Unidad II.

Estructura de la oracin
Ejercicios.

Objetivo especifico 1.
Reconocer los elementos que conforman la frase nominal y sus diferentes
funciones.

EJERCICIO 1. En las siguientes frases nominales (FN), especifique sus respectivos

ncleos y seleccione el equivalente al espaol ms apropiado.

High performing teams

Nucleo:
Traduccin:

Business ethics literature

Nucleo:
Traduccin:

Political and social system

Nucleo:
Traduccin:

Smart and competitive marketing strategies

Nucleo:
Traduccin:
Unidad II. Ejercicios - Pg. 2

EJERCICIO 2. Lea las siguientes oraciones y escriba la frase nominal con su ncleo,
luego haga la traduccin.

a) High performance team members see themselves belonging to the team.

Nucleo:
Traduccin:

b) Language teaching involves guiding the students in reading.

Nucleo:
Traduccin:

c) Transformational leaders devise or promote new directions; new ways of doing

things.
Nucleo:
Traduccin:

d) General Managers execute existing directions.

Nucleo:
Traduccin:

e) Most executives operate more as venture capitalists than leaders.

Nucleo:
Traduccin:

Unidad II. Ejercicios - Pg. 3

Objetivo especifico 2.
Relacionar el ncleo de la frase nominal con los pre y post modificadores.

Objetivo especifico 3.
Reconocer la frase verbal y sus manifestaciones.

EJERCICIO 1. Lea el siguiente texto y extraiga las frases nominales (FN) y coloque en la
columna de la izquierda de la misma y en la otra columna sus pre-modificadores.
Curriculum experts have proposed the following tentative definition of curriculum:
the planned and guided learning experiences and intended learning outcomes,
formulated through the systematic reconstruction of knowledge and experience under
the auspices of the school for the learners continuous growth in personal social
competence.

FRASE NOMINAL

NCLEO DE FN

PRE MODIFICADORES

Unidad II. Ejercicios - Pg. 4

EJERCICIO 2. Escriba en espaol la idea general del prrafo anterior.

Lea la siguiente lectura.

"What is ethics?"

Simply put, ethics involves learning what is right or wrong, and then doing the right
thing -- but "the right thing" is not nearly as straightforward as conveyed in a great
deal of business ethics literature. Most ethical dilemmas in the workplace are not
simply a matter of "Should Bob steal from Jack?" or "Should Jack lie to his boss?"
(Many ethicists assert there's always a right thing to do based on moral principle, and
others believe the right thing to do depends on the situation -- ultimately it's up to the
individual.) Many philosophers consider ethics to be the "science of conduct." Twin
Cities consultants Doug Wallace and John Pekel (of the Twin Cities-based Fulcrum
Group) explain that ethics includes the fundamental ground rules by which we live our
lives. Philosophers have been discussing ethics for at least 2500 years, since the time
of Socrates and Plato. Many ethicists consider emerging ethical beliefs to be "state of
the art" legal matters, i.e., what becomes an ethical guideline today is often
Unidad II. Ejercicios - Pg. 5

translated to a law, regulation or rule tomorrow. Values which guide how we ought to
behave are considered moral values, e.g., values such as respect, honesty, fairness,
responsibility, etc. Statements around how these values are applied are sometimes
called moral or ethical principles.
Texto extrado de
http://www.managementhelp.org/ethics/ethxgde.htm#anchor26548

Written by Carter McNamara, MBA, PhD, Authenticity Consulting, LLC. Copyright 19972008.

(This guide is located at http://www.managementhelp.org/ethics/ethxgde.htm on the

Web.)

Ejercicio 3. Del texto anterior, extraiga dos oraciones, e identifique la frase nominal,
su ncleo y sus pre y/o post modificadores.

FRASE NOMINAL

NUCLEO

PRE

POST

MODIFICADORES

MODIFICADORES

Unidad II. Ejercicios - Pg. 6

EJERCICIO 4. Dado el texto anterior extraiga 4 oraciones, y llene el siguiente cuadro

con las frases correspondientes segn el ejemplo.

ORACIN

QU QUIN?

QU HACE? QU ES?

ORACION EN NEGRILLA

PHILOSOPHERS

HAVE BEEN DISCUSSING

ETHICS FOR AT LEAST
2500 YEARS

Unidad II. Ejercicios - Pg. 7

EJERCICIO 5. Utilizando las oraciones anteriores extradas del texto, identifique en

ellas la frase nominal, la frase verbal e identifique el ncleo de la frase verbal, luego
haga la traduccin.

FRASE NOMINAL(FN)

FRASE VERBAL(FV)

NCLEO FRASE VERBAL

(FV)

Unidad II. Ejercicios - Pg. 8

TRADUCCIN:

1.

2.

3.

4.

EJERCICIO 6. Cul es la idea general del texto?

EJERCICIO 7. Dadas las siguientes oraciones identificar si falta algn elemento en

ellas, y en caso de faltar algn elemento identificar cual es.

a) Team members see themselves belonging to the team.

Completa

Qu elemento falta?

b) Are committed to group goals above and beyond their personal goals and agendas.
Qu elemento falta? Completa
Unidad II. Ejercicios - Pg. 9

c) Team members have faith in each other to honor commitments, maintain

confidences, support each other and generally behave predictably and consistently.
Qu elemento falta?

Completa

d) We can always look at the behaviors and skills of team leaders and team members
in analyzing team performance and success.
Qu elemento falta?

Completa

e) Is also instructive to look at the overall team as well.

Qu elemento falta?

Completa

f) The list of attributes that.

Qu elemento falta?

Completa

g) Communicate effectively and frequently with each other and also communicate
clearly and consistently with people outside the team about team activities.
Qu elemento falta?

Completa

h) Effective internal communication

Qu elemento falta?

Completa

Unidad II. Ejercicios - Pg. 10

EJERCICIO 8. Extraiga 4 oraciones del siguiente texto, identifique la frase verbal (FV),
su ncleo(N) y los tiempos verbales (TV).

Key dimensions of high performance teams

Involvement - Everyone has a role on the team. Despite differences in roles,

perspectives and experience, team members feel a sense of partnership with each
other. Contributions are respected and expected. True consensus is reached when
appropriate.

Process Orientation High performing teams have a large number of process tools they
can use when needed. Process tools would include: problem solving tools, planning
techniques, regular meetings, agendas, and successful ways of dealing with problems,
behavioral agreements, and ways to improve those processes within the team.
Continuous Improvement - The team understands the importance of continuous
improvement, has the tools, knowledge and time at their disposal to make Continuous
Improvement really happen. All improvement efforts are done in support of the
organizations goals and objectives.

Lectura extrada de http://ezinearticles.com/?7-Key-Dimensions-of-High-PerformanceTeams&id=2315

Unidad II. Ejercicios - Pg. 11

ORACIN

FV

TV

Unidad II. Ejercicios - Pg. 12

Objetivo especifico 4.
Ubicar los antecedentes de elementos referenciales en un texto dado.

Lea la lectura y realice las actividades que se presentan a continuacin

Using Educational Technology

1.The Office of Technology for Education (OTE) aims to provide instructors with 2.the
information and support necessary to create the most effective 3.implementation of
learning technologies possible. This section of the site

4. provides information

about best practices in using educational technology. It 5.also summarizes research

findings from several evaluations, points you to 6.resources for common teaching
tools, and highlights projects that have 7.demonstrated success in enhancing
education.
8. In addition to keeping up-to-date with current topics and changes in the
9.educational technology landscape, the ote carries out primary research 10.studies to
evaluate the impacts of various learning technologies. We also 11.conduct in-depth
secondary research to identify and synthesize the results of 12.external studies in
technology-enhanced learning.

Laptop Study

Teaching With Technology White Papers:

Classroom Response Systems

Podcasting

Lecture Webcasting
Unidad II. Ejercicios - Pg. 13

13.A variety of tools are available at Carnegie Mellon to help you provide 14.access to
course material and content, demonstrate concepts and 15.processes, facilitate
discussions and engage students. Here are several 16.resources for some of the more
commonly used teaching technologies:

Blackboard at Carnegie Mellon

Classroom Response Systems (Clickers)

PowerPoint

Current classroom equipment

17.We are involved in a number of development projects that carry the potential
18.for a wide impact, and deepen our understanding of how technology can be 19.best
used to support teaching and learning.

Open Learning Initiative

Course Management Systems

Biology Animations

Writing Tutor

Computing Cluster Design

Lectura extrada de http://www.cmu.edu/teaching/technology/

Unidad II. Ejercicios - Pg. 14

EJERCICIO 1.
Responda las siguientes preguntas referentes al texto.

1.- Cul es el propsito del texto?

2.-Qu organizacin ofrece esta tecnologa?

3.- Qu herramientas ofrece este site?

4. -Seale en espaol lo que ofrece este site.

EJERCICIO 2. Indique a cuales sustantivos se refieren las palabras en negrilla del texto
anterior.

1.-THIS in line (3) refers to

2. - IT in line (4) refers to
3.-THAT in line (6) refers to
4.-WE in line (10) refers to
5.-YOU in line (13) refers to
6.-WE in line (17) refers to
7.-THAT in line (17) refers to
Unidad II. Ejercicios - Pg. 15

EJERCICIO 3. Ubicar en las oraciones subrayadas del siguiente texto los antecedentes
referenciales.

BUSINESS ETHICS

The concept has come to mean various things to various people, but generally it's
coming to know what its right or wrong in the workplace and doing what's right -- this
is in regard to effects of products/services and in relationships with stakeholders.
Wallace and Pekel explain that attention to business ethics is critical during times of
fundamental change -- times much like those faced now by businesses, both nonprofit
and for-profit. In times of fundamental change, values that were previously taken for
granted are now strongly questioned. Many of these values are no longer followed.
Consequently, there is no clear moral compass to guide leaders through complex
dilemmas about what is right or wrong. Attention to ethics in the workplace sensitizes
leaders and staff to how they should act. Perhaps most important, attention to ethics
in the workplaces helps ensure that when leaders and managers are struggling in times
of crises and confusion, they retain a strong moral compass. However, attention to
business ethics provides numerous other benefits, as well.

Unidad II. Ejercicios - Pg. 16

EJERCICIO 4. Exprese en espaol la idea general del texto anterior.

Unidad II. Ejercicios - Pg. 17

Unidad II. Ejercicios - Pg. 18