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Inglés I - Aero - 2019

Inglés aeronáutica

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0% found this document useful (0 votes)

69 views59 pages

Inglés I - Aero - 2019

Inglés aeronáutica

Uploaded by

Sergio

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

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INGLÉS I

Ingeniería
Aeronáutica

Directora de Cátedra: Mg. Nancy L. Fernández

Equipo docente: Trad. Púb. Mónica Echeverría

Trad. Púb. Alejandra Ludman
Lic. Lidia Giromini
Lic. Nancy Rotchen

2019
CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019

MÓDULO 1

CLASES 1 a 4

Objetivos:

1. Reconocer los tipos de discurso y sus funciones a partir de pautas no

lingüísticas.
2. Relacionar texto e imagen.
3. Formular hipótesis sobre la fuente textual (origen), el receptor (destinatario)
y el efecto buscado (función retórica).
4. Reconocer signos no lingüísticos, tipográficos y elementos gráficos como
guía de lectura.
5. Anticipar contenidos sobre las hipótesis ya elaboradas.
6. Activar esquemas de contenidos textuales y específicos.
7. Sistematizar los contenidos textuales como guía de lectura.
8. Aplicar estrategias de lectura para reconocer términos transparentes y
repetidos.
9. Presentarse en contextos informales y formales.

Actividades

1. Observe el texto Aircraft engineers look to bird world for a new and
improved wing designs.

Aircraft engineers look to bird world for new and improved wing designs
By: Kerry Reals - London
Source:
09 Aug 2010

Aircraft wing designers have drawn their inspiration from birds since the
dawn of aviation. But engineers are still finding ways of improving design
based on examples found in the ornithological world.

Airbus senior manager of flight physics research David Hills says the European
manufacturer has used nature "as a mentor" in the design of the A350 XWB's
wings. "Conditions change - aircraft take off with full tanks of fuel so the amount of
lift needed decreases. So what you'd like to do is have a series of wings, each
optimised for different conditions. This is what we're trying to do with the variable
camber and differential flaps," he says. "If you look to birds you see them do this

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019
all the time, especially in long-duration flights. They are twisting and bringing their
wings in to adapt to conditions. This is what we're doing with the A350 XWB."

Since the development of the A320, Airbus has designed the flight-control system
to automatically alleviate the effect of sudden gusts of wind, taking its inspiration
from the wing feathers of birds, which act in the same way. Airbus has been
continually improving this design, and Hills says that "on the A350 XWB it is at a
point of significant refinement".

In the world of unmanned air vehicles, one team of engineers has designed a
morphed wing prototype which uses in-built shape memory alloy actuators that
deform the shape of the wing when heated (Flight International, 20-26 July).
Inspiration for this design was drawn from birds, as the University of Toronto's
Professor Shaker Meguid, who is heading the morphed wing research programme,
explains. He says: "To achieve flight mission adaptability, birds change the size and
shapes of their wings.

"We are trying to use similar principles to morph aircraft wings to make them highly
adaptable. A bird glides for maximum lift and folds its wings for reduced drag. This
is the basic principle adopted from birds that prompted us to focus on wing
planform."

Trees also played a part in inspiring the design because they have the ability to
morph the shape of their leaves to decrease heat loss. "One could also mimic the
shape and morphing characteristics of a leaf and apply them to an aircraft wing to
optimise the aerodynamic characteristics of the wing," says Meguid.

He believes the technology behind the UAV morphed wing design could eventually
be applied to civil aircraft, and claims that "some of the big airplane manufacturers
are already interested in this technology and current research is being done to
implement morphed wings". He adds: "The fact that morphing wings will be used in
commercial aircraft is certain; the only unknown is when this will happen. Most
likely it will be in the near future."

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019
Hills disagrees, pointing out that unlike military aircraft, commercial airliners "do
not need to drop like a stone, so we don't have the need" for morphed wings.
However, while wing morphing on civil aircraft is out, wing twisting is something
that is under consideration.

"We are looking at wing twisting," says Hills. "This is keeping the planform similar
and using smart materials to change the shape of the wing. We are looking at
whether there are enough benefits to progress with it."

2. Establezca su fuente textual, sus posibles destinatarios y el (los)

efectos(s) buscado(s).

3. Subraye en el texto las palabras transparentes y las palabras

repetidas.

4. Ahora lea atentamente el siguiente texto y complete el diagram a

continuación:

Computer Applications

Computers can help students perform mathematical operations and solve difficult questions.
They can be used to access the Internet, teach courses such as computer-aided design, language
learning, programming, mathematics, etc. PCs (personal computers) are also used for
administrative purposes: for example, schools use databases and word processors to keep
records of students, teachers and materials.

Computers store information about the amount of money held by each bank client and enable
staff to access large databases and to carry out financial transactions at high speed. The also
control the automatic cash dispensers which, by the use of a personal coded card, dispense
money to clients.

Airline pilots use computers to help them control the plane. For example, monitors display data
about fuel consumption and weather conditions. In airport control towers, computers are used to
manage radar systems and regulate air traffic. On the ground, airlines are connected to travel
agencies by computer. Travel agents use computers to find out about the availability of flights,
prices, times, stopovers and many other details like travel vouchers, etc.

(Extraído y adaptado de Infotech. English for computer users de S. R. Esteras. CUP. 2003)

COMPUTERS APPLICATIONS

PCs

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019

- ¿Qué se ha formado a partir de este diagrama?

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

ILUSTRACIONES

Muchos textos informativos usan diferentes clases de ilustraciones. Además de

darle al texto una apariencia más atractiva, las ilustraciones son una parte integral
del texto.

Las palabras expresan las ideas en forma simbólica. Por su parte, las ilustraciones
pueden expresar los mismos conceptos en forma más directa. Una representación
visual bien pensada puede valer más que mil palabras. Las formas más comunes de
ilustraciones son las siguientes:

1. GRÁFICAS Y TABLAS: Son especialmente útiles para presentar información

numérica.
2. MAPAS Y PLANOS: Tienen como propósito ubicar al lector geográficamente
en un lugar determinado.
3. DIAGRAMAS: Son dibujos y esquemas que facilitan la comprensión del
funcionamiento de un sistema o parte de él.
4. FOTOGRAFÍAS Y DIBUJOS: Se utilizan con frecuencia para crear un
ambiente, o hacer más emotiva o inmediata una situación. Inclusive pueden
llegar a reemplazar la lectura casi por completo, como es el caso de las tiras
cómicas o foto-novelas ilustradas, que expresan las ideas por medio de
cuadros más que de palabras.

El texto The Gearbox ejemplifica un tipo de ilustración: un diagrama que fue

extraído de un manual de mantenimiento para vehículos.

A partir de la observación del mismo, escriba en cada uno de los espacios ✓ o X. La

ilustración:

1. Está estrechamente ligada con el texto. _____

2. Es virtualmente explícita por sí misma. _____

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019

3. Se puede usar para obtener información. _____

4. Es difícil de entender si no va acompañada de un texto. _____

5. Contiene claves que requieren explicaciones. _____

The Gearbox
… now transmit the drive to output shaft B, with a suitable reduction ― about
2:1 in the illustration.

Figure 10.2 Engaging gear by means of a dog clutch ― this arrangement

provides top gear plus one other gear ratio.

Follow through this description carefully, with reference to the diagram. You
will find that the principle involved is really quite simple! A four-speed
gearbox uses the same principle, but is rather more complicated since more
ratios are required.

1. Subraye en el texto las palabras conocidas, las transparentes y las

repetidas.

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019

PRESENTACIONES INFORMALES Y FORMALES:

INTRODUCING YOURSELF

Lea los siguientes diálogos:

Lucas: Hi! I’m Lucas. And you?

María: I’m María.
L: Nice to meet you, María.
M: Nice to meet you too. Looks like we’ll be mates in the English course.
L: Great.

Mr. Smith: Good morning. I’m Mr. Smith, the sales manager. How do you do?
Marcos: How do you do? I’m Marcos Acosta, the new sales advisor.
S: It’s your first day at work, right?
M: That’s correct.
S: Let me show you around so you can meet everyone.
M: Sure. It’ll be a pleasure.

Actividades

1. ¿Cuáles expresiones reconoce para presentarse de manera informal y formal?

2. ¿Cuáles serían los equivalentes en español?

3. Pair-work: Write a dialogue with your peer and introduce yourselves to each
other.

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019

MÓDULO 2

CLASES 5 a 8

Objetivos:

1. Elaborar hipótesis de lectura y contenido.

2. Reconocer elementos lingüísticos como guía de lectura para la elaboración
de hipótesis de contenido.
3. Activar esquemas de contenidos textuales y específicos.
4. Relacionar texto y gramática.
5. Sistematizar contenidos textuales como guía de lectura.
6. Reconocer las relaciones entre las partes del texto a partir de la cohesión
léxica: cadena léxica.
7. Reconocer campo léxico.
8. Identificar diferentes textos expositivos descriptivos.
9. Reconocer los elementos sintácticos principales del texto: bloque verbal y
bloque nominal.

Actividades

1. Lea los textos 1, 2 y 3. Formule una hipótesis de contenido para cada uno a
partir de los títulos, el tipo y forma de letra utilizados en los mismos.

2. Confirme o modifique sus hipótesis.

A. ¿En qué se basó para hacerlo?

B. ¿Cómo están organizados los textos?

3. Busque las palabras repetidas y transparentes en cada texto. Resáltelas.

4. Señale el tópico (tema desarrollado) de cada texto.

A. ¿En qué se basó para identificarlo?

B. Entre los términos resaltados, ¿cuáles se relacionan con el tópico del

texto?

5. Establezca la función discursiva predominante de cada texto.

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019
Texto 1
- ¿Describe? ¿Qué?
- ¿Define? ¿Qué?
- ¿Explica? ¿Qué?

Texto 2
- ¿Describe? ¿Qué?
- ¿Define? ¿Qué?
- ¿Explica? ¿Qué?

Texto 3
- ¿Describe? ¿Qué?
- ¿Define? ¿Qué?
- ¿Explica? ¿Qué?

6. Subraye el (los) verbo(s) principal(es) en cada cláusula de cada texto.

7. Subraye en cada texto todas las frases nominales e indique el núcleo de cada
una de ellas.

TEXTO 1

LIFT

Lift is the force that directly opposes the weight of an airplane and holds the airplane in the
air. Lift is generated by every part of the airplane, but most of the lift on a normal airliner is
generated by the wings. Lift is a mechanical aerodynamic force produced by the motion of
the airplane through the air. Because lift is a force, it is a vector quantity having both a
magnitude and a direction associated with it. Lift acts through the center of pressure of the
object and is directed perpendicular to the flow direction. There are several factors which
affect the magnitude of lift.

Lift occurs when a moving flow of gas is turned by a solid object. The flow is turned in one
direction, and the lift is generated in the opposite direction, according to Newton's Third
Law of action and reaction. Because air is a gas and the molecules are free to move
about, any solid surface can deflect a flow. For an aircraft wing, both the upper and lower
surfaces contribute to the flow turning. Neglecting the upper surface's part in turning the
flow leads to an incorrect theory of lift.

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019

TEXTO 2
Propulsion

Propulsion deals primarily with one force--thrust. The most common aircraft engine is the
five-stage gas-turbine engine. These jet engines consist of an inlet--or diffuser--a multi-
stage axial compressor, a combustion chamber, a turbine, which drives the compressor,
and a nozzle. The first four stages add energy to the airflow as it passes through the
engine and the last stage converts that energy to thrust. Large passenger jets typically
use a variant of the engine called a turbofan. In this engine, a portion of the airflow from
the first stage of the compressor is bypassed around the combustion chamber through a
separate nozzle to generate thrust.

TEXTO 3

General Aviation

All aircraft activity not associated with major airlines or the military. Among all
classifications of aviation in the United States, general aviation consists of the largest
number of aircraft and pilots and accounts for the largest number of flying hours.

Of the more than 220,000 active general aviation aircraft registered by the Federal Aviation
Administration (FAA), almost 80% are single-engine vehicles powered by intermittent-
combustion engines. Although many of these aircraft carry fewer than three passengers at
speeds below 150 mi/h (240 km/h), most can carry four to six passengers at speeds up to
200 mi/h (320 km/h). Approximately 11% of the general aviation fleet are twin-engine
aircraft, powered by intermittent-combustion engines and capable of cruising at speeds of
180–250 mi/h (290–400 km/h) with six to ten passengers.

In addition, approximately 6000 multiengine aircraft are powered by turboprop engines and
4500 by turbojet or turbofan power plants. Jet aircraft employed within general aviation
usually carry from five to fifteen passengers, depending on the model, with a crew of two
pilots. Turboprop aircraft may also be flown by two pilots, although this is not required for
all models; passenger capacity typically ranges from six to nine.

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019

TEXTOS TÉCNICO-CIENTÍFICOS EXPOSITIVOS:

LA DEFINICIÓN Y LA DESCRIPCIÓN

LA DEFINICIÓN

Existen en el discurso técnico-científico diferentes tipos de definiciones. En términos

generales, hay dos categorías: la definición simple (a) y la definición compleja o
expandida (b).

Ejemplos:

a) Computers are electronic machines.

b) A computer is a machine capable of executing instructions on data which stores

its own instructions, to make it possible to perform many operations without
the need for a person to type in new instructions each time.

La definición compleja no solo define un término u objeto de manera completa, sino

que además incorpora otras funciones retóricas como la descripción o la clasificación.

Ejemplo:

A computer is an electronic machine capable of executing instructions on data. The

distinguishing feature of a computer is its ability to store its own instructions. This
ability makes it possible for a computer to perform many operations without the
need for a person to type in new instructions each time. Thus, it consists of two
major parts, memory and the central processing unit (CPU), which communicate
through a set pf parallel electrical connections called the bus. The bus also
connects to input-output devices such as a screen, a keyboard, and disk drives.

Los exponentes lingüísticos más recurrentes de la definición en inglés son:

1) is / are (es / son)

2) is / are called (se llama / se llaman)
3) is / are defined as (se (lo/la) define como / se (los/las) definen como)
4) means / mean (significa / significan)
5) is / are known as (se lo/la conoce como / se los/las conoce como)
6) refers / refer / is o are referred to as (refiere(n) a / se lo/la refiere como
/ se los/las refiere como)
7) can be defined as (se lo/la/los/las puede definir como / puede/pueden
definirse como)

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019
Actividades

1. En los textos 1, 2 y 3 anteriores, ¿qué tipo de definiciones puede reconocer?

Justifique su respuesta.

2. Transcriba al español las definiciones que encontró en cada texto.

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

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019

DESCRIPCIÓN DE LA FAMILIA:
DESCRIBING YOUR FAMILY

Lea el siguiente texto:

My family is a typical family: my parents, a brother and myself – Miguel. My

mother is a nurse and works in a hospital. My father is an engineer and works
for a big construction company. My brother Tom is still at school. Tommy is 12
and loves playing football. I think that’s what he wants to do for the rest of his
life! As for me, I’m 22, single and studying Aeronautical Engineering at UTN.

Actividades

1. Conteste las siguientes preguntas en inglés:

a) Does Miguel have a large family?

b) What does his mother do?

c) What’s his father’s occupation?

d) How old is his brother?

e) What does Tommy like doing?

f) Has Miguel got a job?

g) Is he married?

h) What does he do?

2. Describe YOUR family in a paragraph of no more than 10 lines.

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019

MÓDULO 3

CLASES 9 A 12

LA DESCRIPCIÓN

La función retórica descriptiva se clasifica en tres tipos. Cada uno de ellos posee
características distintivas y un conjunto de propósitos definido: a) la descripción física,
b) la descripción de función, y c) la descripción de proceso.

La descripción física describe las características físicas de un objeto y las relaciones

espaciales de las partes del objeto entre sí y con todo el conjunto, como así también
todo el conjunto con otros objetos relacionados. Las características físicas más
frecuentes son la dimensión, el tamaño, el peso, el material, el volumen, el color, y la
textura. En general, las descripciones físicas van de lo general a lo particular, con
términos como above (arriba de), below (debajo de), in the center (en el centro de), to
the right (a la derecha de), near (cerca de), etc. La manera más sencilla de presentar
una descripción física es por medio de una ilustración con indicaciones acerca de las
distintas partes o componentes. Tal descripción frecuentemente precede a una
descripción de proceso o de función.

La descripción de función involucra el propósito que tiene algún dispositivo (o

maquinaria) y cómo las partes de esa máquina trabajan u operan de manera
independiente, entre sí y con todo el conjunto. Esta clase de descripción está asociada
frecuentemente con la relación lógica causalidad / resultado. El tiempo verbal presente
se usa en este tipo de descripción.

La descripción de proceso se la puede categorizar como un tipo de descripción de

función y se refiere a una serie de pasos o etapas que se interrelacionan entre sí ya
que cada paso (excepto el primero) es dependiente del anterior y así sucesivamente.
Además, todos los pasos convergen hacia un objetivo determinado. Este tipo de
proceso exige el uso de la forma imperativa del verbo (imperative form). También se
pueden emplear el verbo modal should (debería / es aconsejable) y su forma negativa
shouldn’t / should not (no debería / no es aconsejable) y el verbo modal can
(puede/n).

Actividades

A. La descripción física

1. Observe la siguiente descripción de una motherboard.

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019

1. Front Audio Connector

2. CD-IN Connector
3. Back Panel I/O Connectors
4. Power Connector (4pin)
5. Socket AM2 for AMD Sempron /Athlon 64 / Athlon 64 FX / Althlon 64 X2 Processor FSB: Up to 1
GHz Bandwidth
6. NB Chipset: nForce 6100-430
7. DDR2 DIMM Slots Each DIMM supports 256MB/512MB/1GB/2gb DDR2 533/667/800
8. CPU Fan Header
9. IDE Connector
10. 5.1-Channels HD Audio
11. S/PDIF-OUT Connector
12. Printer Port Connector
13. Floppy Disk Drive Connector
14. System Fan Header
15. Front Panel Connector
16. SATA Connectors
17. Clear CMOS Header
18. PCI Slots
19. PCI-Express x16 Slot
20. USB 2.0 Connectors
21. Power Connector (24 pins)

2. Conteste las siguientes preguntas utilizando la ilustración y su clave.

a. ¿Dónde se encuentra la conexión delantera de audio?

b. ¿Esta motherboard tiene conector de puerto de impresora?

c. ¿Dónde se encuentra el conector de energía de 24 pines?

d. ¿Esta motherboard tiene conector para disquette?

La descripción física rara vez está totalmente desconectada de una descripción de otro
tipo. En este caso, muchas de las funciones de las partes indicadas en la descripción se
sobreentienden. Quizás la manera más común de ofrecer una descripción física en un
texto informativo es por medio de un diagrama.

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019

THE DRY CELL

+
The dry form of the Leclanché cell, which a
has an e.m.f. of 1.5V, is the primary cell most d
commonly used today. The positive pole consists
of a carbon rod surrounded by a mixture of carbon
powder and manganese dioxide. This mixture e
acts as the depolarizer, (a mixture of substances b
that prevent polarization and the consequential
reduction in potential difference: p.d.). At the top f
of the carbon rod is a brass cap, which acts as c
the positive terminal. The carbon rod and the
mixture of carbon powder and manganese dioxide
which are contained in a porous gauze bag, are _
placed in a zinc container, and the space between Dry primary cell
the bag and the container is filled with the electrolyte,
which consists of a paste of ammonium chloride and zinc chloride. The zinc container acts as the
negative pole. The top of the cell is closed with a sealing compound.

1. Subraye en el texto las oraciones que presenten una descripción física.

2. Relea el texto y complete la información en el diagrama con los siguientes

términos: positive pole, carbon rod, zinc container, brass cap, electrolyte,
sealing compound.

B. La descripción de proceso

La descripción de proceso busca aclarar las fases y/o interrelaciones de una secuencia.
Este tipo de descripción también puede ofrecerse a través de diagramas (casi siempre
incluyendo flechas para indicar generalmente flujo o movimiento, incluida también la
secuencia).

1. Observe el diagrama que aparece a continuación y lea el texto que lo acompaña.

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019

COOLING IN SUMMER
In air-to-air heat pumps, a temperate, gaseous refrigerant (1) from inside the house flows
through a compressor (2), which compresses it into a hot gas. Outside air drawn across it
whisks away heat, condensing it into a liquid (3). The liquid flows back into the house and
through an expansion valve, which turns it into a cold gas (4). Fans blow warm air from
inside the house across the gas inside an evaporator, cooling the air, which is sent back to the
house. The warmed gas heads out to the compressor and the cycle repeats.

2. Conteste las siguientes preguntas después de observar con cuidado el diagrama.

a. ¿Los diagramas de proceso suelen ser más sencillos o más complejos que los
diagramas de descripción física?

Son más ______________

c. ¿De dónde cree que fue extraído este texto? De un libro

- para ingenieros?
- de mecánica?
- de diseños tecnológicos?

C. La descripción de función

La descripción de función es una descripción del propósito del todo o de las diferentes
partes de un elemento, y frecuentemente se encuentra acompañada de una
descripción física y/o de proceso.

TEXTO 1

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019

Spoiler
A plate, series of plates, comb, tube, bar, or other device that projects into the airstream
about a body to break up or spoil the smoothness of the flow, especially such a device that
projects from the upper surface of an airfoil, giving an increased drag and a decreased lift.
Spoilers are normally movable and consist of two basic types: the flap spoiler, which is
hinged along one edge and lies flush with the airfoil or body when not in use, and the
retractable spoiler, which retracts edgewise into the body. In some cases, spoilers are
linked to the ailerons and work in unison with the ailerons for improved lateral control at
low speeds. In some aircraft, they have replaced ailerons. The spoilers are used as
airbrakes, lift dampers, and a means of lateral control.

TEXTO 2

Propulsion
Propulsion is the science of designing an engine to propel (push) a vehicle forward or
up. For aviation there are two types of propulsion: air breathing and rocket propulsion.
(This does not include propeller driven aircraft.) They both work on the principle of
pushing high velocity (speed) exhaust gases out the back end (reaction thrust principle), but
they are different in one important way. An air-breathing engine uses the airstream it is in
to help with propulsion. This saves fuel also. A rocket engine is made for traveling in
space, where there is no air, so it must carry all of its fuel (propulsive power) internally, An
air-breathing engine will have an inlet and an outlet, while the rocket will be closed in the
front and only have an exit (outlet). In general, an air-breathing engine will use less fuel
than a rocket for the same thrust (push).

TEXTO 3

Stabilizers and Elevators

At the rear of the fuselage of most aircraft one finds a horizontal stabilizer and an elevator.
The stabilizer is a fixed wing section whose job is to provide stability for the aircraft, to
keep it flying straight. The horizontal stabilizer prevents up-and-down, or pitching, motion
of the aircraft nose. The elevator is the small moving section at the rear of the stabilizer that
is attached to the fixed sections by hinges. Because the elevator moves, it varies the amount
of force generated by the tail surface and is used to generate and control the pitching
motion of the aircraft. There is an elevator attached to each side of the fuselage. The
elevators work in pairs; when the right elevator goes up, the left elevator also goes up.
The elevator is used to control the position of the nose of the aircraft and the angle of attack
of the wing. Changing the inclination of the wing to the local flight path changes the
amount of lift which the wing generates. This, in turn, causes the aircraft to climb or dive.

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019
Actividades

1. Lea cada texto y subraye todos los verbos conjugados. ¿Qué característica(s)
tienen en común?

2. ¿Qué tipo de descripción ofrecen?

3. ¿Cuál es la función retórica predominante en cada texto?

4. Transcriba al español una característica/atributo de:

a. spoiler:

b. momento angular: / Propulsion

c. disimetría de sustentación: / Stabilizers and elevators

5. ¿Cuáles son los 2 tipos de spoilers? Explíquelos de manera sintética.

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

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019
LA COMPARACIÓN:
MAKING COMPARISONS

Lea el siguiente cuadro:

COMPARATIVE AND SUPERLATIVE ADJECTIVES

ADJECTIVE COMPARATIVE FORM SUPERLATIVE FORM

ONE- new newer (than) the newest
SYLLABLE large larger (than) the largest
ADJECTIVES big bigger (than) the biggest
hot hotter (than) the hottest

TWO- dirty dirtier (than) the dirtiest

SYLLABLE noisy noisier (than) the noisiest
ADJECTIVES happy
ENDING IN
“Y”
TWO- modern more modern (than) the most modern
SYLLABLE interesting more interesting (than) the most interesting
ADJECTIVES difficult
NOT
excited
ENDING IN
popular
“Y” AND
THREE OR
MORE
SYLLABLE
ADJECTIVES
IRREGULAR good better (than) the best
ADJECTIVES bad worse (than) the worst

Complete las oraciones a continuación:

a. UTN offers multiple technical resources for all programmes and it has some of
…………………………………………………… (modern) laboratories in the country.
b. Which is ……………………………………… (good) university in Argentina?
c. Some private universities are ……………………………… (cheap) ………………… others.
d. Where is …………………………………………… (old) university in Europe?
e. Which is ……………………………………………………… (difficult) to study, Physics or Maths?
f. Is gold ...................................... (important) metal in world?
g. Steel nails are ...................................... (good) common nails.

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019
MÓDULO 4
CLASES 13 a 16

TEXTOS INSTRUCTIVOS

La función básica de los textos instructivos es explicar cómo desarrollar cierta

actividad. Estos tipos de texto suelen seguir una secuencia ordenada lógica. La
presentación de los textos instructivos es variada. Podemos encontrar instrucciones
no-verbales, instrucciones que combinan elementos visuales y verbales, y textos
instructivos exclusivamente verbales.

Actividades

Texto 1

1. Lea el siguiente texto tomado de un instructivo para aparatos eléctricos y conteste

las preguntas a continuación del mismo.

Usage Precautions for the PS-180 Power Unit

CAUTION:
Be sure to set this unit on a firm, stable, horizontal surface. Product may break or cause injury if it falls.
To ensure safety, please unplug this product prior to leaving it unused for an extended period.
Be sure to push the end of a power cable all the way into the AC inlet. The fitting on the cable should
make contact with the back of the inlet.
Confirm that the package includes the power unit. If the power unit is damaged or incomplete, contact
your dealer for assistance.

Labels

WARNING: SHOCK HAZARD - DO NOT OPEN.

CAUTION: FOR INDOOR USE ONLY. DO NOT USE THIS AC ADAPTER FOR ANY
PRODUCTS OTHER THAN THOSE SPECIFIED BY EPSON.

Notes on Usage
1. Always supply power directly from a standard power outlet.
2. Set the power unit so that its label side is facing down.
3. Do not connect to electrical outlets close to devices that generate voltage fluctuations or electrical
noise. In particular, stay clear of devices that use large electric motors.
4. Always connect the DC cable before plugging the power cable into the wall outlet.
5. When disconnecting power, always unplug the power cable from the wall outlet before
disconnecting the DC cable.
6. When disconnecting the DC cable, hold it firmly at the connector area. Do not tug on the cable
itself.
7. To clean the unit, wipe with a dry or slightly moistened cloth. Never clean the unit while it is
plugged into the wall outlet.
8. Do not clean the unit with thinner, benzine, or alcohol.

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019
9. Never attempt to stretch the cables to enable a connection. The power cable and DC cable must
have adequate slack at all times during use.
10. Never allow the power unit to hang from the power cable or DC cable.
11. Do not place metallic parts (such as fasteners) in contact with the DC cable.
12. Do not connect the unit to a table tap or extension cable.

2. La función de las palabras en mayúsculas y negritas es:

a. advertir
b. informar
c. dar instrucciones

3. El efecto de los números es:

a. sugerir un orden cronológico

b. sugerir un orden de relativa importancia
c. separar y enfatizar cada punto

4. La frase To ensure safety indica:

a. cuándo
b. para qué
c. cómo tomar las precauciones indicadas

5. ¿Qué palabra se utiliza en los ítems 7, 9 y 10 para sustituir y enfatizar la idea de Do

not (por ejemplo, do not use).

6. Lea el siguiente texto instructivo y responda las preguntas a continuación:

Texto 2
Holding the Mouse

 Hold the sides of the mouse with your thumb, ring finger and pinkie.
 Place your index finger on the left button, middle finger on the right button.
 Rest your wrist on the desk or mouse pad.
 The mouse stays on the mouse pad. You can lift the mouse to move it when you
run out of room on the pad.

The mouse Right-handed user Left-handed user

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019

Moving the Mouse

 Slowly slide the mouse around on the mouse pad. Watch what happens to the
arrow on the screen.

The mouse should always

be pointing away from you. Do not turn the mouse sideways!

Clicking

 Clicking is one way of sending commands to the computer.

 To click, gently press and release the left mouse button.
 Be careful not to move the mouse while you are clicking.

Fuente: http://northville.lib.mi.us/tech/tutor/welcome.htm

a. Decida el tema del texto por las imágenes, los títulos, las palabras repetidas y las
trasparentes.

b. El tema del texto se relaciona con una parte del cuerpo. Escriba en las fotografías
todo el vocabulario relacionado con esa parte del cuerpo y mencionado en el texto.

c. ¿Qué frase se utiliza para mencionar el lugar en el que se apoya el mouse?

d. Las instrucciones bajo el título "Holding the mouse" no se corresponde con una de
las fotos que se encuentran intercaladas con el mismo. ¿Cuál es dicha fotografía?
Explique su respuesta.

e. Transcriba al español la expresión run out of room. Tenga en cuenta la noción dada
por el verbo can y el marcador de tiempo when.

f. Subraye todos los verbos en modo imperativo y transcríbalos al español.

g. Distinga las diferentes instrucciones, recomendaciones, precauciones, etc. y

marque de qué forma se expresan cada una de ellas.

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019

h. Observe la terminación -ly en ciertas palabras y transcriba al español las palabras

y/o frases que contienen dicha terminación.

i. Marque las frases que contienen palabras terminadas en -ING e indique como leería
dicha palabra. Por ejemplo: Holding the mouse: sostén del ratón; cómo
sostener/agarrar/tomar el ratón; sostener/usar el ratón.

j. Intente dar un significado a la palabra way en la frase Clicking is a way of sending

commands to the computer. ¿Cree usted que puede leerse como "camino"?
Explique su posición al respecto.

k. Identifique una instrucción que responda a la forma "propósito + acción".

l. Subraye la oración que contiene la palabra do e indique si funciona como un verbo

de contenido (con significado) o simplemente es un auxiliar.

m. Encuentre en el texto el verbo opuesto a press  ...................................

n. ¿En qué ocasión hay que tratar de no mover el mouse?

 Relea los verbos remarcados. Dichos verbos son verbos modales.

VERBOS MODALES:
MODAL VERBS

VERBOS MODALES

1. Los verbos modales siempre preceden al verbo lexical.

You will probably feel very nervous before a job interview.

2. Los verbos modales siempre se invierten con el sujeto en la cláusula interrogativa.

Can you speak any foreign languages?

3. Los verbos modales normalmente no indican tiempo.

Students may enroll in any course they choose.

4. Los verbos modales indican la actitud del hablante.

You should consider all the pros and cons before enrolling for an evening course.

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019

A continuación, lea la lista de verbos modales con sus significados:

CAN: Habilidad/Posibilidad

MAY Posibilidad

SHOULD: Advertencia/Recomendación/Sugerencia

WILL Probabilidad/Certeza/Promesa

MUST Obligación

HAVE/HAS TO Obligación

MIGHT Posibilidad remota

COULD Posibilidad

NEED TO Necesidad urgente

MUSTN’T Prohibición

CAN’T Imposibilidad/Prohibición

WOULD Situación hipotética/Suposición

Actividades

1. Elija la opción más apropiada para cada situación:

a. If you want to be a good student of Engineering, you MAY/HAVE TO study hard.

b. Because of space limitations, there NEED TO/CAN’T be more than 30 students

per classroom.

c. With early registration, students CAN/CAN’T get a vacancy.

d. Governments SHOULD/MIGHT gather together and design a global plan to help

the poor.

e. Students WOULD/MUSTN’T become fluent speakers of English if they practised

the language every day.

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019

2. Conteste las siguientes preguntas:

a. What can you do?

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

b. What should you do when you have a problem with English?

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

c. What will you do next summer holidays?

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

d. What can’t you do in the classroom?

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

e. What would you do if you were a millionaire?

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

f. What do you have to do every day?

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

g. What might happen if there were no problems in the world?

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

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019
DESCRIPCIÓN DE RUTINA:
DESCRIBING ROUTINE

Lea el siguiente texto:

Willy studies Aeronautical Engineering at the university. He gets up at 6.30 am

every day because he has to go to work. He works in a motor company from
8.00 to 16.00. After he takes his breakfast and has a shower, he drives his
father’s car to the factory. He is very happy with his job because he can
connect his studies with his tasks in the company. He doesn’t have much free
time but when he can, he meets his friends or goes out with his girlfriend who
also attends university classes, but her programme is Industrial Engineering.
On weekends, they have lunch together or go dancing, and sometimes they
study for the university.

Actividades

1. Conteste las siguientes preguntas en inglés:

a) What does Willy do?

b) What time does he get up?

c) Why does he have to get up so early?

d) Does he work part-time?

e) Has he got a car of his own?

f) Why does he not have much free time?

g) What does he do in his free time?

h) Does he have a girlfriend?

i) What does she do?

j) What do they do at the weekend?

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019

2. Describe YOUR routine in a paragraph of no more than 10 lines.

3. Describe a friend’s/relative’s routine in a paragraph of no more than 10 lines.

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019

MÓDULO 5

CLASES 17 a 20

Coherencia y Cohesión

La coherencia está ligada a la posibilidad de dar sentido, es lo que hace que un texto
tenga sentido para los usuarios, debiendo por tanto entenderse como un principio para
interpretar el texto, en una situación de comunicación que tiene que ver con la
capacidad del receptor para decodificar y construir su sentido.

El modo natural e intuitivo de encarar la coherencia de los textos es a partir de la

comprensión.

La cohesión tiene que ver con el modo en el que los componentes de la superficie
textual se conectan entre sí, en una secuencia lineal, por medio de señales de
dependencia de diferentes clases. En términos más específicos, la cohesión es la
representación sintáctica, semántica y pragmática de los procesos de conectividad
señalados en el texto. Estos elementos pueden estar implícitos o explícitos. En el
primer caso sólo se tratará de enlaces semánticos o pragmáticos, pero que aseguran
una ligazón lingüística significativa. En cuanto a los elementos cohesivos explícitos, los
mismos aparecen en la superficie textual.

Proponemos una clasificación de cohesión que incluye tres categorías: gramatical,

lexical y léxico-gramatical. Dentro de la cohesión gramatical reconocemos a tres
mecanismos: referencia, sustitución y elipsis.

La cohesión referencial es aquella en que un elemento de superficie del texto remite

para su interpretación a otros elementos incluidos en el mismo texto. Es decir, en la
referencia hay identidad absoluta entre el elemento referido y su referente textual.

Ejemplos:

 The CPU directs and coordinates the activities that take place within the
computer system. It (the CPU) is a unit built into a single microprocessor chip.

 Most computer programmers make a plan of the program before they

(programmers) write it (the program).

La sustitución es el reemplazo de un término lexical por otro de la misma clase. Es

decir, el ítem que sustituye siempre se “redefine” de alguna manera respecto del ítem
sustituido.

Ejemplos:

 Helena Smith is an expert IT engineer. The woman (La mujer) has published 6
manuals.

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019

 This plotter draws excellent pictures. The device (El dispositivo) is the new
version by Microsoft.

 There are several ways in which a computer can be adapted for the disabled.
One (Una de esas maneras) is employing adapted keyboards. Others (Otras
maneras) are head pointers and Morse-code systems.

La elipsis consiste en la omisión o ausencia de un ítem lingüístico. Es decir, lo que

está omitido no significa “no dicho” sino al contrario “entendido de todos modos”.
Básicamente, sirve para evitar la redundancia en la comunicación de información.

Ejemplos:

 In this chapter you will learn about six different types of printers. Two (types
of printers) are complex and have the best print quality.

 BASIC is a general-purpose high-level programming language, (that / which

was) originally designed to develop programs in conversational mode.

Dentro de la cohesión lexical reconocemos a la repetición del mismo ítem lexical (muy
frecuente en los textos técnico-científicos), la sinonimia (sustitución de una palabra por
otra cuyo significado es igual o semejante, por ejemplo: command  order), y las
palabras de referencia generalizada (por ejemplo: objects / things / stuff / theory /
place).

Dentro de la cohesión léxico-gramatical reconocemos a los conectores lógicos. Los más

comunes en el discurso técnico-científico son los:

1. adversativos o de contraste: marcan una oposición o contraste

2. de adición: agregan información o amplifican información dada
3. de causa o razón: anuncian una causa o razón
4. de consecuencia: anuncian un efecto

Cabe aclarar que la causa y la consecuencia pueden estar ligadas entre sí en una
misma cláusula. También la relación causal puede revertirse, es decir, primero
aparece el efecto y luego la causa.

5. de secuencia: marcan un ordenamiento de sucesos o acontecimientos

6. témporo-espaciales: localizan acciones en el tiempo y en el espacio. También
pueden establecer el orden de los acontecimientos.
7. de propósito: marcan el motivo o propósito de las acciones.

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019

CONECTORES

Adversativos Adición Causa / Consecuencia Secuencia Témporo- Propósito

(o de razón espaciales
Contraste)
However, and (y) Because So At first, When In order to
(Sin (porque) (Entonces) (Al (Cuando) (para, con
embargo) principio,) el
propósito
de)
but (pero) Besides, as Therefore, First, While So as to
(Además) (como) (Por lo tanto,) (En primer (Mientras)
lugar,)
Although Moreover, Due to Thus, Second, At the In order
(Aunque) (Además) (Debido (Así,) (En segundo same time, that
a) lugar,) (Al mismo
tiempo,)
Despite What’s Owing As a Then, After that, So that
(A pesar de) more, (Aún to consequence, (Luego,) (Después
más) (Debido (Como de lo
a) consecuencia,) anterior)
In spite of Furthermore, since As a result, Next, Before
(A pesar de (Más aún) (ya que) (Como (Luego) that,
que) resultado de lo (Antes de
anterior) lo que
sigue)
Nevertheless, In addition, Finally,
(No obstante) (Además) (Finalmente,)

Actividades

1. Las siguientes oraciones han sido seleccionadas de diferentes fuentes porque

ejemplifican usos de referencia relativamente sencillos. Léalas cuidadosamente,
identifique los referentes mencionados e indique a qué o a quién(s) hacen
referencia.

a) For her discovery of radium, the Committee awarded Madame Curie the Nobel
Prize for Chemistry, she being the first woman to receive it.

For her discovery ...........................................................................................

she being .....................................................................................................
to receive it ..................................................................................................

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019

b) Light is a form of energy. This can be shown because, as with all other forms of
energy, it can be changed from one sort to another. Figure 84 shows a solar cell
with light falling on to it. Solar cells contain the metals selenium and gold which
convert light energy into electrical energy. They are used on artificial satellites to
provide electrical energy for radio equipment.

This can be ...................................................................................................

it can be changed ...........................................................................................
from one sort to another ................................................................................
falling on to it ................................................................................................
and gold which convert ..................................................................................
They are used ...............................................................................................

c) Elevator hydraulic shutoff switches isolate the selected hydraulic system pressure
from the elevator power control unit. This is done by electrically closing the
respective elevator hydraulic shutoff valve.

This is done ..................................................................................................

d) A diffuser operates on the principle of physics stated by Bernouilli’s Theorem

which says that at any point in a tube (or a gas passage) through which liquid (or
gas) is flowing, the sum of the pressure energy, the potential energy, and the
kinetic energy is constant.

Theorem which says ......................................................................................

through which liquid ......................................................................................

e) Acids turn litmus paper red and this provides a simple test of whether a solution
is acid or not.

and this provides ...........................................................................................

f) It was Frank Whittle, a British pilot, who designed the first turbo jet engine in
1930. The first Whittle engine successfully flew in April 1937. This engine featured a
multistage compressor, and a combustion chamber, a single stage turbine and a
nozzle. The first jet airplane to use this type of engine was the German Heinkel
He178. It was the world’s first turbojet powered flight.

pilot, who designed ........................................................................................

This engine featured .......................................................................................

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019

to use this type of engine ..............................................................................

It was the world’s ...........................................................................................

2. A continuación lee las siguientes oraciones, identifica los conectores lógicos e indica que tipo de
relaciones lógicas establecen.

a. The piston engine and the gas turbine develop thrust in the same way because they burn a
combustible mixture of fuel and air.

b. Huge quantities of air enter the case through the front opening, then the air that remains after
the burning process is exhausted through the rear opening.

c. As soon as the gases leave the turbine section. they are expelled to the outside air through
the exhaust duct and the jet nozzle.

d. Many accidents happen due to people’s carelessness.

e. Education can reduce accidents, so it is important that all personnel receive training in basic
safety.

f. Aircraft must be always pressurized because the difference of pressure in the air can damage
structures.

g. Seat belts provide protection because they prevent injuries and they reduce danger of
fractures.

h. The case is built in several sections because it makes easier to assemble and disassemble
the engine.

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019

DESCRIPCIÓN DE ESTUDIOS PREVIOS:

DESCRIBING PREVIOUS STUDIES

Lea el siguiente texto:

I’m Antonio Andrade. I’m a fresher student of Aeronautical Engineering at UTN.

Before I started the university, I graduated as a technician in computing from
a technical school. The course lasted six years. Although it was difficult at the
beginning, in the end I liked it a lot. I didn’t have a favorite subject but I was
really good at maths. My secondary school experience was positive because it
gave me the possibility to follow my vocation, and now I can connect my
previous studies with my current program. I think that I have the necessary
basic qualifications in the area to continue learning and become a proficient IT
engineer.

1. Subraya los verbos en pasado.

2. Conteste las siguientes preguntas:

a) What is Antonio studying now?

b) What did he study in high school?

c) How long did the course last?

d) Was the course easy?

e) Did he like the course?

f) What subject did he like most?

g) Why was he able to follow his vocation?

h) What does he want to become?

2. Write about your previous studies in a paragraph of no more than 10 lines.

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019

MÓDULO 6

CLASES 21 a 24

Objetivos:

1. Elaborar hipótesis de lectura y contenido.

2. Reconocer elementos lingüísticos como guía de lectura para la elaboración de
hipótesis de contenido.
3. Activar esquemas de contenidos textuales y específicos.
4. Relacionar texto y gramática.
5. Sistematizar contenidos textuales como guía de lectura.
6. Reconocer los elementos que caracterizan al texto expositivo.
7. Identificar marcadores de definición y de descripción.
8. Reconocer tópico y extensión.
9. Reconocer las relaciones entre las partes del texto escrito.
10. Identificar los mecanismos de referencia y sustitución.
11. Identificar las relaciones de cohesión presentes en el texto expositivo.

Actividades

1. Lea el texto Engineers Look to the Birds for the Future of Unmanned Aerial Vehicles

2. Señale en cada parte del texto el tópico respectivo.

3. Marque en cada parte la oración tópico y su extensión.

4. Establezca la función discursiva predominante del texto.

5. Observe las palabras resaltadas y diga a qué se refieren:

a. their (3er párrafo)

b. she (3er párrafo)

c. that (3er párrafo)

d. their (4to párrafo)

e. her (4to párrafo)

f. it (4to párrafo)

6. Identifique un conector de razón/causa y uno de contraste. Sintetice brevemente

las dos ideas que cada uno de ellos conectan.
a. RAZÓN/CAUSA:

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019

b. CONTRASTE:

Engineers Look to the Birds for the Future of Unmanned Aerial Vehicles

ScienceDaily (June 7, 2011) — Engineers at UC San Diego are mimicking the

movement of bird wings to help improve the maneuverability of unmanned aerial
vehicles (UAVs). UAVs are often used for surveillance of a fixed target in military
and civilian applications.

In order to observe a stationary target, a fixed wing UAV must remain airborne over the object,
thus expending energy for propulsion and reducing operational time. In addition, the aircraft
may need to loiter at significant altitudes to avoid detection, and thus require complex sensors
to observe the target far below. Rotary wing aircraft may be able to land on a perch for
surveillance, but are generally less efficient for cruising flight than a fixed wing solution. A fixed
wing aircraft capable of spot landing on a perch (top of a pole, building, fence, etc.) would be an
ideal solution capable of efficient cruising and versatile landing for longer surveillance missions.
Because the target is nearby, simple sensors could be used onboard the perched aircraft.

The problem of perching has already been solved by nature. Birds routinely land on small
surfaces, using wing morphing and flapping techniques. The UC San Diego engineers, led by
mechanical and aerospace engineering professor Tom Bewley and graduate student Kim
Wright, analyzed in slow motion several videos of birds landing to generate a working
hypotheses for how wing morphing and flapping can be used for spot landing.

"One of the key behaviors observed in the birds was their use of wing sweep for pitch control in
both forward flight and stalled landing approaches," she said. "Birds can move their wings in a
myriad of ways, providing a level of aerodynamic control that is unmatched by UAVs," Wright
said.

To verify their hypotheses, Wright and her team built a small remote controlled UAV with
variable wing sweep and tested it using computer modeling, and an onboard microcontroller as
a flight data recorder. Their initial testing validated the concept of using wing sweep for pitch
control of the aircraft.

The biologically-inspired aircraft design is similar in scale to the birds the engineers observed
(barn owl, hawks, large parrots, crows) and has similar wing loading and airfoil characteristics.
The fuselage and tail surfaces of the prototype UAV were primarily constructed from balsa
wood and foam using standard hobby aircraft construction techniques. The wings were formed
using composite construction utilizing carbon fiber, fiberglass, high density foam, and rip stop
nylon. Carbon fiber tubing was used for the shoulder joint structure, and fiberglass
reinforcement was used in heavily stressed areas on the fuselage.

Future research could address combining wing twist, flapping, or other wing morphing aspects
of the perching problem that UAVs currently have. Being able to perch UAVs autonomously on
features in the environment (tree tops, buildings, telephone poles, etc...), and then to take off
again as required, is an immensely valuable and significantly increases mission duration.

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7. "maneuverability" deriva otras palabras de éste sustantivo y luego escribe

oraciones con ellas.

a. ...................................... b. ............................................

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

8. Busca en el texto un sinónimo de "aircraft" ..................................

9. Transcribe el título del texto al español.

10. Transcribe al español los siguientes bloques nominales:

a. unmanned aerial vehicle

b. Rotary wing aircraft

c. wing morphing and flapping techniques

d. The biologically-inspired aircraft design

e. standard hobby aircraft construction techniques

f. in heavily stressed areas on the fuselage

11. Conteste las siguientes preguntas:

a. ¿Qué está haciendo y con qué objeto, el grupo de ingenieros de la UC San

Diego?

b. ¿Qué tipo de avión, sería el mejor, para realizar observaciones prolongadas?

c. ¿Cómo elaboraron las suposiciones Wright y su grupo?

d. ¿Para qué se usan los UAVs?

e. ¿Qué materiales se usaron para la construcción del prototipo UAV? Describa

brevemente.

f. ¿Qué comportamiento clave se observó en las aves?

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019

ENTREVISTAS DE TRABAJO:
JOB INTERVIEWS

Lea el siguiente diálogo:

Human Resources Manager: Tell me about yourself.

You: Well, my programme is Electronics Engineering at the National Technological
University. I’m a sophomore. At the moment, I’m attending my last three subjects
from third year and two from fourth. Also, I’m currently working as a junior assistant
in a private organization which offers no possibility for promotion.
HRM: And why do you want to work here?
You: I know that your company has the best reputation and a training record so employees
can have real learning opportunities.
HRM: Right. And what are your expectations for a change in jobs?
You: I’m looking to take the next step in my future career, and embark on a new challenge.
As I told you, there is little chance for progression in my current job.
HRM: What is the most difficult aspect about you?
You: Well, I’m a very competitive person and want to be the best. However, if I’m part of a
team, I can work collaboratively towards common goals.
HRM: Give me three adjectives that describe you best.
You: I am cooperative, responsible and diligent.

Preguntas más frecuentes:

 Please tell me a little about yourself.

 What have you learned from your past jobs?
 Why did you leave your last job?
 Tell me about your last position and what you did.
 Where would you like to be in 5 years from now?
 Why are you applying for this post?
 What are the key tasks for an Aeronautical engineer?
 What are your strengths and weaknesses?
 What are the top 3 skills for an Aeronautical engineer?
 How would you measure your job performance of your position?
 What do you know about this company?
 Can you describe two or three major trends in your area?
 What qualifications have you attained?
 What is the skill you have learned recently?

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019
 Why do you want this job?

Actividades

1. ¿Qué cree que se indaga en cada pregunta de la lista anterior?

2. Lea las siguientes preguntas y busque las respuestas correspondientes.

a) Q: Can you describe yourself? ......

b) Q: Tell me about your educational background. ......
c) Q: What are your weaknesses? ......
d) Q: What are your salary expectations for this job? ......
e) Q: What do you do in leisure? ......
f) Q: What is the thing you dislike the most in the world? Why? ......
g) Q: What does success mean to you? ......
h) Q: Do you want to ask anything from us? ......

1) If selected, how will my role as well as performance be measured and by

whom?

2) Salary is certainly not a criterion for better opportunity but then it should be
at par with the present industry norms.

3) I am a hardworking and ambitious person and appreciate responsible and

serious people.

4) During my leisure hours I prefer browsing the internet, listening to music,

meeting/chatting with my friends and doing sports.

5) I graduated from UTN, Regional Faculty in Haedo, as an Electronics Engineer

last year.

6) I believe that communication is a major problem. We seldom like to hear but

feel great given the chance to speak. If we can accommodate the thoughts of
the other individual or what others are saying, then we could bring in a huge
change. Even in a company, if proper communication is followed, then the
productivity could be increased and ideal time may be reduced to a large
extent.

7) I am too much focused on my work; you can even say that I am a workaholic!
So, I think that I should get some time out for my family and hobbies.

8) Success is a win-win situation to me. I would always like to take my client,

fellow workers and my company with me along my success path. In world
everyone is somewhere dependent and related to one another, so success
cannot be individual result it has to be a group result.

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019

3. ¿Cuáles otras preguntas pueden aparecer en una entrevista laboral?

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019

MÓDULO 7

CLASES 25 a 28

Palabras terminadas en –ING

El sufijo –ING es muy común en inglés. Puede aparecer de diferentes maneras y cada
una de ellas cumple una función sintáctica y comunicativa distinta.

Casos de –ING:

1) FUNCIÓN VERBAL: BE + VERBO BASE + ING = ANDO/ENDO/IENDO. Esta –ING

representa el aspecto progresivo del verbo en inglés y describe una acción incompleta.

Ejemplos:

a. Researchers are now trying to speed up circuitry functions through the use of
superconductivity.

b. The object is moving and so it has the capacity to work.

2) FUNCIÓN SUSTANTIVA: (PREMODIFICADOR) + SUSTANTIVO NÚCLEO -ING +

(POSTMODIFICADOR). Esta –ING representa un sustantivo.

Ejemplos:

a. Swimming is a popular sport.

b. The manufacturing of integrated circuits started in the late 1950s when the
first integrated circuits were developed.

3) FUNCIÓN ADJETIVA: PREMODIFICADOR DE UN SUSTANTIVO: -ING + SUSTANTIVO

NÚCLEO. Esta –ING representa un adjetivo.

Ejemplos:

a. Diodes let current through in one direction. This is useful if the input signal is an
alternating current.

b. An optical mouse uses a pair of light-emitting diodes (LEDs).

4) FUNCIÓN ADJETIVA: POSTMODIFICADOR DE UN SUSTANTIVO: SUSTANTIVO

NÚCLEO + -ING. Esta –ING se traduce como “que + verbo conjugado”.

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019
Ejemplos:

a. Resistors are used to reduce the current flowing through other components.

b. Who is the man sitting next to Prof. Jones?

5) FUNCIÓN ADVERBIAL: (BY) + VERBO + ING. Esta –ING normalmente anuncia el

modo o manera de hacer algo.

Ejemplos:

a. You can vary the amount of resistance in a circuit by using a variable resistor.

b. Everyone can become a fluent user of English by practising the language

regularly.

6) FUNCIÓN COMO INFINITIVO: (PREPOSICIÓN) + VERBO + -ING. Esta –ING se

traduce como verbo infinitivo, aunque en algunos casos también se puede traducir
como sustantivo.

Ejemplos:

a. Moving things can be described as energy which enables them to do work.

b. Audio amplifiers are used for amplifying an electrical signal.

c. Instead of watching TV, you can help me with this task!

7) FUNCIÓN ADVERBIAL TEMPORAL: WHEN/WHILE + VERBO + ING. Esta ING se

traduce como verbo conjugad e el tiempo presente.

Ejemplos:

a. When working on Microchip's instrumentation amplifiers (INAs), engineers can

improve data acquisition applications.

b. The company provides services to help engineers and developers make

electronic hardware projects while offering cost-effective manufacturing
resources.

8) FUNCIÓN ADVERBIAL CAUSAL/de EFECTO: Esta ING generalmente está precedida

de una coma, después de una cláusula, y se traduce como “lo cual provoca/causa +
sustantivo” o “causando + sustantivo/provocando que”.

Ejemplos:

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019
a. Thermal management under high heat flux is crucial, developing high-power
light-emitting diode (LED) applications.

b. Stretchable electronics is a new emerging class of electronics, enabling a range

of new applications, for example, cyber skin for robotic devices.

Actividades

1. Lea el texto sobre un nuevo avión no tripulado.

2. Transcriba el título al español.

3. ¿Cómo se fabricó el SULSA?

4. ¿Qué tipo de elementos se pueden fabricar con la sinterizadora mencionada en el

texto?

5. ¿Qué técnicas se usaron para armar el avión?

6.¿Cuáles son las ventajas de la sinterización?

7. ¿Qué beneficio ofrece el ala elíptica?

8. ¿Cuál es la desventaja del ala Spitfire?

9. Describa las características físicas del SULSA.

Engineers Fly World's First 'Printed' Aircraft

ScienceDaily (July 28, 2011)

Engineers at the University of Southampton have designed and flown the

world's first 'printed' aircraft, which could revolutionise the economics of
aircraft design.

The SULSA (Southampton University Laser Sintered Aircraft) plane is an unmanned air vehicle
(UAV) whose entire structure has been printed, including wings, integral control surfaces and
access hatches. It was printed on an EOS EOSINT P730 nylon laser sintering machine, which
fabricates plastic or metal objects, building up the item layer by layer.

No fasteners were used and all equipment was attached using 'snap fit' techniques so that the
entire aircraft can be put together without tools in minutes.

The electric powered vehicle aircraft, with a 2-metres wingspan, has a top speed of nearly 100
miles per hour, but when in cruise mode is almost silent. The aircraft is also equipped with a
miniature autopilot developed by Dr Matt Bennett, one of the members of the team.

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019
Laser sintering allows the designer to create shapes and structures that would normally involve
costly traditional manufacturing techniques. This technology allows a highly-tailored aircraft to be
developed from concept to first flight in days. Using conventional materials and manufacturing
techniques, such as composites, this would normally take months. Furthermore, because no
tooling is required for manufacture, radical changes to the shape and scale of the aircraft can be
made with no extra cost.

This project has been led by Professors Andy Keane and Jim Scanlan from the University's
Computational Engineering and Design Research group.

Professor Scanlon says: "The flexibility of the laser sintering process allows the design team to re-
visit historical techniques and ideas that would have been prohibitively expensive using
conventional manufacturing. One of these ideas involves the use of a Geodetic structure. This
type of structure was initially developed by Barnes Wallis and famously used on the Vickers
Wellington bomber which first flew in 1936. This form of structure is very stiff and lightweight, but
very complex. If it was manufactured conventionally it would require a large number of individually
tailored parts that would have to be bonded or fastened at great expense."

Professor Keane adds: "Another design benefit that laser sintering provides is the use of an
elliptical wing planform. Aerodynamicists have, for decades, known that elliptical wings offer drag
benefits. The Spitfire wing was recognised as an extremely efficient design but it was notoriously
difficult and expensive to manufacture. Again laser sintering removes the manufacturing constraint
associated with shape complexity and in the SULSA aircraft there is no cost penalty in using an
elliptical shape."

SULSA is part of the EPSRC-funded DECODE project, which is employing the use of leading edge
manufacturing techniques, such as laser sintering, to demonstrate their use in the design of UAVs.

The University of Southampton has been at the forefront of UAV development since the early
1990s, when work began on the Autosub programme at its waterfront campus at the National
Oceanography Centre, Southampton. A battery powered submarine travelled under sea ice in more
than 300 voyages to map the North Sea, and assess herring stocks.

Now, the University is launching a ground-breaking course which enables students to take a
Master's Degree in unmanned autonomous vehicle (UAV) design..

10. ¿Qué significa "wingspan"? ...............................................

Busca un sinónimo, luego escribe dos oraciones.

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

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

11. "manufacturing" deriva otras palabras de éste sustantivo y luego escribe

oraciones con ellas.

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019
a. ...................................... b. ............................................

c. ...................................... d. ............................................

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

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

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019
12. Complete el siguiente cuadro con la traducción en el casillero correspondiente de
las palabras terminados en –ING según su función en el texto. La primera está
resuelta a modo de ejemplo.

base + ing ando, infinitivo sustantivo adjetivo adjetivo función

endo, (pre (post adverbial
iendo modificador) modificador)
sintering ------ aglutinar ------ aglutinadora ------ ------
(párrafo 1)

building
(párrafo 1)

manufacturing
(párrafo 4)

tooling
(párrafo 4)

engineering
(párrafo 5)

using
(párrafo 6)

manufacturing
(párrafo 6)

using
(párrafo 7)

launching
(párrafo 10)

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019

RELATOS DE EXPERIENCIAS PASADAS

A PAST LIFE / EXPERIENCE...
(SIMPLE PAST FOR EVENTS)

1. Lea los dos textos a continuación. Observe las formas verbales

resaltadas.

This is a story about my 18th birthday. It happened two years ago. That day
was the inter-class football competition as well as my birthday and I was
selected to play in the match. Our class played against a very strong
opponent. Everyone felt very excited about this and my mates forgot about
my birthday, so I wasn’t very happy about this. We tried our best in the
match but we lost, so I was very disappointed because of two reasons: the
other team beat us and my mates didn’t remember my birthday. But
suddenly, my friends took out many cans of spray cream after the match and
they sprayed it on me so my face and my hair were full of cream! And they
said ‘Happy birthday!’ and I was very surprised and glad at the same time.

Yesterday I went out with my friends. I didn’t see them all because some of
them had to study for their university exams. We went to a pub and drank
beer. The place was full of people and there was a band that played rock. We
also met some classmates from the university there. The band wasn’t really
good because they sang just few songs, but we spent a good time together.
We even took some photos that we later posted in Facebook! It was great
fun.

2. Elabore preguntas sobre cada uno de ellos utilizando el tiempo pasado.

Texto 1:

a. ………………………………………………………………………………………………………………………………
b. ………………………………………………………………………………………………………………………………
c. ………………………………………………………………………………………………………………………………
d. ……………………………………………………………………………………………………………………………
e. ………………………………………………………………………………………………………………………………

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019
Texto 2:

g. ……………………………………………………………………………………………………………………………
g. ………………………………………………………………………………………………………………………………
h. ………………………………………………………………………………………………………………………………
i. ………………………………………………………………………………………………………………………………
j. ……………………………………………………………………………………………………………………………

3. Write about a past anecdote/experience in about 10 lines.

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019

MÓDULO 8

CLASES 29 a 32

LA VOZ PASIVA

En inglés, en general, la oración tiene esta estructura:

SUBJECT + VERB + THE REST OF THE INFORMATION

Ejemplo: The company selects the best applicants for the job.

El sujeto The company ejecuta la acción de seleccionar y es el sujeto activo. Pero si

queremos focalizar nuestra atención en la acción, usamos la voz pasiva.

Ejemplo: The best applicants for the job are selected by the company.

La estructura de la voz pasiva es la siguiente:

PASSIVE SUBJECT + BE (IS/ARE/WAS/WERE/WILL (etc.) BE) + PAST PARTICIPLE

Ejemplos:

a. Experience is required for the job. (“Se require experiencia para el trabajo”.)

b. Competent students are usually selected for the best internships. (“Usualmente
se seleccionan alumnos competentes para las mejores pasantías.”

c. The vacant jobs were advertised in yesterday’s newspaper.

d. Tim will be hired if his application is admitted.

e. CVs are carefully read by Human Resources recruiters.

f. You can succeed if you are given a opportunity.

Actividades

1. Transcriba al español las siguientes oraciones:

a. The bipolar transistor is bipolar because both electrons and holes are involved in
the conduction process.

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019
b. The field-effect transistor was patented by the German scientist Julius Lilienfeld
in 1926.

c. Applicants for a job are usually called for an interview.

d. Candidates can be tested with an examination.

e. Today silicon rectifiers are used almost exclusively because they have a low cost
and a high reliability.

f. The expansion bus consists of a series of slots to which the expansion boards are
connected.

g. America was discovered by Christopher Columbus in 1492.

2. Lee el siguiente texto y subraya las estructuras verbales pasivas, ¿de qué tipo son?
Tradúcelas.

Turbofans

Although the market for jet engines encompasses myriad product variations, engines
generally can be classified in one of two categories: turbojet or turbofan. Economically
driven design changes in the latter are the most significant factor behind the current
surge in the use of composites. The reasons are easily traced to differences in the way
each engine type functions.

Both engine types operate in much the same way. Air is captured by the engine inlet.
The incoming air entering the turbojet is fed into a rotating compressor before being
sent to the combustion chamber where the compressed air is mixed with fuel and
ignited. The high-temperature gas expands as it passes through the turbojet's turbine,
creating the engine's forward propulsive force and providing power to the compressor
at the front of the engine.

The turbofan engine is a modified turbojet, featuring a large fan section mounted on
the front of the core turbine, with an additional turbine in the rear, all connected by a
common axle or shaft. Turbofan engines differ in that the front-mounted fan section
(sometimes referred to as the cold section) drives some of the incoming air into the

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019
engine's compressors but diverts the rest of the airflow around the engine core and out
of the tail of the engine structure. This "bypass" airflow provides a second source of
thrust — similar to that provided by the propeller on a turboprop engine. The ratio of
the air that goes through the core to the air that the bypasses the engine core is a
critical design parameter and is referred to as the bypass ratio.

DESCRIPCIÓN DE PLANES/ANHELOS:
TALKING ABOUT YOUR FUTURE PLANS

1. Lea el siguiente texto:

Although the future is uncertain, I know what I will do. I want to

become an engineer and work in a company. I am going to study hard
so I can get good marks and be best qualified in my field. If I have the
opportunity to apply for a scholarship, I will do it because I would like to
continue my training abroad like in Germany or Japan. I will also go on
with my English studies as it will help me achieve better professional
goals.

Perhaps, I will get married and raise a family, but that is not a priority
now.

2. What are YOUR plans for the future? Describe them in a paragraph of about 10
lines.

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019

APPENDIXES

MODELOS DE PARCIAL ESCRITO

Modelo 1

1. Lee el siguiente extracto sin detenerte ante las palabras resaltadas. Luego,
contesta las preguntas con información proveniente del texto.

TURBOJECTS
The basic idea of the turbojet engine is simple. Air taken in from an opening in
the front of the engine is compressed to 3 or 12 times its original pressure in
compressor. Fuel is added to the air and burned in a combustion chamber to
raise the temperature of the fluid mixture to about 1,100°F to 1,300°F. The
resulting hot air is passed through a turbine, which drives the compressor. If
the turbine and compressor are efficient, the pressure at the turbine discharge
will be nearly twice the atmospheric pressure, and this excess pressure is sent
to the nozzle to produce a high-velocity stream of gas which produces a
thrust. Substantial increases in thrust can be obtained by employing an
afterburner. It is a second combustion chamber positioned after the turbine
and before the nozzle. The afterburner increases the temperature of the gas
ahead of the nozzle. The result of this increase in temperature is an increase of
about 40 percent in thrust at takeoff and a much larger percentage at high
speeds once the plane is in the air.

a) ¿Qué es un motor turbojet?

b) ¿A qué se denomina posquemador?

c) ¿Cuál es la función del posquemador?

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019

2. Subraya los verbos en infinitivo "TO + BASE" ¿Cuáles indican propósito?

Traduce la(s) oración(es) que lo(s) contiene(n).

3. Busca en el texto una comparación. Traduce la oración que la contiene.

¿Qué grado indica?

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

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

4. Busca en el texto un verbo modal. Indica su función: ...................................

Traduce la oración que lo contiene.

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

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

4. Traslada al español los siguientes bloques nominales:

a) A high-velocity stream of gas

b) The pressure at the turbine discharge

c) Substantial increases in thrust

d) a much larger percentage at high speeds

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019

Modelo 2
1. Lee el siguiente extracto sin detenerte ante las palabras resaltadas. Luego,
contesta las preguntas con información proveniente del texto.

Aerospace engineering

Aerospace engineering is the branch of engineering that concerns aircraft,

spacecraft, and related topics. Aerospace engineering was originally known as
aeronautical engineering and dealt only with aircraft. The broader term “aerospace
engineering" has replaced the former in most usage, as flight technology advanced to
include craft operating outside Earth’s atmosphere. In analogy with “aeronautical
engineering" the branch is sometimes referred to as astronautical engineering,
although this term usually only concerns craft which operate in outer space.

Modern flight vehicles must undergo severe conditions such as differences in

atmospheric pressure and temperature, or heavy structural load applied upon vehicle
components; numerous matters must be taken into account. Consequently, they are
usually products of complex synthesis of various technologies and sciences, including
but not limited to aerodynamics, materials science and electronics. The knowledge and
the process of combining these various branches of studies are what is collectively
known as aerospace engineering. This complex characteristic keeps a single aerospace
engineer from involving in the entire task; rather, aerospace engineering is conducted
by a team of engineers, each specializing in their own branches of science. The
development and manufacturing of a flight vehicle is basically a process to carefully
balance and compromise between the abilities, performance, available technology and
costs.

1. ¿Qué aspectos tiene en cuenta la ingeniería aeroespacial?

2. ¿A qué tipo de situaciones se someten las aeronaves actuales?

3. ¿Por qué la expresión “ingeniería aeroespacial” reeplazó al término “ingeniería

aeronáutica”?

4. En el primer párrafo hay una comparación. ¿Qué se compara? ¿Cuál es el grado

de comparación?

2. ¿A qué se refieren las siguientes palabras?

1. the former (párrafo 1)

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019
2. they (párrafo 2)

3. ¿Qué tipo de relación lógica establecen los siguientes conectores? Sintetiza

las dos ideas que cada uno de ellos conecta.

1. although (párrafo 1)

2. Consequently (párrafo 2)

4. Traduce los siguientes bloques nominales:

1. products of complex synthesis of various technologies and sciences

2. Modern flight vehicles

5. Completa el siguiente cuadro con la traducción en el casillero

correspondiente de las palabras terminados en –ing según su función en el
texto. La primera está resuelta a modo de ejemplo.

base + ing ando, infinitivo sustantivo adjetivo Adjetivo

endo, (pre (post Función
modificador) modificador)
iendo adverbial

operating ------ ------ funcionamiento ------ ------

(línea 5)
combining
(línea 13)
involving
(línea15)
specializing
(línea 16)
manufacturing
(línea 17)

6. Subraya las estructuras verbales pasivas y tradúcelas.

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CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019

LIST OF IRREGULAR PAST VERBS

INFINITIVE PAST SPANISH

PAST
FORM PARTICIPLE TRANSLATION
be was/were been ser; estar
become became become llegar a ser
begin began begun comenzar
break broke broken romper
bring brought brought traer
build built built construir
buy bought bought comprar
catch caught caught atrapar
choose chose chosen elegir
come came come venir
cost cost cost costar
cut cut cut cortar
do did done hacer
draw drew drawn dibujar
dreamt dreamt
dream soñar
(or dreamed) (or dreamed)
drink drank drunk beber
drive drove driven conducir
eat ate eaten comer
fall fell fallen caer
feel felt felt sentir
fight fought fought pelear
find found found encontrar
fly flew flown volar
forget forgot forgotten olvidar(se)
get got got obtener; llegar
give gave given dar
go went gone ir
grow grew grown crecer; cultivar
hang hung hung colgar

56
CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019
have had had tener
hear heard heard oír
hit hit hit golpear
sostener algo o
hold held held
una idea
hurt hurt hurt doler; lastimar
guardar;
keep kept kept
mantener
know knew known saber, conocer
lead led led guiar
learnt learnt aprender;
learn
(or learned) (or learned) enterarse de algo
leave left left partir; abandonar
lend lent lent prestar
let let let permitir
perder algo o el
lose lost lost
tiempo
lie lay lain yacer, recostarse
make made made hacer; fabricar
mean meant meant significar
meet met met encontrarse con
malinterpretar,
misunderstand misunderstood misunderstood
no comprender
pay paid paid pagar
put put put poner, ubicar
read read read leer
remake remade remade rehacer
rewrite rewrote rewritten rehacer
ride rode ridden cabalgar
ring rang rung sonar
run run run correr
say said said decir
see saw seen ver
sell sold sold vender
send sent sent enviar
set set set establecer; fijar
shake shook shaken sacudir, agitar
show showed shown mostrar
(or showed)
shut shut shut cerrar

57
CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019
sing sang sung cantar
sit sit sit sentarse
sleep slept slept dormir(se)
smell smelt smelt oler
(or smelled) (or smelled)
speak spoke spoken hablar
spend spent spent gastar; pasar el
tiempo, etc.
stand stood stood estar de pie
steal stole stolen robar
swim swam swum nadar
take took taken tomar; llevar
teach taught taught enseñar
tell told told decir; contar
think thought thought pensar; creer
understand understood understood entender
wake (up) woke (up) woken (up) despertar(se)
wear wore worn vestir
win won won ganar
write wrote written escribir

58
CÁTEDRA INGLÉS NIVEL I – INGENIERÍA en AERONÁUTICA – 2019

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