sábado, 2 de abril de 2011

Reflexión( Para despedida)

Escribe una entrada final donde reflexiones sobre los aspectos de tu curso que te ayudaron a caminar esta aventura con éxito. incluye los siguientes aspectos:

1. Clases en el salón y clases en el laboratorio
2. Materiales: presentaciones PPP, diccionarios, teléfono, computadoras
3. Compañeros de clase
4. Uso del blog como cuaderno digital
5. ¿puedes enfrentar un texto en ingles sin miedo?
6. ¿vas a continuar leyendo textos en ingles?
7. ¿que sugieres para los próximos cursos?












Las clases tanto en el aula y en el laboratorio me ayudaron a resfrescar y a traer a la memoria lo aprendido hace unos años atrás.  Sin duda que me ayudaron a entender que la expresión "Inglés es difícil" es un mito que conlleva a una mentira. Me han servido de grán ayuda para la investigación.

Los recursos utilizados son los mejores, ayudan y apoyan en las tareas y asignaciones fuera de clases. Es un método realmente moderno.

Acerca de los compañeros de clases; bueno un buen número de compañeros debe realizar cursos de computación e internet paralelos a esta maestría, dado que desconocen como manejar los cuadernos digitales y otras páginas. Por otro lado deben prestar mayor atención, hablar menos y molestar menos a sus vecinos en virtud que perturban el proceso de aprendizaje de sus compañeros.  Deben centrarse en lo que es la materia y olvidarse de las situaciones y/o problemas personales para que puedan tener un mayor desempeño.

El blog como cuardeno digital es realmente la herramienta mejor diseñada para el proceso de aprendizaje. Todo lo que se escriba en él, puede ser leído y editado desde cualquier máquina. Se elimina un tanto la necesidad de disco duro. Estimula a tener su propio cuaderno personal o agenda para planificar y desarrollar las actividades que te propongas.

Claro qué si.  Con lo visto en las cuatros (04) Unidades se puede enfrentar un texto en inglés. Es necesario realizar repasos y más repaso hasta dominarlo por completo. Ayuda mucho a la investigación.

Claro que sí voy a continuar leyendo textos en Inglés. ...

Como sugerencia a los demás cursos:
  •  Recomendar a todos los cursantes la realización de cursos previos de página web.
  •  Exigir la creación de Avatar para la educación y supervisión a distancia.
  • Dividir los grupos de estudiantes que no pasen de 20 personas. Así se evita mucho el aglomeramiento y existe mayor control en el aula.

Bueno esto es el final en esta materia, pero ello marca un inicio en mi vida que me llevará a otros niveles en las futuras investigaciones que realice.

 Fue un gran placer asistir a las clases de Inglés Instrumental, valió la pena.  Si la vas a ver, te digo que no saldrás defraudado.

Espero que todo lo escrito aquí haya sido de tu agrado. Será hasta otra oportunidad, seguiré blogueando!!!


Saludos Cordiales......................

Ing. Obed Segovia


TALLER DE LA UNIDAD III Y IV

Unidad 3

Técnicas de lectura: predicción, scanning y skimming
  1. Seleccione un texto que tenga una imagen.
  2. Observe la imagen y conteste las siguientes preguntas.
    • De acuerdo al título y la imagen: ¿cuál cree usted que es el tópico que está a punto de leer?
    • ¿Cuál es la idea general del texto?
    • ¿Que palabras se repiten?
    • ¿Que palabras se parecen al español?
    • ¿Cuales son las palabras en negrita, el titulo, subtitulo o gráficos que te ayudan a entender el texto?
    • ¿De qué trata el texto? Lee el primer párrafo y el último o la ultimas ideas del último párrafo.

 

 
Cleanup Questions as Radiation Spreads
By HENRY FOUNTAIN
Published: March 31, 2011



On Wednesday, the International Atomic Energy Agency said a soil sample from Iitate, a village of 7,000 people about 25 miles northwest of the plant, showed very high concentrations of cesium 137 — an isotope that produces harmful gamma rays, accumulates in the food chain and persists in the environment for hundreds of years.

The cesium levels were about double the minimums found in the area declared uninhabitable around the Chernobyl nuclear plant in Ukraine, raising the question whether the evacuation zones around Fukushima should be extended beyond the current 18 miles. On Thursday, the Japanese government said it had no plans to expand the zone.

Experts said the Japanese government must also decide what to do about the cesium contamination in the village, especially since radiation releases from the plant could continue for months.

That might argue for evacuating now and postponing any long-term decisions about cleanup, which might include abandoning some areas. But experts say there are reasons to clean sooner.

With cesium, decontamination “has to be done very quickly,” said Didier Champion, director of the environmental and response division of the French Institute for Radiological Protection and Nuclear Safety. “Cesium tends to fix to materials and into soil.”

De acuerdo al título y la imagen: ¿cuál cree usted que es el tópico que está a punto de leer?

R= Interrogantes sobre El Proceso de Limpieza de la Radiación Propagada.

¿Cuál es la idea general del texto?

R=  Los altos niveles de radiación, encotrados en una muestra de suelo de la región Iitate ubicada a 25 millas al noroeste de la planta, provienen del isótopo cesio 137. Este se acumula en la cadena alimentaria y persiste durante cientos de años.

¿Que palabras se repiten?

Cesium 137, Contamination,

¿Que palabras se parecen al español?

Cesium( Cesio) Contamination( Contaminación), decontamination( Descontaminación), Energy ( Energía),  Isotope( Isótopo), Produces( Produce), Persists( Persiste), Agency( Agencia), Nuclear( Nuclear),  Plant( Planta)

¿Cuales son las palabras en negrita, el titulo, subtitulo o gráficos que te ayudan a entender el texto?

Cleanup Questions as Radiation

¿De qué trata el texto? Lee el primer párrafo y el último o la ultimas ideas del último párrafo.

R= Los altos niveles de radiación producida por el isótopo cesio 137  son muy nocivos. La descontaminación debe realizarse rápidamente porque tiende a fijarse en los materiales y el suelo.


Unidad 4

Patrones de Organización de un Párrafo
A. Seleccione un texto relacionado con su área de experticia. Lea el texto y extraiga:
  • Las definiciones 
  • y los marcadores de definición. 

B. Seleccione otro texto relacionado con su área de experticia y extraiga las palabras de secuencia u ordenamiento del tiempo.

  • Marcadores de Tiempo
  • Idea general del párrafo


 
A)  Who We Are

 The American Petroleum Institute (API) is the only national trade association that represents all aspects of America’s oil and natural gas industry. Our more than 400 corporate members, from the largest major oil company to the smallest of independents, come from all segments of the industry. They are producers, refiners, suppliers, pipeline operators and marine transporters, as well as service and supply companies that support all segments of the industry.

Although our focus is primarily domestic, in recent years our work has expanded to include a growing international dimension, and today API is recognized around the world for its broad range of programs:

  1.  Advocacy
  2. Research and Statistics
  3. Standards
  4. Certification
  5. Education

  Las Definiciones:

    The American Petroleum Institute (API): Es la única asociación comercial nacional que representa todos los aspectos de petróleo de Estados Unidos y la industria del gas natural.


B)  Historia de la Electricidad:

Long before any knowledge of electricity existed people were aware of shocks from electric fish. Ancient Egyptian texts dating from 2750 BC referred to these fish as the "Thunderer of the Nile", and described them as the "protectors" of all other fish. Electric fish were again reported millennia later by ancient Greek, Roman and Arabic naturalists and physicians.[2] Several ancient writers, such as Pliny the Elder and Scribonius Largus, attested to the numbing effect of electric shocks delivered by catfish and torpedo rays, and knew that such shocks could travel along conducting objects.[3] Patients suffering from ailments such as gout or headache were directed to touch electric fish in the hope that the powerful jolt might cure them.[4] Possibly the earliest and nearest approach to the discovery of the identity of lightning, and electricity from any other source, is to be attributed to the Arabs, who before the 15th century had the Arabic word for lightning (raad) applied to the electric ray.[5]



Ancient cultures around the Mediterranean knew that certain objects, such as rods of amber, could be rubbed with cat's fur to attract light objects like feathers. Thales of Miletos made a series of observations on static electricity around 600 BC, from which he believed that friction rendered amber magnetic, in contrast to minerals such as magnetite, which needed no rubbing.[6][7] Thales was incorrect in believing the attraction was due to a magnetic effect, but later science would prove a link between magnetism and electricity. According to a controversial theory, the Parthians may have had knowledge of electroplating, based on the 1936 discovery of the Baghdad Battery, which resembles a galvanic cell, though it is uncertain whether the artifact was electrical in nature.[8]


Electricity would remain little more than an intellectual curiosity for millennia until 1600, when the English scientist William Gilbert made a careful study of electricity and magnetism, distinguishing the lodestone effect from static electricity produced by rubbing amber.[6] He coined the New Latin word electricus ("of amber" or "like amber", from ήλεκτρον [elektron], the Greek word for "amber") to refer to the property of attracting small objects after being rubbed.[9] This association gave rise to the English words "electric" and "electricity", which made their first appearance in print in Thomas Browne's Pseudodoxia Epidemica of 1646.[10]

Further work was conducted by Otto von Guericke, Robert Boyle, Stephen Gray and C. F. du Fay. In the 18th century, Benjamin Franklin conducted extensive research in electricity, selling his possessions to fund his work. In June 1752 he is reputed to have attached a metal key to the bottom of a dampened kite string and flown the kite in a storm-threatened sky.[11] A succession of sparks jumping from the key to the back of the hand showed that lightning was indeed electrical in nature.[12]


In 1791, Luigi Galvani published his discovery of bioelectricity, demonstrating that electricity was the medium by which nerve cells passed signals to the muscles.[13] Alessandro Volta's battery, or voltaic pile, of 1800, made from alternating layers of zinc and copper, provided scientists with a more reliable source of electrical energy than the electrostatic machines previously used.[13] The recognition of electromagnetism, the unity of electric and magnetic phenomena, is due to Hans Christian Ørsted and André-Marie Ampère in 1819-1820; Michael Faraday invented the electric motor in 1821, and Georg Ohm mathematically analysed the electrical circuit in 1827.[13] Electricity and magnetism (and light) were definitively linked by James Clerk Maxwell, in particular in his "On Physical Lines of Force" in 1861 and 1862.In 1791, Luigi Galvani published his discovery of bioelectricity, demonstrating that electricity was the medium by which nerve cells passed signals to the muscles.[13] Alessandro Volta's battery, or voltaic pile, of 1800, made from alternating layers of zinc and copper, provided scientists with a more reliable source of electrical energy than the electrostatic machines previously used.[13] The recognition of electromagnetism, the unity of electric and magnetic phenomena, is due to Hans Christian Ørsted and André-Marie Ampère in 1819-1820; Michael Faraday invented the electric motor in 1821, and Georg Ohm mathematically analysed the electrical circuit in 1827.[13] Electricity and magnetism (and light) were definitively linked by James Clerk Maxwell, in particular in his "On Physical Lines of Force" in 1861 and 1862.


Marcadores de Tiempo:

  1.    Long before
  2.    Later.
  3.    Before
  4.   15th century
  5.    600  BC
  6.  18th century
  7.   On the 1936
  8.   Until 1600
  9.  In June 1752
  10. In 1827
   Idea general de texto: Los inicios del descubrimiento de la electricidad.
 
 
 Espero que esta sección haya sido de sus completo agrado y sastifacción.

Saludos Cordiales..................

Ing. Obed Segovia

TAREA UNIDAD IV VIERNES 01-04-2011

A. Seleccione un texto relacionado con su área de experticia.
Lea el texto y extraiga las definiciones y los marcadores del discurso. (MARCADORES DE DEFINICIÓN)

TEXTO SELECCIONADO

Project management is the discipline of planning, organizing, securing and managing resources to bring about the successful completion of specific project goals and objectives. It is sometimes conflated with program management, however technically that is actually a higher level construction: a group of related and somehow interdependent engineering projects.

A project is a temporary endeavor, having a defined beginning and end (usually constrained by date, but can be by funding or deliverables),[1] undertaken to meet unique goals and objectives,[2] usually to bring about beneficial change or added value. The temporary nature of projects stands in contrast to business as usual (or operations),[3] which are repetitive, permanent or semi-permanent functional work to produce products or services. In practice, the management of these two systems is often found to be quite different, and as such requires the development of distinct technical skills and the adoption of separate management.

MARCADORES DE DEFINICIÓN:

* Is the.
*It is sometimes
*that is actually
*Is a Temporary
*In Contrast
*Is often found to be
* As such

B. Seleccione otro texto relacionado con su área de experticia y extraiga los marcadores de discurso, diga si son de secuencia u ordenamiento del tiempo.
- Marcadores de Tiempo
- Tipo de texto
- Idea general del párrafo


Project management has been practiced since early civilization. Until 1900 civil engineering projects were generally managed by creative architects and engineers themselves, among those for example Vitruvius (1st century BC), Christopher Wren (1632–1723) , Thomas Telford (1757–1834) and Isambard Kingdom Brunel (1806–1859).[6] It was in the 1950s that organizations started to systematically apply project management tools and techniques to complex engineering projects.[7]


MARCADORES DE TIEMPO:

* Early
* Until 1900
* 1st century
* In the 1950s
* Started.

Idea Principal del Texto:  Historia de la Gerencia de Proyectos.


Espero que este trabajo haya sido de sus completo agrado.

Saludos Cordiales.....................

Ing. Obed Segovia

lunes, 28 de marzo de 2011

UNIDAD IV. PATRONES DE ORGANIZACIÓN DE UN PÁRRAFO. A

RESUMEN DE LO QUE SE ESTUDIÓ:


  • IDENTIFICAR LAS PRINCIPALES CARACTERÍSTICAS DE UNA DEFINICIÓN.
  • NARRAR EVENTOS SIGUIENDO LOS MARCADORES DE DISCURSO DE UN PATRÓN DE ORDENAMIENTO DE TIEMPO.
PATRONES DE ORGANIZACIÓN DEL PÁRRAFO:

  • Existen varios tipos de patrones de organización entre los cuales podemos contar: 
  • la definición o explicación, 
  • las instrucciones, 
  • secuencia u ordenamiento del tiempo, 
  • la descripción, 
  • la narración, 
  • comparación y 
  • contraste, entre otros.

LA DEFINICIÓN:

  • Este tipo de patrón define un nuevo ítem, concepto, y explica o describe un tópico, idea o proceso. 
  • Puede incluir la clasificación de un término o concepto desconocido. 
  • Los autores frecuentemente definen algunos de los términos que ellos usan para hacer sus ideas más claras al lector. Una técnica que los escritores usan es definir una palabra a través de la descripción de su relación con otras palabras. 


EJERCICIO 4: PATRONES DE ORGANIZACIÓN DE UN PÁRRAFO 


A. Seleccione un texto relacionado con su área de experticia.
  • Lea el texto y extraiga las definiciones y los marcadores del discurso.

RESISTANCE

There is another important property that can be measured in electrical systems. This is resistance, which is measured in units called ohms. Resistance is a term that describes the forces that oppose the flow of electron current in a conductor. All materials naturally contain some resistance to the flow of electron current. We have not found a way to make conductors that do not have some resistance.



B. Seleccione otro texto relacionado con su área de experticia y extraiga 
los marcadores de discurso, diga si son de secuencia u ordenamiento del tiempo.

  • Marcadores de Tiempo
  • Tipo de texto 
    Histórico
  • Idea general del párrafo


HISTORY OF INTERNAL COMBUSTION ENGINE




It was the development of gasoline-powered vehicles that really moved the design and development of automobiles forward from the steam-powered automobiles of Nicolas Joseph Cugnot. An internal combustion engine (ICE) uses the combustion of a liquid fuel, such as gasoline, diesel, or kerosene, to push a piston in a cylinder. The movement of the piston turns a crankshaft that can be used to turn a drive shaft and turn the vehicle’s wheels.

Many people throughout history contributed to the development of the internal combustion engine that is used in today’s cars. There are too many to name all of them; however, we will explorer a few of the most important people who had a part to play in the development of the internal combustion engine in automobiles.

First, we will start with Nicolaus Otto. Otto built the first practical four-stroke internal combustion engine in 1876. He used his “Otto Cycle Engine” to power a motorcycle. All liquid-fueled automobiles use an engine that descends from Otto’s original engine.

There is, however, some controversy surrounding the claim that Otto built the first motorcycle. Gottlieb Daimler, who was the co-owner of Deutz Gasmotorenfabrik with Otto, is also given credit by some sources. What is known is that in 1885, Daimler with his partner Wilhelm Maybach enhanced Otto’s internal combustion engine design. The Daimler-Maybach engine used a gasoline-injected carburetor and a vertical cylinder.

In the same year, Karl Benz, another engine designer, designed and built the first automobile powered by an internal-combustion engine. This first vehicle had three wheels. In March 1886, Daimler modified a stagecoach to include the Daimler-Maybach engine, and designed the first four-wheeled automobile.

Daimler continued to work on the engine and in 1889 he invented a V, two cylinder, four-stroke engine. This engine was put into a purpose built chassis in 1889. The vehicle reached speeds of 10 mph.

Both Daimler and Benz were really engine inventors that moved into automobile design. However, the first car manufacturers in the world were French – Panhard & Levassor (est. in 1889) and Peugeot (est. in 1891). Panhard and Levassor built their first vehicle which had a Daimler engine in 1890. Levassor developed the rear-wheel drive layout, and Panhard and Levassor have been given credit for developing the first modern transmission.

The internal combustion engine and the automobile have continued to evolve from these early beginnings to the point that many of these pioneers would not recognize their inventions. However, there is no doubt that the men explored above played a major role in developing the engines and the vehicles that we enjoy today.



     






                                         





     






 
 
Marcadores de Tiempo: Fueron señalados con color azul en el texto.
    
Idea general del párrafo:  El texto habla acerca del desarrollo que se obtuvo desde  sus inicios hasta nuestros días el Motor de Combustión Interna.
                                                                      




Unidad III. APROXIMACIÓN AL TEXTO SCANNING

Seleccione un texto  y escribe 4 preguntas puntuales sobre fechas, sitios, etc) (utiliza una biografía referente a algún autor de tu área de experticia))








Biography Albert Einstein    

Albert Einstein was born at Ulm, in Württemberg, Germany, on March 14, 1879. Six weeks later the family moved to Munich, where he later on began his schooling at the Luitpold Gymnasium. Later, they moved to Italy and Albert continued his education at Aarau, Switzerland and in 1896 he entered the Swiss Federal Polytechnic School in Zurich to be trained as a teacher in physics and mathematics. In 1901, the year he gained his diploma, he acquired Swiss citizenship and, as he was unable to find a teaching post, he accepted a position as technical assistant in the Swiss Patent Office. In 1905 he obtained his doctor's degree.

During his stay at the Patent Office, and in his spare time, he produced much of his remarkable work and in 1908 he was appointed Privatdozent in Berne. In 1909 he became Professor Extraordinary at Zurich, in 1911 Professor of Theoretical Physics at Prague, returning to Zurich in the following year to fill a similar post. In 1914 he was appointed Director of the Kaiser Wilhelm Physical Institute and Professor in the University of Berlin. He became a German citizen in 1914 and remained in Berlin until 1933 when he renounced his citizenship for political reasons and emigrated to America to take the position of Professor of Theoretical Physics at Princeton*. He became a United States citizen in 1940 and retired from his post in 1945.

After World War II, Einstein was a leading figure in the World Government Movement, he was offered the Presidency of the State of Israel, which he declined, and he collaborated with Dr. Chaim Weizmann in establishing the Hebrew University of Jerusalem.

Einstein always appeared to have a clear view of the problems of physics and the determination to solve them. He had a strategy of his own and was able to visualize the main stages on the way to his goal. He regarded his major achievements as mere stepping-stones for the next advance.

At the start of his scientific work, Einstein realized the inadequacies of Newtonian mechanics and his special theory of relativity stemmed from an attempt to reconcile the laws of mechanics with the laws of the electromagnetic field. He dealt with classical problems of statistical mechanics and problems in which they were merged with quantum theory: this led to an explanation of the Brownian movement of molecules. He investigated the thermal properties of light with a low radiation density and his observations laid the foundation of the photon theory of light.
was born at Ulm, in Württemberg, Germany, on March 14, 1879. Six weeks later the family moved to Munich, where he later on began his schooling at the Luitpold Gymnasium. Later, they moved to Italy and Albert continued his education at Aarau, Switzerland and in 1896 he entered the Swiss Federal Polytechnic School in Zurich to be trained as a teacher in physics and mathematics. In 1901, the year he gained his diploma, he acquired Swiss citizenship and, as he was unable to find a teaching post, he accepted a position as technical assistant in the Swiss Patent Office. In 1905 he obtained his doctor's degree.

During his stay at the Patent Office, and in his spare time, he produced much of his remarkable work and in 1908 he was appointed Privatdozent in Berne. In 1909 he became Professor Extraordinary at Zurich, in 1911 Professor of Theoretical Physics at Prague, returning to Zurich in the following year to fill a similar post. In 1914 he was appointed Director of the Kaiser Wilhelm Physical Institute and Professor in the University of Berlin. He became a German citizen in 1914 and remained in Berlin until 1933 when he renounced his citizenship for political reasons and emigrated to America to take the position of Professor of Theoretical Physics at Princeton*. He became a United States citizen in 1940 and retired from his post in 1945.

After World War II, Einstein was a leading figure in the World Government Movement, he was offered the Presidency of the State of Israel, which he declined, and he collaborated with Dr. Chaim Weizmann in establishing the Hebrew University of Jerusalem.

Einstein always appeared to have a clear view of the problems of physics and the determination to solve them. He had a strategy of his own and was able to visualize the main stages on the way to his goal. He regarded his major achievements as mere stepping-stones for the next advance.

At the start of his scientific work, Einstein realized the inadequacies of Newtonian mechanics and his special theory of relativity stemmed from an attempt to reconcile the laws of mechanics with the laws of the electromagnetic field. He dealt with classical problems of statistical mechanics and problems in which they were merged with quantum theory: this led to an explanation of the Brownian movement of molecules. He investigated the thermal properties of light with a low radiation density and his observations laid the foundation of the photon theory of light.


Preguntas sobre el Texto:

1. ¿Cuándo y donde nació Albert Einstein?  
R= Albert Einstein nació en Ulm, en Württemberg, Alemania, el 14 de marzo de 1879.
2. ¿Dónde y cuando se muda su familia, después que nace? 
R= Su familia se muda a Munich seis semanas, después que él nació.
3. ¿Dónde inicia sus estudios escolares?
 R= En la Luitpold Gymnasium.
4. ¿En 1896  donde comenzó a dar clases Albert Einstein  y en que materias? 
R= En la Escuela Politécnica Federal de Suiza. Las materias de Física y Matemáticas.
5. ¿Cuál fue el último cargo que desempeñó y cuando se retiró? 
R = El último cargo que desempeñó fue Profesor de Física Teórica en Pricenton  USA hasta 1945 cuando se retira.

Pagina web de donde se obtuvo la información http://nobelprize.org/nobel_prizes/physics/laureates/1921/einstein-bio.html




Espero que este trabajo sea de su agrado......................

Saludos Cordiales.....................

Ing. Obed Segovia

Unidad III. APROXIMACIÓN AL TEXTO SKIMMING

Skimming

Es una técnica que consiste en la lectura rápida de un texto y búsqueda de información 
general sobre el mismo, para ello no es necesario leer todo el texto, para utilizar
la estrategia se debe: 

1) Leer el primer párrafo (introductorio) y el último (conclusión)
2) Leer la primera oración del resto de los párrafos. 
3) Buscar palabras claves relacionadas al tema del texto a leer. 
4) Buscar palabras que se repiten. 
5) Buscar palabras que se parecen al español. 


                                                                                

Panavia Tornado - Fastest Low Level Fighter Bomber  


Panavia Tornado is the Worlds Best Fast,Low Level Fighter Bomber. Maximum speed: Mach 2.34 (2,417.6 km/h, 1,511 mph) Service ceiling: 15,240 m (50,000 ft) Ferry range: 3,890 km (2,417 mi) with four external drop tanks Armament : * Guns: 2× 27 mm Mauser BK-27 Revolver cannon with 180 rounds per gun (internally mounted under both side of fuselage, versus 1× BK-27 mounted on Panavia Tornado ADV) Hardpoints: 4× light duty + 3× heavy duty under-fuselage and 4× swivelling under-wing pylon stations holding up to 9000 kg (19,800 lb) of payload, the two inner wing pylons have shoulder launch rails for 2× Short-Range AAM (SRAAM) each. Missiles: Air-to-air missiles: AIM-9 Sidewinder or IRIS-T or AIM-132 ASRAAM for self-defence Air-to-surface missiles: 6× AGM-65 Maverick; or 12× Brimstone missile (12 being the maximum operational limit carried by RAF's Tornado GR4); or 4× Storm Shadow or Taurus KEPD 350 cruise missile Anti-ship missiles: 2× AS.34 Kormoran; or 2× BAe Sea Eagle; or Anti-radiation missiles: 4× AGM-88 HARM; or 9× ALARM missile Bombs: Hunting Engineering BL755 cluster bombs; or HOPE/HOSBO GPS/electro-optically guided glide bombs; or Joint Direct Attack Munition; or Paveway series of Laser-guided bomb (LGB); or Up to 2× JP233 or MW-1 munitions dispensers (for runway cratering operations) Up to 4× B61 or WE.177 tactical nuclear weapons.


•   Seleccione un texto que tenga una imagen.
     
 Observe la imagen y conteste las    siguientes preguntas.  De acuerdo al título y la imagen, 

• ¿Cuál cree usted que es el tópico que está a punto de leer? 

R= Presentación de aviones de guerra. Bombarderos.

• ¿Cuál es la idea general del texto? 

R= Mostrar las características, capacidad y ventajas del Tornado en Bombardeos programados

• ¿Que palabras se repiten? 

R= Panavia, Missiles, bombs, laser-guided, operational, tactical

• ¿Que palabras se parecen al español?

R= Missiles, bombs, operational

¿Cuales son las palabras en negrita, el titulo, subtítulo o gráficos que te ayudan a entender el texto? 

R= Tornado, Low, Level bomber

• ¿De qué trata el texto? Lee el primer párrafo y el último o la ultimas ideas del último párrafo. 

R= Presenta los tipos de armas, que puede llevar y disparar este tipo de avión. De igual manera presenta las características tácticas y funciones del avión en situación de guerra.


Espero que este documento haya sido de su completo agrado; deje sus comentarios......

Saludos cordiales....................

Ing. Obed Segovia



sábado, 26 de marzo de 2011

TALLER DESARROLLADO EN CLASES DE LAS UNIDADES I y II

A. Categorias lexicales y uso del diccionario.

   1. Selecciona un texto relacionado con tu area de interes. Identifica 3 palabras que no conoces.. agrega las abreviaciones.


                                                                              


           The Chestnut field in the Central North Sea is operated by Centrica Energy Upstream and located in 340 feet of water. It produces from the Nauchlan sand, a weak, high permeability sandstone reservoir with similar characteristics to those found in the nearby block. The field produces hydrocarbons from two subsea wells; a horizontal and a deviated producer, both completed open hole with sand control equipment. An open hole injector, also completed with sand control equipment, provides means of reservoir pressure support.

   a) SANDSTONE:   S. Significa arenisca ó piedra.
   b) NEARBY:  Adj. Siginifica cercano;  
   c) SUBSEA: S. Significa Sublacustre.

 2. Idea principal del texto (en español)

     La Compañía  Centrica Energy Upstream produce hidrocarburos desde su  Central en el  campo de la castaña en el Mar del Norte a 340 pies de agua en el subsuelo lacustre, dado que las características del subsuelo permiten la extracción.3. Categorias lexicales: (2 ejemplos por categoria):

 Palabras de contenido:   North Sea; field
 Palabras de Función: in, from
 Verbos: To be (is operated), locate, produces
 Adverbio: ---
 Adjetivo: nearby,  an open hole
 Artículo: The, an
 Preposiciones: in, for, from
 Conjunción: and,
 Cognados verdaderos:
permeability, hydrocarbons, energy
 cognados Falsos:  no existen
 Sufijo: 
equipment
 Prefijos:
sub(subsea),

B. Estructura de la oracion: (2 ejemplos)
1)The Chestnut field in the Central North Sea is operated by Centrica Energy Upstream and located in 340 feet of water.
Frase nominal :The Chestnut field in the Central North Sea
Nucleo de la frase nominal: field
pre modificadores: The Chestnut 
post modificadores: in the Central North Sea
Frase verbal : is operated by Centrica Energy Upstream and located in 340 feet of water.
Nucleo de la frase verbal: is
Tiempo verbal: Presente simple.


2) The field produces hydrocarbons from two subsea wells

Frase nominal:  The field
Nucleo de la frase nominal : field
pre modificadores: The
post modificadores ----
Frase verbal :
produces hydrocarbons from two subsea wells

Nucleo de la frase verbal : produces
Tiempo verbal
: Presente Simple


Espero que esta actividad sea de su completo agrado.

Deja tus comentarios;

Ing. Obed Segovia