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Introducción a la Lectura Comprensiva de Inglés Académico para Medicina Veterinaria
FICHA TEÓRICO-PRÁCTICA #8:
TIEMPOS VERBALES
En un curso de comprensión lectora, la idea de presentar la formación de los tiempos verbales es sólo para reconocimiento
de los mismos en los textos. Veremos los tiempos verbales SIMPLE, PROGRESSIVE o CONTINUOUS, y PERFECT.
Repasemos los tiempos verbales SIMPLE a través del análisis de
a.
la forma,
b.
el uso, y
c.
la interpretación en español
de los siguientes enunciados que harás en grupo y con ayuda del instructor a cargo. Los enunciados fueron extraídos de
textos que verás más adelante en el cursado, o de textos que se han utilizado o se utilizarán en exámenes parciales y
finales.
1. Vaccines do not always prevent infection.
2. Estrogen, by itself, does not contribute to the development of pyometra.
3. Do we really need to castrate bull calves?
4. A herd calving in late winter or early spring requires little or no housing.
5. Severe anemias result in a significantly reduced ability of the blood to deliver oxygen throughout the body and, most
importantly, to vital organs such as the brain.
6. Each pasture received a winter application of pre emergent herbicide for control of annual weeds and grasses.
7. Dry-cow therapy will cure some infections existing at the time of drying off.
8. Some laws in this country would eliminate low-level feeding of antibiotics and prohibit the therapeutic use of some
antibiotics in animals.
9. If your dog will not swallow liquid medication or if the pill just is not working out, ask your veterinarian if there is
another option.
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Tiempos Verbales
El siguiente cuadro de consulta / repaso muestra, de manera muy sintética y a través de ejemplos, cómo se forman los
tiempos verbales llamados simple en inglés, en sus formas afirmativa, negativa e interrogativa.
SIMPLE PAST
SIMPLE PRESENT
SIMPLE FUTURE (will)
I (You, We, They) need some more
tests.
(Yo) necesito algunos tests más.
I worked all night yesterday.
(Yo) trabajé toda la noche ayer.
VERBOS REGULARES (desinencia –ed)
She will decide soon.
(Ella) decidirá pronto.
SUJETO+WILL+INFINITIVO
She (He, It) works perfectly in this
environment.
(Ella) trabaja perfectamente en este
ambiente.
They took it to the laboratory.
(Ellos) lo llevaron al laboratorio.
VERBOS IRREGULARES (2º columna,
ver siguiente tema de este manual)
What will you write in the abstract?
¿Qué escribirás (vos) en el abstract?
WILL+SUJETO+ INFINITIVO
How do you (I, we, they) prepare the
samples?
¿Cómo preparás (vos) las muestras?
DO+I, WE, THEY+INFINITIVO
What did you bring to the field last week?
What does she (he, it) measure?
¿Qué mide (ella)?
DOES+SHE, HE, IT+INFINITIVO (NO
“S”)
They do not (don´t) understand the
reason.
¿Qué trajiste al campo (vos) la semana
pasada?
DID+SUJETO+INFINITIVO
We did not (didn’t) believe it.
(Nosotros) no lo creímos.
DID+ NOT+VERBO INFINITIVO
(Ellos) no comprenden la razón.
They will not (won’t) come until
tomorrow.
(Ellos) no vendrán hasta mañana.
SUJETO+WILL+NOT+INFINITIVO
SIMPLE CONDITIONAL (WOULD)
She would come if she could.
(Ella) vendría si pudiera.
SUJETO+WOULD+VERBO INF.
What would you do if you were very
rich?
¿Qué harías si tuvieras mucho dinero?
WOULD+SUJETO+VERBO INF.
They would not live here if it were
not for you.
(Ellos) no vivirían aquí si no fuera por
vos.
SUJ.+WOULD+NOT+VERBO INF.
DO + NOT + INFINITIVO
He does not (doesn´t) consider that
variable at all.
(Él) no considera para nada esa variable.
DOES + NOT + INFINITIVO (NO “s”)
PRÁCTICA EN CLASE:
1. Encerrá con
los verbos en tiempos simple de los siguientes enunciados –excepto to be-
2. Expresálos en español.
Ej: Zoby and Holmes (1983)
reported
that with extreme differences in animal size (mature cows vs stockers vs
calves), bite size values calculated indirectly from estimated herbage intake and total daily bites were different.
Zoby y Holmes informaron que, con extremas diferencias en tamaño del animal,
(vacas maduras vs vacas en engorde vs terneros) los valores del tamaño del
mordisco, calculados indirectamente a partir de la ingesta de hierba y los
mordiscos diarios, eran diferentes.
1. Anemia develops when the number of red blood cells in the bloodstream is reduced.
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Introducción a la Lectura Comprensiva de Inglés Académico para Medicina Veterinaria
2. Equine Infectious Anemia tends to become an inapparent infection but occasionally results in death.
3. Prevention of new cases of mastitis depends on reducing exposure of uninfected cows to infected cows during
milking.
4. Canine demodicosis is a common disease in dogs and occurs when large numbers of Demodeex canis mites inhabit
hair follicles, sebaceous glands.
Repasemos, ahora, otro grupo: los tiempos verbales PROGRESSIVE o CONTINUOUS a través del análisis de
a.
la forma,
b.
el uso, y
c.
la interpretación en español
de los siguientes enunciados que harás en grupo y con ayuda del instructor a cargo, como con el grupo anterior. No son
tiempos verbales muy usuales en inglés académico / científico.
1. The cow is calving in the pen right now.
2. The vets from the Animal Nutrition Department are measuring the feed intake at this moment.
3. The Vet was isolating the piglets when the farmer arrived.
4. The husbandmen were weighing the steers when the bull attacked them.
5. The lab technician will be examining the fecal samples tomorrow morning in the university lab.
6. The CBC (complete blood cell count) is the most common and critical test: it offers more detailed information regarding
the anemia, such as whether the body is losing vs. destroying red blood cells and if it is producing new red blood cells
to replace them.
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Tiempos Verbales
VIDEOS sobre los tiempos verbales simple:
https://www.youtube.com/watch?v=m28BKjBDafU, https://www.youtube.com/watch?v=wQO1UcvZraM
El siguiente cuadro de repaso / consulta muestra, por su parte, de manera muy sintética y a través de ejemplos también,
cómo se forman los tiempos verbales progressive en inglés, en sus formas afirmativa, negativa e interrogativa.
PRESENT PROGRESSIVE
I am analyzing the data now.
(Yo) estoy analizando los datos
ahora.
She (He, It) is testing the
equipment right now.
(Ella) está probando el equipo en
este momento.
We (They, You) are controlling the
plague.
(Nosotros) estamos controlando la
plaga.
SUJETO+AM, IS, ARE+ING
What is he (she, it) preparing?
¿Qué está preparando (él)
What are you (we, they) doing
there?
¿Qué estás haciendo (vos) ahí?
What am I doing?
¿Qué estoy haciendo (yo)?
AM, IS, ARE+SUBJECT+ING?
PAST PROGRESSIVE
FUTURE PROGRESSIVE
She (He, It) was working when they
arrived.
(Ella) estaba trabajando cuando (ellos)
llegaron.
I will be travelling by the time they
arrive.
I, HE, SHE, IT+WAS+ ING
Will you be waiting for us?
You, (We, They) were talking when the
class started.
(Vos) estabas conversando cuando la clase
comenzó.
YOU, WE, THEY+WERE+VERBO+ -ING
He was not (wasn’t) reading when the
phone rang.
(Él) no estaba leyendo cuando el teléfono
sonó.
I, HE, SHE, IT+WAS+NOT+ING
They were not (weren’t) watching the
students when the accident happened.
(Ellos) no estaban observando a los
estudiantes cuando ocurrió el accidente.
YOU, WE, THEY+WERE+NOT+ ING
I am not (‘m not) saying that.
(Yo) no estoy diciendo eso.
Why was she analyzing the samples,
He is not (isn’t) looking at that
instead of you, when I arrived?
sample.
¿Por qué estaba ella analizando las muestras,
(Él) no está mirando esa muestra.
y no vos, cuando (yo) llegué?
They are not (aren’t) recording it. WAS+I, HE, SHE, IT+ING?
(Ellos) no están registrándolo.
SUJETO+ AM, IS,
What were you doing when they arrived?
ARE+NOT+ING
¿Qué estabas haciendo cuando (ellos)
llegaron?
WERE+ YOU, WE THEY+ ING?
SUJETO+ WILL BE+ ING
WILL+SUJETO+BE+ ING?
They will not (won’t) be listening to
you by the time you finish the class.
SUJETO+WILL+NOT+BE+ ING
CONDITIONAL PROGRESSIVE
She would be studying here if she
could.
SUJETO+WOULD BE+ING
What would you be doing if you
were in the Caribbean now?
WOULD+SUJETO+BE+ING
He would not (wouldn’t) be
complaining if he knew the reason.
SUJ.+WOULD NOT BE+ING
Finalmente, repasemos el grupo de los tiempos verbales PERFECT a través del análisis de
a. la forma
b. el uso, y
c. la interpretación en español
de los siguientes enunciados que harás en equipo y con ayuda del instructor a cargo.
82
1.
No scientist has established the origin of canine parvovirus.
2.
Variants of the parvovirus have appeared since the disease was first recognized.
3.
Before the experiment, these animals had received the regular herd concentrate.
4.
The infected calves will have died by next month if the treatment does not start immediately.
Introducción a la Lectura Comprensiva de Inglés Académico para Medicina Veterinaria
El siguiente y último cuadro de repaso / consulta muestra, de manera muy sintética y a través de ejemplos, al igual que los
anteriores, cómo se forman los tiempos verbales llamados perfect en inglés, en sus formas afirmativa, negativa e
interrogativa.
PRESENT PERFECT
I (You, We They) have already finished.
(Yo) ya terminé.
He (She, It) has already started.
(Él) ya comenzó.
VERBOS REGULARES:
SUJETO+HAVE/HAS+ED
PAST PERFECT
FUTURE PERFECT
They had collected the samples when it
started to rain.
(Ellos) habían juntado las muestras cuando
comenzó a llover.
I will have finished by the time they
arrive.
(Yo) habré terminado para cuando (ellos)
lleguen.
She had taken everything out before the
building collapsed.
(Ella) había sacado todo antes de que el
edificio se viniera abajo.
SUJETO+WILL HAVE+PARTICIPIO
I (You, We, They) have taken a decision.
He tomado / Tomé una decisión.
SUJETO+HAD+PARTICIPIO
She (He, It) has brought this new idea for
us to analyze.
(Ella) ha traído / trajo esta nueva idea para
que nosotros la analicemos.
We had not (hadn’t) finished when they
arrived.
(Nosotros) no habíamos terminado cuando
ellos llegaron.
VERBOS IRREGULARES:
SUJETO+HAVE/HAS+P ARTICIPIO: -ED
O 3º COLUMNA)
SUJETO+HAD+NOT+PARTICIPIO
She has not (hasn’t) finished yet.
(Ella) no
How many samples had you taken before
we changed the method?
¿Cuántas muestras habías tomado antes de
que (nosotros) cambiáramos el método?
They have not (haven’t) met.
HAD+SUJETO+PARTICIPIO
SUJETO+HAVE/HAS+NOT+PARTICIPIO PARTICIPIO:
VERBOS REGULARES:
DESINENCIA –ED
What have you used here? Where has
VERBOS IRREGULARES:
she failed?
3º COLUMNA
HAVE/ HAS+SUJETO+PARTICIPIO
They will not (won’t) have finished
the career by the time they get married.
(Ellos) no habrán terminado la carrera
para cuando se casen.
SUJETO+WILL NOT+PARTICIPIO
Will you have practiced enough when
the date of the exam finally arrives?
Habrás practicado lo suficiente para
cuando llegue la fecha del examen?
WILL+SUJETO+HAVE+PARTICIPIO
CONDITIONAL PERFECT
We would have understood if you
had explained.
SUJ.+WOULD HAVE+ PARTICIPIO
The researcher would not
(wouldn’t) have told you that if he
had known the conditions.
SUJ.+WOULD NOT HAVE+PART.
How would you have reacted if you
have been in the same situation?
WOULD+SUJ.+HAVE+PARTICIPIO
VIDEOS sobre tiempos verbales perfect: https://www.youtube.com/watch?v=elfGbizcxEU
PRÁCTICA EN CLASE
1. Encerrá con
las frases verbales de los siguientes enunciados en tiempos perfect.
2. Expresálas en español.
1. Use of penicillin in mastitis therapy has led to problems of human health.
2. Advances in analytical techniques have contributed to awareness and concern about toxic residues.
3. Consumer confidence in the safety of food has become a priority issue for all the people involved in the food supply
chain.
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Tiempos Verbales
4. Dry cow therapy has been part of mastitis control since the 1970s and has been one point of the five point control
plan.
5. Public concern over the presence of drug residues in edible products of food-producing animals has reached
unprecedented heights.
6. Efforts to induce dairy farmers to make greater use of high-quality pastures and reduce their dependency on
imported concentrates have met with little success.
7. Immunoassay technology has gained rapid acceptance in veterinary and human medicine owing to its high
performance capabilities and versatility in applications.
8. Certain countries have banned the use of specific compounds, whereas other countries on the base of scientific
criteria, have permitted the continued use of similar products (e.g., growth promoters are banned in the European
Community and permitted in the United States).
LISTA DE VERBOS IRREGULARES
¿Cómo utilizarla?
La columna INFINITIVE nos da el nombre del verbo, es decir el verbo sin conjugar en ningún tiempo verbal; de esta
columna formamos el simple present agregándole “s” o “es” para las terceras personas del singular (he, she, it).
La columna SIMPLE PAST nos informa acerca de los verbos irregulares en simple past (pretéritos perfecto e indefinido del
español), y la forma que se presenta es la misma para todos los pronombres. No figuran aquí los verbos regulares, porque
su simple past se forma agregando “ed” al infinitivo.
La columna PAST PARTICIPLE nos informa acerca del pasado participio (terminación –ado -ido del español) de los verbos
irregulares; una vez más, no figuran aquí los verbos regulares porque su pasado participio se forma agregando “ed” al
infinitivo.
Comúnmente se llama “primera columna” a la INFINITIVE, “segunda columna” a la SIMPLE PAST, y “tercera columna” a la
PAST PARTICIPLE.
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Introducción a la Lectura Comprensiva de Inglés Académico para Medicina Veterinaria
TRADUCCIÓN
ser/estar:
golpear:
convertirse, volverse:
comenzar:
soplar, explotar:
romper, estallar:
traer:
construir:
quemar:
comprar:
atrapar, tomar:
elegir, seleccionar:
venir, llegar:
cortar:
hacer, realizar:
dibujar, deslizar, atraer:
beber:
conducir, manejar:
comer:
caer:
sentir:
encontrar, hallar:
volar:
olvidar:
conseguir, comprar, llegar:
dar, otorgar:
ir, dirijirse:
crecer:
tener, haber:
oir:
esconder, ocultar:
golpear:
sostener, mantener, llevarse a cabo
herir, lastimar:
mantener, guardar, seguir:
saber, conocer:
poner, colocar, recostar:
llevar, conducir, liderar:
aprender, enterarse:
partir, dejar, abandonar:
prestar:
dejar, permitir:
yacer, recostarse:
alumbrar, encender:
perder, extraviar:
hacer, realizar:
significar, querer decir:
encontrarse con, conocerse:
equivocarse, errar:
pagar, prestar (atención):
poner:
leer:
llamar, sonar:
elevarse, levantarse:
correr, administrar:
decir:
ver:
vender:
enviar:
sacudir:
brillar:
disparar:
mostrar:
cerrar:
hundir:
INFINITIVE
SIMPLE PAST
PAST PARTICIPLE
be (am, is, are)
beat
become
begin
blow
break
bring
build
burn
buy
catch
choose
come
cut
do
draw
drink
drive
eat
fall
feel
find
fly
forget
get
give
go
grow
have
hear
hide
hit
hold
hurt
keep
know
lay
lead
learn
leave
lend
let
lie
light
lose
make
mean
meet
mistake
pay
put
read
ring
rise
run
say
see
sell
send
shake
shine
shoot
show
shut
sink
was/were
beat
became
began
blew
broke
brought
built
burnt
bought
caught
chose
came
cut
did
drew
drank
drove
ate
fell
felt
found
flew
forgot
got
gave
went
grew
had
heard
hid
hit
held
hurt
kept
knew
laid
led
learnt
left
lent
let
lay
lit
lost
made
meant
met
mistook
paid
put
read
rang
rose
ran
said
saw
sold
sent
shook
shone
shot
showed
shut
sank
been
beaten
become
begun
blown
broken
brought
built
burnt
bought
caught
chosen
come
cut
done
drawn
drunk
driven
eaten
fallen
felt
found
flown
forgotten
gotten
given
gone
grown
had
heard
hidden
hit
held
hurt
kept
known
laid
led
learnt
left
lent
let
lain
lit
lost
made
meant
met
mistaken
paid
put
read
rung
risen
run
said
seen
sold
sent
shaken
shone
shot
shown
shut
sunk
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Tiempos Verbales
sentarse:
dormir:
oler:
gastar:
untar, esparcir:
levantar:
robar:
golpear:
nadar:
tomar, llevar:
enseñar:
rasgar, romper:
narrar, decir, contar:
pensar, opinar:
arrojar:
entender, comprender:
despertar:
usar (ropa):
ganar:
escribir:
sit
sleep
smell
spend
spread
stand
steal
strike
swim
take
teach
tear
tell
think
throw
understand
wake
wear
win
write
sat
slept
smelt
spent
spread
stood
stole
stroke
swam
took
taught
tore
told
thought
threw
understood
woke
wore
won
wrote
sit
slept
smelt
spent
spread
stood
stolen
stricken
swum
taken
taught
torn
told
thought
thrown
understood
waken
worn
won
written
Es muy importante que te familiarices con estos verbos, intentá armar una estrategia para, de aquí a fin de año,
aprenderlos, de este modo recurrirás mucho menos al diccionario cuando aparezcan en los textos.
Otros tiempos verbales:

PERFECT PROGRESSIVE:
SUJETO + TO HAVE (PRESENTE – PASADO – FUTURO) + BEEN + VERBO + -ING
The cat has been vomiting for the last three days.
Hace tres días que el gato vomita. El gato ha estado vomitando por tres días.
TO HAVE (PRESENTE – PASADO – FUTURO) + SUJETO + BEEN + VERBO + -ING
How long have you been studying this subject?
¿Cuánto hace que estás estudiando este tema?
SUJETO + TO HAVE (PRESENTE – PASADO – FUTURO) + NOT + BEEN + VERBO + -ING
I haven’t been following the progress of this project work, to tell you the truth.
A decir verdad, no he estado siguiendo el progreso de este trabajo de campo.

BE + GOING TO + VERBO INFINITIVO = futuro para expresar planes e intención
They are going to build a new research hall over there.
Van a construir un nuevo pabellón de investigación allí.
Are you going to start the test next month?
¿Vas a comenzar la prueba el mes próximo?
We are not going to write a new paper on this subject.
No vamos a escribir un nuevo paper sobre este tema.
86
They took it to the laboratory.
VERBOS IRREGULARES (2º columna)
How do you (I, we, they) prepare the samples?
DO + I, WE, THEY + INFINITIVE VERB.
What does she (he, it) measure?
DOES + SHE, HE, IT + INFINITIVE VERB (NO
“S”)
Will you be waiting for us?
WILL + SUJETO + BE + VERBO + ING
I will be traveling by the time they
arrive.
SUJETO + WILL BE + VERBO +-ING
She has not (hasn’t) finished yet.
They have not (haven’t) met.
SUJETO + HAVE / HAS + NOT + VERBO (PAS.
PART.)
They will not (won’t) have finished
the career by the time they get married.
SUJETO + WILL NOT + VERBO (PAS.
How many samples had you taken before we changed the PART.)
method?
Will you have practiced enough when
HAD + SUJETO + VERBO (PAS. PART.)
the date of the exam finally arrives?
WILL + SUJETO + HAVE + VERBO
PASADO PARTICIPIO:
(PAS. PART.)
VERBOS REGULARES: TERMINACIÓN –ED
VERBOS IRREGULARES: 3º COLUMNA
I (You, We, They) have taken a decision.
She (He, It) has brought this new idea for us to
analyze.
VERBOS IRREGULARES:
SUJETO + HAVE / HAS + VERBO (PASADO
PARTICIPIO: -ED O 3º COLUMNA)
How would you have reacted
if you have been in the same
situation?
WOULD + SUJETO + HAVE +
VERBO (PAS. PART.)
The researcher would not
(wouldn’t) have told you that
if he had known the conditions.
SUJETO + WOULD NOT
HAVE + VERBO (PAS. PART.)
We would have understood if
you had explained.
SUJETO + WOULD HAVE +
VERBO (PAS. PART.)
He would not (wouldn’t) be
complaining if he knew the
reason.
SUJETO + WOULD + NOT +
BE + VERBO + -ING
What would they be studying
now if they had come?
WOULD + SUJETO + BE +
VERBO + -ING
She would be doing research
here if she could.
SUJETO + WOULD + BE +
VERBO + -ING
I would not (wouldn’t)
measure here.
SUJETO + WOULD + NOT +
VERBO INFINITIVO
How would you carry this
out?
WOULD + SUJETO + VERBO
INFINITIVO
I would like to test the place.
SUJETO + WOULD + VERBO
INFINITIVO
CONDITIONAL (would)
PROGRESSIVE (-ing: -ando, -endo)
We had not (hadn’t) finished when they arrived.
SUJETO + HAD + NOT + VERBO (PAS. PART.)
They had collected the samples when it started to rain.
She had taken everything out before the building
collapsed.
SUJETO + HAD + VERBO (PAS. PART.)
I (You, We They) have already finished.
He (She, It) has already started.
VERBOS REGULARES:
SUJETO + HAVE / HAS + VERBO + -ED
I will have finished by the time they
arrive.
SUJETO + WILL HAVE + VERBO
(PAS. PART.)
They will not (won’t) be listening to
you by the time you finish the class.
Why was she analyzing the samples, instead of you, when SUJETO + WILL + NOT + BE +
VERBO + -ING
I arrived?
He was not (wasn’t) reading when the phone rang.
They were not (weren’t) watching the students when
the accident happened.
I am not (‘m not) saying that.
He is not (isn’t) looking at that sample.
They are not (aren’t) recording it.
SUBJECT + AM, IS, ARE + NOT + VERBO + -ING What were you doing when they arrived?
What is he (she, it) preparing?
What are you (we, they) doing there?
What am I doing?
AM, IS, ARE + SUBJECT + VERBO + -ING
You, (We, They) were talking when the class started.
YOU, WE, THEY + WERE + VERBO + -ING
She (He, It) was working when they arrived.
I, HE, SHE, IT + WAS + VERBO + -ING
They will not (won’t) come until
tomorrow.
SUJETO + WILL + NOT + VERBO
INFINITIVO
What will you write in the abstract?
WILL + SUJETO + VERBO
INFINITIVO
She will decide soon.
SUJETO + WILL + VERBO
INFINITIVO
FUTURE (will)
SIMPLE
I am analyzing the data now.
She (He, It) is testing the equipment right now.
We (They, You) are controlling the plague.
SUBJECT + AM, IS, ARE, + VERBO + -ING
We did not (didn’t) believe it.
They do not (don´t) understand the reason.
DID + NOT + VERBO INFINITIVO
DO + NOT + INFINITIVE VERB
He does not (doesn´t) consider that variable at all.
DOES + NOT + INFINITIVE VERB (NO “s”)
What did you bring to the field last week?
DID + SUJETO + VERBO INFINITIVO
I worked all night yesterday.
VERBOS REGULARES (terminación –ed)
PAST
I (You, We, They) need some more tests.
She (He, It) works perfectly in this environment.
PRESENT
Introducción a la Lectura Comprensiva de Inglés Académico para Medicina Veterinaria
Cuadro resumen Tiempos Verbales:
PERFECT
87
Tiempos Verbales
PRÁCTICA:
TIEMPOS SIMPLE:
1. Resaltá con un marcador los verbos o frases verbales en tiempos simple de los siguientes enunciados –
excepto to be2. Expresálos en español.
3. Leé el enunciado completo para poder interpretarlo, en español, en forma clara y precisa.
Ejemplo: Zoby and Holmes (1983) reported that, with extreme differences in animal size, bite size values, calculated
indirectly from estimated herbage intake and total daily bites, were different.
Zoby y Holmes informaron que, con extremas diferencias en tamaño del
animal, los valores del tamaño del mordisco, calculados indirectamente a
partir de la ingesta de hierba y los mordiscos diarios, eran diferentes.
1. This manuscript will review cow-calf production systems.
2. We shall discuss in detail the important points to look for in the physical traits of bull classes.
3. Bulls affected of vibriosis do not show any signs of disease but carry the disease and spread it to females.
4. One of the most common traumatic spinal cord injuries in dogs occurs because of rupture of one or more of the
invertebral discs.
5. With a high energy density, this food for cats and dogs contains concentrated essential nutrients and highly digestible
ingredients.
6. A clean environment for dry cows will reduce new infections during the dry period, especially the last 2 wk before
calving.
7. The skeletal structure of a horse has evolved quite differently from that of the dog, particularly in the limbs, to support
its massive weight.
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Introducción a la Lectura Comprensiva de Inglés Académico para Medicina Veterinaria
8. Adequate nutrition of the female during gestation will normalize the behavioral development and pituitary function of
the neonate.
9. A bitch with five puppies averaging 230 gr. will secrete about 150 ml. of milk per day with a caloric value of 1.2 to 1.3
calories per ml.
Texto 1 (extracto):
Fuente:
FEBRUARY 2007
PRIMEFACT 431 (REPLACES AGFACT A2.9.9)
Beef cattle vaccines
Dr Sarah Robson
Regional Animal Health Leader, Animal & Plant Biosecurity, Wagga Wagga
Clostridial vaccines
Clostridial diseases are caused by bacteria of the genus Clostridium. Clostridia are widespread in the environment
and are normally found in soil and faeces. They form highly resistant spores that survive in the environment for very
long periods. They are also present in the gastrointestinal tract of healthy animals and as spores in their tissues. Not
all species of clostridia cause disease, but those that do are usually fatal. They include:
Clostridial
Disease caused
C. tetani
Tetanus
C. septicum
Malignant oedema
C. chauvoei
Blackleg
C. perfringens type D (pulpy
Enterotoxaemia
kidney)
C. novyi
Black disease
C. botulinum
Botulism
Disease occurs when these bacteria enter the body (via cuts, abrasions or ingestion) and conditions in the body
allow multiplication of the bacteria and /or toxin production. All animals are at risk of clostridial disease, but
younger animals are at a higher risk than adults.
1. Observa el texto 1 y respondé: ¿A qué género pertenece el texto?
TEXTO 1:
GÉNERO:
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Tiempos Verbales
2. Recorré el texto e identificá todos los verbos y frases verbales en simple present. Encerrálos con un círculo
en el texto mismo.
3. Leé el texto y pensá en un título que responda a las preguntas ¿de qué trata? ¿cuál es el tema general?
TEXTO 1:
TÍTULO
(TEMA GENERAL)
4. Explicá con tus propias palabras tanto como puedas de la información que brinda el extracto.
LO QUE ENTENDÍ
DEL EXTRACTO
Texto 2:
Fuente: Brightling, P., Mein, G., Malmo, J., Ryan, D., Countdown Down Under: Farm Guidelines for Mastitis Control
(1998)
This program is the national udder health program for the Australian dairy industry. More than $130 million is lost to
Australian dairy farmers each year through poor udder health. Mastitis is the major cause of this loss. Mastitis
reduces milk yield and leads to poor quality milk. Together, these factors erode the milk income received by farmers.
In addition, antibiotic therapy used to overcome udder disease adds to dairy farmers’ costs and require strict
monitoring to prevent residue entering the milk. This program plan consists of a set of recommendations to assist
dairy farmers with profitable control of mastitis.
1. Leé la fuente del texto y expresá en español el tema general a manera de título alternativo, es decir,
respondé a la pregunta ¿de qué trata el texto?
TÍTULO O
TEMA
GENERAL:
2. El texto plantea un problema específico en un lugar específico que involucra a un sector de la sociedad
específico, a la vez que plantea una solución específica. ¿Cuál es el problema? ¿Dónde? ¿Cuál es el sector
involucrado? ¿Cuál es la solución al problema? Completá el cuadro a continuación respondiendo a estas
preguntas.
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Introducción a la Lectura Comprensiva de Inglés Académico para Medicina Veterinaria
PROBLEMA
LUGAR
SECTOR DE
LA
SOCIEDAD
SOLUCIÓN
Observá el texto 3 debajo y determiná, en español:
a. a qué género pertenece:
b. a qué entidad, institución, etc.
se refiere (respondé en inglés y
español):
c. qué función tiene la entidad,
institución, etc:
d. de dónde es la institución,
entidad, etc. (país de origen):
e. a qué tipo de lectores está
dirigido el texto:
f. qué función tiene el texto en sí:
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Tiempos Verbales
Texto 3:
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Introducción a la Lectura Comprensiva de Inglés Académico para Medicina Veterinaria
Observá el Texto 4 debajo:
1. Scanning: Encerrá con círculo todos los verbos del texto en simple present excepto to be. Transcribílos
en el cuadro siguiente, junto a su sujeto, o actor del enunciado, y expresá en español la frase formada.
Ejemplo: two
ovaries produce: dos ovarios (sujeto) producen (predicado, verbo)
1.
8.
2.
9.
3.
10.
4.
11.
5.
12.
6.
13.
7.
14.
2. Scanning: ¿Qué información proporciona el texto sobre cada uno de los siguientes términos? Respondé
en inglés.
Ejemplo: ovaries:
produce the egg or ova
1. estrogen:
2. follicle:
3. funnel of the oviduct:
4. embryo:
5. secretions from the uterus:
6. cervix:
7. vagina:
8. vulva:
3. Scanning: Traducí las siguientes preposiciones según el co texto. Ejemplo: in (línea 2): en
1. on (línea 2):
6. from (línea 6):
2. at (línea 3):
7. until (línea 6):
3. after (línea 4):
8. about (línea 8):
4. of (línea 4):
9. with (línea 8):
5. to (línea 5):
10. during (línea 9):
(línea 11):
4. Scanning: Indicá a qué frase o palabra del texto hacen referencia las siguientes palabras o frases,
también extraídas del texto. Ejemplo: which (línea 2): se
refiere a two ovaries (dos ovarios)
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Tiempos Verbales
1. one on the left (línea 2):
2. a blister like structure (línea 3):
3. it (línea 5):
4. here (línea 5):
5. which (línea 5):
5. Skimming: Respondé con una simple frase o con una palabra: ¿De qué trata el texto 4?
El texto 4 trata sobre
Texto 4:
1
Reproductive Organs and Breeding Pattern
There are two ovaries in the cow: one on the right and one on the left side, which produce the egg or ova and the
female sex hormone, estrogen. At each estrus, a blister-like structure, called a follicle, enlarges and ruptures
approximately 14 hours after the end of heat. This ruptured follicle releases the egg and the funnel of the oviduct picks
5
it up. It is here that the sperm cell and egg unite to form the embryo which develops into the calf. The embryo enters
the uterus four days after breeding and secretions from the uterus nourish it until 35 days when the membranes of the
embryo and uterus unite to complete implantation. There are two oviducts and two uterine horns plus a single cervix
which is about two or three inches long and one inch in diameter. The cervix is cartilaginous and hard tissue with three
well developed rings on the inner lining and forms an effective seal during pregnancy. The cervix opens up or dilates
10
during heat so sperm can pass to the uterus and an insemination tube can be inserted during and shortly after estrus.
The vagina forms a passageway from the outside vulva to the cervix where the semen is deposited during natural
service. The vulva is seen from the outside and increases in vascularity and size during heat.
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Introducción a la Lectura Comprensiva de Inglés Académico para Medicina Veterinaria
Texto 5:
Fuente: Christenson, D. Veterinary Medical Terminology, W. B. Saunders 1997, p. 5-7.
The body is divided by four basic planes. The median plane divides the body into equal right and left halves. Sagittal
planes are any planes that lie parallel to the median plane. Sagittal planes divide extremities longitudinally into
medial and lateral aspects. The midsagittal plane and the median plane are synonymous. The dorsal plane divides
the animal into dorsal and ventral portions. Last, the transverse plane intersects the body perpendicular to the body’s
axis, dividing the trunk of the animal into cranial and causal regions. An extremity is also considered to have its own
axis; therefore, a transverse plane of a limb divides the limb into distal (distant) and proximal (close) portions.
Leé el texto 5 y, de acuerdo a la información que provee, escribí los nombres que a continuación se dan
como corresponda a cada figura:
 Sagittal plane
 Caudal
 Transverse plane
 Proximal
 Median plane
 Lateral
 Dorsal plane
 Medial
 Cranial
 Distal
 Ventral
 Dorsal
Figura 1:
Figura 2:
Figura 3:
Figura 4:
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Tiempos Verbales
Leé el texto 6 debajo y redactá en español, en forma clara y precisa:
a. el tema general en una frase sustantiva, a manera de título:
b. expresá con tus palabras qué explica el texto sobre el tema general, es decir, expresá la idea
principal en un solo enunciado, en español, en forma clara y precisa
Texto 6:
HOW TO GIVE YOUR DOG MEDICATION
Fuente: www.vetstreet.com 25 de agosto de 2011
There will be times when you need to give your dog medication — and that can be a tricky task, especially if you’ve never
done it before or if he is uncooperative. Here is expert advice on how to get the medicine down.
To get your dog to take his medicine, you may have to employ a few sneaky tactics, whether the medicine comes in a pill, a
capsule or is liquid. Luckily, there are a few simple things you can try to help you keep your pet still so you can give him the
medication that will make him feel better. But first you must be clear on what the veterinarian recommends.
1. Understanding the Medication Instructions: When your veterinarian prescribes a new medication, make sure you
completely understand the instructions before you leave the office. She will likely explain the route of medication into the
dog (by mouth, into the ears, or into the eyes, for example) how often the medication should be taken (once daily, every 12
hours, etc.), duration of treatment (7 days, until gone), and other special considerations (give with food, follow with water).
You should also ask how you can expect your pet to respond to the treatment—and how quickly he will be feeling better.
Some medications don’t have very strict dosing instructions—for example, your veterinarian may simply say you should
administer the drug as needed. Other times, you may be able to give a medication once a day even though the package
says twice a day. But since dosing guidelines must be followed precisely, you should always ask your veterinarian before
making adjustments. And don’t hesitate to speak up if the dosing instructions don’t work with your schedule—in some cases
your veterinarian may be able to recommend another medication that can be given on a different timetable. For example, if
your work schedule does not permit dosing every 8 hours, your veterinarian may be able to recommend a medication that
can be given less frequently.
To make sure you don’t forget any doses, consider making a medication schedule for your pet. Simply write the date and
time that the medication needs to be administered, along with the last day of treatment. Even if your dog is feeling better,
you should still give him the medication for the correct length of time. The reason: Complications can occur if antibiotics
aren’t given for the full duration of recommended treatment, plus some medications—such as corticosteroids—will cause
illness if they’re discontinued.
You should also take care to follow all label directions exactly, since seemingly minor factors, like improper storage (for
example, keeping a refrigerated medication at room temperature) can affect a medicine’s safety and effectiveness. And if
your pet experiences any side effects after taking the medication, contact your veterinarian promptly before making any
changes to your dog’s dosing schedule or discontinuing the medication.
2. Administering Pills: It can take some trial and error to get your dog to swallow a pill. When your veterinarian
prescribes a medication, ask if it can be given with food, as some dogs take pills very readily if they’re hidden inside a treat
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Introducción a la Lectura Comprensiva de Inglés Académico para Medicina Veterinaria
(such as liverwurst, a small piece of soft cheese, peanut butter, or cream cheese) or given with a small amount of canned
food (simply crush pills or break and empty capsules and mix into the food.) The downsides to this method: Your dog must
eat all of the food in one sitting (to ensure he receives the full dose), plus some coated pills and capsules have a bitter taste
if the capsule or coating is removed, and if the medication makes the food taste bad, your dog may refuse to eat it. You will
probably know after the first or second dosing if this method will work.
It’s a bit more challenging if you must give your dog a pill directly by mouth. If your dog isn’t used to having your hands
around his mouth, gradually introduce him to this by stroking his muzzle and chin for a few moments to calm him down. If
you think your dog may try to bite you, do not attempt giving him medicine by mouth—ask your veterinarian about
alternative medication options. But if you trust that your dog won’t attempt to harm you, try these tips to make it a bit
easier (warning: this technique takes practice and may require more than one attempt to get your dog to swallow the pill):

Stand/kneel beside your dog (on his right side if you are right-handed). Hold the pill between the thumb and index
finger of your right hand if you are right handed. Switch it if you are left handed.

Using your left hand, reach over the top of your dog’s nose and squeeze your thumb and middle finger between his
upper and lower teeth. Your thumb should be on one side of your dog’s mouth and your middle finger on the other
side. Try to stay behind the canine teeth (the long, pointy teeth near the front of the mouth). If you’re doing this
properly, the sides of the upper lip will curl in as your fingers go in his mouth.

Once your fingers are inside, gently tilt your dog’s head back to encourage him to open his mouth.

Once the mouth is open, use your right index finger and thumb to place the pill near the base of the tongue. Then
remove your hands quickly so your dog can swallow.

Rub your dog’s throat lightly and offer a small amount of water to encourage swallowing.
3. Administering Liquid Medication: Some people prefer liquid medication because administering it doesn’t require
placing your fingers inside your dog’s mouth. Here are tips for administering liquid medication:

Draw the medication into the dropper or syringe and hold it in your right hand (if you’re right handed).

Stand/kneel beside your dog (on his right side if you are right-handed). Place your left hand behind your dog’s

Using your right hand, insert the tip of the dropper or syringe into the side of your dog’s mouth. Try to stay close
head to stabilize it. You can gently stroke the back of the head to distract your dog.
to the back of the mouth (near the molars) and away from the canine teeth (near the front of the mouth).

Once the tip is in, empty the medication into the mouth and release your dog’s head. Rub your dog’s throat lightly
to encourage swallowing.
4. Troubleshooting Tips: If you’re unable to administer medications to your dog, consider these expert tips:
Ask for help. If your dog won’t cooperate with receiving medication, ask someone to help you restrain your dog while you
control the head and give the medication.
Don’t risk injury. If you’re unable to administer medication or are worried your dog will hurt you, call your veterinarian
and ask for advice. Seek out a different formulation. Some medications are available in several forms, including pills, liquid
given by mouth with an eye dropper or syringe, chewable flavored treats, and transdermal gels (the gel is applied to your
dog’s skin, where it’s absorbed into the bloodstream). So if you dog won’t swallow liquid medication or if the pill just isn’t
working out, ask your veterinarian if there is another option.
Consider calling in the pros. Some veterinarians can arrange daily outpatient appointments for a technician or assistant
to administer your dog’s medication. If your schedule doesn’t permit this, some veterinarians may be able to board your dog
so that medication can be given until the course of treatment has been completed.
Hopefully giving your dog medication will go smoothly but if it doesn’t, or if you are concerned about dosage or anything at
all, call your veterinarian.
Texto 7:
1. Scanning: Encerrá con
frases verbales en los tiempos verbales que se indican en el cuadro.
2. Completá el cuadro con las frases y expresálas en español teniendo en cuenta su sujeto.
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Tiempos Verbales
Ejemplo: has
recently become popular: se ha hecho/vuelto popular/común
present
perfect:
future
simple:
simple
past:
past
perfect:
3. Scanning: Expresá en español las siguientes frases sustantivas extraídas del texto. Recordá: la palabra
que te dice de qué habla la frase, es la última, es decir, la última palabra es la más importante, excepto en
la 6., ¿te acordás por qué?
1. glove use (línea 2):
2. food service establishments (línea 2):
3. poor handwashing practices (línea 3):
4. disease outbreaks (línea 4):
5. mandatory glove use (línea 5):
6. National Advisory Committee for the
Microbial Criteria for Foods (línea 6):
7. healthcare literature (línea 9):
8. disposable gloves (línea 14):
9. ground beef (línea 16):
10. four bacterial transfer rates (línea 20):
4. Scanning: Completá los siguientes enunciados según la información proporcionada por el texto
relacionado con tecnología de los alimentos.
1. La utilización de guantes para la manipulación de alimentos se debe a la creencia de que
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Introducción a la Lectura Comprensiva de Inglés Académico para Medicina Veterinaria
2. Algunas pruebas han estudiado la efectividad del uso de guantes en la manipulación de alimentos y se ha llegado
a la conclusión de que
3. Los objetivos del estudio al cual este texto pertenece fueron
5. Skimming: Respondé con una frase sustantiva o con una palabra, a manera de título: ¿De qué trata el
texto 7?
título para el texto 7:
Texto 7:
1
Glove Barriers to Bacterial Cross-Examination Between Hands to Food (fragmento adaptado)
Glove use has recently become popular in foodservice establishments because of the intuitive assumption that
a physical barrier will prevent the food handler from contaminating food. Food handling and poor handwashing
practices have traditionally been the source of foodborne disease outbreaks. However, some have argued that
5
mandatory glove use can cause overall hygiene to decline and that gloves are not commonly properly used. In
September 1999, the Food and Drug Administration asked the National Advisory Committee for the Microbial
Criteria for Foods to examine this issue. The committee determined that there were insufficient data on gloves to
mandate their use in the model food code.
The majority of the glove effectiveness originates from the healthcare literature. These studies have limited
10
foodservice application because they evaluate surgical gloves that typically are of a better quality than foodservice
gloves.
Some studies have examined gloves in a foodservice setting, focusing primarily on attachment characteristics
and contamination on the outer part of the glove. In a study by Bardell, droplets of saliva containing herpes
simplex virus were placed on the outside of latex disposable gloves and touched to lettuce or ham at 0, 30, and
15
60 min. The virus was isolated from the food in all five trials for each group. Fendler et al. asked volunteers to
handle ground beef containing Escherichia coli and showed that the outside of the glove was highly contaminated
at the end of a 3-h period regardless of whether the handlers had changed gloves or washed their hands. Other
studies also provide data on the transfer of bacteria and viruses from hand to kitchen surfaces, hands to food,
and the survival of organisms on these surfaces.
20
The primary objective of this study was to determine four bacterial transfer rates: chicken to bare hands,
chicken to hands through gloves, bare hands to lettuce, and hands to lettuce through gloves. A secondary
objective was to fit the transfer data to statistical distributions so they could be incorporated in a quantitative risk
assessment.
Texto 8:
1. Completá en siguiente cuadro:
a. Escribí en español, en una frase sustantiva o palabra, a manera de título, el Tema General.
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Tiempos Verbales
b. Ampliá la información que expresaste en la consigna 1.a. en español, en forma clara y precisa
2. Scanning: Buscá en el texto ejemplos de frases verbales en tiempos simple past y present perfect,
transcribílas junto a su sujeto o actor del enunciado, y expresálas en español.
simple past
present
perfect
3. Scanning: Releé, dentro del tema los verbos TO BE y TO HAVE, los usos de BE con THERE. Buscá en el
texto un ejemplo de esta combinación, transcribíla y expresála en español.
combinación
BE con
THERE :
en español:
Texto 8:
Fuente: WILD, A. Soils and the Environment, Cambridge University Press, 1995, págs 137 y 138.
1
Management of an enterprise in agriculture, horticulture and forestry has to take into account a wide range of
issues: the management of soils, crops and animals, the selection and use of machinery and implements,
marketing arrangements, man management, and local and world commodity prices. Except for subsistence
farming, where security of food supplies is all important, the purpose is to make the enterprise profitable.
5
The objective of soil management is to create suitable conditions for the crops that are to be grown. Soil is
required to provide anchorage and the physical and chemical conditions required by the plant. What the farmer
does to help meet these requirements depends on what crops he grows, the required yield, the inputs that are
available to him, and the soil and climatic conditions.
Management of the soil started with the first farmers. Cultivations, rotations and irrigation are ancient
10
practices. In the past 200 years there have been several innovations: farm machinery has become more powerful,
crop varieties have been bred that give higher yields, and fertilizers and chemicals for the control of pests have
been introduced.
Soil is the growers´ main resource and it is in their interests to maintain it in as fertile a condition as possible.
In this they are usually successful, but there has been, and still are, examples of bad management. Erosion has
15
been caused by cutting down trees, salts have accumulated in soils under irrigation, and unsuitable soils have been
brought into cultivation.
100