can’t have access to the system
f. I couldn’t work in internet
g. The system was slow
h. I can’t give the computer the password

1.

2.

3.

4.

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4. Actividad de cierre:
 Lea las siguientes oraciones y subraye la parte que expresa la causa:
a. Because electric pulses can move at the speed of light, a computer can carry
that vast numbers of arithmetic-logical operations almost instantaneously.

b. When computers fail, it is due to human error and not the fault of computers.

 Lea las siguientes oraciones y subraye la parte que expresa el efecto o

resultado:
a. Random-access devices bypass large amounts of irrelevant data, and therefore
reduce Access time considerably.

b. Because they are man-made machines, computers sometimes malfunction or

break down and have to be repaired.

5. Asignación para trabajo independiente: Complete las oraciones con los siguientes
conectores e indique si es de causa o de resultado:

THEREBY - SINCE - CAUSE

a. Dust and dirt _____________ the recording condition of disks to deteriorate.

b. A computer is not a single-purpose machine, _____________ instructions can be

combined in an infinite numbers of sequences.

c. Computers can remove many of the routine and boring tasks from our
lives,____________ leaving us with more time for interesting, creative, work.

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