Estrategias para la compresión de textos en ingles

Estrategias para la compresión de
textos en ingles
Universidad Juárez Autónoma de Tabasco
División Académica Multidisciplinaria De Los Ríos
Estudio en la duda. Acción en la fe.
Asignatura: Estrategias para la comprensión de textos en ingles
Catedrática: Castillo Palma Cecilia Guadalupe
Desarrollador: Manuel Eli Medina García
Periodo: Agosto 2015-Enero 2016.

ELABORADOPOR: MANUEL ELI MEDINA GARCIA
ÍNDICE
Topic 1.Cognates.................................................................................................................... 2
Topic2.Prefixes and suffixes .................................................................................................. 4
Topic3.Monolingual Dictionary ............................................................................................... 5
Topic4.Technical vocabulary.................................................................................................. 9
Topic5. Sustantives Phrases.................................................................................................10
Topic6.Pronouns....................................................................................................................11
Topic.7 Conjunctions .............................................................................................................16
Topic.8 Subordinated.............................................................................................................19
Topic 9 Simple, complex, compound sentences..........................................................................20
Topic 10 Active Voice & Passive Voice........................................................................................21
Topic 11 Skimming and Scanning...............................................................................................22
Topic 12 Técnica PQ4R ........................................................................................................27

Topic 1.Cognates
True cognate.
Are words similar in different languages. / Son palabras similares en diferentes
idiomas:
Example 5
True cognate Spanish
Elephant Elefante
Excellent Excelente
Person Persona
Family Familia
instructions introducciones
False cognate.
Are words similar and different meaning/ Son palabras similares en diferentes
significado:
Example 5
False cognate Spanish False cognate English
Dinner cena Dinero Money
Record registro recordar remember
Actual Real o verdadero actual current
advertirse anunciar Advertir warn
Advice Consejos Aviso notice
Act: text
The Bald Eagle
The bald Eagle is North American bird of prey. It is our national bird and a symbol
of the United States. The bald eagle has played a prominent role in our nation´s
history. The founding fathers liked to compare the new republic to that of Rome, in
which images of eagle were often used. They chose to include the bald eagle in
the design for the Great seal of the United States, it appears on most of the Great

Seal of the United States, and it appears on most of the government´s official seals
and on several coins. In those images, its head is usually turned toward an olive
branch held in the right claw, symbolizing peace. The left claw clasps several
arrows, symbolizing war.
Cognate- true Signification
Symbol Símbolo
History Historia
American Americano
National Nacional
Rome Roma
Images Imágenes
Official Oficial
Symbolizing Simbolización
Significance Significado
declaration Declaración
Independence Independencia
Civilizations Civilizaciones
Cultures Culturas
consider Considerar
Central Central
religious Religioso
Spiritual espiritual

Topic2.Prefixes and suffixes
Prefixes
A prefixes is a word part added to the beginning of a root word/ Es una parte de
una palabra que se agrega a al inicio de una palabra raíz.
Prefixes chart Prefix Pre meaning Word meaning
Exwife ex Ex hace referencia algo antiguo Ex esposa
exboyfriend ex Ex hace referencia algo antiguo Ex novio
indirect in In,no,sin Indirecto
inadequate in In,no,sin Inadecuado
biodiversity bio Bio relación con la biologia Biodiversidad
misrepresent mis mal Falsificar
redirect re Otra vez Re direccionado
disarms dis negación Desarmado
Suffixes
A suffix is a Word part added to the end of a root word/Es la parte de una palabra
que se agrega al final de una palabra.
Suffixes chart Suffix Pre meaning Word meaning
drinkable able able,ible bebible
enyoyable able able, ible disfrutable
woderful ful Ada,ado,ido,oso maravilloso
colorful ful Ada,ado,ido,oso colorido
sickness ness Dad, eza enfermedad
sameness ness Dad,eza igualdad
Worthless less Negacion sin Initul
beautiful ful Ada,ado,ido,oso hermoso

Topic3.Monolingual Dictionary
What is a monolingüe English Dictionary?
is a type of dictionary designed to meet the reference needs of people learning a
foreign language/¿Qué es un monolingüe Diccionario Inglés ? es un tipo de
diccionario diseñado para satisfacer las necesidades de referencias de personas
que están aprendiendo un idioma extranjero
Compound

Phonemic Transcription

Past participle
Word building

Part of speech

Topic4.Technical vocabulary

Topic5. Sustantives Phrases
Sustantives Phrases Spanish
Cow preparation Procesamiento de la vaca
Lung metastasis Metástasispulmonar
Gland tumars Tumor de glándula
Cattle populations Poblaciónganaderas
Wildlife protection Protecciónde la fauna
Hair buld Cuero de pelo
Heatlh problems Problemas de salud
Quality grass Césped de calidad
Pasture supplements Suplemento de pastura
Fiber intake Succión de fibra

Topic6.Pronouns
Tipos de Pronouns
Pronouns
A pronoun is a word used instead of a noun or another pronoun/ Un pronombre es
una palabra que se usa en lugar de un sustantivo o pronombre otra.
1. Personal Pronouns
A personal pronoun refers to the one speaking, the one spoken to, or the one
spoken about/Un pronombre personal se refiere a el que habla , el habla, o el que
se habla sobre .
1.1 Subject Pronouns
We use subject pronouns as subject of the verb/Utilizamos pronombres sujeto
como sujeto del verbo
1.2.Object Pronouns
We use object pronouns,as the object of the verb/Nosotros usamos los
pronombres de objeto , ya que el objeto del verbo
2.Reflexive Pronouns
A reflexive pronoun is a pronoun that refers to the subject and is necessary to the
meaning of the sentence. It ends in "-self" or “-selves”/Un pronombre reflexivo
es un pronombre que se refiere al tema y es necesario el significado de la frase.
Se termina en " -placas " o " -selves "
3.Indifinitive Pronouns
An indefinite pronoun is a pronoun that refers to persons, places, or things, in
general. It may or may not be specifically named/Un pronombre indefinido es un

pronombre que se refiere a personas , lugares o cosas , en general. Puede o no
puede ser nombrado específicamente.
4.Demostrative Pronouns
A demonstrative pronoun is a pronoun that replaces and points out a person,
place, thing, or idea.These are sour/Un pronombre demostrativo es un pronombre
que sustituye y señala una persona, lugar , cosa o idea.Estos son agria.
5. Interrogative Pronouns
An interrogative pronoun introduces a question/Un pronombre interrogativo
introduce una pregunta.
Activity
1. Personal Pronouns
1.1 Subject Pronouns
Pronombres (en
función de sujeto)
Ejemplo
I I am ill/ Yo estoy enfermo.
you You are tall /Tú eres alto. / Usted es alto.
he He is handsome./ Él es guapo.
she She is pretty/ Ella es guapa.
it It is cold today/ Hoy hace frío.
we We are tired/ Nosotros estamos cansados.
you You are angry. /Vosotros estáis enfadados. /
Ustedes están enfadados.
they They are at the cinema. /Ellos están en el cine.

1.2. Object Pronouns
Pronombres (enfunción de objeto) Ejemplo
me Can you help me?/ ¿Puedes ayudarme?
you I can help you / Puedo ayudarte. / Puedo
ayudarle.
him Can you see him?/ ¿Le puedes ver?
her Give it to her. /Dáselo a ella.
it Give it a kick./ Dale una patada.
us Can you see us? /¿Nos puedes ver?
you I see you./ Os veo. / Les veo.
them He can help them./Les puede ayudar.
2. Reflexive Pronouns
Pronombres reflexivos Ejemplo
myself
yo mismo, a mí
I saw it myself.
Yo mismo lo vi.
yourself
tú mismo (a tí), usted mismo (a
usted)
Don’t burn yourself!
¡No te quemes! / ¡No se queme!
himself
él mismo a sí mismo
He hurt himself.
Se hizo daño.
herself
ella misma, a sí misma
She did it herself.
Lo hizo ella misma.
itself
él mismo, a sí mismo
The cat scratched itself.
El gato se rascó.
ourselves
nosotros mismos
We made it ourselves.
Lo hemos hecho nosotros mismos.
yourselves
vosotros mismos, ustedes
mismos
Did you paint the house yourselves?
¿Pintasteis la casa vosotros mismos? /
¿Pintaron la casa ustedes mismos?
themselves
ellos mismos
They were speaking to themselves.
Ellos hablaban consigo mismos.

3.Indifinitive Pronouns
Pronombre Singular Plural Ejemplo
all
todo
Singular Plural You ate all the cookies!
¡Has comido todas las galletas!
another
otro
Singular Another glass of wine please.
Otra copa de vino por favor.
any
algún, ningún,
cualquier
Singular Plural Is there any milk?
¿Hay leche?
anybody
anyone
alguien, nadie,
cualquiera
Singular Is there anyone home?
¿Hay alguien en casa?
anything
algo, nada,
cualquier
Singular It’s so dark, I can’t see anything.
Está muy oscuro, no puedo ver nada.
anywhere
cualquier lugar
Singular We can go anywhere you want.
Podemos ir donde quieras.
both
ambos/los dos
Plural Both of my children speak French.
Mis dos hijos hablan Francés.
each
cada, cada uno
Singular Each of them is different.
Cada cual es diferente.
either
cualquiera
(de 2)
Singular I’m happy to see either movie.
Me da igual ver cualquier película.

4.Demostrative Pronouns
Demostrative
Pronouns
Spanish image
This is his lunch. Este es su almuerzo.
This is her book. Este es su libro.
What a pleasure that
was!
¡Qué placer que era!
I bought some
flowers. These are the
prettiest
Compré algunas flores.
Estas son las más bonitas
Those are the best
candies in the market.
Esos son los mejores dulces
en el mercado.
Hello. This is Alicia Hola. Soy Alicia.
Peter, is that you? ¿Eres tú, Peter?
That pizza was
delicious.
Aquella pizza estaba
riquísima

Topic.7 Conjunctions
Conjuntions
Are used to join two sentences into one sentence by showing a relationship
between the two/Se utilizan para unir dos frases en una oración por los que
muestra una relación entre los dos.
First Sentence
Tim enjoys playing tennis.
Second Sentence
Tim Enjoys doing yoga.
Using a Co-ordinating
Conjunction
Tim enjoys playing tennis
doing yoga.
Co-ordinated
Join two independent
clauses.
and
but
or
so

Activity
SO
Manuel was warm, he takes a bathroom
Manuel was warm so he takes a bathroom.
The class finished, leave the class to the living room.
The class finished so leave the class to the living room.
AND
I ate two cakes of chocolate, you ate a cake of strawberry.
I ate two cakes of chocolate and you ate a cake of strawberry.

We dance salsa, they dance Tango.
We dance salsa and they dance Tango.
OR
To prepare a meal it can be made in to a stove, in the fire.
To prepare a meal it can be made in to a stove or in the fire.
To go to the university you can go by taxi, by bus.
To go to the university you can go by taxi or by bus.
BUT
To cry is good, it leaves bad memories.
To cry is good but it leaves bad memories.
To study is very hard, finish it the maximum thing.
To study is very hard but finish it the maximum thing.

Topic.8 Subordinated
Wereas
Manuel is beautiful wereas maria is ugly.
Manuel is intelligent wereas carlos is sily.
Although
Although my brother is bad what I belive much.
Although us we services to whatsapp there are many that are addicted to
facebook.
Even
Even we can shop.
Jessica even love me.
First Sentence (independentclause)
He'll have some lunch.
Second Clause (dependentclause)
he arrives.
Full Sentence Using a Subordinating Conjunction
He'll have some lunch when he arrives.

While
While we eat you begin homeword.
While I do the food you the drink.
Because
I did not do my task because they do not the point in boot.
I do not get classes because it was raining
As
Smart children are as beautiful minds.
The UJAT is as the UPM is Better.
Since
I am studying since a foun year ago
I fell in love since I sow you.
Topic 9 Simple, complex, compound sentences
Simple
They are independent sentences./Son oraciones Independientes.
Compound
They are two independent clauses and these take coordinated./Son dos oraciones
independientes y llevan las coordinadas.
Complex
Joins two sentences a dependent and one or more independent are those that use
the subordinate./Une dos oraciones una dependiente y una o varias
independientes son las que utilizan las subordinadas

Topic 10 Active Voice & Passive Voice

Topic 11 Skimming and Scanning
Skimming and Scanning/La lectura rápida
Skimmingreferstothe processof readingonlymain ideas in a way to get a general impression of
the contents of a reading selection./Skimming se refiere al proceso de la lectura sólo ide as
principalesdentrode unpasode conseguirunaimpresióngeneral delcontenidode unalectura de
la selección.
How to Skimming/Cómo Ski:
 Read the title/ Lea el título.
 Read the introduction or first paragraph./ Lea la introducción o el primer párrafo.
 Read the first sentence of every other paragraph./Lea la primera frase de cada otro
párrafo
 Read the headings and subheadings./Lea las partidas y subpartidas.
 Note any pictures, charts or graphs./ Tenga en cuenta ninguna de las imágenes, tablas o
gráficos.
 Note anyword or phrase in italics or bold./Observe cualquier palabra o frase en cursiva o
negrita.
 Read the summary or above./Lea el resumen o en el párrafo anterior.
Scanningreadingisa technique tobe usedwhenyouwantto findspecific information quickly. On
examination you have a question in your mind and read a passage only to find the answer,
ignoringthe unrelated information./Scanning es una técnica de lectura para ser utilizado cuando
se quiere encontrar información específica rápidamente. En la exploración usted tiene una

preguntaen su mente y se lee un pasajesólo para encontrar la respuesta, haciendo caso omiso de
la información no relacionada.
How to scanning/ Cómo escanear:
 Indicate the specificinformationyouare lookingfor./Indiquela información específica que
busca.
 Try to anticipate how the response and what clues that could be used to help locate the
answer will appear. For example, if you are looking for a date, you quickly read the
paragraph looking only numbers./ Trate de anticipar cómo aparecerá la respuesta y qué
pistas que podría utilizar para ayudar a localizar la respuesta. Por ejemplo, si estás
buscando una fecha determinada, usted leer rápidamente el párrafo buscando sólo
números.
 Use headings and other aids to help you identify what sections may contain the
informationyouseek./Usepartidasy delas otrasayudasquele ayudarán a identificar qué
secciones pueden contener la información que busca.
 Selectively read and jump through the passage sections./Selectivamente leer y saltar a
través de las secciones del pasaje.
Activity
This activity involves making a skimming and scanning of text:/Esta actividad consiste en realizar
un skimming y scanning de un texto:
Components of a computer

In simple layman's terms, a computer is a computer system composed of several electronic
components that work together to provide output data processed. These components make up
the so-called hardware, and are responsible for processing all instructions provided by the
software which is loaded on the computer.
Hard drive/ Unidad de disco duro

The hard drive of the computer stores information on a hard disk, a disk or a stack of hard drives
witha magnetic surface. Because hard disks can hold large amounts of information, they usually
serve as support for primary storage of the computer, storing almost all programs and files. The
hard disk drive is normally located inside the system unit.
Mouse/Ratón
The mouse is a small device used to point and select items. Although the mouse have several
ways, the typical mouse does look that resembles a mouse, hence its name. It's small, rounded
and connected to the system unit by a cable. Some newer mouse are wireless.
Typically, a mouse has two buttons: a primary button (usually the left button) and a secondary
button.Many alsohave a mouse wheel betweenthe twobuttons, allowing an easy displacement
thereof.
Whenthe mouse hand,an existingpointermovesonthe screenmovesinthe same direction.(The
appearance of the pointercan change dependingon the position in the monitor) When you want
to select an item, you just have to point to the item and click (press and release) the primary
button. Point and click with the mouse is the main way to interact with the computer.
Keyboard

The keyboard is used mainly for typing text into the computer. As the keyboard of a typewriter,
the computer keyboard has keys with letters and numbers, but it also has special keys:
 The functionkeys,locatedonthe top line, perform different functions depending on the
mode being used.
 The numeric keypad, located on the right side of most keyboards, allows you to enter
numbers quickly.
 The navigation keys, such as the arrow keys, allow you to change the position in a
document or web page.
 Note that you can also use the keyboard to perform many of the functions that can be
performed with the mouse.
The monitor displays information in visual form, using text and graphics. The portion of the
monitor that displays the information is called the screen. As a television screen, a computer
screen can show still or moving images.
There are twobasictypesof monitors:CRT(Cathode RayTube,almostobsolete)monitorsandLCD
(LiquidCrystal Display).Bothtypesproduce sharpimages,butLCDmonitorshave the advantage of
being much thinner and lighter.
Example:
Skimming:
La ideaprincipal eneste artículoesconocerun poco más a fondo el hardware y las funciones que
cumple cada uno de estos componentes dentro de la PC.
Scanning:
 Menciona los componentes de una computadora.
 Las funciones que realiza el ratón, pantalla,unidad de disco duro,teclado.
 De las cuales menciona que la unidad de disco duro almacena informacion,el ratón es
utilizado para dirigir el cursor, mientras que el teclado se utiliza para escribir en la
computadora y por ultimo la pantalla presenta informacion de forma visual.
 Keyboard,Mouse, Hard Disk,Display.

Topic 12 Técnica PQ4R
Technical PQ4R Thomas and Robinson (mentioned in Henson, 2000) developed a
strategy based on meaningful learning to enhance the meaning or withholding
information. PQ4R technique is called by its initials in English, this strategy can be
used as follows:/Técnica PQ4R Thomas y Robinson (mencionado en Henson,
2000) desarrollaron una estrategia basada en el aprendizaje significativo para
mejorar el significado o la retención de la información. Se denomina técnica PQ4R
por sus abreviaturas en inglés, puede utilizarse esta estrategia de la siguiente
manera:
1. Prior review or anticipation. They are reviewed in general the objectives and
content of the topic./Revisión previa o anticipación. Se revisan de manera
general los objetivos y contenido del tema.
2. Prompt: After the previous review, students can make a list of questions
which they consider should be resolved with the information they are poised
to dominate. Questions can serve as advance organizers./Preguntar:
Después de la revisión previa, los alumnos pueden hacer una lista de
preguntas que consideren deban resolverse con la información que están a
punto de dominar. Las preguntas pueden servir de organizadores
avanzados.
3. Read. The analysis of information prepares learners for reading the text.
The first reading is quick way to locate core ideas. The reading should
include titles, captions, headings, etc./Leer. El análisis de la información

prepara a los aprendices para la lectura del texto. La primera lectura se
realiza de manera rápida para localizar ideas centrales. La lectura debe
contemplar títulos, subtítulos, encabezados, etc.
4. Reflect: Once inciada fast reading, learners should think about its meaning
and its implications. At this stage students should make an outline of the
material, review the parts of the information they found difficult and answer
questions related to the second step. The summary of the main points at the
end of the chapter is useful for reflection./Reflexionar: Una vez inciada la
lectura rápida, los aprendices deben pensar en su significado y en sus
implicaciones. En esta etapa los estudiantes deben hacer un esbozo del
material, revisar las partes de la información que encontraron difíciles y
responder preguntas relacionadas con el segundo paso. El resumen de las
ideas principales al final del capítulo es útil para la reflexión.
5. Repeat: The trainees should begin to determine how well they can
remember or learn how much of the material covered./Repetir: Los
aprendices deben empezar a determinar qué tan bien pueden recordar o
qué tanto aprendieron del material cubierto.
6. Review: Consists pay special attention to the parts that learners found
difficult./Revisar: Consiste en poner especial atención en las partes que los
aprendices encontraron difíciles.
Activity
What's inside a PC system?

Processing/
The nerve centre of a PC is the processor, also called the CPU, or central
processing unit. This is built into a single chip which executes program
instructions and coordinates the activities that take place within the computer
system.The chip itself is a small piece of silicon with a complex electrical circuit 5
called an integrated circuit.
The processor consists of three main parts:
The control unit examines the instructions in the user's program, interprets each
instruction and causes the circuits and the rest of the components – monitor, disk
drives, etc. – to execute the functions specified.

The arithmetic logic unit (ALU) performs mathematical calculations (+, -, etc.)
and logical operations (AND, OR, NOT).
The registers are. high-speed units of memory used to store and control data. One
of the registers (the program counter, or PC) keeps track of the next instruction to
be performed in the main memory. The other (the instruction register, or IR) holds
the instruction that is being executed.
The power and performance of a computer is partly determined by the speed of its
processor. A system clock sends out signals at fixed intervals to measure and
synchronize the flow of data. Clock speed is measured in gigahertz (GHz). For

example, a CPU running at 4GHz (four thousand million hertz, or cycles, per 20
second) will enable your PC to handle the most demanding applications.
RAM and ROM
The programs and data which pass through the processor must be loaded into the
main memory in order to be processed. Therefore, when the user runs a program,
the CPU looks for it on the hard disk and transfers a copy into the RAM chips.
RAM (random access memory) is volatile – that is, its information is lost when 25
the computer is turned off. However, ROM (read only memory) is non-volatile,
containing instructions and routines for the basic operations of the CPU. The BIOS
(basic input/output system) uses ROM to control communication with
peripherals. RAM capacity can be expanded by adding extra chips, usually
contained in 30 small circuit boards called dual in-line memory modules (DIMMs).
Buses and cards
The main circuit board inside your system is called the motherboard and contains
the processor, the memory chips, expansions slots, and controllers for peripherals,

connected by buses – electrical channels which allow devices inside the computer
to communicate with each other. For example, the front 35 side bus carries all data
that passes from the CPU to other devices.
The size of a bus, called bus width, determines how much data can be
transmitted. It can be compared to the number of lanes on a motorway – the larger
the width, the more data can travel along the bus. For example, a 64-bit bus can
transmit 64 bits of data.
Expansion slots allow users to install expansion cards, adding features like
sound, memory and network capabilities.
Example
Técnica PQ4R
Pre- reading
La lectura informa como está integrada un sistema de computadora
Question
 ¿Qué es la RAM?
 ¿Qué es la ROM?
 ¿Qué es el Bus?
 ¿Qué es una Tarjeta?
 ¿Cómo trabaja la unidad de control?
 ¿Cómo trabaja la unidad lógica aritmética?
 ¿Cómo funcionan los registros?
 ¿Qué es el BIOS?

4R
Reading
Ideas centrales
 Como esta compuesto el microprocesador (arquitectura).
 Que es y como funciona la memoria RAM y ROM.
 Cuales son las funciones de Buses y Tarjetas.
Reflexion
 RAM: Memoria de acceso arbitrario.
 ROM: Memoria de solo lectura.
 BUS: Canal de comunicación entre dispositivos.
 Cards: Placas de circuitos dentro de un sistema.
 Unidad de control: Analiza instrucciones del programas de usuarios y las
interpreta.
 Unidad logia aritmética: Realiza cálculos matemáticos y operaciones
lógicas.
 Registros: Almacena y controlan datos.
 BIOS: Utiliza la memoria de solo lectura para controlar la comunicación con
periféricos.
Repeat
Un sistema de computadora esta integrado por memoria RAM,ROM, Buses,
tarjetas y procesadores. Estos últimos están compuestos de 3 partes como son la
unidad de control, la unida lógica aritmética y los registros.

Los buses son canales de comunicación entre dispositivos de una computadora y
las tarjetas o placas son circuitos dentro de un sistema de PC.
El BIOS (sistema básico de entrada / salida) usa ROM para controlar la
comunicación con periféricos.
Review
DIMMS: Módulos de memoria dual en líneas. (son un tipo de memorias DRAN
[RAM de celdas construidas a base de capacitadores]).

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