CUADERNILLO DE CÁTEDRA

Tecnicatura: DESARROLLO DE SOFTWARE

Unidad Curricular: INGLÉS TÉCNICO II

Año de Cursado: 2º año Año Lectivo: 2022

Campo de Formación: Formación Específica

Formato: Materia teórico práctico

Autor/es: Elisabet Ordoñez Susana C. Marsili

Contenidos:
Unidad 1:
Presente simple.
Estructuras de comparación: adjetivos comparativos, superlativos.
Pronombres relativos- Cláusulas relativas – Referencia Contextual.
Futuro “will”, predicciones.
Modales.
Voz pasiva.
Verbos preposicionales / frases verbales / verbos multipalabras.
Unidad 2:
El gerundio (-ing): sus funciones –
terminaciones –ing/-ed en remplazo de cláusulas relativas.
Preposiciones + ing.
Pronombres Indefinidos.
Verbos LET/ALLOW.
“What” o “that”?
Unidad 3:
Tiempos verbales: presente perfecto – Indicadores de tiempo – VOZ PASIVA presente
perfecto.
Presente Perfecto vs. Pasado Simple.
Estrategias para la entrevista laboral. Actividades pasadas - experiencias personales,
expectativas y ambiciones.
Unidad 4:
Tiempos verbales – Condicionales – tipo 0, 1 y 2 - whether / if.
Conjunciones.
Unidad 5:
Práctica Formativa: Lecturas específicas

Antes de empezar…

¿Qué vas a aprender?

Fundamentalmente la materia Inglés técnico II no está basada en la gramática, sino en la
“comprensión lectora”. Es por eso que los contenidos gramaticales que vas a apren-
der y/o revisar están para mejorar las lecturas específicas de la carrera.
El apunte consta de cinco unidades, cuatro unidades con sus contenidos gramaticales,
cuadros, tablas o gráficos explicativos de las estructuras a modo organizativo para que
los repases a tu conveniencia, pero además y primordialmente consta de ejercicios de
práctica, oraciones, párrafos y textos reales específicos a la carrera en forma interrela-
cionados. Y una unidad con lecturas específicas con actividades extras.

¿Qué tiempo estimado consideramos que necesitas para aprender estos conteni-
dos?
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Aproximadamente cada unidad será desarrollada en tres semanas. Los plazos para in-
ternalizar los contenidos dependerán de tus conocimientos previos.

Ante dudas ¿a quién, cómo y dónde debes recurrir?

En primer lugar deberás contactarte con tu docente de cátedra, pero podrás hacerlo con
cualquier docente del departamento de Inglés, por mensajería de Edmodo o mail.

¿Quieres aprender más? Te dejamos bibliografía complementaria

 A STUDENT’S GRAMMAR OF THE ENGLISH LANGUAGE. Sidney Greenbaum, Randolph
Quirk, Longman, 1991.
 COLLINS DICCIONARIO CONCISE INGLES ESPAÑOL-INGLES, ENGLIS-SPANISH.
HarperCollins Publishers, Ediciones Grijalbo, S.A., 1993.
 ENGLISH FOR COMPUTER SCIENCE. Ans 2nd. Revised edition – P. Charles Browm –
Norma D. Mullen – Oxford University Press.

 ENGLISH FOR INFORMATION TECHNOLOGY 2, David Hill, Series editor David Bonamy,
Pearson, 2015.
 ENGLISH GRAMMAR IN USE, Raymond Murphy, Cambridge University Press, 1985.
 ENGLISH THROUGH COMPUTERS. Geoff Jordan, Beatriz del Castillo, Ed. Mc Graw-Hill,
1993.
INFOTECH ENGLISH FOR COMPUTERS. Santiago Remacha Esteras, Cambridge University
Press, 1996.
 INFORMATION TECHNOLOGY by Oxford English, Eric H. Glendinning, John Mac Ewan.

 LONGMAN ENGLISH GRAMMAR PRACTICE for intermediate students. L.G. Alexander,

Longman 1991.

 OXFORD ADVANCED LEARNER’S DICTIONARY OF CURRENT ENGLISH. A.S. Homby,

Oxford University Press, 1989.
 PALABRAS Y LOCUCIONES DE USO FRECUENTE EN COMPUTACION. Marcela E.M. de
Bourguignon, Ed. Marsala.
 PRACTICAL ENGLISH USAGE. Michael Swan, Oxford University Press, 1992.

 THE GRAMMAR BOOK, Celce-Murcia, Marianne. Larsen-Freeman, Diane, Heinle & Heinle
publishers, 1999.

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Unit 1: Revision
Present simple

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II) PRESENT SIMPLE included Verb “to be”: Complete the sentences with words from the box.
They can’t be repeated. There is an extra Word. Then translate the sentences.

Disk driver – graphic Tablet – camcorders – input devices – dedicated keys – registers –
plotter – Visual alerts – control unit – bus – expandable memory

1. ……………………………… refers to a system within the computer hardware that moves data.
2. ……………………………… is a typical component of the CPU that implements the microprocessor
instruction set.
3. ……………………………… lets mobile devices use additional removable memory cards for in-
creased storage space.
4. ……………………………… are used to issue commands or to produce alternative characters.
5. ……………………………… are the pieces of hardware which allow people to enter information into
the computer.
6. ……………………………… are indicators that help the deaf user know he/she is receiving a new
mail.
7. ……………………………… is a graphic output design which is used to make various types of engi-
neering drawings.
8. ……………………………… record moving pictures and convert them into digital data.
9. ……………………………… is the machinery that writes the data from or to a disk.
10. ……………………………… are high-speed units of memory used to store and control data.

III) Complete the sentences with words from the box. They can’t be repeated. There is an ex-
tra Word. Then translate the sentences.

index – flash memory card – ram memory – desktop – user interface - bookmark -
worksheet – nor – field – bandwidth –– optical disk

1. …………………………………. is a measurement of the amount of data that can be transmitted

over a network at any given time. The higher it is, the greater the volume of data that can be
transmitted.

2. ……………………………… is the background of the screen.

3. ……………………………… is a collection of cells grouped on a single layer of the file.

4. ……………………………… is a list of records ordered according to the content of certain fields.

5. ……………………………… is a flat, usually circular disk which encodes binary data in the form
of bits.

6. ……………………………… is used as “digital film” to store images on a digital camera.

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 7. ……………………………… is everything designed into an information device with which a hu-
man being may interact.
8. ……………………………… is a computer logic circuit that produces an output that is the in-
verse of that of an OR circuit.
9. ……………………………… is the temporary storage space within a computer that helps it oper-
ate more efficiently by holding data for the processor.
10. ……………………………….. is a feature available in certain programs like Internet Explorer,
Firefox, and Acrobat Reader; it is a shortcut you can use to get to a particular web page (IE and
Firefox) or to a specified location within a document (PDF).

IV) Choose the correct word according to the definition. Translate.

1) bounce / dither : A term applied to an e-mail message when it is returned to you as undelivera-
ble.

2) buffer / captcha : On a multitasking system, a certain amount of RAM that is allocated as a

temporary holding area so that the CPU can manipulate data before transferring it to a particular
device.

3) bounce / captcha : A challenge-response test in the form of an image of distorted text that the
user must enter to determine whether the user is human or an automated bot.

4) dither / spam : A means by which the illusion of new colors and shades is created by varying
the pattern of dots; the more dither patterns a device or program supports, the more shades of gray
it can represent. Also referred to as halftoning in the context of printing.

5) record / encryption : The manipulation of data to prevent accurate interpretation by all but
those for whom the data is intended.

6) record / field : A single piece of information within a database (e.g., an entry for name or ad-
dress). Also refers to a specific area within a dialog box or a window where information can be en-
tered.

7) buffer / packet : A unit of transmission in data communications. The TCP/IP protocol breaks
large data files into smaller chunks for sending over a network so that less data will have to be re-
transmitted if errors occur.

8) captcha / plug-in : A program used for viewing multimedia files that your web browser cannot
handle internally; files using it do not need to be moved to your computer before being shown or
played. Contrast to a helper application which requires the file to first be moved to your computer.
Examples Adobe Flash Player (for video and animation) and Quicktime (for streamed files over the
Internet).

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9) encryption / record : A set of fields that contains related information; in database type systems,
groups of similar records are stored in files. Example: a personnel file that contains employment in-
formation.

10) spam / packet : also known as junk email or unsolicited bulk email (UBE), is a subset that in-
volves nearly identical messages sent to numerous recipients by email. They usually include the as-
pects that email is unsolicited and sent in bulk. They also use a practice known as “email append-
ing” or "epending" in which they use known information about their target (such as a postal ad-
dress) to search for the target's email address.

Comparative and superlative adjectives

I) Complete with COMPARATIVE or SUPERLATIVE ADJECTIVES .

1. An electronic database is (fast) ....................................................a card index system.

2. A mainframe computer is (powerful) .......................................................a PC.
3. Desktops PCs are (suitable) ..........................................................for home use.
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4. Firefox is (good) ..................................................................than Internet Explorer.
5. Experts are not sure which is (dangerous) .................................computer virus.
6 . Jobs in information technology are widely varied, although many require some level of
........................................... (high) education.
7. ………………………. (diverse) positions than software designer, network engineer, and database administra-
tor are all usually considered IT jobs. Nearly any position that involves the intersection of computers and infor-
mation may be considered part of this field.
8. One of...................................................... (important) factor in assessing a network´s backup
needs is whether or not workstations need to be backed up , and if so, how often.
9. Computer-aided technologies is a term used to indicate the use of computer technology to as-
sist with the ideation, design, analysis and manufacturing of products. Two
of.................................... (well-known) applications are CAD and CAM, although there are many
others including CAE (computer-aided engineering) and CIM (computer-integrated manufactur-
ing). 10. CAM
stands for computer-aided manufacturing and refers to computer applications which control the
machine tools used to produce.................................... (high) quality parts. Its benefits include
a................... (precise) control, a............................ (efficient) and ..................................(fast)
production process and less waste of raw materials.
11. They work with................................... (flexible) programming.
12. Cloud security and privacy are some of........................................ (big) cloud computing is-
sues.
13. Wireless networks are usually....................................... (slow) wired networks.
14. .......................................(good) technique used to overcome this situation is to implement
the concept of compression.
15. This is............................................. (popular) teenage app on the market today.
16. You can save money with a network because you will need ................... (few) printers.

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 Modal verbs

Los verbos modales tienen distintas funciones, es decir que lo que quieren comunicar varía, in-
dependientemente de su traducción; por ejemplo “can” se traduce como poder pero sus funciones
varían desde demostrar una habilidad, una posibilidad, una sugerencia o un permiso.

I) Write the function of the modal next to the sentence, for example

1-Can I help you with your analysis? (offer)

2- Functional analysis diagrams can represent the flow of data or items among the functions within
any portion of the functional decomposition…
3- You mustn’t smoke in public buildings.
4- You cannot smoke in a hospital.5- You can’t get your driving license until you are eighteen years
old.
6- You may not leave the room until you finish your exam.

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7- You shall not pass!

8- You haven’t got to / don’t have to be an engineer to develop web pages.

9- You needn’t / don’t need to attend my lecture tomorrow. Your level is good enough already.
10- If you are free tomorrow night, we could go to the cinema.
11- May I be of some assistance?
12- Jenny has to do home office activities every evening.
13- Tom had to work late last night.
14- The requirements should be documented, actionable, measurable, testable, traceable, related to
identified business needs or opportunities, and defined to a level of detail sufficient for system design.
15- Shall I debug the errors?
16- You should / ought to return the laptop to its owner.
17- Should I stay or should I go?
18- You must submit your proposal by noon on 12th July.
19- You must tell your manager before taking any decision.
20- This may lead to the situation where user requirements keep changing even when system or
product development has been started.

II) Check the meaning of the following words and complete the sentences. Translate them.

Check must hold should shouldn’t keep should

1- If you have to sit at the computer for hours every day, you ……………………….. seriously con-
sider limiting how much time you spent playing video games.
2- You ……………………… hit or move the computer while the hard drive is spinning.
3- Teacher Line ………………….. your computer to see that you get the right plug-ins and that
your browser is set up properly.
4- When installing a graphic card, ……………………..the card by the edges.
5- After you’re inside either your desktop or laptop, touch as little as possible inside the com-
puter. That means …………………………… your fingers away from cards and cords.
6- Where ……………………. the backup device be located?
7- Task distribution, time tracking, budgeting, resource planning and team collaboration
........................ be included in functions.

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Two sentences above are in PASSIVE VOICE. Which are they? What is the PASSIVE
VOICE structure for MODAL VERBS?
____________ + ___________ + ____________ + (__________)

Relative pronouns – Relative clauses – Contextual reference

Utilizamos los pronombres relativos para referirnos a un sustantivo (una persona, cosa, situa-
ción o idea, lugar, momento o razón) mencionado previamente y al que queremos agregar más
información o modificar. Los pronombres relativos pueden referirse a algo o alguien en singular
o plural. Algunos pronombres relativos se pueden usar sólo con personas, otros sólo con cosas y
algunos con ambos. Se relacionan con un referente anterior o antecedente (contextual reference),
e introducen una oración subordinada relativa.

I) Recognize the relative pronouns and determine their antecedents. Translate the sen-
tences.

1. That’s the CPU which I’d like to buy. Contextual Reference: antecedent of “which”: CPU

2. The microprocessor co-ordinates the activities that take place in the computer.
3. Last night I met someone who works for GM as a computer programmer.
4. A co-processor is a silicon chip that carries out mathematical operations at a very high
speed.
5. Donkey is a really simple game in which a driver tries to avoid hitting donkeys that pop up in
the middle of the road.
6. Employers want to hire people who really want a job with their company.
7. An application program (app or application for short) is a computer program which is de-
signed to perform a group of coordinated functions, tasks, or activities for the benefit of the user.
8. In an academic context, the Association for Computing Machinery defines IT as "undergradu-
ate degree programs that prepare students to meet the computer technology needs of business,
government, healthcare, schools, and other kinds of organizations.

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 II) Choose between “whose/where/which/who” and translate the sentences.

1. A terminal is a device whose/where keyboard and display are used for sending and receiving
data over a communication link.
2. That’s the website whose/where you can find the information you need.
3. Non-volatile memory (NVRAM) is the random-access memory who/where data is retained
when power is turned off.
4. I recently went back to the office whose/where I forgot my laptop.
5. This is Jane Stewart whose/where Company develops software.
6. The basic job of a computer is the processing of information. For this reason, computers can
be defined as devices whose/which accept information.
7. The program which/who tells the computers what to do and the data where/which provides
the information needed to solve, are kept inside the computer in a place called memory.
8. The engineer is an important professional who / whose designs the different parts which /
where make up the computer equipment.
9. Historically, the development of computers has been in charge of a project manager which /
who describes needs, with the analyst which / who handles the modeling and the program-
mer the coding. The analyst is to the programmer what design is to production. It is a design
profession who / that involves translating a client's needs into instructions and creating a
computer model. The two functions of designer and programmer have gradually merged. For
this reason, it is given the name of analyst / programmer which / who is synonymous with
"developer".

Future “WILL”

PASSIVE VOICE FUTURE WILL

Subject + will + be + past participle + (by agent)

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1- Complete the sentences with the correct future WILL form. Translate them.

a- How __________technology _________the world in the future? (change)

b- What __________ Tech _________ like in 2050? (be)

c- Who ______________ the world in 2025? (rule)

d- What inventions ______________ in 2050? (there be)

e- What ______________ to Earth in 2025? (happen)

f- What _________ computers ________ like in 2050? (look)

Assuming engineers ____________ (find) ways to keep up with Moore's law and processor speed ac-

tually doubles every 24 months, by 2050 we ____________ (have) a chip capable of running at

5,452,595 gigahertz, or nearly 5.5 petahertz. It's hard to imagine what kind of applica-

tions__________ ______ (direct) to tackle such a machine.

g- What _______________ in 2050? (happen)

Technology ______________ (go) on advancing. New jobs and industries______________ (rise) such as

coding and artificial intelligence (AI). Technology provides a maker education in AI, IT, design, and

many STEM fields. ... All of this is beneficial because it's estimated that 40 percent of jobs in

the future __________________ (replace) by AI.

h- By 2025, some 3 billion people ___________ (live) in land-short countries and another 2 bil-

lion _________ (be) living in urban areas with high levels of air pollution. ... Ecosystem destruction is

so severe that as many as 60,000 plant species _______________ (lose) by the year 2025.

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PHRASAL VERBS, MULTI WORD VERBS, PREPOSITIONAL VERBS

I got up at half past five this morning. (I)

We have to take our coats (them) off. /
We have to take off our coats. (T)
The plane has just taken off. (I)

Los phrasal verbs son famosos entre los estudiantes de inglés... y no precisamente por las simpa-
tías que despiertan. Estos verbos están entre los errores más comunes de los españoles en inglés,
ya que se trata de una estructura con la que no estamos familiarizados: verbos seguidos de una
preposición (o varias) que matiza o cambia completamente el significado. Los phrasal verbs son
imprescindibles para dominar el inglés coloquial, y la mejor manera de aprenderlos es... ¡verlos en
contexto!

Una pequeña muestra de Phrasal verbs más usados

1. Back up: apoyar. The rest of the team backed her up when she told the manager about her
plans.También puede significar "dar marcha atrás" o "hacer una copia de seguridad".
2. Bring up: mencionar algo. Don't bring up the budget during the meeting, please.
3. Carry out: llevar a cabo. The company is carrying out a plan to increase salaries by 20% next
year.
4. Come across: encontrarse a alguien por casualidad. I went to the office and came across the for-
mer CEO.
5. Come up with: ocurrirse (una idea, solución...). Remember our IT problem? Well, Carlos has come
up with a great solution!
6. Drop off: dejar a alguien en un sitio. The company´s driver is dropping me off at the airport today.

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7. Find out: averiguar. María got the promotion when they found out she has excellent business
skills.
8. Get along: llevarse bien. Do you get along with your English teacher? I think she's really cool.
9. Get back to: responder más tarde. Let me check out some numbers and I will get back to you with
an answer this afternoon.
10. Get over: superar. They have gotten over their economic collapse quite well, don't you think?
11. Give up: dejar un hábito. I gave up smoking last May. También puede significar "rendirse".
12. Hurry up: darse prisa. Hurry up or we will never make it in time!
13. Look after: cuidar de alguien. I'm looking after the children while my sister is at work
14. Make up: recuperar. Making up for lost time. Otros posibles significados: hacer las paces,
maquillarse, inventar...
15. Pick up: recoger. Can you pick me up at the train station? También puede significar "aprender por
casualidad": I picked up some software developing techniques while I was doing my internship in
the company.
16. Point out: señalar. Thanks for pointing this out, John -otherwise we could have made a big mis-
take.
17. Set up: fundar, establecer. I have always wanted to set up my own freelance business.
18. Turn on/off: encender/apagar. Can you turn the lighs off when you leave, please?
19. Turn out: ocurrir de manera diferente a lo esperado. As it turns out, John didn't get the job in Ad-
vertising -he is going to Australia for a gap year instead.
20. Turn up: llegar o aparecer. Mike hasn't turned up yet. Do any of you know where is he?

1- Use your dictionary to learn about these phrasal verbs. Choose more than one meaning.

1. apply to 2. get …… up 3. move into

4. play up 5. run into 6. keep up with
7. keep up 8. get into 9. run out of
10. take off 11.put back 12. take over

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Unit 2
THE GERUND: -ING

Las palabras terminadas en –ing se denominan gerundios, pero no todos los gerundios cumplen la
misma función. Pueden funcionar como sustantivos, adjetivos o verbos. Presta atención a los si-
guientes casos, ¡que función cumplen las palabras con -ing? ¿Cómo las traduces?

Programming is one of the most difficult subject in our career.

Current developing technologies are easier to get than the old ones.

The new staff is developing new and outstanding versions.

Reading and comprehending are the easiest skills in English.

Our teacher gives us lots of reading activities.

The students are reading for Specific information.

The fourth edition to Artificial Intelligence: A Modern Approach focuses more on machine learn-
ing, deep learning, probabilistic programming, multiagent systems, and includes sections where the
AI's utility function is uncertain, rather than certain.

–ING / -ED ADJECTIVES

En inglés hay un grupo de adjetivos que tienen doble versión: terminados en –ing/-ed. Por ejemplo:

interesting/interested

boring / bored

exciting /excited.

Los que terminan en –ing describen personas o situaciones. Los terminados en –ed describen un
estado. ¿Cómo se traducen los adjetivos mencionados arriba?, ¿conoce algún otro caso?

I) Choose the correct adjective:

1- I was really (surprised / surprising) when I found out where the mistake was.
2- The staff was (disappointed / disappointing) when they didn´t get the pay rise.
3- I read an (interested / interesting) article about Python.
4- I’ve been really (stressed / stressing) out lately.
5- Dealing with cable television or telephone companies is always (frustrated /frustrating).

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-ING / -ED REPLACING RELATIVE CLAUSES

¿Cómo traduciría estas oraciones?

IC is an acronym for integrated circuit, a complete circuit contained on a single chip.

There are big enterprises such as MIT, Boeing, Fujitsu or the Standard Bank and Trustco Bank
using eComStation.

¿Con cuáles de las cláusulas mencionadas abajo reemplazaría las palabras subrayadas en negrita?

“that are contained” – “that uses” – “that use” – “that is contained”

En los dos ejemplos anteriores las palabras con –ed / -ing están reemplazando cláusulas relativas
(who…/that…/which…), de ésta manera la escritura se hace más flexible, liviana. Pero se debe
prestar especial atención al traducirlas. Con la terminación –ed, no hay problemas porque se tradu-
cen con participios terminados en –ado/-ido (…contenido en un único chip.)

Pero la terminación –ing no siempre se traduce como –ando/endo. En ocasiones se debe traducir
como una cláusula relativa (… que usan eComstation.)

II) Choose the correct –ed/-ing word. Translate the sentences.

a- Artificial intelligence (AI) is intelligence (demonstrated / demonstrating )by machines, unlike

the natural intelligence ( displayed / displaying)by humans and animals, which involves con-
sciousness and emotionality.

b- Artificial intelligence is a recurrent theme in science fiction, whether utopian, (emphasized /

emphasizing) the potential benefits, or dystopian, (emphasized / emphasizing) the dangers.

c- Among the many possible scenarios (involved / involving) artificial intelligence, robots may
usurp control over civilization from humans, (forced / forcing) them into submission, hiding, or ex-
tinction. Or, as in William Gibson's 1984 cyberpunk novel Neuromancer, the intelligent beings may
simply not care about humans.

Prepositions + -ING

Como regla general, después de una preposición cualquier verbo llevará _ing.

III) Read the following sentences.

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1. I’m interested in developing one of the most used programs, Python.
2. I need to focus on improving my English.

3. Instead of taking the plane, we went by train.

4. Apart from not having the necessary experience, she doesn’t seem suitable for this job.
5. By/Through working well, she got the promotion.
6. It’s recommendable to read any document carefully before signing it.

4- Determine the functions of the following –ing forms and translate the sentences.

1. The use of programming itself investigates various aspects of the use of programming lan-
guage and complex systems.
2. Blaise Pascal designed and made the first working mechanical calculator, the Pascaline, in
1642.
3. He first was challenged by the company’s last Project. But eventually it turned out to be quite
disappointing.
4. A few years ago, the biggest problem a developer faced when starting a distributes program-
ming Project was to find a middleware platform with the functionality that he needed.
5. Computer networking is considered a branch of electrical engineering, telecommunications,
computer science, information technology or computer engineering.
6. Queries are combined from all the modules without having to change their structures.
7. Choosing the right laptop is a personal preference.

5- Read the following sentences, choose the correct option and translate them.

1. PUN (Physical Unit Number) is a term used/using to describe a device attaching / attached
directly.
2. A protocol is a set of rules and procedures governing / governed communications between
two or more devices.
3. A remote echo is a copy of the data receiving / received by the remote system, returned /
returning to the sending system and displayed / displaying on screen.
4. A pixel is a mnemonic term meaning /meant picture element. Ethernet is a type of network
protocol endorsed / endorsing by IEEE. It is one of the latest LAN communication protocols
in the personal computing / computed industry.

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 5. A jumper is a small plastic-covered metal clip slipping / slipped over two pins, sometimes
also called / calling a shunt. When in place, the jumper connects the pins electrically and
closes the circuit.
6. In computer technology a parser is a program, usually part of a computer, received
/receiving input in the form of sequential source program instructions.
7. The stream of characters making up / made up the source program is read / reading from
left to right and grouping / grouped into sequences of characters.

INDEFINITE PRONOUNS:

We use indefinite pronouns to refer to people or things without saying exactly who or what they are.
We use pronouns ending in -body /-one for people, pronouns ending in thing for things, ending in –
where for places and in – time for time:

I opened the door but there was no one at the conference hall yet.
But when everything was ready for the meeting everybody started to come into the room.
Although it was a very busy day we had time to see almost everything in the congress.
Everybody enjoyed different topics, but everybody enjoyed the IT conference. They stood up
and clapped.
By the end of the conference when everybody started to leave the room, somebody started to
ask, “Is this anybody’s coat?”
I looked for my glasses everywhere, but I couldn´t find them anywhere. So I left the room with-
out my glasses and suddenly I felt something in my left pocket. They were my glasses.
The assistants were staying in somebody’s house. I shared room with somebody from Nigeria.

We use indefinite pronouns with no- as the subject in negative clauses (not pronouns with any.)

Anybody didn’t come >> Nobody came.

We do not use another negative in a clause with nobody, no one or nothing:

Nobody came.
Nothing happened.

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We use else after indefinite pronouns to refer to people or things in addition to the ones we already
mentioned.

All the family came, but no one else.

If Michael can’t come we’ll ask somebody else.
So that's reading, summarizing and writing. Do you want anything else?

THINGS PEOPLE PLACE TIME

SOME something somebody/someone somewhere some time

ANY anything anybody/anyone Anywhere Anytime

NO Nothing nobody/no one Nowhere no time

EVERY everything everybody/everyone everywhere everytime

1- Choose the correct option and translate the sentences:

1. There isn’t ( anybody / nobody ) in the chat.

2. Have you got ( anybody / anything ) in your pocket?
3. A mnemonic is an abbreviated name for ( somebody / something ) used in a manner similar
to an acronym, generally in computer processor instructions: JMP (jump) or CLR (clear)
4. A file is a collection of information kept ( somewhere / anywhere) other tan in random-access
memory.
5. ( Nobody / Everybody ) can solder a billion transistor on a computer, so a computer needs a
robot in order to be built.
6. A proprietary is ( anything / anyone ) invented by a Company and not used by any other
Company.
7. ( Nothing / Anything) is true. ( Everybody / Everything ) is false.

2- Complete with the correct Indefinite pronoun.

1. I've got in my eye.

2. There is at the door.
3. We haven't heard about Peter. Is he ill?
4. Do you live near Mandy?

20
 5. wants to see you.
6. Has seen my bag?
7. My teacher asked me .
8. Can I have to drink?
9. Don't worry. can tell you where the post-office in this town is.
10. I don't know about it.

VERBS “LET / ALLOW”

LET + OBJECT + INFINITIVE VERB

(“Let” is not used in passive voice)

Let me go

Let them leave

ALLOW + OBJECT + TO INFINITIVE VERB (active voice)

Allow them to start now

Allow him to play in the concert

SOMEBODY + (BE) + ALLOWED + TO INFINITIVE VERB (passive voice)

They are allowed to start now

He is allowed to play in the concert

1) Choose the correct option, translate the sentences.

1. Students at UrquizaTerciary School ………………………….. to wear flipflops.

a. don´t let b. are allow c. aren´t allowed

2. CEOs at big enterprises …………………………… their staff wear “casual day” clothes on Fridays.
a. lets b. don´t lets c. let

3. What …….. IP ………………. a packet to do?

a. does / allow b. are / allowed c. does / let

4. Everything outside of a pair of opening and closing tags is ignored by the PHP parser
which …………………… files to have mixed content.
a. lets b. is allowed c. allows

6. Students ....................... use their calculators during the exams.

21
 a- are let b- are allowed c. allow

7- Most companies ................................ their employees work from their houses. If you
................................ to do home-office you will need computer equipment, mouse, keyboard and
monitor, optionally a Headset with a microphone, broadband Internet Connection, printing and file
management and sometimes VPN for specific services.
a- allow / allow b- lets / are allow c- let / are allowed

“What or That"?

Remember: “Happiness is when what you think, what you say and what
you do are in harmony”
Mahatma Gandhi

1- Choose the correct word and translate the sentences.

1. Look! ( That / What ) is the first mobile phone I bought.

2. Everything ( that / what ) I said was true.
3. My boss wanted to know ( that / what ) modem is installed.
4. I gave her all the information ( that / what ) I had.
5. There are many configuration options ( that / what ) allow you to get exactly ( that / what )
you need out of your modem.
6. Massive amounts of data are stored worldwide every day, but unless it can be analyzed and
presented effectively it essentially resides in ( that / what ) have been called data tombs: "da-
ta archives that are seldom visited". To address ( that / what ) issue, the field of data mining
– "the process of discovering interesting patterns and knowledge from large amounts of data"
– emerged in the late 1980s.
7. Disagreements are fine; it´s ( that / what ) you do when you disagree that matters.
8. Interviewers don´t want to know ( that / what ) you think. They only want to know ( that /
what ) you plan to do.
9. No matter ( that / what ) you do, stand up for who you are and be honest about your feelings.
Even if it seems like you will be crucified for it; even if you think you will not be as successful
or as liked – in the end, it´s only your honesty ( that / what ) will have mattered. (Bryant McGill)

22
 Why have you chosen those options?
Here I left you two clues: “que / lo que” – “Indirect question”

UNIT 3

PRESENT PERFECT

Remember these sentences from the article about predictions?

The cloud has introduced the biggest change to security in a decade.

Over the past few years, we have already seen everything from email to CRMs to ERPs move to the
cloud.

…drones have already broken through rigid traditional barriers in industries which otherwise
seemed impenetrable by…

Barcelona's Clínic hospital has become the first in Spain to adopt 5G technology…

Las formas verbales subrayadas corresponden al tiempo Presente Perfecto.

No podemos usar el presente perfecto con expresiones del tiempo pasado como “yesterday”, “a year
ago”, last week”, “when I lived in Japan”.

El "present perfect" de cualquier verbo está compuesto por dos elementos: la forma apropiada del
verbo auxiliar to have (en presente: have o has) y el "past participle" del verbo principal. La forma
del "past participle" de un verbo regular es raíz+ed, e.g. played, arrived, looked. Los verbos irregu-
lares, se pueden consultar en Tablas de verbos irregulares y/o diccionarios.

Las referencias de tiempo PRESENTE PERFECTO son: “ever”, “never”, “once”, “ many times”,
“before”, “so far”, “already”, “yet”, “just”, “lately”, “recently”, “since”, “for…day/ week”.

23
EL "PRESENT PERFECT" SE UTILIZA PARA DESCRIBIR

 Una acción o situación iniciada en el pasado y que continúa en el presente. I have lived in
Bristol since 1984 (= todavía vivo allí.)
 Una acción realizada durante un periodo de tiempo aún no concluido. She has been to the
cinema twice this week (= la semana todavía no ha terminado.)
 Una acción repetida en un periodo temporal inespecífico situado entre el pasado y el presen-
te. We have visited Portugal several times.
 Una acción que ha concluido en un pasado muy reciente, lo que se indica median-
te 'just'. I have just finished my work.
 Una acción para la cual no es importante el momento preciso en que aconteció. He has
read 'War and Peace'. (= lo relevante es el resultado de la acción)

CUIDADO CON LA TRADUCCIÓN! Es muy común al encontrar una estructura en presente perfecto, por
ejemplo: “The operator has just finished the testing” traducirla como “El operador tiene recién terminado el
testing”. Esta traducción es errónea, ya que debemos recordar que el HAS/HAVE en el Presente Perfecto se
traduce como “HE/HAS/HEMOS/HAN”.

VOZ ACTIVA: HAVE / HAS + PASADO PARTICIPIO (3° COL.)

I have (‘ve) just bought a new graphic card.

The programme has not (hasn’t) completed the task yet.

PRESENTE PERFECTO CONTINUO HAVE / HAS + BEEN + -ING (usado para mayor én-
fasis en la acción)

I have (‘ve) been reading this books for months.

She has (‘s) been working more than necessary.

VOZ PASIVA: HAVE / HAS + BEEN + PASADO PARTICIPIO (3° COL.)

The directory room has already been cleaned.

The files haven’t been checked yet.

24
 1- Underline Present Perfect structures, either active or passive. Translate the sentences.

1. Though I have already double-clicked the modem icon, it hasn’t started the performance.
2. We haven’t received the samples yet.
3. Our “Quality Counts” programme has involved many employees in individual and team pro-
jects and we’ve run a series of training courses for technical personnel.
4. Their English has improved a lot this year.
5. Lost clusters are the ones that have been marked accidentally as “unavailable” in the file al-
location table (FAT) even though they don´t belong to any file listed in the directory.
6. Settling time is the time required for read/write heads to stop vibrating after they have been
moved to a new track.
7. To update is to modify information that has been already introduced in a file or programme
with current information.

II) Read the following Web article.

Pay special attention to the tenses. Color Past simple verbs with blue and Present Perfect with
green.

Since its start in 1998, Google has become one of the most popular search engines. It has grown
from a research project in the dormitory room of two college students to a business that now em-
ploys approximately 20,000 people. Google’s founders, Larry Page and Sergey Brin, met in 1995
when they were in their twenties and graduate students in computer science at Stanford University
in California. They realized that Internet search was a very important field and began working to-
gether to make searching easier.

Both Page and Brin left their studies at Stanford to work on their
project. Interestingly, they have never returned to finish their degrees. Brin was born in Russia, but
he has lived in the U.S. since he was five years old. His father was a mathematician in Russia. Page,
whose parents were computer experts, has been interested in computers since he was six years old.
When Google started in 1998, it did 10,000 searches a day. Today it does 235 million searches a
day in 40 languages. It indexes 21 trillion Web pages.

How is Google different from other search engines? Have you ever noticed how many ads and ban-
ners there are on other search engines? News, sports scores, stock prices, links for shopping, mort-
gage rates, and more fill other search engines. Brin and Page wanted a clean home page. They be-

25
lieved that people come to the Internet to search for specific information, not to be hit with a lot of
unwanted data. The success of Google over its rivals has proved that this is true.

Over the years, Google has added new features to its Web site: Google Images, where you can type
in a word and get thousands of pictures; Google News, which takes you to today’s news; Google
Maps; and more.

But one thing hasn’t changed: the clean opening page that Google offers its users. In 2009,
Forbes.com listed Page and Brin as having net worths of $12 billion each, at 36 and 35 years old.

Answer: When is PAST SIMPLE used? When is PRESENT PERFECT used?

Read again and try to remember: what they did / didn´t do

What they have done / haven´t done

Practise your speaking.

PRESENTACION PERSONAL: ACTIVIDADES PASADAS, EXPERIENCIAS PERSONALES,

EXPECTATIVAS Y AMBICIONES:

En Inglés Técnico I trabajamos con tiempos presente, pasado y futuro. ¿Recuerdas cuando se usa
cada uno? Reconócelos en la siguiente presentación personal:

My name is Sara Green. I’m a System Analyst, but I also work as an IT teacher for
three different schools, in the morning, in the afternoon and in the evening.

I got my degree in 2002. My first work was in a small private school in Liverpool.
After that I came to London to work in a prestigious institution not only as a teach-
er but also as an IT counsellor

In 2020 I’m going to live in Mexico because my husband is going to work at Mexico
DF. He wants to open a new branch for his Company.

We hope we’ll be able to settle down quickly, if not I’ll probably come back to Eng-
land.

I’ve been a System Analyst since 2002, for sixteen years. I’ve worked as an IT teach-
er since 2004. Jim and I have been married for ten years. We have been working
hard and have been saving money to move to Mexico.

Have you recognized verb tenses? What are they used for?

26
III) Now it’s your turn. First write your factfile, then write your biography following the factfile (add
any extra information you need). Then prepare your personal presentation.

Factfile Biography

Name:

Born:

Got to …:

Best friend:

Studies:

Alma Mater:

Married:

Children:

Job:

Ambitions:

Other:

JOB INTERVIEW:

Now you are going to read an article with tips that will help you achieve a successful job interview.
The idea is to work with a partner and prepare a 15-minute oral job interview where you will change
roles. You can first write it down and practice to say it orally. You will have enough time to prepare
it. You can record a video which will be showed by the end of the year. In the article you have many
expressions to use. Before preparing the interview, read the whole article, think of the job you are
applying for (you may choose a real company in the market), what the company needs, what you
can offer.

10 Tips to Succeed in a Job Interview in English

(from https://www.wallstreetenglish.com/blog/10-tips-to-succeed-in-a-job-interview-in-english/Published on: 13/01/2020 By Mary
Milne - Last Modified on: 03/02/2020)

27
Knowing foreign languages, like English, in the job market today is a great advantage that can make
the difference in a job interview. Practice as much as you can, and if necessary, consider registering
for an English course that will help you become more confident.

Doing a job interview usually makes everyone feel quite stressed. We want to make a good impress ion to get
the job and at the same time we have to avoid getting so anxious that we say or do the wrong thing. When
you do an interview in English, the difficulties increase significantly. To help you, we’ve collected the 10
most common and important questions to help you be prepared and pass your interview with success.

How to prepare for an interview in English

In order to do an interview in English, preparation is fundamental because it allows you to feel confident.
Do some research – find out the history of the company and its mission so you have a general idea about
what the interviewer might ask you. In fact, typically they’ll ask you questions to understand whether or
not you’re appropriate for the position and for the company in general. The most common questions are:

 Tell me about yourself

 What are your strengths?
 What are your weaknesses?
 Why would you like to work here?

Take your time to decide how to answer and be ready to give examples that refer to your past, your training
and your previous work experience. But avoid learning sentences by heart – a trick that doesn’t have a posi-
tive outcome, on the contrary it’ll make you sound unnatural. If you don’t understand the question, ask
the interviewer to repeat it. It won’t affect the result.

Simulating the potential interview in English is a useful way to help you practice expressing yourself natu-
rally. If you can, find a friend who can play the role of recruiter and ask you the questions, then give you
feedback on your answers. Alternatively, you can record your interview simulation to understand which
parts you need to improve.

Pay careful attention to speed and clarity in your speech. It’s important to be perfectly understandable, so
speak slowly without letting your nerves take over and accelerating your rhythm, making you sound con-
fused and unclear.

The 10 Top Questions in a Job Interview in English

Here is a list of ten common questions that are asked in job interviews in English and ideas about how to
reply. Read through them, then start simulating and practicing your responses.

28
Tell me about yourself

This is probably the most common question used to start a job interview and you’ll have to respond giving
personal information, details about your career, your skills, and your studies. In this case you can give
your answer starting with the following:

 I was born and raised in …

 I attended the University of …
 I’ve just graduated from the University of …
 I’ve worked for seven years as a …
 I’ve worked for various companies including …
 I enjoy playing …

Why are you interested in this job?

During the interview you’ll undoubtedly be asked why you’re interested in this particular job or/and work-
ing at this particular company – “Why are you interested in this position?” “Why do you want to work for
‘ZZ’?” The answers to these questions should focus on the reasons that pushed to apply for the position.
For example, do you want to have a new professional challenge? Do you want a job that can guarantee the
chance to grow? You could structure your answers starting with:

 I want to take on more responsibility

 In line with my qualifications …
 I’m convinced that ‘company name’ is becoming one of the market leaders
 I’m impressed by the quality of your products

Why should we hire you?

In order to choose the right candidate, your potential employer will want to understand why you are the
right person to hire, and therefore could ask you – “Why should we give you the job?”. Of all the 10 ques-
tions this is probably the most important one to concentrate on. To get the job you must be able to give a
valid answer to convince the interviewer that you are the right choice. Here are some possible answers to
help give you an idea of what you can say:

 You should hire me because I’m confident and ….

 I’m a perfect fit for this job because …
 I should be hired because I’m …
 I think I’m a great match for this position.

Explain your strengths

29
Sticking with the theme “Why should we hire you?” you have to reply explaining what your strengths are
and how your skills can represent real added value for the company. You could answer using phrases like
the ones below, remembering always to contextualize them:

 I’ve always been a team player

 I believe my strongest trait is my attention to details
 I pay close attention to my customers’ needs
 I’m an excellent communicator
 I’m a trouble shooter
 I’m good at problem solving
 I’m good at multitasking
 I’m self-motivated
 I have very good time management skills

Describe your weaknesses

It can seem counterproductive to describe your weaknesses in an interview, but it’s not. Knowing your own
limits and being able to describe them in an interview will make you seem honest and trustworthy in the
eyes of the interviewer. Use these sentences to help you:

 I always try to solve my own problems instead of asking a colleague who might know the answer
 I become nervous when …
 Sometimes I have trouble delegating duties to others

What experience have you had?

You’ll be asked questions about your work experience, for example “Tell me about your professional back-
ground”. In this case you can start your answers using the following phrases:

 I have four years of experience as a …

 I’ve worked in retail for six years and was promoted to manager in my second year
 I studied at the University of XX (if you haven’t had any work experience yet you can talk about your
studies)
 I worked for XX as a …

Where do you see yourself in five years’ time?

An employer is usually looking for someone who is ambitious and knows how to find solutions to any prob-
lems that may arise. You could therefore be asked – “Where do you see yourself in five years’
time?” or “What are your career goals?” or “What would you do in your first three or four months
here?” or “What would your first 30 days in this job look like?” The answers will be personal, but you can
find inspiration from these sentences as a start:

30
  I’m aiming to improve my skills as a …
 I want to boost my career
 I believe your company is an important player in its industry
 I feel my skills set is a perfect fit for your team and I can contribute by …

What do you know about our company?

By asking this question, the interviewer wants to understand how interested you are in working for the
company, testing the level of information you’ve collected before applying. The answers don’t have to be lim-
ited to repeating what’s written on their website, but they should demonstrate something more. For exam-
ple, find out who the main competitors are, or what their marketing strategies are, or something regarding
their corporate culture. Here are some useful phrases:

 Your company has proven to be …

 The company is famous for …

What salary do you expect to earn?

Even questions related to your salary will be part of the conversation – “How much do you expect to earn?” –
and they’ll definitely represent a point on which you’ll want to have more information. The sentences that
can help you are:

 I’ll need information about the job responsibilities before we can discuss the salary
 I’m sure that your company offers a fair, competitive salary for someone with my experience
 My salary expectations are in line with my qualifications and education

Is there anything else you’d like to discuss?

At a certain point the interviewer might ask if you have any questions or if you need more information – “Is
there anything else you’d like to discuss?” Don’t simply say ‘no’ because you might give the impression of
being superficial and uninterested. On the contrary, prepare some questions, for example:

 How soon do you expect to make a decision?

 Do you have a training and development program?

31
Unit 4

Conditionals

What is a conditional?

1- It’s a verb form made by using the modal auxiliary WOULD/COULD (also SHOULD in the
first person), for example “I would run this software now”, “she would finish on time”, “I
should think before acting”
2- It’s a clause or sentence containing “if” (or a Word with similar meaning), and often contain-
ing a conditional verb form. For example; “If you try you’ll understand”, “I should be sur-
prised if she knew”, “What could you do if the train wasn’t on time”

Las oraciones condicionales en general constan de dos suboraciones o cláusulas. La cláusula

principal ( main clause) y la cláusula “if” (If clause). La cláusula “IF” introduce la condición de
que ocurra la otra parte. La cláusula principal es una consecuencia de la primera. Existen dis-
tintos tipos de oraciones condicionales. Tipo “0”, “1”, “2” y “3”.
Nosotros veremos los tipos 0, 1 y 2.

TIPOS 0 y 1: (zero and first conditional) señalan una generalidad o situación frecuente que co-
rresponde a un fenómeno o acción regular.

“IF” + tiempos Presente _____________ Tiempo Presente (a)

Futuro “will” (b)
Modales (c)
Imperativo (d)

If the light goes out the pc goes on working for a while. (a)

If the programme doesn’t run we won’t finish the task. (b)

If you don’t understand I can help you. (c)

If you have any problems call the bell. (d)

I will take a taxi if the bus doesn´t come.

We Can´t receive the money if you don´t finish on time.

Don´t press that key if you don´t want to lose the information.

32
 TIPO 2: (second conditional) señalan hechos hipotéticos pero posibles de ocurrir.

“IF” + tiempos Pasados _____________ would(´d) /n´t + verbo infinitivo (a)

could / n´t + verbo infinitivo (b)
should / n´t + verbo infinitivo (c)

If you had your diploma I’d call you for the job. (a)
If I came back I could meet you. (b)
If we had the money we should buy the notebook. (c)
She would get a better job if she studied English.
Our boss could offer a better salary if he wanted.
You shouldn´t criticize your partner if you really got on well with him.

Las oraciones condicionales pueden estar en VOZ ACTIVA o PASIVA.

Read and translate the following sentences.

 If the school was closed the students should be informed in advance.

 What can we do if we aren´t allowed to use this confidential information?
 If the virus isn´t destroyed soon an information chaos will be spread.

Se debe tener cuidado al traducir los condicionales, no confundir los hechos reales con los hipotéti-
cos. Por ejemplo,
He may get a better salary if he gets his degree. (Puede conseguir un mejor salario si se reci-
be.)
He would get a better salary if he got his degree. (Conseguiría un mejor salario si se recibiera.
Expresa un hecho hipotético, implica menor posibilidad de recibirse.)

33
 1. Join the clauses and translate the sentences. (conditional 0,1)

a. you may have to use the ADD/REMOVE

Hardware wizard in Control Panel to tell
1. If the worm is detected in your system Windows 2000 what type of device you are
installing.

b. you must shut the system down first, and

make sure you are not working on carpet or
2. If your new mouse doesn’t work properly, any surface which is an electricity conduc-
tor.

c. Windows comes with a helpful hardware

troubleshooters that offer dozens of step-
3. If the device is not PLUG and PLAY, by-step solutions.

4. If you want to clean the build-up of dust d. you can easy get rid of it just by deleting
from inside your computer case, SKA.EXE and SKA.DLL files in the system
Windows directory.

5. If we don´t clean the lens area e. dust will damage it.

2. Join and translate (conditional 0, 1, 2)

1. you should consider business context di-

agrams, functional decomposition, business
a. If I got the money, process flows and an operational architec-
ture.

2. robots may soon replace human beings at

b. If you click on the speaker icon,
work.

c. If the marketing manager had a multime- 3. I´d invest in a multimedia upgrade kit.
dia system,

d. If you wanted to succeed in Functional 4. You´ll get a piece of dialogue.

Analysis,
e. If robotics goes on improving, 5. She could make more effective presenta-
tions.

WHETHER (si… ) / WHETHER … OR… ( si… o …)

34
 En algunos casos, las conjunciones “whether” and “if” son intercambiables, por ejem-
plo
Fiona didn’t know whether / if Daniel would arrive on Monday.
I- Decide what to use: whether or if ?

1- Can you tell me …………………… or not you’re interested in the job?

2- I’d like to know ……………….. you’re leaving the job.

3- ………………….. she wants to progress in her work she has to study English.

4- Please, carry on with your web design course ………………… you want to change your job.

5- I’m thinking about .............................. it’s a good idea or not.

6- I´m not sure .................................. to call the client.

7- Call him first thing tomorrow morning ........................ or not he replies to your email.

8- Call him first thing tomorrow morning ................................... he replies to your email.

35
II) Translate

a) A parity bit, or check bit, is a bit added to a string of binary code. Parity bits are a simple form
of error detecting code. If a bit is present at a point otherwise dedicated to a parity bit but is not
used for parity, it may be referred to as a mark parity bit if the parity bit is always 1, or a space
parity bit if the bit is always 0. Parity is a method of error checking in which an extra bit is sent to
the receiving device to indicate whether an even or odd number of 1s were transmitted.

b) Windows NT lets install and configure printers with ease, whether they are connected locally by
an LPT: or COM: port, or accessed via a network.

c) Whether you have a computer or not, you must do the homework!!!!

d) One has to ask whether or not any of the major banks have implemented this system.

CONJUNCTIONS/CONNECTORS

Los conectores o conjunciones son palabras que usamos para unir dos o más frases o dos palabras
dentro de la misma oración.

A coordinating conjunction is a conjunction placed between words, phrases, clauses, or sentences

of equal rank, e.g. and, but, or…

Subordinating conjunctions are essential parts of complex sentences which include at least two
clauses, with one of the clauses being main (independent) and the other be-
ing subordinate (dependent).

Correlative conjunctions include pairs such as “as ... as”, “both... and”, “either...or”, “hard-
ly...when”, “if...then”, “just as...so”, “neither...nor”, “not only...but also”, “no sooner...than”,
“not...but”, “rather... than”, “scarcely...when”, “what with...and”, “whether...or”. They are also
known as Parallel Structures.

36
37
BREAK: search the Internet to complete the lyrics with the correct conjunction.

1. “Your heart will break like mine, and you’ll want only me …………… you’ve gone” (Ella Fitzger-
ald)

2. “………………… I’ve been here before, he’s just too hard to ignore” (Amy Winehouse)

3. “……………….. I walk through the valley of the shadow of death, I take a look at my life and re-
alize there’s nothing left” (Coolio)

4. “I don’t care who you are, where you’re from or what you did ……………. You love me” (Back-
street Boys)

5. “I’m everything I am ………………. You loved me” (Celine Dion)

6. “Just call me angel of the morning, angel. Just touch my cheek ………………. You leave me, ba-
by” (Juice Newton)

7. “……………………. The sky is falling down, you’ll be my only” (Jay Sean)

8. “…………….. you leave me now, you’ll take away the biggest part of me” (Chicago)

9. “…………….. in a blue moon, something good comes along.” (Van Morrison)

10. “Baby, …………… I’ve found you, I won’t let you go” (Tony Macaulay/John MacLeod)

11. “I guess I’ll never be the same ………………. I fell for you” (B.B. King)

12. “Walk on through the rain ……………… your dreams be tossed and blown” (Rodgers and Ham-
merstein)

13. “We’re never going to survive ………………… we get a little crazy” (Seal)

14. “I’ll keep on dreaming …………….. my dreams come true.” (Charlie Louvin)

15. “……………… I see you smile, I can face the world” (Bad English)

16. “There’s a light burning bright, showing me the way, but I know ……………. I’ve been” (Scott
Wittman)

17. “I look at the world, and I notice it’s turning ……………. my guitar gently weeps “ (The Beatles)

Until – After – Though - While - Since - Because - Now that – Even if - Where – Alt-
hough - Though – If - Before - Once - Unless - As – As long as – when

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UNIT 5:

Práctica Formativa

I) A- Read the article below and recognize and translate examples of:
a- Present, past and modal passive voice.
b- Contextual reference of: “that” (l.1) “they” (l.4) “its” (l.17)
c- determine the –ing functions of the underlined expressions. Translate them.

B- Translate the definitions of cybercrime.

C- Recognize the different categories of cybercrime.

CYBERCRIME (By Margaret Rouse / Whatls.com)

Cybercrime, also called computer crime, is any illegal activity that involves a computer or network-
connected device, such as a mobile phone. The department of Justice divides cybercrime into three
categories.
They are: crimes in which the computing device is the target, for example,
to gain network access; crimes in which the computer is used as a weapon,
for example, to launch a denial of service (Dos) attack; and crimes in which
the computer is used as an accessory to a crime, for example, using a
computer to store illegally-obtained data.

The Council of Europe Convention on Cybercrime defines cybercrime as

a wide range of malicious activities including the illegal interception of data,
system interferences that compromise network integrity and availability and
copyright infringements. Other forms of cybercrime include illegal gambling,
the sale of illegal items like weapon, drugs or counterfeit goods, as well as the
solicitation, production, possession or distribution of child pornography.
Cybercrime may be committed by individuals or small groups as well as by criminal organizations
that are often spread around the world committing crimes on an unprecedented scale.
The true cost of cybercrime is difficult to accurately assess. In 2014, a report on its economic im-
pact estimated that the likely annual cost was more than $400 billion.

39
II) A- Read the article and do the activities below:

1. Translate the definition of Freelancer.

2. With your own words express why you would work as a freelancer (according to the article).
3. Translate the imperative forms of the advantages and disadvantages.
4. Recognize and translate Conjunctions.
5. Recognize five –ing words/expressions. Determine their functions and translate them
6. Contextual reference: this (l.8); that (l.13); it (l.24)
7. Prepare your speaking in English.

7. TRUE OR FALSE:
a. Freelancers only perform one type of tasks.

b. Freelancers and independant contractors pay the same amount of money as taxes.

c. Freelancers in general can earn more money than working as an employee.

d. Freelancers and Home businessmen can’t have several clients.

8. Recognize connectors and conjunctions.

9. Underline future and conditional forms, translate them.

10. Draw a mindmap with the information in the article.

WHAT IS A “FREELANCER”?

A freelancer is self-employed person offering services, usually to businesses and often to multiple
clients at a time. The type of work freelancers do varies. Nearly every type of service a business
would need could be provided by a freelancer, including (but not limited to), marketing, such as so-
cial media marketing, copywriting, and publicity, writing, such as articles and blog posts, techno-
logical support, such as web programming and design, creative work such as graphic design, and
financial support, such as bookkeeping.

Freelancing is so flexible, you can set your own hours, working full or part-time on the projects of
your choice. While clients can offer specifications to the work, a freelancer works similar to an inde-
pendent contractor, in which he's free to control how the work is completed. This is an im-
portant distinction for tax purposes, because the IRS views employees and independent contractors
differently.

Further, freelancing allows you to set your own price, which is often higher than what you'd make
as an employee doing the same work
The regularity of freelance work can vary. Many freelancers work for the same set of clients over a
40
long period of time. For example, a freelance writer might have a client that requires an article twice
a week ongoing. Others work with clients over shorter periods, usually on specific projects. For ex-
ample, a freelance web designer might build a website for a client and once the site is done, so is
the work relationship.

Advantages of Freelancing: There are several perks of working as a freelancer, including:

 Get started quickly...today even. As long as you already know the skill you plan to offer,
getting started is simply a matter of finding your first client.
 Easy to start. You can start right now, using your network find a client. While you'll want to
build a LinkedIn profile and/or a website, you can network within your current career and
friend networks to find your first client.
 Affordable. Odds are if you have the ability to provide the service, you also have whatever
equipment or software you need to deliver it. Eventually you'll want to invest in business
building tools, such as a website, but using LinkedIn (which is free) is a great online resume
that can help you promote your service.
 High demand for help. While the marketplace of freelancers is competitive, the need for
quality, reliable freelancers is growing. Many businesses don't have employees and instead
have a team of freelancers.
 Choose your own schedule. Work when and where you want.
 Pick and choose clients. While in the beginning you may take any client that will hire you,
as you grow, you can choose not to take on difficult clients. You can even fire them.
 Do the work the way you see fit. While you need to deliver what the client asks, how the
work is done is up to you.

Disadvantages of Freelancing:

 Can take time to build a steady clientele. Getting enough clients to make freelancing
something that supports you and your family can take awhile.
 Work can be irregular. Many freelancers experience an ebb and flow in their work. You need
to plan for lean times, and be ready to work hard to deliver work on-time when work is plen-
tiful.
 Managing multiple clients and projects can be a challenge. While some people like the va-
riety of working on several projects at a time, others may find it difficult to keep track of
deadlines and pace themselves to deliver quality work on time. Great time manage-
ment systems and organization is key.
41
 Pay may be low to start out. Especially in today's digital economy, many people expect to
pay less for work from a new freelancer. Breaking in with lower costs may be needed, but as
quickly as possible, seek to charge what you're worth and find clients willing to pay for quali-
ty.

What's the Difference Between a Freelancer and Home-Based Service Business?

There really isn't a difference between freelancing and a home business. Both are self-employed
individuals and can work for several clients at a time. Both can set their own schedules and
have to abide by the same self-employment tax rules.
With that said, there are a few differences between freelancers and home business owners. A
freelancer often works under his own name, where as a home business owner usually creates a
business name. Often a home business owner has found way to fill a gap in the market whereas
a freelancer works within the established needs of the market.

How to Get Started as a Freelancer:

Getting started as a freelancer is as easy as visiting one of the freelance sites to find work, and
networking with your current sphere of influence to find your first client. Here's steps to building
a freelance career:
1. Decide what you'll offer. Common freelance work includes writing, web design, graphic de-
sign, photography, marketing, social media management, bookkeeping and more.
2. Determine your target market. Who needs what you have to offer? Decide if you'll specialize
within a specific niche of your service (i.e. copy writing or WordPress web design) or within a
specific market (i.e. writing for Realtors or web design for authors). This is the time to decide
your brand and unique selling proposition.
3. Create an online portfolio. Start at LinkedIn, a social network all about career networking.
Build a profile that promotes the benefits you have to offer. Consider setting up a website, which
will offer you more customization and flexibility than LinkedIn.
4. Set your prices. Make sure you charge enough to cover your overhead, time to do the work,
as well as to earn a living.
5. Start reaching out to find clients. Use your network to help you connect with potential cli-
ents. Consider using a freelance site, such as Freelancer.com or Upwork (formally eLance and
Odesk) to find work. While they may pay less than you want, it can be a great way to get experi-
ence, testimonials and referrals.

42
 Freelancing is a fast and affordable way to get started working as your own boss from home. With that said,
there are pros and cons, and success comes from those who plan their business and deliver high quality
work. (Updated by Leslie Truex Feb 2017)

III) Read the texts and do the exercises below.

Freeware is copyrighted computer software which is made available for use free of charge, for an
unlimited time.

Authors of freeware often want to "give something to the community", but also want to retain con-
trol of any future development of the software.
Freeware refers to software that anyone can download from the Internet and use for free.

The term freeware was first coined by Andrew Fluegelman in 1982, when he wanted to sell a com-
munications program named PC-Talk.

User license or EULA (End User License Agreement) is an important part of freeware. Each license
is specific to the freeware. Copyright laws are also applicable to Freeware.

All the features are free. Freeware programs can be distributed free of cost. For example Adobe
PDF, Google Talk, yahoo messenger, MSN Messenger.

Freeware is free, and is covered by copyright . You can’t sell freeware software and modified soft-
ware must be freeware, too.

Shareware refers to comercial software that is copyrighted, but which may be copied for others for
the purpose of their trying it out with the understanding that they will pay for it if they continue to
use it. Sharewares give users a chance to try the software before buying it.

In 1982, Bob Wallace produced PC-Write, a Word processor, and distributed it as a shareware. The
term appeared in Info World magazine in 1970.

Copyright was also applied to Shareware but the copyright holder o author holds all the rights, with
a few specific exceptions. Most of the times, all features are not available, or have limited use. To
use all the features, users have to purchase the software. Shareware may not be distributed freely.
In many cases, author’s permission in needed, to distribute the shareware. For example, Winzip,
Cuteftp, Getright.
43
Shareware is free, can be copied and is covered by copyright. It cannot be modified, and it may be
either a cutdown or temporary version.

a) Recognize passive voice, future and modal structures.

b) Contextual reference: which are the antecedents of: which (l .1) that (l.14) their (l. 15)
c) Which differences are there between Freeware and Shareware? Can you recognize advantages
and disadvantages? Prepare your speaking about the difference between them.

IV) A- Read the articles and do the exercises below

WHAT IS “HTML”?

Short for HyperText Markup Language, the authoring language used to create documents on
the World Wide Web. HTML is similar to SGML, although it is not a strict subset.

HTML defines the structure and layout of a Web document by using a variety of tags and attributes.
The correct structure for an HTML document starts with <HTML><HEAD> (enter here what docu-
ment is about) <BODY> and ends with </BODY></HTML>. All the information you'd like to include
in your Web page fits in between the <BODY> and </BODY> tags.

HTML Formatting Tags

There are hundreds of other tags used to format and layout the information in a Web page. Tags are
also used to specify hypertext links. These allow Web developers to direct users to other Web pages
with only a click of the mouse on either an image or words. For a more complete list of HTML tags,
check out the WC3 website.

WHAT IS “XHTML”?

Extensible Hypertext Markup Language (XHTML) is part of the family of XML markup languages.
It mirrors or extends versions of the widely used Hypertext Markup Language (HTML), the language
in which Web pages are formulated.

While HTML, prior to HTML5, was defined as an application of Standard Generalized Markup Lan-
guage (SGML), a flexible markup language framework, XHTML is an application of XML, a more re-
strictive subset of SGML. XHTML documents are well-formed and may therefore be parsed using
standard XML *parsers, unlike HTML, which requires a lenient HTML-specific parser.
44
XHTML 1.0 became a World Wide Web Consortium (W3C) Recommendation January 26, 2000.
XHTML 1.1 became a W3C Recommendation on May 31, 2001. The standard known as XHTML5 is
being developed as an XML adaptation of the HTML5 specification.

 In computer technology, a parser is a program, usually part of a compiler, that receives

input in the form of sequential source program instructions, interactive online com-
mands, markup tags, or some other defined interface and breaks them up into parts (for
example, the nouns (objects), verbs (methods), and their attributes or options) that can
then be managed by other programming (for example, other components in a compiler). A
parser may also check to see that all input has been provided is necessary. In a func-
tional language, such as Haskell, parsers can naturally be considered as functions.


1. What does SGML stand for?
2. Contextual Reference: which are the antecedents of:
These (l.10) in which (l.16) which (l. 20)

3. Recognize connectors and translate them.

4. Recognize PRESENT PERFECT structures. Are they active or passive?
5. Translate the underlined paragraphs.
6. True or False? Justify the false ones.
a. HTML and XHTML are both more restrictive subsets of SML.
b. To format and layout a webpage, users use a lot of tags.
c. XHTML requires a lenient HTML-specific parser.

45
 IV) B-
1- Read the article.
2- Recognize and translate connectors and conjunctions in context.
3- Translate the underlined phrases with –ing.

Using PHP: it is extremely simple for a newcomer, but it offers many advanced features for a pro-
fessional programmer. Don’t be afraid of reading the long list of PHP’s features. You can jump in, in
a short time, and start writing simple scripts in a few hours.

PHP can be used on all major operating systems, including Linux. It also has support for most of
the web servers today. For the majority of the servers PHP has a module, for the others supporting
CGI standard, PHP can work as a CGI processor.

So with PHP, you can choose an operating system and a web server. Furthermore, you can also use
procedural programming or object oriented programming, or a mixture of them. Although not every
standard OOP feature is implemented in PHP 4, many code libraries and large applications (includ-
ing the PEAR library) can be written only using OOP code. PHP5 fixes the OOP related weaknesses
of PHP 4 and introduces a complete object model.

4- Read the article again. Choose the correct option.

1. PHP …
a. es simple pero no ofrece características muy avanzadas.
b. no es simple pero ofrece características muy avanzadas.
c. es simple pero ofrece características muy avanzadas.

2. En poco tiempo …
a. se pueden leer las características
b.se puede comenzar a escribirlo
c. se puede bloquear un sistema

3. solo se usa …
a. en Windows
b. en todos los principales sistemas operativos
c. en todos los sistemas operativos excepto Unix

4. con PHP …
a. solo se implementa una programación orientada a objetos.
b. se tiene un sistema operativo y un servidor web.
c. se obtiene una mezcla de sistemas

5. PHP 5 …
a. mejora algunas debilidades de PHP4

46
 b. implementa nuevas aplicaciones
c. incorpora nuevos códigos.

V) Read and answer the questions below.

Legal and Ethical Issues in IT

Questions of ethics and legality are essential in many industries. However, as information technolo-
gy becomes increasingly influential, the ethical and legal considerations become similarly relevant.
Here are the five most pressing ethical and legal issues confronting the industry today.
1. Privacy: Most people have their personal data spread throughout the digital world. Even things
thought to be secure, such as email or private accounts, can be accessed by unintended sources.
Most employers actively check their employees’ computer habits. Privacy has evolving legal implica-
tions, but there are also ethical considerations. Do people know how their accounts are monitored?
To what extent is such monitoring occurring?
2. Digital Ownership: Digital mediums have allowed information to flow more freely than before.
This exchange of ideas comes with a legal and ethical backlash. How can ownership be established
in the digital realm? Things can be easily copied and pasted online, which makes intellectual prop-
erty hard to control. Legal notions such as copyright have struggled to keep up with the digital era.
3. Data Gathering: On some level, everyone knows that their online lives are monitored. The United
States has even passed legislation allowing the government to actively monitor private citizens in
the name of national security. These measures have revived a debate about what information can
be gathered and why. This debate applies on a smaller scale as well because companies need to
consider what information to collect from their employees. This issue invokes a question of consent.
Do people know what information is being monitored? Do they have a right to know how their data
is being used? 4. Security Liability: In the past,
security issues were resolved by locking a door. Digital security is much more complicated. Security
systems for digital networks are computerized in order to protect vital information and important
assets. However, this increased security comes with increased surveillance. All security systems
have inherent risks, which means it is a question of what risks are acceptable and what freedoms
can be forfeited. Ultimately, IT professionals need to balance risk with freedom to create a security
system that is effective and ethical at the same time.
5. Access Costs: Net neutrality has become a trendy issue thanks to legislative efforts in the last
few years. Proponents want the Internet to remain open to everyone while some businesses want to
create tiered access for those who are willing to pay. The issue even extends to private Internet us-
age since the cost of service in some areas may be cost prohibitive. The larger ethical question is
47
whether or not digital exchange is now a universal right. These issues are essential for everyone,
but they carry extra weight for those who work with information technology.
It is important to remember that working with technology is not separated from ethical contexts but
can actually help define a legal and ethical code for generations to come.

1. Underline the most important idea of each issue. Translate them.

2. Look for information about this topic in Argentina. Are there laws considering legal and ethical
issues in IT?
3. Match these situations with the issues above. Discuss with the class.

a. Raúl goes on signing up for free to different websites. When the time expires, he changes his per-
sonal information.

b. Mr.Smith complained to the bank because he received an unknown charge in his credit card.

c. Brendan Nelson urged Newcastle University to reopen a case in which it secretly re-marked the
assignments of 15 students who had been failed for plagiarism at a campus it runs in Malaysia.

d. A bank has sent a notification to its staff naming those employees who have overused internet
during the working hours.

VI) A- Read the article and do the activities below:

What is SQL?
Structured Query language (SQL) pronounced as "S-Q-L" or sometimes as "See-Quel" is actually
the standard language for dealing with Relational Databases.
SQL programming can be effectively used to insert, search, update, delete database records. That
doesn't mean SQL cannot do things beyond that. In fact, it can do lot of things including, but not
limited to, optimizing and maintenance of databases.
Relational databases like MySQL Database, Oracle, Ms SQL server, Sybase, etc use SQL!

How to use SQL syntaxes?

SQL syntaxes used in these databases are almost similar, except the fact that some are using few
different syntaxes and even proprietary SQL syntaxes.

48
SQL Example: SELECT * FROM Members WHERE Age > 30

What is NoSQL?
NoSQL is an upcoming category of Database Management Systems. Its main characteristic is its
non-adherence to Relational Database Concepts. NOSQL means "Not only SQL". Concept of NoSQL
databases grew with internet giants such as Google, Facebook, Amazon, etc who deal with gigantic
volumes of data. When you use relational database for massive volumes of data, the system starts
getting slow in terms of response time.
To overcome this, we could of course "scale up" our systems by upgrading our existing hardware.
The alternative to the above problem would be to distribute our database load on multiple hosts as
the load increases. This is known as "calling out".

NOSQL database are non-relational databases that scale out better than relational databases and
are designed with web applications in mind. They do not use SQL to query the data and do not fol-
low strict schemas like relational models. With NoSQL, ACID (Atomicity, Consistency, Isolation, Du-
rability) features are not guaranteed always

Why does it make sense to learn SQL after NOSQL?

With the advantages of NOSQL databases outlined above that scale out better than relational mod-
els, you might be thinking why one would still want to learn about SQL database? Well, NOSQL
databases are sort of highly specialized systems and have their special usage and limitations.
NOSQL suits more for those who handles huge volumes of data. The vast majority use relational da-
tabases and associated tools.

Relational databases have the following advantages over NOSQL databases;

 SQL(relational) databases have a mature data storage and management model. This is cru-
cial for enterprise users.
 SQL databases support the notion of views which allow users to only see data that they are
authorized to view. The data that they are not authorized to see is kept hidden from them.
 SQL databases support stored procedure sql which allow database developers to implement
part of the business logic into the database.
 SQL databases have better security models compared to NoSQL databases.

49
The world has not deviated from use of relational databases. There is growing a demand for profes-
sionals who can handle relational databases. Thus learning databases and SQL still holds merit.

I) Recognize different functions of –ing; nouns, adjectives or verbs.

II) Recognize and translate sentences with Passive voice and Present perfect structures.

III) Contextual reference: “that” ( l.4) “its” (l.13) “this” (l.18) “their” (l.28)

IV) Surely you already know a lot about SQL, MySQL and NoSQL, but have you learned anything
new after reading the article above? What have you learned? Tell it to your partners.

V) What do you have to learn first, SQL or NoSQL?

VI) The article shows an SQL syntax. Can you express the same information in another syntax?

is _ _

50