UNIVERSIDAD LIBRE FACULTAD DE INGENIERÌA DEPARTAMENTO DE ... · PDF fileDEPARTAMENTO DE CIENCIAS ... - Busque en la X una palabra que termine en consonante no pronunciada o un verbo

UNIVERSIDAD LIBRE

FACULTAD DE INGENIERÌA

DEPARTAMENTO DE CIENCIAS BÁSICAS

GUIA N°1

NOMBRE DE LA ASIGNATURA: INGLES V

TÍTULO: THE HISTORY OF THE INTERNET

DURACIÓN: 3 HORAS

BIBLIOGRAFÍA SUGERIDA: Aebersold, J. A., Field, M. L. (1998) From Reader to Reading Teacher. Cambridge: Cambridge Sttot, N. Helping Students Become Better Readers: Schema Theory Applications and Limitations. SALVATORE, Ramondino. Diccionario Inglés-Español

AUTOR: Inés Castro de Morales Laura Forero Rodríguez Astrid Ramírez Valencia Gustavo torres Felix

HABILIDADES A DESARROLLAR

Al terminar la presente guía los estudiantes estarán en capacidad de aplicar diferentes estrategias de lectura.

CONCEPTUALIZACIÓN|

Tomando en cuenta las necesidades académicas de los estudiantes de la universidad libre y el enfoque didáctico de la Universidad, esta guía de lectura está basada en textos, en contenidos, en estrategias y habilidades, en aspectos lingüísticos y metalingüísticos, en preguntas de comprensión, en el análisis del discurso Esta combinación tiene el propósito de que el estudiante desarrolle estrategias de lectura, al igual que técnicas de estudio, que sea capaz de seleccionar textos, de adquirir e incrementar su vocabulario, mejore su nivel de lectura al utilizar elementos gramaticales, responda a preguntas con diferentes niveles de comprensión(literal, explicativo, interpretativo, analítico, evaluativo, etc.) y tenga acceso a diferentes tipos de textos (narrativo, descriptivo, instructivo, argumentativo, comparativo, etc.).

Ejemplos tipo

Ejercicios para desarrollar rapidez visual.

A. Seleccionar rápidamente algún elemento del cual el profesor da un índice. Ejemplo:

- Busque en la X una palabra que termine en consonante no pronunciada o un verbo en tiempo pasado, un adjetivo en grado comparativo, etc.

- Contestar preguntas previas:

- Busque en qué lugar del texto (párrafo, oración) se habla sobre...

- Busque las respuestas a preguntas dadas con anterioridad.

http://www.monografias.com/trabajos13/libapren/libapren.shtml

- Buscar elementos indicados con anterioridad dentro de varias columnas de palabras. Ejemplo, Lea solo los adjetivos.

Ejercicios Propuestos

THE HISTORY OF THE INTERNET

Think about the following questions. 1. During which decade were computers first used in homes? 2. During which decade did lots of people start using the internet?

3.Was the original use of the Internet for business or some other purpose? VOCABULARY AND IDIOM PREVIEW 1. accelerate a appearance 2. access b distant; far away 3· concept c to go faster 4· decentralize d an idea 5· emergence e individual space or information 6. global f limit 7· pace g o shift power or control to several different places 8. privacy h speed 9· remote i to use by permission 10. restriction j worldwide The basic concept of the Internet was first thought of in the early 1960s. Initially it was planned to be a military research network, designed to be decentralized or spread out over many locations. In case one location was attacked, the military could still control its communications and equipment from another connected location. Created by ARPA (the Advanced Research Project Agency), ARPANET- the first small network-went online in 1969 and connected four universities in the United States. This network was very successful from the beginning. Originally ARPANET was designed to allow scientists to share data and access remote computers. However, after the first email program was invented in 1972, communication through email quickly became the most popular application. By the end of 1972, ARPANET had over 23 hosts which connected universities and government research centers around the United States. The general public became aware of ARPANET in the late 70S when the commercial (non-military public) version was released. USENET newsgroups (the decentralized newsgroup network) were established on the Net at this time, and users from all over the world started to join these discussion groups to talk about the Net, politics, religion and thousands of other subjects. 3" With corresponding advances in network technology, particularly the creation of TCP/IP as a common language for the network computers, the diverse collection of networks making up ARPANET was recognized as an international network. The term, Internet was used for the first time in 1982. Unfortunately also around this time, privacy and security started becoming important issues on the Net due to the emergence of hackers and viruses. When the commercial (non-military public) version was released. USENET

newsgroups (the decentralized newsgroup network) were established on the Net at this time, and users from all over the world started to join these discussion groups to talk about the Net, politics, religion and thousands of other subjects. With corresponding advances in network technology, particularly the creation of CP /IP as a common language for the network computers, the diverse collection of networks making up ARPANET was recognized as an international network. The term, Internet was used for the first time in 1982. Unfortunately also around this time, privacy and security started becoming important issues on the Net due to the emergence of hackers and viruses. estimated - guessed; calculated approximately 5 mechanism - way; system distribution - delivery; spreading out regardless - not considering; without needing to think of 11 decentralized - put in many different locations online - connected to the network originally - in the beginning; at the start 18 access - enter or communicate with application - use aware of - conscious of; informed about version - form; kind established - set up; started corresponding - similar; equivalent advances - progress; growth diverse -various term - word emergence - coming into existence hackers - people skilled at programming, usually having a mischievous purpose offline - not connected to the Internet browser - a program that finds and displays files In 1990, the original military ARPANET went offline, leaving the Internet on its own. At this time the Internet now had over 300,000 hosts. A year later, the World Wide Web was born. The World Wide Web was initially developed in Switzerland at CERN, the European Organization for Nuclear Research. The World Wide Web is in fact a browser for the Internet-a kind of software program that allows users to access and navigate within information on the net. With the introduction of the World Wide Web, the development of the Internet and the World Wide Web accelerated at a rapid pace. The first computer code of the web was created in 1991 allowing programmers to combine words, pictures and sounds on web pages. In the early nineties, restrictions on commercial traffic were lifted and the age of e-business began. As well, the first search engine, Gopher, and the first web browser, Mosaic, were developed at this time,

allowing easier and simpler access to the net. Traffic on the Internet started growing at an annual rate of

approximately 340,000%. By 1992, over 1 million hosts were part of the Internet. By the mid nineties, the majority of Internet

traffic was on the World Wide Web. Individuals and groups of diverse interests, from the Pope at the Vatican to Pizza Hut, were setting up web

sites. Nearly 10 million hosts were online. The Internet had become truly global.

navigate - find the way or direction 53 accelerated - increased speed code - language lifted - removed; raised search engine - program that searches for and gathers information 62 annual- yearly approximately - about setting up - starting; making Reading Comprehension

1. True or False Mark each statement as either true (T) or false (F) according to the reading. 1. __ ARPANET was created by a computer company. 2. __ Users of USENET mostly just shared ideas online. 3. __ Businesses did not take much interest in the Net until the late 1990S. 4. __ Hackers broke the computer code of the web in 1991. 5. __ By the mid nineties, there were almost 10 million Internet hosts worldwide.

2. Multiple Choice Choose the best answer. 1. Who was originally planned to be the main user of ARPANET?

a. Businesses b. Computer manufacturers c. The military d. Universities

2. What changed about ARPANET in the early 1970s? a. Public restriction of its use was lifted. b. It was used more for communication. c. The number of hosts went over 100. d. It went offline.

3. The first computer virus probably appeared in __ . a. the early 70S b. the late 70S c. the early 80S d. the early 90S

4. What was Gopher? a. A computer company b. A computer virus c. A program application d. A search engine

5. Based on the reading, which can be assumed to have the most users today? a. ARPANET b. CERT c. the Internet d. the World Wide Web

Summary Fill in the blanks with words from the list. Use each word only once Access hackers Decentralize remote accelerated global privacy hackers concept Although it has only had a short history, the Internet has had a great impact on modern society. The 1________of the internet came from military research in the 1960s. The military wanted to

2. ________________its research and control centers through connections to 3. locations by computers. With these ARPANET connections, researchers could 4. data and equipment from different sites. ARPANET worked well, and with the 5. of email in the 1970S, use of ARPANET 6. _ _________________________ to communication. As more and more users began using the system, 7. _____________________ and security became an issue due to the threat of 8. _________and viruses. Business use of the Internet 9. ___________ in the late 1980s and into the 1990S. By the late 1990S, there were more than 10 million hosts providing 10__________ access to the Internet

UNIVERSIDAD LIBRE



GUIA N°2


TÍTULO: CLORINE IN WATER

DURACIÓN: 3 HORAS

BIBLIOGRAFÍA SUGERIDA: CAMBRIDGE LEARNERS DICTIONARY. Cambridge University Press, 2002.

EDIGER, Anne and Pavlik, Cheryl. Reading connections. Skills and strategies for purposeful reading. Oxford University Press, 2003. Beginning, Intermediate and Advanced.

Grellet, F. (1981). Developing Reading Skills. Cambridge. Cambridge University Press.



Al terminar la presente guía los estudiantes estarán en capacidad de aplicar diferentes estrategias de lectura.

CONCEPTUALIZACIÓN|

De acuerdo con los diferentes propósitos de acercamiento textual, identificamos como formas principales de lectura: la lectura rápida (skimming); buscar información específica en un texto (scanning); lectura en detalle(intensive reading); lectura textual abierta (extensive reading). Asimismo, entre las estrategias de lectura más utilizadas, destacamos: las formas de control del proceso de lectura (pausas, repetición, auto-corrección, etc.); el subrayado; la supervisión del proceso de comprensión; la interacción del lector con el texto; la utilización del conocimiento previo; la interpretación de las diferentes fuentes de información textual, entre otras.

Ejemplos tipo

Ejercicios para desarrollar habilidades de reconocer palabras y sus significados. a- Agrupar palabras por significados iguales, opuestos o por temas. Ejemplos:

Read the following English words. Divide them into groups. You can have as many groups as you wish, according to the criterion you use to classify them.


Understanding a printed text

The following text gives an introduction to the prectice of chlorinating water for the purpose of disinfecting it. As you read water? the text, look for the answers to these questions. Remember, you do not have to bacteria?understand all the words to answer the nation; (b) prechlorination; (c)postchlorination?

1.What can happen as a result of chlorination? 2.What are the four main purposes of chlorinating

3.Do we know for certain how chlorine acts on

4.What is meant by the terms: (a) plain chlori-Questions

People need water which is clear and free from disease-causing organisms. They also desire water which is soft, free from tastes and odors, and does not discolor plumbing fixtures or corrode metals. Industry requires water that will not interfere with its processes. Recently there has been increasing concern about the presence of minute quantities of organic material, particularly chlorinated hydrocarbons, which are thought to be causative agents of a variety of diseases. Such contaminants are known to be present in many water supplies although their effect upon health is unknown. Estándar disinfection practice using chlorine contributes to the pruduction of these compuunds.

Clorine in water

Disinfection of water is the killing of disease-causing microorganisms that it may contain. In the process, bacteria are reduced in number. Complete sterilization, however, is not ordinarily obtained nor necessary. Chlorine in its various forms has been widely used in disinfecting water. It is cheap, reliable and presents no great difficulty in handling.

Chlorine is a very active element and when added to water as free chlorine it will combine with organic and inorganic matter and oxidize some organic and inorganic compunds. Free available chlorine reacts with ammonia ad many organic amines to form chloramines. The chlorine in water in chemical combination with ammonia or other nitrogenous compunds which modify its rate of bactericidal action is known as the combined available chlorine. The cholrine demand of water is the difference between the amount of chlorine present as a residual, either free or combined, after some designated period.

Chlorine is used in water treatment for disinfection, prevention and destruction of odors, iron removal and color removal. While its principal use is as a disinfectant the mechanism of its bactericidal action is uncertain. It is likely that the chlorine destroys the extracellular enzymes of the bacterial cells, and possible that it actually passes through the cell wall to attack intracellular

systems. The bactericidal efficiency of chlorine is reduced by increased pH values and low temperatures.

Chlorination

Chlorination of water is practised for the purposes listed above and the various needs may be satisfied simultaneously. Chlorine is classified according to its point of application and its end result.

Plain chlorination In some cities furface waters are used with no other treatment than chlorination, although in some of these cities long storage is also given. In such cases, chlorination is extremely important as the principal if not the only safeguard against disease. Such otherwise untreated waters are likely to be rather high in inorganic matter and requiere high dosages and long contact periods for maximun safety. The chlorine may be added to the water in the pipe leading from an impounding reservoir to the city. For disinfection alone a dose of 0.5 mg/l or more may be required to obtain a combined available residual in the city distribution system.

Prechlorination This is the application of chlorine before any other treatmen. The chlorine may be added in the suction pipes of raw-water pumps or to the water as it enters the mixing chamber. Its use in this manner has several advantages. It may improve coagulation and will reduce tastes and odors caused by organic sludge in the sedimentation tank. By reducing algae and other organisms it may keep the filter sand cleaner and increase the length of filter runs. Its range effective action will, of course, depend upon the maintenance of a residual through the unit of the plant. Frequently the dosage is such that a combined available residual of 0.1 to 0.5 mg/l goes to the filters. The combination of prechlorination with postchlorination may be advisable or even necessary if the raw water is very highly polluted.

Postchlorination This ussually refers to the addition of chlorine to the water after all other treatments. The chlorine may be added in the suction line of the service pump, but it is preferable to add it in the filter effluent pipe or in the clear well so that an adequate contact time will be assured. This should be at least 30 minutes before any of the water is consumed if only postchlorination is given. Dosage will depend upon the chatacter of the water and may be 0.25 to 0.5 mg/l in order to obtain a combined available residue of 0.1 to 0.2 mg/l as the water leaves the plant. Greater residuals will probably be needed if it is desired to hold a disinfecting effect throughout the distribution system. This is considered desirabe since it affords protection against contamination from cross connections and prevents organic growths in mains and their resulting odors.

Check your understanding

Now read the text mor carefully. While you read, look for the answers to these questions:

1.What properties shoul a good water supply have?

2.What is one kind of organic material, present in many water supplies, which is thought to cause disease?

3.What two factors can reduce the efficiency of chlorine as a bactericide?

4.If chlorine is the only water treatment used, what must be done to ensure that the water is safe?

5.What is the combined available residual referred to in the text? Can you explain in your own words?

6.What are the three main advantages of prechlorination?

7.What action is recommended if the raw water is highly polluted?

8.How much contact time is needed before water can be drunk if only postchlorination is given?

9.In postchlorination, what combined available residual should the water have as it leaves the treatment plant?

10.Are greater residuals than this sometimes needed?why?

Increases your vocabulary

Remember, you can use a dictionary to help you answer these questions.

1. Find the words in the text which can be used to replace those undelined below

. The public requires that their water supply be clean and safe to drink.

. There has been some anxiety about organic materials which could cause disease.

. Chlorine kills the extracellular enzymes of bacterial cells.

.Prechlorination in combination with postchlorination is often recommended if the raw water is very polluted.

.It is better to add chlorine to the filter effluent pipe rather than in the suction line of the service pump.

.Greater residuals provide a safeguard against contamination from cross connections.

2. Correct the sentences below by replacing the underlined words with a word or words from the text which will have the opposite meaning.

. Industry requires water that will have an effect on its processes

.Large quantities of organic material are found in mains water

.Chlorinated hydrocarbons are absent in the water supply

.Standard disinfection practice prevents the production of these compunds.

.The bactericidal efficiency of chlorine is increased by increased pH values

.chlorine is used in water treatment for disinfection, destruction of odours and iron addition

3. Verbs and nouns. Write the missing forms into the table

Verb Noun

. add ______________________

. apply ______________________

__________________________ Destruction

. treat _______________________

___________________________ action

____________________________ combination

. cosume __________________________

_____________________________ corrosion

UNIVERSIDAD LIBRE



GUIA N°3


TÍTULO:

DURACIÓN: 3 HORAS






En esta guía se incluirán ejercicios de comprensión de lectura que incluyen el desarrollo de la habilidad de reconocimiento de ideas principales, búsqueda de información específica, y hallazgo de información implícita.

La práctica de la lectura en cualquier idioma implica tareas como resumir, sintetizar, elaborar un mapa semántico, un diagrama, un mapa conceptual, etc., además de percatarse y analizar la cohesión y la coherencia del texto, para su mejor comprensión. Por ello, estas tareas (habilidades académicas) son prácticas connaturales a todo proceso de lectura por lo que, aunque no formen parte del objeto de esta guía de lectura, se abordarán y utilizarán para lograr el propósito del mismo. Así mismo, será necesario estudiar algunos aspectos lingüísticos que son necesarios para poder comprender mejor los textos. De igual manera, el estudiante adquirirá estrategias de vocabulario para incrementar su léxico.

Ejercicios Propuestos 1. 2.

TheNaming

Of Species

Think about the following questions.

1. Do you know these animals: Elephas maximus, Panthera tigris, Falco peregrinus?

2. What language do these names come from? 3. What do the different parts of the names mean?

Match each word or phrase with its correct definition. 3.arbitrary a. an animal without a backbone 4.botanist b. being unreachable; being hard to

c. a difference e. a new thing or method f. a person who studies plants g. by random choice; without logical reason h. regular; reliable i. something that is alive

d. a group ofthings understood together because of some similarity

d. to mate; to give birth to babies get3· to category 4· consistent 5· distinction 6. innovation 7· inaccessibil

it8. invertebrat9· organism 10.

5. 6.

The Naming of Species

A species is a group of animals or plants genetically similar and able to reproduce with each other. Biologists have identified about 2 million species of plants and animals. But some scientists estimate that there may be as many as 100 million species on Earth! How do scientists keep track of them all? More than 2,000 years ago, the Greek philosopher Aristotle came with the first classification system. His system included two kingdoms and simple categories to name plants and animals. In the eighteenth century, a Swedish botanist, Carl Linnaeus, created a more sophisticated classification system based on similarities and differences among organisms. Linnaeus used these similarities and differences to separate organisms into categories. Linnaeus worked from the idea that plants and animals could be grouped into higher categories called genera (singular, genus). This was not a new idea; since Aristotle, biologists had used the word genus for a group of similar plants or animals. But biologists had genetically - through genes identified - found and named keep track of - continue to have an organized system for came up with - thought of; invented kingdoms - the highest levels for classifying plants and animals sophisticated - advanced; complex classification - action of putting things into categories worked from - began with genus - group or kind that can be divided into smaller groups Criteria - point or part to judge others by distinctions - differences Express - show; talk about at will - as one wants or desires alternatives - choices simplified - made easier designating - assigning; specifying Shorthand - easy and short way to write

consistently - the same time after time

7. 8. Various opinions on how genera should be grouped. Naturalists at that time often used arbitrary criteria to group organisms, placing all animals kept as pets or all water animals together. Part of Linnaeus' innovation was to group genera into higher categories (called taxa) that were also based on shared similarities. In Linnaeus's system, genera were grouped into orders, orders into classes, and classes into kingdoms. For example, the kingdom Animalia contained the class Vertebrata, which contained the order Primates, which contained the genus Homo with the species sapiens- humans. Later biologists added additional distinctions between these taxa to express additional levels of similarity. Before Linnaeus, biologists followed various systems for naming species. Many biologists gave the species they described long, often difficult Latin names, which other people changed at will. The need for a reliable and consistent naming system became even more important during Linnaeus' time due to the huge number of plants and animals sent to Europe from Asia, Africa, and the Americas by explorers. After experimenting with various alternatives, Linnaeus simplified the naming process by designating one Latin name to indicate the genus, and another Latin name as a "shorthand" name for the species. The two names made up the binomial ("two names") species name. This binomial system soon became the standard system for naming species. Although Linnaeus was not the first to use binomials, he was the first to use them consistently in writing. The oldest plant names still accepted as valid today are those used in Linnaeus' Species Plantarum, in 1753, while the oldest animal names are those in the tenth edition of his Systema 9. 10.Naturae (1758). The tenth edition of this book was the first time the binomial system was used consistently throughout Linnaeus' bThe use of the taxonomy developed by Linnaeus has helped biologists learn a lot about the biodiversity of the Earth. But there are still a lot of species that biologists have not yet

classified. Of the millions of undiscovered species existing today, most are invertebrates, including insects, spiders, shellfish, sponges worms,

starfish, and crabs. These species are often difficult to find and identify because of their size and the fact that they live in

places that are difficult to explore. Studying and naming species in the tropical rain forests around the world has been especially

difficult. Scientists have been limited by the inaccessibility of the places where some plants and animals live. Scientists estimate

that the rain forests may contain 50 to 90% of the Earth's biodiversity. taxonomy - system of grouping and naming things into higher and lower group biodiversity - different forms of life invertebrates - animals without backbones explore - look in some new place to see what is there 63 inaccessibility - difficulty in reaching or going into

Reading Comprehension -

1. True or False Mark each statement as either true (T) or false (F) according to the reading. 1. __ Scientists believe the majority of species have been identified and

named. 2. __ Today, Aristotle's system of naming species is not widely

used. 3. __ Linnaeus was the first person to use Latin words for species names. 4. __ Binomial species names are no longer used by biologists. 5. __ The oldest accepted plant names were used in the 1700S.

2. Multiple Choice Choose the best answer. 1. What is the main idea of the reading?

a. Development of the system for naming species b. How biologists name new species c. Myths about animal names d. The first man to name plants and animals

2. Which is true about naming systems before Linnaeus' time? a. Aristotle's system was the most popular. b. Different people had different systems. c. Scientists did not use them. d. There was no need for a system.

3. In the species name Homo sapiens, which taxa does Homo refer to? a. Class b. Genus c. Kingdom d. Order

4. What was a key difference Linnaeus' system included? a. Binomial names b. Grouping animals and plants by genera c. Several taxa grouped by similarity d. The use of Latin

5. What has limited the naming of many species today? a. Difficulty in finding b. High rate of extinction c. Interest in conservation d. Poorly trained researchers

Summary

botanist consistent Distinctions invertebrates kingdom organisms reproduce scientific nature system

a species is generally thought of as a group of similar animals which can 1. ____________ together. the idea of giving names to the various species in 2 ________ began with aristotle, but until the 1700s, scientists who studied 3.__________ in nature did not all follow the same system for naming species. in the 1700s, a swedish 4. _______named carl linnaeus created a system that was very logical. he used this

system in a 5. ___________way in his books, and eventually biologists everywhere adopted linnaeus' 6. ________. using this system, animals are first listed in the 7.__________. animalia. this kingdom is then divided into two classes, vertebrates and 8. ________. next the animal is then categorized by its order. finally, biologists look at 9.______between other animals in the same order to define the genus and species. the oldest 10.______ names used today for plants and animals come from linnaeus' books.

Vocabulary Extension-

1. Thematic Vocabulary

Here are six words that are related to biology and research but are not in the reading. Fill in each blank with the best word from the list. Use each word only once.

1. Scientists need to closely in order to classify species. We have 206 bones in our ________

2. Scientists animals according to their characteristics.

3. Characteristics are the same as _

4. Researchers took of each plant so they could look at them more closely later in the lab.

5. All that information is in the books in the library. 2. Root Vocabulary The chart shows two important word parts from the reading. Circle the words that match either of the following roots. (HINT: Three words do not match word parts.)

-cess- -organ- Meaning: Meaning: tool; something that works Examples Examples • Inaccessibility (not having • Organism (a living thing that works)

power to go to a place) • Organelle (a part inside a cell that • Excess (go beyond the has a particular function)

access gorgeous inorganic

jargon organ organic

procession scissors success

11. 12.

UNIVERSIDAD LIBRE



GUIA N°4


TÍTULO: LONDON UNDERGROUND

ISAAC NEWTON BIOGRAPHY

DURACIÓN: 3 HORAS






En esta guía se incluirán ejercicios de comprensión de lectura que incluyen el desarrollo de la habilidad de reconocimiento de ideas principales, búsqueda de información específica, y hallazgo de información implícita.


London Underground

The London Underground is a public transport network, composed oelectrified railways (that is, a metro system) that run underground in tunnels in central London and above ground in the city's suburbs. The oldest metropolitan underground network in the world, first operating in 1863, the London Underground is usually referred to as either simply "the Underground" by Londoners, or (more familiarly) as "the Tube".

Since 2003, the Tube has been part of Transport for London (TfL), which also schedules and lets contracts for the famous red double-decker buses. Previously London Transport was the holding company for London Underground.

f

There are currently 275 open stations and over 253 miles (408 km) of active lines, with three million passenger journeys made each day (927 million journeys made 1999-2000; there are a number of stations and tunnels now closed). Lines on the Underground can be classified into two types: sub-surface and deep level. The sub-surface lines were dug by the cut-and-cover method, with the tracks running about 5 metres below the surface. Trains on the sub-surface lines have the same loading gauge as British mainline trains. The deep-level or "tube" lines, bored using a tunnelling shield, run about 20 metres below the surface (although this varies considerably), with each track running in a separate tunnel lined with cast-iron rings. These tunnels can have a diameter as small as 3.56m (11ft 8.25in) and the loading gauge is thus considerably smaller than on the sub-surface lines, though standard gauge track is used. Lines of both types usually emerge onto the surface outside the central area, the exceptions being the Victoria Line which is in tunnel for its entire length save for a maintenance depot, and the Waterloo & City Line which, being very short, has no non-central part and no surface line. Each station displays the Underground logo containing the station's name in place of the word "Underground", both at entrances to the station and repeatedly along the station walls so that they can easily be seen by passengers on arriving trains. In addition, many stations' walls are decorated in tile motifs that are unique to the station, such as profiles of Sherlock Holmes' head at the Baker Street station or a cross containing a crown at the King's Cross station.

This article is licensed under the GNU Free Documentation License. It uses material from the Wikipedia article "London Underground". You can explore more on the Wikipedia website. The text and the images are used here only for educational purposes.

Questions

Now, answer the questions about the text.

1. The London Underground runs, as the name implies, all the time underground.

True.

False.

We don't know.

2. There are more than 275 stations.

True.

False.

We don't know.

http://www.gnu.org/copyleft/fdl.html

http://en.wikipedia.org/wiki/London_Underground

3. The sub-surface lines run about

five metres below the surface.

fifteen metres below the surface.

twenty metres below the surface.

4. The Waterloo & City line is the longest in the system.

True.

False.

We don't know.

5. Baker Street station is decorated with profiles of Sherlock Holmes' head.

True.

False.

We don't know.

6. It is estimated that there are

927 million passengers per day.

1 million passengers per year.

3 million passengers per day.

Isaac Newton

Sir Isaac Newton (25 December 1642 – 20 March 1727 by the Julian calendar in use in England at the time; or 4 January 1643 – 31 March 1727 by the Gregorian calendar) was an English physicist, mathematician, astronomer, philosopher, and alchemist; who wrote the Philosophiae Naturalis Principia Mathematica (published 5 July 1687), where he described universal gravitation and, via his laws of motion, laid the groundwork for classical mechanics. Newton also shares credit with Gottfried Wilhelm Leibniz for the development of differential calculus. However, their work was not a collaboration; they both discovered calculus separately but nearly contemporaneously. Newton was the first to promulgate a set of natural laws that could govern both terrestrial (earthly) motion and celestial motion. He is associated with the scientific revolution and the advancement of heliocentrism. Newton is also credited with providing mathematical substantiation for Kepler's laws of planetary motion. He would expand these laws by arguing that orbits (such as those of comets) were not only elliptic; but could also be hyperbolic and parabolic. He is also notable for his arguments that light was composed of particles. He was the first to realise that the spectrum of colours observed when white light was passed through a prism was inherent in the white light, and not added by the prism as Roger Bacon had claimed in the 13th century.

Newton also developed Newton's law of cooling, describing the rate of cooling of objects when exposed to air; the binomial theorem in its entirety; and the principles of conservation of momentum and angular momentum. Finally, he studied the speed of sound in air, and voiced a theory of the origin of stars.

This article is licensed under the GNU Free Documentation License. It uses material from the Wikipedia article "Isaac Newton". You can explore more on the Wikipedia website. The text and the images are used here only for educational purposes.

Questions

Now, answer the questions about the text.

1. Isaac Newton was born in...

1642.

1687.

1727.

2. He set the basis for classical mechanics.

True.

False.

We don't know.

3. He worked together with Leibniz to discover differential calculus.

True.

False.

We don't know.

4. Newton discovered that light is composed of particles.

True.

False.

We don't know.

5. He studied the speed of light in air.

True.

False.

We don't know.

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UNIVERSIDAD LIBRE



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DURACIÓN: 3 HORAS

BIBLIOGRAFÍA SUGERIDA: Aebersold, J. A., Field, M. L. (1998) From Reader to Reading Teacher. Cambridge: Cambridge Sttot, N. Helping Students Become Better Readers: Schema Theory Applications and Limitations. SALVATORE, Ramondino. Diccionario Inglés-Español



Estas guías están basado en el concepto de lectura que Devine (1986:65) define como: el proceso de utilizar la información sintáctica, semántica y retórica que se encuentra en el texto impreso para reconstruir en la mente del lector (utilizando el conocimiento del mundo que él o ella poseen, además de las habilidades cognitivas y de razonamiento) una hipótesis o explicación personal del mensaje que existía en la mente del escritor al momento de escribir el texto. Por otra parte incluiremos el modelo de lectura de Aebersold y Field (1988) que señalan que los principales participantes en el acto de lectura son: el lector, el texto y la interacción que se da entre ambos. El enfoque de estas guías está basado en estrategias y habilidades, los modelos interactivos de lectura, la teoría de los esquemas, los tipos de lectura, las estructuras retóricas y el papel que juega el vocabulario en el proceso de lectura. Ejercicios Propuestos Money Warm-up Word Study

Although Larry was polite, hardworking and helpful at work, his friends brought out the worst in him. With them he drank too much, got into trouble and threw away his money. He went everywhere seeking excitement. He usually found it at the racetrack, where he bet thousands of dollars on horse races.

Although his income was $60,000 a year, he never had enough money to pay his bills. There were many reasons he bet so much money, but the primary reason was for the excitement. His job gave him security, but the racetrack gave him danger and excitement. The lure of horses, money, shouting people and danger made him come back again and again.

One night he lost all of his money. He could not even afford a taxi ride home, let alone the horse he had wanted to buy. In one night, his life had gone from one extreme to the other, from wealth to total poverty. But he still could not stop betting money. He was compelled to sell his house. He was even forced to sell his car. Finally, he even swindled a stranger by selling a worthless ring for $500. Before this fmal act, he had been unaware how much he had changed. Now he finally saw what he had become. He had sold his soul to the devil.

Sentence Analysis Look at the sentence below. Choose the sentence following it which is closest in meaning. There is nothing that he won't do for money. (a) He will do nothing for money. (b) He won't do anything for money. (c) He will do anything for money. 1) Look at the first sentence of the reading. What does the writer mean by "madness"? Do you

think the passage will focus on money's positive or negative effects on people? 2) What are some crazy things that people do for money? 3) What do you think is the real reason people want money?

Reading

1) Check Your Comprehension A. What do the following words refer to? 2)it (line 9) 7) it (line 30) 3)him (line 11) 8) either (line 37) 4)they (line 18) 9) them (line 42) 5)he (line 22) 10) they (line 48) 6)they (line 29) 11) it (line 49)

7) wJw (line 29) 8) B. Find the words in the reading which have

approximately the same meaning as the words or phrases listed below.

1) togetherness (lines 5-10) 2) an item which can be bought or sold

(lines 5-10)

3) basically (lines 5-10) 4) without reason (lines 10-15) 5) the way people act (lines 15-20) 6) admitted doing something wrong

(lines 20-25) 7) compelled (lines 25-30) 8) visit again and again (lines 25-30) 9) bring together, save (lines 30--35)

10) extreme wealth (lines 30--35) 11) chase after (lines 35-40) 12) accepting ideas without questioning

them (lines 40-45)

C. Decide whether the following statements are true or false. Find the part of the article that supports your decision. 1) Money is valuable only because of what

people can do with it.

2) Many things control people more than money does.

3) Money can have good as well as bad effects.

4) Compulsive savers have more control over their actions than compulsive gamblers do.

5)More money always gives people a better lifestyle. 6)It is illogical to want one billion dollars. 7)The majority of people do not even question the value of money.

D.Read between the lines, and complete the statements by stating what the author implies.

1) It was surprising that the compulsive gambler lost

E.Without using a dictionary, try to guess the meanings

of the following words and phrases from the text. 1) claim

2) observe 3) compulsiv

e (paragraphs 4 & 5)

4) gambler (paragraphs 4 & 5)

5) bargain 6) provide it

for them Do you agree or disagree with the common belief that people who are richer are happier?

1)What is the "certain point" mentioned in line 33? 2)Do you agree or disagree with Heinrich Heine's and George Bernard Shaw's statements? Why? 3)How do you think people have become "indoctrinated" with the idea that money is important?

9)

Focus on Language 1 Both gamblers and bargain hunters show compulsive behavior. However, their compulsions are opposite: one group spends money while the other saves it.

Comparison Contrast

also but in contrast to

on the one hand

both although neverthele on thein the same even on the whereassimilarly however yet while

EXERCISE I Use the linkers in parentheses to complete the sentences below. - About 36,000 people in New York live in cardboard

Boxes or in warehouse doorways. - You can buy a sweater on the sidewalk for $10. - Some apartments rent for $4,400 a month. - On some streets, you can see kids without shoes asking for money. - You can see women wearing diamonds walking past beggars. - Some shops offer women's dresses for $800 or more.

10) 11)

Focus on Language 2

Making comparisons: comparative forms of adjectives and adverbs; as ... as, the same as When we compare two people or things, we talk about their similarities and differences. Compulsive gamblers think money is more important than their families. In some ways, compulsive savers are the same as compulsive gamblers.

Compare the following. Try to make more than one comparison in the same sentence. Example: Tokyo/Mexico City Tokyo is more populated than Mexico City, but Mexico City is at a higher altitude. 1)an elephant / a lion 2)the USSR/the People's Republic of China 3)living on a farm/living in the city 4)oranges/chocolate cake 5)baseball/soccer 6)driving a car/riding a bike 7)playing tennis/watching tennis 8)women/men 9)T. V ./books 10)being a soldier/being a boxer Working Together 1

Fill in the second column in the chart below. Then talk to your partner and fill in the third column. More that, write a paragraph comparing and contrasting the two of you. When you have finished, exchange papers with your classmates. Read aloud the paragraph you receive for the rest of the class to guess who wrote it.

You Your Partner Age Physical characteristics: (Height weight color of

Hair, length of hair, etc.)Hobbies Favorite food Favorite film Reason for learning English

Language Summary

J. Paul Getty was richer Howard H h(much) For some people, money

is (a lot) more important than Anything else.

Many foreign cars are less expensive American ones. Howard Hughes was not as rich as J.

P l G tt

COMPARATIVE SUPERLATIVE Other two-syllable adjectives more helpful than the most helpful

Two-syllable adverbs 1 more slowly than the most slowly

more efficient than the most efficient Words with three or more syllables more carefully than the most carefully

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UNIVERSIDAD LIBRE FACULTAD DE INGENIERÌA DEPARTAMENTO DE ... · PDF fileDEPARTAMENTO DE CIENCIAS ... - Busque en la X una palabra que termine en consonante no pronunciada o un verbo