UNIVERSIDAD DEL ZULIA

NCLEO COSTA ORIENTAL DEL LAGO, SEDE CABIMAS

DEPARTAMENTO CS. FORMALES

SECCIN DEPART. COMUNICACIN Y EPISTEMOLOGA

PROGRAMA DE INGENIERA DE PETRLEO

FACILITADORA:

PROFA. CLENTICIA BALLESTERO VALBUENA (LCDA. y MSc.)

TELF. CEL. (0414)-659-58-26

CABIMAS, 14 DE JULIO DE 2014

1 PERODO LECTIVO AO 2014

PETICION DE SABIDURIA A DIOS TODOPODEROSO

Pensando estoy conmigo mismo

y considerando en mi corazn

que se encuentra la inmortalidad en

emparentar con la Sabidura,

en su amistad un placer bueno,

en los trabajos de sus manos inagotables de riquezas,

prudencia en cultivar su trato

y prestigio en conversar con ella,

por todos los medios buscaba

la manera de hacerla ma.

Era yo un muchacho de buen natural,

me cupo en suerte un alma buena,

o ms bien, siendo bueno,

vine a un cuerpo incontaminado;

pero comprendiendo que no podra poseer la Sabidura

si Dios no me la daba,

-y ya era un fruto de la prudencia

saber de quien proceda esta gracia-

Recurr al Seor y le ped,

y dije con todo mi corazn:

Dios de los Padre,

Seor de la misericordia,

que hiciste el universo con tu palabra,

y con tu Sabidura formaste al hombre

para que dominase sobre los seres por ti creados,

administrase el mundo con santidad y justicia

y juzgase con rectitud de espritu,

DAME LA SABIDURA,

que se sienta junto a tu trono, y no me excluyas

del nmero de tus hijos.

Que soy un siervo tuyo,

hijo de tu sierva,

un hombre dbil y de vida efmera,

poco apto para entender la justicia y las leyes.

Pues, aunque uno sea perfecto

entre los hijos de los hombres,

si le falta la sabidura que de ti procede,

en nada ser tenido.

Sb9, 1-6

Tomado de: Biblia de Jerusaln

ISBN:330-0022-5

IMPRIMATUR, Bilbao, 15 de noviembre de 1975

PLANIFICACIN GENERAL DEL CURSO DE INGLS II

PARA INGENIERA DE PETROLEO

OBJETIVO GENERAL

Al concluir esta unidad curricular el estudiante ser competente en la lectura e interpretacin de textos escritos en ingls pertenecientes al rea de ingeniera de petrleo. Desarrollando sus aptitudes de comunicacin humana, lo cual le permitir asumir una actitud de valoracin de este idioma como instrumento de actualizacin profesional.

TIPO DE CURSO

Semi-presencial. Ya que se contar con clases presenciales (en el saln de clases) y otras virtuales, en las cuales utilizaremos una plataforma digital denominada Edmodo. Una vez inscrito el estudiante en su curso respectivo, debe permanecer en l. Es decir, no itinerar ni en cuanto a la asistencia a clases presenciales, ni mucho menos en las clases virtuales.

METODOLOGA

Debido a que el programa de ingls II, diseado para el Programa de Ingeniera de Petrleo, est orientado a capacitar a los estudiantes para que adquieran la competencia en la lectura en ingls; se har nfasis en la comprensin e interpretacin de textos (desarrollando estrategias lectoras). Las estructuras gramaticales a las que haya necesidad de abordar sern estudiadas dentro del mismo texto, es decir, no aisladas de su contexto, sirviendo como soporte a las actividades de lectura para la extraccin de informacin.

Se utilizarn diversos tpicos articulados con la unidad curricular Perforacin I, unidades programticas III (Perforacin Rotatoria) y IV (Perforacin Vertical/Perforacin Direccional) para cumplir con el artculo 7 de la Resolucin 535 pertinente para el logro del perfil profesional del ingeniero petrolero.

PERFIL DEL EGRESADO DE INGENIERA DE PETRLEO

El Ingeniero Petrolero prepara, organiza y controla los trabajos de extraccin, almacenamiento y transporte de petrleo y gas.

Tomado: Catlogo de Carreras de la Universidad del Zulia

ROL DEL ESTUDIANTE :

El estudiante se convertir en el protagonista del proceso de enseanza-aprendizaje donde sus experiencias previas constituirn el punto de partida del maravilloso viaje que emprender a travs de la lectura de los textos.

ROL DEL PROFESOR:

El profesor ser el mediador del proceso, sirviendo como gua y orientador de las actividades a realizar.

MATERIAL DIDCTICO

Se utilizar gua de estudio diseada por la profesora, donde se contemplan las cinco (05) unidades programtica; a saber:

Unidad I: Importancia de Ingls con Fines Especficos

Unidad II: Macrofuncin de los textos

Unidad III: Microfuncin de los textos

Unidad IV: Organizadores de los textos

Unidad V: Abstracts, artculos cientficos y sus movimientos semnticos.

Adems, se utilizarn artculos cientficos actualizados y escritos en ingls sobre Ingeniera de Petrleo de la siguiente direccin electrnica: WWW.SCHLUMBERGER.COM:

REVISTA: OILFIELD REVIEW.

SECCIN 001-D: ARTICULAR CON PERFORACIN I; UNIDAD III.

SECCIN 002-D: ARTICULAR CON PERFORACIN I; UNIDAD IV.

SECCIN 003-D: ARTICULAR CON PERFORACIN II: UNIDAD

EVALUACIN

Apegados a la Ley Orgnica de Educacin y al reglamento de Evaluacin y Rendimiento Estudiantil vigentes en esta casa de estudios universitarios, la evaluacin en el curso ser de tres tipos: diagnstica, formativa y sumativa.

Evaluacin diagnstica: es de carcter obligatorio para determinar las condiciones en que se encuentra el alumno al iniciarse el proceso de enseanza-aprendizaje.

Evaluacin formativa: de igual manera, es de carcter obligatorio, la cual permite establecer los logros y las dificultades en el proceso de enseanza-aprendizaje, donde el docente tiene el deber de reorientarlo inmediatamente en aquellos alumnos que as lo ameriten.

Evaluacin sumativa: tambin de carcter obligatorio, permite valorar el resultado del proceso de enseanza-aprendizaje al finalizar cada unidad o captulo del programa, cuyos resultados se traducirn en calificaciones, para cuyos efectos se utilizar una escala de valoracin de 0 a 20 puntos, donde 10 puntos es el mnimo aprobatorio.

Debido a que el presente curso se ha categorizado como semi-presencial CASI todas las actividades ser ponderadas. Tanto las presenciales como las virtuales. Quedando entendido que al caducar la fecha de entrega de las actividades el estudiante no podr entregarlas para ser calificadas.

Ver en tablas anexas de acuerdo al curso al cual pertenezca el estudiante, quien debe imprimirla.

Universidad del Zulia/ Ncleo Costa Oriental del Lago/ Departamento Ciencias Formales

Seccin Departamental Comunicacin y Epistemologa/ Programa Ingeniera de Petrleo

Unidad Curricular: Ingls II / SECCIN 003 D (MARTES Y JUEVES 2:40 A 4:30 PM/P03)

PROFA. CLENTICIA BALLESTERO VALBUENA

PLANIFICACION DE ACTIVIDADES ACADEMICAS 1- 2014

Inicio: MARTES (M) 15 -07-2014 Culminacin: JUEVES (J) 27/11/2014

STUDENTS NAME:________________________________________________

SEM.

N CLASE

N

ACT

CONTENIDO PROGRAMTICO

FECHA

TIPO DE CLASES

ASISTENCIA

PUNTUACIN ACUMULADA

1

1

CLASE INTRODUCTORIA

M15-07-2014

CLASE PRESENCIAL

2

I

II

REGISTRO EDMODO

(perfil y foto)

PLANILLA REGISTRO

(foto y comprobante de inscripcin)

J17

CLASE EDMODO EVAL 2%

EVAL 5%

2

3

Unidad I: Importancia de Ingls con Fines Especficos.

M22

CLASE PRESENCIAL

4

III

IV

Examen diagnstico

Ejercicio unidad I

J24

CLASE EDMODO

EVAL 0%

EVAL 3%

3

5

Bsqueda de artculo cientfico

M29

CLASE PRESENCIAL

6

V

VI

Entrevista entrega de portafolio

Entrega de artculo (Ingls) con su respectivo formato

J31

CLASE PRESENCIAL

EVAL 4%

Eval. 10 %

4

7

VII

Unidad II: Macrofuncin de los textos

Tipos de macrofunciones.

Marcadores del discurso

Ejercicio va Edmodo

M16-09-14

CLASE PRESENCIAL

EVAL 3%

8

VIII

Inicio lectura de: LANDING THE BIG ONE. THE ART OF FISHING

Ejercicios va Edmodo

J18

CLASE EDMODO

EVAL. 2%

5

9

IX

Ejercicios va Edmodo

Inicia lectura del 1 subttulo de su artculo:

M23

CLASE EDMODO

EVAL.8%

10

X

XXXX

Unidad III: Microfunciones de los textos

tpico, idea principal, idea secundaria, conectores y sus tipos por prrafo fsico vinculndolo con la macrofuncin del mismo.

Ejercicios va Edmodo LANDING THE BIG ONE. THE ART OF FISHING

J25

CLASE PRESENCIAL

EVAL. 2%

6

11

XI

Unidad IV: Organizadores de informacin

Esquemas /mapas mentales/ mapas conceptuales

Ejercicios: LANDING THE BIG ONE. THE ART OF FISHING

Ejercicios Edmodo

M30

CLASE PRESENCIAL

EVAL. 3%

12

XII

XII

Mapa 1 subttulo de su artculo cientfico (entrevista)

J02-10-2014

CLASE PRESENCIAL

EVAL 8%

7

13

XIII

XIII

Unidad V: Introduccin al mundo de la investigacin

PRESENTACIN

M07

CLASE PRESENCIAL

ASISTENCIA 5%

14

Unidad V:

Abstracts y sus movimientos semnticos.

Ejercicios

J09

CLASE PRESENCIAL

8

15

XIV

Ejercicios Edmodo: LANDING THE BIG ONE. THE ART OF FISHING.

M14

CLASES EDMODO EVAL 5%

16

XV

Ejercicios sobre su abstract

J16

CLASE EDMODO

EVAL 10%

9

17

Unidad V:

Artculo cientfico y sus movimientos semnticos. LANDING THE BIG ONE. THE ART OF FISHING

M21

CLASE PRESENCIAL

18

XVI

Unidad V: (ENTREVISTA)

Identificar los movimientos semnticos de SU ARTCULO cientfico segn los subtitulos de acuerdo a las macrofunciones identificadas y sus respectivos marcadores del discurso en mapa conceptual GENERAL por subttulos.

J23

CLASE PRESENCIAL

EVAL 30%

10

19

Idem

M28

20

Idem

J30

11

21

Idem

M04-11-2014

22

Idem

J06

12

23

Idem

M11

24

Idem

J13

13

25

Idem

M18-11

26

Idem

J20

14

27

CARGADO DE NOTAS

M25

28

CARGADO DE NOTAS

J27

Universidad del Zulia/ Ncleo Costa Oriental del Lago/ Departamento Ciencias Formales

Seccin Departamental Comunicacin y Epistemologa/ Programa Ingeniera de Petrleo

UNIDAD CURRICULAR: INGLS II

SECCIN 001- D (LUNES Y MIRCOLES 8:50 AM A 10:30 AM/P03)

SECCIN 002-D (LUNES Y MIRCOLES 10:30 AM A 12:00 M/P03)

PROFA. CLENTICIA BALLESTERO VALBUENA

PLANIFICACION DE ACTIVIDADES ACADEMICAS 1- 2014

Inicio: LUNES (L) 14 -07-2014 Culminacin: MIRCOLES (C) 26/11/2014

STUDENTS NAME:________________________________________________

SEM.

N CLASE

N

ACT

CONTENIDO PROGRAMTICO

FECHA

TIPO DE CLASES

ASISTENCIA

PUNTUACIN ACUMULADA

1

1

CLASE INTRODUCTORIA

L14-07-2014

CLASE PRESENCIAL

2

I

II

REGISTRO EDMODO

(perfil y foto)

PLANILLA REGISTRO

(foto y comprobante de inscripcin)

C16

CLASE EDMODO EVAL 2%

EVAL 5%

2

3

Unidad I: Importancia de Ingls con Fines Especficos.

L21

CLASE PRESENCIAL

4

III

IV

Examen diagnstico

Ejercicio unidad I

C23

CLASE EDMODO

EVAL 0%

EVAL 3%

3

5

Bsqueda de artculo cientfico

L29

CLASE PRESENCIAL

6

V

VI

Entrevista entrega de portafolio

Entrega de artculo (Ingls) con su respectivo formato

C31

CLASE PRESENCIAL

EVAL 4%

Eval. 10 %

4

7

VII

Unidad II: Macrofuncin de los textos

Tipos de macrofunciones.

Marcadores del discurso

Ejercicio va Edmodo

L15-09-14

CLASE PRESENCIAL

EVAL 3%

8

VIII

Inicio lectura de: LANDING THE BIG ONE. THE ART OF FISHING

Ejercicios va Edmodo

C17

CLASE EDMODO

EVAL. 2%

5

9

IX

Ejercicios va Edmodo

Inicia lectura del 1 subttulo de su artculo:

L22

CLASE EDMODO

EVAL.8%

10

X

XXXX

Unidad III: Microfunciones de los textos

tpico, idea principal, idea secundaria, conectores y sus tipos por prrafo fsico vinculndolo con la macrofuncin del mismo.

Ejercicios va Edmodo LANDING THE BIG ONE. THE ART OF FISHING

C24

CLASE PRESENCIAL

EVAL. 2%

6

11

XI

Unidad IV: Organizadores de informacin

Esquemas /mapas mentales/ mapas conceptuales

Ejercicios: LANDING THE BIG ONE. THE ART OF FISHING

Ejercicios Edmodo

L29

CLASE PRESENCIAL

EVAL. 3%

12

XII

XII

Ejercicios Edmodo

C01-10-2014

7

13

XIII

Mapa 1 subttulo de su artculo cientfico (entrevista)

L06

CLASE PRESENCIAL

EVAL 8%

14

XIII

Unidad V: Introduccin al mundo de la investigacin

PRESENTACIN

C08

CLASE PRESENCIAL

ASISTENCIA 5%

8

15

XIV

Unidad V:

Abstracts y sus movimientos semnticos.

Ejercicios

L13

CLASE PRESENCIAL

16

XV

Ejercicios Edmodo: LANDING THE BIG ONE. THE ART OF FISHING.

C15

CLASES EDMODO EVAL 5%

9

17

Ejercicios sobre su abstract

L20

CLASE EDMODO

EVAL 10%

18

XVI

Unidad V:

Artculo cientfico y sus movimientos semnticos. LANDING THE BIG ONE. THE ART OF FISHING

C22

CLASE PRESENCIAL

10

19

Unidad V: (ENTREVISTA)

Identificar los movimientos semnticos de SU ARTCULO cientfico segn los subtitulos de acuerdo a las macrofunciones identificadas y sus respectivos marcadores del discurso en mapa conceptual GENERAL por subttulos.

L27

CLASE PRESENCIAL

EVAL 30%

20

Idem

C29

11

21

Idem

L03-11-2014

22

Idem

C05

12

23

Idem

L10

24

Idem

C12

13

25

Idem

L17

26

Idem

C19

14

27

CARGADO DE NOTAS

L24

28

CARGADO DE NOTAS

C26

After completing this unit student should be able to:

Recognize the division of English Language Teaching.

Analyze and recognize the difference between General English and English for Specific Purposes.

Recognize the importance of English as a tool language for being updated with the latest information about petroleum engineering professional area.

UNIT I: THE THREE OF ELF

Task 1: Look at the lower part of the tree and indicate the branches in which ELT is divided. Do this in Spanish, please.

Task 2.What is the meaning of:

INITIALS

MEANING IN ENGLISH

MEANING IN SPANISH

EMT

EFL

ESL

Task 3. In which ways can ESL be divided. Do it in Spanish, please.

Task 4. In which branches is EFL divided? Do it in Spanish, please.

Task 5. What is the meaning of GE? Do it in Spanish, please.

Task 6. How is GE divided? Do it in Spanish, please.

Task 7. How is ESP divided? Do it in Spanish, please.

Task 8: Look at the upper part of the tree and give two examples of each subarea, please.

INITIALS

SUBDIVISION

EXAMPLE IN SPANISH

EST

A: EAP:

1.

2.

B: EOP:

1.

2.

EBE

A: EAP:

1.

2.

B: EOP:

1.

2.

ESS

A: EAP:

1.

2.

B: EOP:

1.

2.

Task 9: Now, read these texts and indicate to which ESP division they belong to. Do it in English, please.

TEXT N 1: Biocorrosion in oil recovery systems. Prevention and protection. An update. (Hctor Videla and Liz Herrera)

ESP DIVISION

Seawater injection systems are widely used in oil recovery. Biocorrosion of metallic structures and oil souring due to the action of sulfate-reducing bacteria are two of the most relevant problems affecting these systems. A proper understanding of the complex biological and inorganic processes occurring at the surface of metallic structures is needed to carry out effective treatments for biocorrosion prevention and protection. Moreover, monitoring of biocide treatment in real time is mandatory to achieve an effective control. Recently, a wide variety of innovative techniques to study biocorrosion and monitoring methods has been developed and are presently used with new biocide formula taking especially into account environment prevention.

(Taken from: Revista Tcnica de Ingeniera de la Universidad del Zulia. Vol. 30. Edicin Especial. 272-279. 2007)

TEXT N 2: Ocean-thermal-energy conversion (OTC) (T.J. Plocek and M. Laboy, Offshore Infrastructure Associates, and J.A. Marti)

ESP DIVISION

Ocean-thermal-energy conversion (OTC) is a renewable-energy source particularly suited for tropical zones. It uses the temperature difference between the warm surface ocean water to generate electricity and, if desired, potable water. This alternative energy source does not depend on fossil fuels, is not vulnerable to world market fluctuations and has less environmental impact than other energy sources.

(Taken from: OnePetrol: www.onepetro.org. JPT July 2009.pp 65-66)

TEXT N 3: Ethics and social responsibility in the managerial formation. (R. Hernndez, K. Silvestri and Joel Cobis)

ESP DIVISION

The investigation has as objective to link the ethics and social responsibility in the managerial formation imparted in the autonomous national universities in Venezuela, specifically framed in the schools of administration professionals. The investigation is of descriptive type and it allows obtaining information about the social responsibility that universities have in the ethics teaching for management. As a result it was obtained that a reorientation in the managerial formation imparted into universities could generate benefits as great reach for the postmodern society in a frank rupture of the traditional paradigms of the curriculum.

(Taken from: Multiciencias. Universidad del Zulia. Vol. 30. N 3. 215-219. 2006)

TEXT N 4: Social networks for learning: Technological appropriation of the Web 2.0 (J. Andrade and M. Campo-Redondo)

ESP DIVISION

The purpose of this paper is to explore the emerging dynamic of social networking and the appropriation of Web 2.0 technology. Il also discusses the need for professors to take responsibility for managing content that makes the creation of significant knowledge possible by forming critical thinking. To do this requires that social networks on the Internet change their overall vision of serving as a means of entertainment to permit the development of higher critical learning processes in which the participants take over their technological value for social ends. Finally, diverse options available on the Web are presented, so that professors can assume the commitment of participating in meaningful learning on Internet social networks.

(Taken from: Encuentro Educacional. Universidad del Zulia. Vol. 19. N 1. Enero-abril 2012. pp. 37-51)

TEXT N 5: Life history. An epistemological rupture to rescue societys historical memory. (P. Portillo)

ESP DIVISION

A history-of-life is an epistemological rupture that guides researchers toward knowledge sources. Life histories imply an unfolding of meanings, constituting the production of independent knowledge out of what is social; they are an epistemological bet, a transdisciplinary social science. In the histories of subjects, their whole community is in synthesis, experienced in a subjective way, including all the groups to which the subject has belonged throughout lifes experiences. For that reason, the objective of this study is to elaborate a history-of-life to rescue a historical memory of the Paraguana society in the State of Falcon.

(Taken from: Impacto Cientfico. Universidad del Zulia. Vol.7. N 2. 367-377. 2012)

UNIT II:

MACROFUNCTION OF THE TEXTS

After completing this unit student should be able to:

Recognize the texts macrofunctions using discourse markers and other reading strategies studied.

UNIDAD II: MACROFUNCIN DE LOS TEXTOS

MATRIZ DE COMPETENCIAS CON SUS INDICADORES DE LOGRO:

COMPETENCIAS

INDICADORES DE LOGRO

SI

NO

TOTAL

Habilidad para reconocer las macrofunciones de los textos.

Distingue las macrofunciones de:

Normas

Instrucciones

Descripcin de funcin

Descripcin de proceso

Descripcin fsica

Narracin

Definicin.

Clasificacin

Habilidad para reconocer la forma verbal de acuerdo a la macrofuncin del texto.

Forma imperativa

Presente simple

Voz pasiva/presente simple

* Pasado simple/voz pasiva

Habilidad para reconocer marcadores del discurso de acuerdo a la macrofuncin del texto.

Indicadores de secuencia

Adverbios: always/never

Adjetivos

Expresiones introductorias de descripcin fsica.

Expresiones de funcionamiento.

Fechas.

Indicadores de secuencia cronolgica

Expresiones de definicin

Expresiones de clasificacin

Habilidad para distinguir la organizacin de los textos.

Secuencial (acciones)

No secuencial

Secuencial (pasos)

Secuencial (eventos)

MACROFUNCTIONS OF TEXTS

READING STRATEGIES

RECOGNIZING THE MACROFUNCTION OF THE TEXTS AND DISCOURSE MARKERS

Among the reading strategies that help the reader understand the subject matter of a text is Identifying the function of a text. The functions (or macrofunction) that most frequently occur in English for Science and technology are: Definition, description (function, process or physical), classification, instruction, narration and visual-verbal relationship. (Although, visual-verbal relationship is not considered for this paper.)

Adapted from Trimble L., 1985

TASK 1: READ THE FOLLOWING TEXT MACROFUNCTIONS THEORETICAL FOUNDATIONS TAKEN FROM PADRN A., E. (2010)

(INSTRUCTIONS: an instruction is a discourse that tells someone how to do something. A set of instructions include a list of actions. They specify: a) why the actions are necessary (purpose), b) how to perform the actions (the method). Therefore, they specify the actions which are necessary to achieve a particular result. They express relations between actions. These relations include methods and purpose. Instructional information includes: theory or the why of the instruction, caution, recommendation and warning. Adapted from: Pires, M., (2000). Y Oxford University Press. (1980))

Adapted from: Pires, M., (2000). y OxfordUniversity Press. (1980)

NOW, FILL THIS BOX USING THE UNDERSTOOD IDEA, DO IT IN SPANISH, PLEASE:

DESCRIPTIONS

PHYSICAL DESCRIPTION

PROCESS DESCRIPTION

FUNCTION DESCRIPTION

Gives information about physical characteristics of an entity, an equipment, a substances, an object, or a system. Each type includes particular characteristics such as form, occurrence, color, parts, properties, structure, reactions, uses, and so on.

It refers to the steps of a procedure that are inter-related with each other. Each step is dependent on the preceding step and all of them lead toward a goal. The main aspects found in descriptions of processes can be summarized as follows:

- Series of activities which determine the different stages of process.

-Sequence of stages.

-Changes occurring from one stage to another.

-Purpose of the process and of the different stages.

-Method of performing the activities.

-Equipment and components used.

It gives information about the use or purpose of some device or equipment and the functioning of each main part. Descriptions of how things work refer to:

a)Structure: a device can consist of a number of parts.

b) Function: the parts of a device have different functions. The functions of the parts make possible the operation of the whole device.

Adapted from: Pires, M., (2000). y OxfordUniversity Press. (1980)

NOW, FILL THIS BOX USING THE UNDERSTOOD IDEAS, DO IT IN SPANISH, PLEASE:

DESCRIPCIONES

DESCRIPCI FSICA

DESCRIPCIN DE PROCESO

DESCRIPCIN DE FUNCIN

(DEFINITIONS: a definition expresses a concept of a thing, a process, a science, etc. In making a definition we normally give.The specific concept being defined.The class to which the specific concept belong.The specific characteristics of the concept which make it different from other members of the same class.Definitions can be simple, completed in one sentence, or expanded in a paragraph with descriptions, generalizations and examples. Adapted from: Pires, M., (2000). YOxfordUniversity Press. (1980)) (NARRATION: it reports a series of events that refer to what happened (the event) and when things happened (the time). It generally follows a logical sequence. Adapted from: OxfordUniversity Press. (1980))

NOW, FILL THIS BOX USING THE UNDERSTOOD IDEAS, DO IT IN SPANISH, PLEASE:

DEFINICIN:

NARRACIN:

(CLASSIFICATION: it includes the following information: Entity: things being classified.Criteria: basis to make the classification.Groups: types that are formed. There are two main ways in which classifications can be organized.Specific to general: the writer is concerned to place entities into groups to which they belong. He proceeds from the specific to the general.General to specific: the writer is concerned to divide a general group into smaller groups and give specific examples of each group. He proceeds from the general to the specific.Adapted from: Oxford University Press. (1980))

NOW, FILL THIS BOX USING THE UNDERSTOOD IDEA, DO IT IN SPANISH, PLEASE:

CLASIFICACIN:

10

(9)

MAIN FEATURES OF MACROFUNCTIONS SUMMARY:

MACROFUNCIN

INSTRUCCIN

DESCRIPCIN

NARRACIN

DEFINICIN

CLASIFICACIN

FSICA

PROCESO

FUNCIN

FORMA VERBAL

Forma imperativa

(stem)

Presente simple

(stem+s)

Voz pasiva

(to be + p.p)

Presente simple

Presente simple

(stem+s)

Pasado simple

(stem + ed)

Voz pasiva

Presente simple

(stem+s)

Presente simple

(stem+s)

MARCADORES DEL DISCURSO

(CLAVES CONTEXTUALES)

Indicadores de secuencia:

First (ly), before,

second, finally, later, then, after,

in the (first) place, initially,

after (this/that),

second, to begin with...

Adverbios

Always

Never

Adjetivos

Expresiones:

consist (s) of

contain (s)

include (s)

have/has

to be (made up/ composed) of

to be formed by

Indicadores de secuencia:

in the (first) stage / place,

the (second) step/ stage is

afterwards,

then, later,

before, after

Expresiones:

serve (s) to

enable (s)

coordinate (s)..

operate (s)

regulate (s)

to be (in charge of/ responsible for)

one function of (this) is

Fechas:

In 1987, by 1957

until 1890,

on june 28th ,1990

during the (late/ middle) 1930s.

in the 1980s.

Indicadores de secuencia:

some years later,

meanwhile, later,

since then, after that time, at the (beginning/end ) of..

Expresiones:

is, are

to be (defined/

called/ known) as

can / may be defined as

Expresiones:

to be (divided / classified) into..

there are (two) (types/classes/ kinds) of

the first (type/ kind/class) is

ORGANIZACIN

Secuencial

(acciones)

No secuencial

Secuencial

(pasos)

No secuencial

Secuencial

(eventos)

No secuencial

No secuencial

TASK 2: READ THE FOLLOWING TEXT EXTRACTS

TEXT N1: DEFINING A FISH:

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In the oil field, a fish is any item left in a wellbore that impedes further operations. This broad definition encompasses every variety of drilling, logging or production equipment, including drill bits, pipe, logging tools, hand tools or any other junk that may be lost, damaged, stuck or otherwise left in a borehole. When junk or hardware blocks the path to continued operations, these items must first be removed from the hole.

Taken from: OILFIELD REVIEW WINTER 2012/2013: 26, N4 COPYRIGHT /2013 SCHLUMBERGER

NOW, STATE ITS MACROFUNCTION WITH AN (X)

Text macrofunction MARK (X)

Definition

Narration

Physical description

Process description

Function description

Instruction

Classification

FINALLY, WRITE THREE DISCOURSE MARKERS YOU FOLLOW. AND INDICATE THE LINE NUMBER, PLEASE.

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TEXT N2: ORIGIN OF THE TERM FISHING:

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The origin of this term are attributed to the early days of cable-tool drilling, in which a cable attached to a spring pole repeatedly lifted and dropped a heavy bit that chiseled away at the rock to create a wellbore. When the cable parted, drillers attempted to retrieve the cable and bit from the bottom of the hole using an improvised hook lowered on a length of new cable hung from the spring pole. Experts in art of retrieving junk from the subsurface became known as fishermen. Over the years, their services have become highly sought after, and the art of fishing has grown to fill a specialized niche within the well services industry.

Taken from: OILFIELD REVIEW WINTER 2012/2013: 26, N4 COPYRIGHT /2013 SCHLUMBERGER

NOW, STATE ITS MACROFUNCTION WITH AN (X)

Text macrofunction MARK (X)

Definition

Narration

Physical description

Process description

Function description

Instruction

Classification

FINALLY, WRITE IN ENGLISH THREE DISCOURSE MARKERS YOU FOLLOW. AND INDICATE THE LINE NUMBER, PLEASE.

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TEXT N3: FISHING PROCESS

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All manner of equipment may fail, become stuck, need replacement or otherwise require retrieval from a wellbore. Fishing operations may be needed at any point during the life of a well- from drilling through abandonment. During the drilling phase, most fishing jobs are unexpected and are often caused by mechanical failure or by sticking of the drillstring. Sticking may also occur during wireline logging or testing operations.

Taken from: OILFIELD REVIEW WINTER 2012/2013: 26, N4 COPYRIGHT /2013 SCHLUMBERGER

NOW, STATE ITS MACROFUNCTION WITH AN (X)

Text macrofunction MARK (X)

Definition

Narration

Physical description

Process description

Function description

Instruction

Classification

FINALLY, WRITE THREE DISCOURSE MARKERS YOU FOLLOW. WRITE THEM IN ENGLISH AND INDICATE THE LINE NUMBER, PLEASE.

.

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TEXT N4: DESCRIBING THE FAULT

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Sometimes, the fault is traced back to manufacturing controls, as one operator discovered. Having set the liner, the driller ran the bit to the top of cement. Although the topdrive stalled several times while drilling out the liner shoe the driller was able to continue some 150m (490ft) beneath the shoe before observing erratic torque readings at the drill floor console. Later, approximately 5.5 kg (12 lbm) of steel shavings, circulated to surface in the drilling fluid, were recovered from the shale shaker screens and ditch magnets, providing confirmation to the driller that there was a problem downhole.

Taken from: OILFIELD REVIEW WINTER 2012/2013: 28, N4 COPYRIGHT /2013 SCHLUMBERGER

NOW, STATE ITS 1 PLANE MACROFUNCTION WITH AN (X)

Text macrofunction MARK (X)

Definition

Narration

Physical description

Process description

Function description

Instruction

Classification

WRITE THREE DISCOURSE MARKERS YOU FOLLOW. WRITE THEM IN ENGLISH AND INDICATE THE LINE NUMBER, PLEASE.

.

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THEN, STATE ITS 2 PLANE MACROFUNCTION WITH AN (X)

Text macrofunction MARK (X)

Definition

Narration

Physical description

Process description

Function description

Instruction

Classification

FINALLY, WRITE THREE DISCOURSE MARKERS YOU FOLLOW. WRITE THEM IN ENGLISH AND INDICATE THE LINE NUMBER, PLEASE.

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TEXT N5: TOOLS OF THE TRADE

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The type of fish and the downhole conditions dictate the fishing strategy. Numerous innovative tools and techniques have been developed for retrieving pipe, downhole components and miscellaneous junk form the wellbore. Most fishing tools fit into one of five categories:

Junk baskets.

Milling tools.

Cutting tools.

External catch.

Internal catch.

Taken from: OILFIELD REVIEW WINTER 2012/2013: 30, N4 COPYRIGHT /2013 SCHLUMBERGER

NOW, STATE ITS MACROFUNCTION WITH AN (X)

Text macrofunction MARK (X)

Definition

Narration

Physical description

Process description

Function description

Instruction

Classification

FINALLY, WRITE THREE DISCOURSE MARKERS YOU FOLLOW. WRITE THEM IN ENGLISH AND INDICATE THE LINE NUMBER, PLEASE.

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TEXT N6: TECHNIQUES FOR LARGER FISH

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Retrieving large fish, such as drillpipe or collars, requires a different approach. Many of these jobs start with the assumption that any pipe left in the hole will likely become stuck. With no mud circulating around the fish, cuttings can settle around the pipe or the formation might pack off, which will restrict further movement. Thus, when a drillstring gets stuck, twists off or backs off, the recovery plan typically involves freeing the fish.

Taken from: OILFIELD REVIEW WINTER 2012/2013: 31, N4 COPYRIGHT /2013 SCHLUMBERGER

NOW, STATE ITS MACROFUNCTION WITH AN (X)

Text macrofunction MARK (X)

Definition

Narration

Physical description

Process description

Function description

Instruction

Classification

FINALLY, WRITE THREE DISCOURSE MARKERS YOU FOLLOW. WRITE THEM IN ENGLISH AND INDICATE THE LINE NUMBER, PLEASE.

.

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TEXT N7: ECONOMIC CONSIDERATIONS

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The decision to fish- or not- must be weighed against a need to preserve the wellbore, recover costly equipment or comply with regulations. Each choice is fraught with its own costs, risks and repercussions. Before committing to a specific course of actions, the operator must consider a number of factors:

Well parameters.

Lost-in-hole costs.

Fishing costs.

Fishing timetable.

Taken from: OILFIELD REVIEW WINTER 2012/2013: 34-35, N4 COPYRIGHT /2013 SCHLUMBERGER

NOW, STATE ITS MACROFUNCTION WITH AN (X)

Text macrofunction MARK (X)

Definition

Narration

Physical description

Process description

Function description

Instruction

Classification

FINALLY, WRITE THREE DISCOURSE MARKERS YOU FOLLOW. WRITE THEM IN ENGLISH AND INDICATE THE LINE NUMBER, PLEASE.

.

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