Introductory Unit: Introduction to ESP and Reading Strategies 2

Objectives:
1. To distinguish the meaning of ESP and GE in
the Chemical Engineering curriculum.

2. To recognise the location of English for

Engineering Studies in English language
learning.

3. To understand the importance of ESP in the

Chemical Engineering curriculum.

Key words to make your glossary:

WORD(S) MEANING WORD(S) MEANING

ESP
GE
ELL
EAP
EOP
EST
Chemical
Engineering
Chemistry
Introductory Unit: Introduction to ESP and Reading Strategies 3

What is ESP? What is GE?

NICE TO MEET
YOU! NICE TO MEET
YOU TOO!

What is (are) the difference(s) between ESP and GE?

ESP GE
 Introductory Unit: Introduction to ESP and Reading Strategies 4

Match GE and ESP with the corresponding boxes:

Primary and One-or-two

high school skill
English development
language for specific
teaching purposes
Language for
Science and
educational or
technology
academic
language
GE ESP purposes

Four skill
Conversational Language for
development:
English occupational
reading, writing,
Courses purposes
listening, and
speaking

General English is a basic English in which four skills are

GE developed: reading, writing, listening, and speaking. GE is
taught in Primary, High School, and Conversational English
Courses.

English for Specific Purposes is an approach to language

ESP teaching in which all decisions as to content and method are
based on the learner’s reason for learning (Hutchinson and
Waters, 1987).
Introductory Unit: Introduction to ESP and Reading Strategies 5

1. Study the Reaction of ELL on the next page, and circle the flame that
corresponds to ESP.

2. Go back to the Reaction of ELL and circle the flame that corresponds to
the English language you study at the Chemical Engineering School, at
LUZ, and if it is possible draw the flame of your career.

3. Do you need to learn English? Why?

__________________________________________________________
__________________________________________________________
__________________________________________________________

4. Is it really important to learn ESP at the Chemical Engineering School?

Why?
__________________________________________________________
__________________________________________________________
__________________________________________________________

5. According to the Reaction of ELL, name the flames directly related to

the study of Organic Chemistry. Then, explain your answer.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Introductory Unit: Introduction to ESP and Reading Strategies 6
 Introductory Unit: Introduction to ESP and Reading Strategies 7

Objectives:
1. To distinguish the meaning of reading comprehension
and translation in the English reading process of
chemical engineering texts.

2. To recognise different types of reading materials that

students from the Chemical Engineering School must
read during their career.

3. To recognise the importance of reading English texts

during the Chemical Engineering career.

4. To identify the most common reading strategies

developed during our growth.

Key words to make your glossary:

WORD(S) MEANING WORD(S) MEANING

Reading Extensive reading
Reading Comprehension Intensive reading
Translation Guessing
Free translation Activating Expectation
Literal translation Previewing
Referential material Predicting
Factual information
Pleasure
Self-improvement
Skimming
Scanning
Introductory Unit: Introduction to ESP and Reading Strategies 8

What do you know about reading comprehension and

translation?

Complete the following table with the

information you know:

READING COMPREHENSION // TRANSLATION

____________________ ____________________
____________________ ____________________
____________________ ____________________
____________________ ____________________
____________________ ____________________
____________________ ____________________
____________________ ____________________
____________________ ____________________
____________________ ____________________
____________________ ____________________
____________________ ____________________
____________________ ____________________
____________________ ____________________
____________________ ____________________
Introductory Unit: Introduction to ESP and Reading Strategies 9

Which of the following statements do you relate to

reading comprehension and translation?
1. It is an interactive and communicative activity between the reader
and a written text.
2. It is the change of speech or writing from one language to
another.
3. It is the reproduction of the general meaning of a written text from
one language to another.
4. It is the understanding that results when a reader perceives a
written text.
5. It is a passive process between the reader and a written text.
6. It involves extracting the correct information from a text as
efficiently as possible.
7. It is an approximation to a word-by-word representation of an
original text.
8. It is the exact reproduction of the grammar, style and
organisation of a written text from one language to another.

Select the numbers in the corresponding box below:

READING TRANSLATION
COMPREHENSION
1 5
1 5
2 6
2 6
3 7
3 7
4 4 8
8
 Introductory Unit: Introduction to ESP and Reading Strategies 10

READING  READING IS A COMMUNICATIVE ACTIVITY WHERE

PROCESS THERE IS AN ACTIVE INTERACTION BETWEEN THE
READER AND A WRITTEN TEXT (Widdowson, 1979).

 THE READER PERCEIVES A WRITTEN TEXT IN ORDER TO

UNDERSTAND ITS CONTENTS. THE UNDERSTANDING
THAT RESULTS IS CALLED READING COMPREHENSION
(Richards, 1985).

 UNDERSTANDING A WRITTEN TEXT MEANS

EXTRACTING THE REQUIRED INFORMATION FROM IT AS
EFFICIENTLY AS POSSIBLE (Grellet, 1981).

TRANSLATION
 TRANSLATION IS THE PROCESS OF CHANGING SPEECH
OR WRITING FROM ONE LANGUAGE (THE SOURCE
LANGUAGE) INTO ANOTHER (THE TARGET LANGUAGE
OR THE TARGET).

 A TRANSLATION WHICH REPRODUCES THE GENERAL

MEANING AND INTENTION OF THE ORIGINAL, BUT
WHICH DOES NOT CLOSELY FOLLOW THE GRAMMAR,
STYLE, OR ORGANISATION OF IT, IS KNOWN AS A FREE
TRANSLATION.

 A TRANSLATION WHICH APPROXIMATES TO A WORD-

BY-WORD REPRESENTATION OF THE ORIGINAL IS
KNOWN AS A LITERAL TRANSLATION. (Richards, 1985).
Introductory Unit: Introduction to ESP and Reading Strategies 11

What do we read?

Study the scramble below. Put in a rectangle the

material you use to read, and in an oval the one
you do not.

A I D E P O L C Y C N E
S E I R A N O I T C I D
T O O Y G E T A R T S S
I A R T I C L E S O R K
C P E L N C L W E E B S
L I I A T B R E P A D K
E K S T I T U A U N M O
S C L B P Y P I C T I O
S A E Q Z S Z A G A M B
N B V R W E B P A G E S
A B O E O R T A E P E R
H A N D B O O K S O T I
Introductory Unit: Introduction to ESP and Reading Strategies 12

Complete the table below with the things you usually read in
any language, and the ones you do not read. Indicate why you
read them.

I use to read I do not use to read Purpose

Discuss with your classmates and teacher, why you read or

do not read them.
 Introductory Unit: Introduction to ESP and Reading Strategies 13

Why do we read? For ‘information’ or ‘pleasure’

 Firstly, we read “referential”

material in order to obtain factual
information with which to operate
on our environment, e.g. a set of
instructions on how to use a piece of
equipment.

 Secondly, and overlapping with the

first purpose, we read material
whose content is “intellectual”
rather than factual as a way of
augmenting or developing our own
intellectual skills. In this way, we
can more effectively manipulate
ideas, possibly with the aim of
influencing the behaviour of others
or of determining the outcome of a
series of operations, e.g., making
proposals for a project.

 Thirdly, we read for “emotional”

gratification or spiritual
enlightenment, i.e., for pleasure or
self-improvement.

Adapted from Johnson K. and Morrow K., 1981.

Introductory Unit: Introduction to ESP and Reading Strategies 14

How do we read?

According to Grellet’s assumptions, 1981, there are

four main ways of reading. Match column “A” with
column “B” to know them:
“A” “B”
Ways of reading Descriptions
Reading longer texts, usually for one’s own
pleasure. This is a fluency activity.
SKIMMING
SCANNING Quickly going through a text to find a
particular piece of information.
INTENSIVE Quickly running one’s eyes over a text to
get the gist of it.
READING
Reading shorter texts. This is more an
accurate activity involving reading for
EXTENSIVE detail.
READING
Note: These ways of reading are not mutually exclusive. For instance,
one often skims through a passage to see what it is about before
deciding whether it is worth scanning a particular paragraph for
the information one is looking for.

Match the way of reading with the corresponding

picture:
1. Scanning 2. Skimming 3. Extensive 4. Intensive
Reading Reading

Organic Tom, can you

Chemistry Book get the gist of BIBLE SCANNER
it?
Introductory Unit: Introduction to ESP and Reading Strategies 15

Reading involves a variety of skills and strategies we develop

during our growth. Reading is an essential activity that helps
us to face up different stages in our life:

List the strategies you use when reading.

Introductory Unit: Introduction to ESP and Reading Strategies 16

To know the most common strategies used in reading

comprehension, study the statements below, and do the
following activities:

 Complete the statements below with the corresponding

strategy. The last one is done for you.
 Circle the reading-strategy names in the scramble.

1. _________________________________ is an opinion or conjecture

reached by deducing factual information.
1.1. ____________________________ are words in one language
which are similar in form and meaning to a word in another
language.
1.2. _____________________________ refers to the derivational and
compositional processes that words suffer.
1.3. _____________________________ is the previous information
or knowledge that an individual has about a specific topic.
1.4. _____________________________ is the surrounding
environment, circumstances, or facts which help give a total
picture of something.
1.5. _____________________________ are visual supports such as
figures, images, and drawings that help to understand a particular
text or message.
2. __________________________________ is a reading process where
the individual quickly runs his/her eyes over a text to get the general
idea of it.
Introductory Unit: Introduction to ESP and Reading Strategies 17

3. __________________________________ is a reading process where

the individual quickly goes through a text to find a particular piece of
information.

4. __________________________________ means to read key parts in a

text to get an idea of what the text will be about.

5. __________________________________ is the act of announcing or

knowing about in advance or foresee.

6. __________________________________ consists of activating the

students’ background knowledge by creating expectations based on
what students have already heard or read about the topic of a reading.

7. ________________________________:
Recognising the functions of a text It involves discovering the
intention with which an author writes a specific text. It refers to
narration, definition, classification, description, or instruction.

Y R T I M O V I S U A L A I D S
P R O V I S I O N P A R T I C N
R A W O R D F O R M A T I O N O
E S U D A E W E A I X O N G G I
V K Z O O W D T K E E W N U N T
I I O R C I A P T I O I S E I A
E M T Y C O S N I K S N I S T T
W M T T U S O T O I O E M S A C
I I I O S C A N N I N G M I V E
N N E C K T A G T C O G A N I P
G G K H L D O C U M E A T G T X
N O E E E C N S E T A N G O C E
E A A E E U D N U O R G K C A B
E L S R F I T E G D E L W O N K
K Y D N A H S K O O B I T C I D
Introductory Unit: Introduction to ESP and Reading Strategies 18

Developing reading strategies allows students to use both

previous knowledge and information found in chemical
engineering texts. As you observe and practice, reading
strategies can be used in pre-reading and post-reading
activities. Classify the reading strategies already studied
according to the activities in which they are usually applied.

PRE-READING ACTIVITIES POST-READING ACTIVITIES

Define Pre-reading Activities: Define Post-reading Activities:

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Introductory Unit: Introduction to ESP and Reading Strategies 19

1. What reading purposes might the people in the following situations

have?

Situation Purpose
A chemical engineering student reads about a new
technology in the C&EN magazine.
A man on an underground station raises his eyes to a
computer printout message displayed on a screen.
A chemical engineer looks for some instructions in the
organic laboratory handbook.
A five-year-old child on her father’s knee turns the pages of
a picture book.
A chemical engineering student, in a library, gazes at a
textbook, occasionally making notes.

2. Read the situations in column A, then write in column B the way of

reading, (skimming, scanning, intensive reading, extensive reading),
you would use in it.

A: Situation B: Way of reading

Look at page 35 and find the Quantum Theory.
Glance over a page of a newspaper to see if there is anything
worth for reading in greater detail.
Read “Romeo and Juliet”.
Look for information about how a solution has to be prepared.
Read to find out the times that the word “dynamics” occurs in a
page.
Look through a text to find out the subject matter of it.
 Introductory Unit: Introduction to ESP and Reading Strategies 20

3. Read ‘Bohr Atom’ and answer the corresponding questions.

Borh Atom

In 1913 Danish physicist Niels Bohr developed 3.1 What is the name of the theory developed
the Bohr theory of the atom to explain atomic by Niels Bohr?

structure. He assumed that electrons are ______________________________________

arranged in seven quantum levels, each

holding a limited number of electrons. 3.2 When was this theory developed?

Physicists today define the electron’s position ______________________________________

as the probability of finding it at some distance

from the nucleus. The electron, making many 3.3 Name four cognates located in the text.

billions of orbits around the nucleus in a single ______________________________________

second, is essentially everywhere in the atom at ______________________________________
once. The electrons in the atom are arranged in
shells around the nucleus. The shells are 3.4 Name the reading strategies you could

sometimes called orbitals or energy levels. The apply in this text and explain them.

first shell can hold just 2 electrons. The second ______________________________________

shell can hold up to 8 electrons. The third shell ______________________________________
can also hold 8 electrons. ______________________________________
______________________________________
1st.shell = 2 electrons
______________________________________
2nd.shell = 8 electrons
______________________________________
______________________________________
nucleus
______________________________________
______________________________________
______________________________________
rd
3 shell = 8 electrons
______________________________________
______________________________________
Adapted from: Compton’s Interactive
______________________________________
Encyclopedia 2000 and Lawrie Ray, 1996:
‘Chemistry for you’.
 Introductory Unit: Introduction to ESP and Reading Strategies 21

4. Read the text below. Write a brief summary in column A. Translate each
paragraph into Spanish in column B.
Balancing Chemical Equations

Chemical equations do not come already balanced. This must be done before the
equation can be used in a chemically meaningful way.
All chemical calculations to come must be done with a balanced equation.
A balance has equal numbers of each type of atom on each side of the equation.
The Law of Conservation of Mass is the rationale for balancing a chemical equation.
A less wordy way to say it might be: “Matter is neither created nor destroyed.”
Therefore, we must finish our chemical reaction with as many atoms of each element as
we started.

Taken from: http//dnhs.wvusd.k12.caus/equations/balanced equation (1999).

‘A’
1.__________________________________
____________________________________
____________________________________
____________________________________
____________________________________
2.__________________________________
____________________________________
____________________________________
____________________________________
3.__________________________________
____________________________________
____________________________________
____________________________________
4.__________________________________
____________________________________
____________________________________
____________________________________
5.__________________________________
____________________________________
____________________________________
____________________________________
____________________________________
‘B’
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________

5. Discuss orally with your classmates and teacher the differences between
both processes.
Introductory Unit: Introduction to ESP and Reading Strategies 22

Objectives:
1. To identify different kinds of dictionaries and their components.

2. To look up different meanings, pronunciation, etymology, etc.,

of English words related to Chemical Engineering, in a most
effective way.

3. To handle effectively bilingual and monolingual dictionaries.

4. To properly understand the significance of using correctly the

dictionary to achieve a better performance in reading
comprehension.

Key words to do your glossary:

WORD(S) MEANING WORD(S) MEANING
BILINGUAL
DICTIONARY
MONOLINGUAL
DICTIONARY
ENTRY OR
HEADWORD
PART OF
SPEECH
COMPOUND
WORDS
DERIVATIVE
WORDS
WORD
DIVISION
Introductory Unit: Introduction to ESP and Reading Strategies 23

 What kind of books are these?

1._____________________________

_______________________________

2._____________________________

_______________________________

 Why do we have use them?

_______________________________

 When do we have to use them?

 How do we have to use them?

_______________________________

_______________________________

What kind of dictionary is it, number 1, 2, or 3?

It is a reference book that

This book presents consists of an alphabetical
equivalent words in list of words with their
two different meanings, pronunciation
languages. and syllabification.

A book dealing with It only provides

the words of a single definitions of technical
language, and words ordered
arranged in ABC alphabetically.
order.
Introductory Unit: Introduction to ESP and Reading Strategies 24

Using your bilingual dictionary

Study the main parts of your bilingual dictionary and answer

these questions:

1. Indicate the main parts of your dictionary in the drawing below.

2. Name the different subparts of the first main division.

3. Columns A and C show some headings frequently presented in a dictionary.

Match columns A and C with the corresponding category in B. The first one
is done for you.

A: English B: Category C: Spanish

Abbreviations Grammar Números ordinales
Position of adjectives Phonetics Abreviaturas especiales
Cardinal numbers Abbreviations Verbos irregulares
Spanish pronunciation Numerals Pronunciación de la ‘s’
Introductory Unit: Introduction to ESP and Reading Strategies 25

4. Study the words taken from Oxford’s Dictionary, 1994. Look up Engine, and
complete with 3 derivatives, the grammatical functions, and meanings in
each case. The first is done.

engine /'endzn/ n (a) (motor) motor m; engineering /'endzniriŋ/ n [U] (a)

the ship's ~s las máquinas del barco; (subject) ingeniería /; (before n)
(before n) <block/bearing/mounting> del <research/industry/works> de ingeniería
motor; to have ~ trouble tener* (b) (design and construction) ingeniería
problemas con el motor (b) (locomotive) /; an impressive piece of ~ una magnífica
locomotora f, máquina f (c) (siege ~) obra de ingeniería
máquina / de guerra (d)(instrument)
(liter) instrumento m engineman /'endznmæn/ n (pl –men /-
men/)(AmE dated) maquinista m
engine driver n (BrE) maquinista mf
English1 /'iŋgli∫/ adj (a) inglés (b)
engineer1 /'endznir/ n 1 (a) (graduate) (British) (crit) inglés (crit)
ingeniero, -ra m,f(b) (in factory) (BrE) English2 n (a) [U] (Ling) inglés m;
oficial, -ciala m,f (c) (for British/American ~ inglés
maintenance) (BrE) técnico mf, británico/americano; (before n)
ingeniero, -ra m,f(Méx) (d) (Naut) (lesson/teacher) de inglés (b) (people)
maquinista mf naval; chief ~ jefe, -fa (+ pl vb) the ~ los ingleses
m,f de máquinas (e) (Mil): the E~s el
cuerpo de ingenieros 2 (AmE Rail) Englishman /'iŋgli∫mn/ n (pl -men /mn/)
maquinista mf inglés m; an ~ 's home is his castle
frase que señala la importancia que el
engineer2 vt 1 (contrive, bring about) inglés atribuye a la privacidad del hogar
<plan> urdir, tramar; <defeat/downfall>
fraguar*; she ~ed a truce between the English-speaking /'iŋgli∫,spikiŋ)/ adj de
two factions logró or consiguió una habla inglesa
tregua entre las dos facciones; he ~ed
the company's recovery fue el artífice Englishwoman /'iŋgli∫,wυmn / n (pl-women)
de la recuperación de la empresa inglesa/
2 engineered past p: a beautifully ~ed
bridge/road un puente/una carretera de
magnífica ingeniería; genetically ~ed
bacteria bacterias fpl creadas por
ingeniería genética

Derivatives Grammatical Meaning

Prefix + stem + suffix Function
Engin + er Noun Ingeniero (a)

5. Refer back to the words above. Complete the following table according to
the compound words of the word English.
Compound words Grammatical Meaning
Word + word Function
English + woman Noun Inglesa
Introductory Unit: Introduction to ESP and Reading Strategies 26

6. Read Metals, Non-metals and the Periodic Table. Complete the table
below the text with the information of the words enlightened in the
reading.

Metals, Non-metals and the Periodic Table

The Periodic Table has 8 groups, or families, of elements organised in order of atomic number.
Groups 1 and 2 are all metals, whereas Groups 7 and 0 contain only non-metals.
However, the elements in the middle groups start with non-metals at the top, but finish with metals at the
bottom.
For example, look at Group 4: Si’s Chip Shop

C carbon non-metal

Si silicon silicon and germanium are called

semi-metals or metalloids They are
Ge germanium on the borderline between metals
and non-metals
Pb lead Silicon is a semi-metal
metal
Sn tin

Silicon is the most well known semi-metal.

It behaves like a metal in some ways, but like a non-metal in
others. For example, it is shiny like a metal, but brittle like a
non-metal. Its oxide reacts like a metal oxide, but also reacts
like a non-metal oxide! It is an amphoteric oxide (behaves like
an acid and a base).
This shows us that science is not always 'black and white'. The
semi-metals are a 'grey' area. However, we can draw an
imaginary line in the Periodic Table to divide the metals and
non-metals. You can think of the line as a staircase. Below stairs Silicon is used in the microelectronic
industry. The silicon chip has made it
you find metals, above stairs you find non-metals. possible to make circuits incredibly small.

Derivative Compound Grammatical Meaning

Prefix + stem + suffix Word + word Function
Micro + electronic Adjective Microelectrónica

Adapted from: Chemistry for you. Lawrie Ryan. England 1996.

Introductory Unit: Introduction to ESP and Reading Strategies 27

7. Fill in the blanks according to the reading above.

The elements line up in order of atomic ____________ in the Periodic Table. There are ______
groups. All the ____________ in a group have simple properties. A row across the _________
__________ is called a period, and the vertical columns are called ____________. The
elements can be divided into ___________ and ___________, with a few semi-metals or
_____________ in between. ___________ are good conductors of heat and electricity. They
are __________, malleable and ductile. Most are hard, dense and have high melting points.
Iron, cobalt and nickel are the magnetic ___________.
Most ____________ are gases. They have low melting and boiling ___________. They are
poor ____________ of heat and electricity. If solid, they are usually dull and ____________. In
general, ___________ oxides are basic. _____________ oxides are usually acidic.

Adapted from: Chemistry for you. Lawrie Ryan. England 1996.

8. Complete this table according to the elements’ properties. Follow the

example:

PROPERTY TYPICAL TYPICAL

METAL NON-METAL
They conduct electricity Yes No
They conduct heat
They are dull
They have low melting point
They are malleable
They are ductile
9. Give an example of an amphoteric oxide, and explain its meaning and
behaviour.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

10 What does the author mean by This shows us that science is not always
‘black and white’.
____________________________________________________________
____________________________________________________________
____________________________________________________________
Introductory Unit: Introduction to ESP and Reading Strategies 28

Using your monolingual

dictionary

1. Study the words taken from the Oxford’s, and Collins’ dictionaries. Complete
the geometrical figures with the corresponding numbers of the labels. Then,
discuss the differences and similarities in presentation between both
dictionaries.

LABELS
chem-is-try / ‘ kemІstrІ/ n [U] branch of science that deals
1. Headword or entry
2. Numbered entry with how substances are made up, how they (their elements)
3. Phonetics or pronunciation
4. Stress in pronunciation combine, how they act under different conditions.
5. Part of speech
Source: Oxford Advanced Learner’s Dictionary. 1977.
6. Change in the part of speech
7. Symbol that substitutes the
entry
8. Word-division
9. Definition
10. Numbered definitions
11. Cross-reference
12. Plural
chemistry ('kεmΙstrΙ) n, pl -tries. 1 the branch of physical
13. Suffix
14. Prefix science concerned with the composition, properties, and
15. Derived word or derivative
16. Compound word reactions of substances. See also inorganic chemistry,
17. Synonyms
18. Grammatical information organic chemistry, physical chemistry. 2 the composition,
19. Etymology
properties, and reactions of a particular substance. 3 the
20. American English spelling
21. American English pronun- nature and effects of any complex phenomenon: the chemistry
ciation
22. British English spelling of humour. 4 Informal, a reaction, taken to be instinctual,
23. Usage label
24. Subject-field label between two persons. [C17: from earlier chimistrie, from
25. National (Regional) labels
chimist CHEMIST]
26. Scientific and technical
definitions Source: Collins English Dictionary. 1999.
Introductory Unit: Introduction to ESP and Reading Strategies 29

1. Complete the geometrical figures with the corresponding numbers, using the
labels above. Then, in the source, write the name of the dictionary used
(Oxford or Collins).

Flare1 /fle∂ (r)/ vi 1 [VP6A] burn with a bright, unsteady flame: The
candle began to ~; flaring gas-jets. 2 [VP2C] ~ up, burst into bright
flame; (fig) into rage; (of violence) suddenly break out: When he was
accused of lying, he ~d up. She ~s up at the least thing. Rioting ~d up
again later. Hence, `~ -up n sudden breaking into flame; short sudden
outburst (of anger, etc). □ n 1 [U] flaring flame: the ~ of torches; the
sudden ~ of a match in the darkness. 2. [C] device for producing a flaring
light, used as a signal, etc: The wrecked ship was using ~ s to attract the
attention of the coast-guards. '~-path n lit-up landing strip for aircraft.

flare2 /fle∂(r)/ vi,vt [VP2A,6A1] (of a woman's skirt, the sides of a

ship) (cause to) spread gradually outwards; become, make. wider at the
bottom. □ n gradual widening (of a skirt); upward bulge (in a ship's
sides).
Source: ___________________________________________________

epoxy (I'poks I ) adj Chem. 1 of, consisting of, or containing an oxygen

atom joined to two different groups that are themselves joined to other
groups: epoxy group. 2 of, relating to, or consisting of an epoxy resin. ♦ n,
pl epoxies. 3 short for epoxy resin. [C20: from EPI- + OXY-2]

epoxy or epoxide resin n any of various tough resistant thermosetting

synthetic resins containing epoxy groups: used in surface coatings,
laminates, and adhesives.

Source: ___________________________________________________
Introductory Unit: Introduction to ESP and Reading Strategies 30

2. Study the entries below from the Oxford’s Spanish Dictionary (1994).
Identify each part of the different entries, using Spanish.

1.___________________________
engineer1 /'endznir/ n 1 (a)
(graduate) ingeniero, -ra m,f (b) 2.___________________________
(in factory) (BrE) oficial, -ciala 3.___________________________
m,f (c) (for maintenance) (BrE)
4.___________________________
técnico mf, ingeniero, -ra
m,f(Méx) (d) (Naut) maquinista mf 5. ___________________________
naval; chief ~ jefe, -fa m,f de
6. ___________________________
máquinas (e) (Mil): the E~s el
cuerpo de ingenieros 2 (AmE Rail) 7. ___________________________

maquinista mf 8. ___________________________

9. ___________________________
engineer2 vt 1 (contrive, bring
about) <plan> urdir, tramar; 10. __________________________

<defeat/downfall> fraguar*; she 11. __________________________

~ed a truce between the two
12. __________________________
factions logró or consiguió una
tregua entre las dos facciones; he 13. __________________________
~ed the company's recovery fue el 14. __________________________
artífice de la recuperación de la
15. __________________________
empresa
2 engineered past p: a beautifully 16. __________________________
~ed bridge/road un puente/una 17. __________________________
carretera de magnífica ingeniería;
18. __________________________
genetically ~ed bacteria bacterias
fpl creadas por ingeniería 19. __________________________
genética
20. __________________________

21. __________________________
Introductory Unit: Introduction to ESP and Reading Strategies 31

Given these labels with information of the dictionary. Arrange them to get the
correct structure of the dictionary.

1. Dictionary 14. If there is no more alternative

2. Use 15. Guessing is the best alternative or
3. Meanings strategy to know the meaning of new words.
4. Before using it 16. Etymology
5. Spelling 17. Other aspects
6. We interrupt the 18. A reference book that consists of an
reading and use it alphabetical list of words with their
7. Cognates definitions and parts of speech, and often a
8. Grammar guide to accepted pronunciation and
9. Visual aids syllabification, irregular inflections of
10. Usage words, derived words of different parts of
11. Word formation speech, etc.
12. Phonetics 19. Context
13. Definition 20. Background Knowledge