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NÚCLEO BARQUISIMETO
SUBDIRECCIÓN DE EDUCACIÓN AVANZADA E INVESTIGACIÓN
MAESTRÍA EN CIENCIAS ADMINISTRATIVAS Y CIENCIAS DE LA EDUCACIÓN
INGLÉS INSTRUMENTAL PARA POSTGRADO
MATERIAL RECOPILADO Y ADAPTADO PARA FINES ESPECÍFICOS POR: WILFRIDO PARRA ALDAZORO
CONSIDERACIONES GENERALES 5
COGNADAS FALSAS 10
EJERCICIOS 11
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PRESENTACIÓN
Existen variadas razones por las cuales el inglés se ha ido incorporando como
curso obligado para los participantes que hacen carrera dentro de cualquier
universidad o colegio universitario debido a que gran cantidad de los materiales
impresos como bibliografías u otros textos, vienen escritos en este idioma, lo cual
obliga a quien desee mantenerse a la vanguardia de los cambios que ocurren en
el ámbito mundial organizacional a adquirir destrezas en el uso y manejo de las
realizaciones lingüísticas relacionadas con su área de aprendizaje. Esto ocurre
muy frecuentemente con revistas de interés, textos de estudio y otros materiales
electrónicos o hemerográficos que se consiguen en el mercado que se halla
disponible, cuyas traducciones e interpretaciones en español ofrecen ciertas
reservas desde el punto de vista técnico-científico.
En consecuencia, las instituciones educativas formadoras de personal
profesional en las diversas áreas del conocimiento, en especial, la Universidad
Nacional Experimental Simón Rodríguez, Núcleo Barquisimeto, la cual forma
profesionales en las áreas de administración y educación, han procurado la
actualización de sus programas de estudio en el área de Inglés, de forma que se
pueda otorgar a sus participantes una mejor manera de adquirir las estrategias y
técnicas conducentes al buen uso y manejo del inglés como lenguaje instrumental
que sirve para usos específicos en cada área de conocimiento
Para tales efectos, se ha recopilado información valiosa producida por
especialistas del área y publicada en algunos casos para fines didácticos, con el
objeto de crear una herramienta productiva donde el curso de Inglés Instrumental
no constituya un dolor de cabeza para quienes lo cursan; sino una verdadera y útil
herramienta de uso en los casos que así lo requieren a nivel profesional, para lo
cual se ha reparado en la conformación de un contenido meramente didáctico a
través del cual el (la) participante se familiarice con las estructuras idiomáticas del
idioma, logre asimilarlas en su idioma natal y aplicarlas en el idioma que se intenta
aprender
Se hacen consideraciones propias de la gramática, la sintaxis y la semántica
en procura de una integración de conocimientos relacionados con los tiempos
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verbales, frases nominales, voz pasiva y activa como estructuras sintácticas más
usadas, que buscan fortalecer el uso de la lengua materna conjugándolo con el
uso de un segundo idioma pero de una forma funcional, sin la profundización
teórica que supondría la enseñanza del inglés como una segunda lengua o la que
se procura cuando se trata de futuros profesionales en la enseñanza de un
segundo idioma. Se usa simplemente como un medio para contribuir en la
adquisición de destrezas de lectura y comprensión efectivas en casos específicos
de aprendizaje general.
Asimismo, se ha procurado la utilización de vocabulario y ejercicios de
aplicación relacionados, en este caso con el área de la administración, la
educación y la gerencia, pues el curso se ha concebido para ser desarrollado con
participantes de las áreas de administración y educación en la modalidad de
educación avanzada, por lo que los textos y el léxico contenido en las lecturas, se
halla estrictamente ligado a las necesidades supuestas en relación con la
formación de estos profesionales.
El material se ha diseñado para ser utilizado durante las sesiones de clase con
sus respectivas explicaciones básicas por parte del facilitador y procura ser un
instrumento de apoyo constante durante el periodo semestral donde los y las
participantes podrán desarrollar, individualmente y en equipo, los ejercicios
sugeridos para la fijación del conocimiento en cada unidad, los cuales además de
contribuir a la comprensión de textos escritos en inglés, ayuda a fijar el
conocimiento en cuanto a las estructuras básicas del inglés instrumental.
El nivel de complejidad se irá profundizando en la medida que avanzan los
contenidos, obligando al (la) participante a adentrarse en la lectura y comprensión
de textos escritos en inglés, lo cual busca fortalecer su léxico y sus habilidades
lectoras así como sus destrezas en la traducción de los mismos, lo cual
seguramente contribuirá en su formación integral-profesional.
Aclaro que el resultado de este trabajo es producto de la apropiación y
readaptación de algunos contenidos ya publicados y sobre los cuales hago
referencia en todo momento. Espero lograr los resultados deseados y recibir
cualquier observación o aporte, por parte de los y las participantes que puedan
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aprovechar el contenido aquí presentado o de cualquier otro(a) colega que pueda
permitirme la mejora en cuanto al trabajo realizado.
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EL DICCIONARIO INGLÉS-ESPAÑOL
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observa una abundancia de nombres simples y compuestos y, en muy pocos
casos aparecen formas verbales o adjetivales. (1)
Ejemplos:
File : lima, carpeta, fichero, fila
Test: examinar, analizar, medir
2. Palabras guía
En las esquinas superiores o inferiores de un diccionario bilingüe
encontraremos una o dos palabras en cada página, las cuales son
indicadoras del grupo de palabras que se pueden ordenar alfabéticamente
entre cada una de ellas. De tal forma que si las palabras guía son: “ear” y
“easy”, éstas nos indicarán que entre las dos páginas o en la misma página,
encontraremos solamente las palabras que se enmarquen en ese rango
alfabético. La primera indica que la página inicia con esa palabra y la última,
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por ende, será indicativa de la última palabra escrita entre esa agrupación
de palabras.
3. Homógrafas
Las palabras homógrafas son definidas como aquellas que se escriben
igual pero tienen diferente significado, dependiendo del texto o el contexto
en el cual se hallan escritas. Por ejemplo, si revisamos el significado de la
palabra: kind, el diccionario nos arrojará el siguiente resultado:
kind1 (adj) amable, simpático; -kind boss- jefe amable
Pero si revisamos más adelante, encontramos:
kind2 (n) tipo, clase, variedad -a strange kind- un tipo extraño y si seguimos
revisando, encontraremos:
kind3 (n) género, especie -the human kind- el género humano
kind4 of(adv) algo, como – there was kind of a rare calm- había como una
calma extraña
4. Formas desinenciales
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- data n. pl.of datum…
En el primer caso (write) encontramos una abreviatura (v) que nos indica
que la palabra constituye originariamente un verbo y las tres palabras
posteriores nos indican que además es un verbo irregular pues tiene una
forma para el presente (write<s>); una para el pasado (wrote); una para el
participio pasado (written) y otra para el participio activo (writting).
El segundo ejemplo, nos habla de un adjetivo irregular, cuyo comparativo
se escribe better y su superlativo best. Observemos que cada palabra tiene
sus variaciones desinenciales para construir otra a partir de su raíz pero
con formas de escritura diferente. Así ocurre con el último ejemplo: data,
cuyo singular es datum (vocablo de origen latino).
5. Palabras derivadas
Son palabras a las cuales se les agrega algún afijo (prefijo o sufijo) a su raíz
para derivar otras palabras, como su nombre lo indica. Este tipo de
palabras solo se encuentra en diccionarios de gran volumen, así como hay
diccionarios especializados que se han elaborado con términos técnicos y
para especialidades muy específicas, como los diccionarios de ingeniería,
computación u otras disciplinas. Por ejemplo, la palabra reboot, propia del
glosario de computación, surge de la unión del prefijo re- (que significa de
nuevo) al verbo “boot”, (que significa iniciar), resultando el término
“reinicialización”.
6. El significado de la palabra
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justificación de haber optado por la revisión en el diccionario, pues aquí
encontrará la respuesta a sus innumerables dudas con respecto a un
vocablo determinado. Y hay que tener en cuenta que el diccionario agrupa
las palabras de acuerdo a consideraciones primordiales, como son: a) la
función gramatical y b) el contexto de su uso.
Ejemplo:
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7. Palabras cognadas
Son palabras inglesas y castellanas que tienen escritura y significado
similares. Estas suelen clasificarse como cognadas en atención al
background de conocimiento que poseemos al llegar, y al avanzar nuestro
nivel de estudios, lo cual responde al cúmulo lexical que logramos
almacenar en nuestro “disco duro” natural. Por ejemplo, si leemos la
palabra system, en inglés, inmediatamente nuestro conocimiento previo
nos conduce a pensar en el significado de sistema; asimismo, si leemos la
palabra talent, nos invita a asumir que se trata de talento, lo mismo ocurre
con student, education, information, entre otras.
Por ejemplo:
Eeeeee
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Translate the following sentences into Spanish. Use your dictionary
12. The managers are the main head in the organization joined to all of the
employees.
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13. The earth was the space where gods and mortals shared their wisdom,
passion, and folly.
20. Our great capacity for learning is not for survival purposes.
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Unit II
What is Coaching? SOME CONCEPTS
ABOUT GRAMMAR AND
Coaching is providing feedback, usually SYNTAX
to executives and managers, about how
to reach their1 personal best in their
organizational leadership role. In her2
capacity as “coach,” the Human
Resources professional will do
Read the text and fill the
everything from active listening through blanks:
providing test results that highlight a
manager’s strengths and weaknesses.
1 refers to_____________
While a coach usually works with high
potential managers, they may work with 2 refers to_____________
every manager and supervisor at every
level in the organization. This3 is what
makes the Human Resources coaching 3 refers to _____________
role so challenging.
behavioral
business leadership
Observa que las palabras en negrilla
Son pronombres relativos coaching manager
feedback resources
focused strengths
HR coach talented
highlight weaknesses
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THE INDEFINITE ARTICLE: A/AN (El artículo Indefinido a/an)
It is used “a”, before consonant sound (Usado antes de sonido consonántico)
Notice that definite “the” is ommited in the English sentence but it appears when
we translate into Spanish. And gender is applied according to the idiomatic
construction in Spanish.
El artículo THE en inglés puede que aparezca implícito en la expresión pero en
español siempre es necesario para distinguir género y número
Parts of a sentence: Subject (S) and Predicate (P) (into the predícate we have the
elements of the sentence which are verb (V) and rest (R)) and into the rest, we can
find adjuncts of time, manner and place; indirect object (IO) and/or direct object
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(DO) Also we can find subjective complements when we have copulative verbs like
to be, to seem, to become, among any others.
Las partes de la oración son sujeto y predicado pero en el predicado tenemos el
resto, donde podemos encontrar: complementos circunstanciales de tiempo, lugar
o manera (adjuntos); objetos indirectos o directos y complementos de sujeto,
cuando tenemos verbos copulativos como ser, estar, parecer, volverse, entre otros
Example:
IO Adj of place (AP)
They may work with every manager and supervisor at every level in the
S V resto
Observe that in the rest we have any other elements like an IO (asking the verb
with who? ) and an adjunct of place (AP) (asking the verb where?)
Then, in a sentence we can find various elements and so it can be a simple or a
compound sentence, according to the elements we find.
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SUBJECT OBJECT
PRONOUNS PRONOUNS
I ME
YOU YOU
Singular
HE HIM
SHE HER
IT IT
WE US
YOU YOU
Plural
THEY THEM
Examples:
VOZ ACTIVA:
In most English sentences with an action verb, the subject performs the action
denoted by the verb.
These examples show that the subject is doing the verb's action.
The manager (subject) works (verb) hard all days of the month
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THE SIMPLE PRESENT TENSE (El Tiempo presente simple)
The form of the simple present tense is the same as of the infinitive, except the
third singular person which takes “-s” (-es, -ies) as desinences at the end of the
main infinitive form.
La forma del tiempo presente es la misma del INFINITIVO, excepto para la tercera
persona del singular, la cual asume la “-s” (-es, -ies) como desinencia al final de la
palabra.
NEGATIVE FORM
I
YOU DO NOT WORK
HE
SHE DO NOT WORK
IT
WE
YOU DO NOT WORK
THEY
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This type of strategy allows us to obtain very good results.
All computers do not use (don’t use) the same operating system.
It is a verbal tense used to describe actions have occurred a time before and have
finished
This kind of verbs form their past form by the base+ ed (ied, d)
Examples.
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The productivity decreased rapidly throughout 2010 by unknown reasons. (aff)
Did you work last Saturday? (int)
No, I did not (didn’t) work last Saturday (neg)
Future tense is formed by adding the particle “will” (shall) to the main part of the
verb.
AFFIRMATIVE FORM
I
WE SHALL WORK
HE
SHE
IT
WE WILL WORK
YOU
THEY
NEGATIVE FORM
I
WE SHALL NOT WORK
(SHAN’T)
HE
SHE
IT
WE WILL NOT WORK
YOU (WON’T)
THEY
INTERROGATIVE FORM
SHALL I
WE WORK?
HE
SHE
IT
WILL WE WORK?
YOU
THEY
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NOTICE: In American English, some authors use will for all subjects, what means
that there is not an obligation to distinguish among shall and will.
Find and write the past tense of the words given in the box of words below:
WORK
G E T A S D E T E S
D A H M T S I O V A
D M V W U E K D T E
E D T E D W G G N D
K E V G I R H O E A
R H T O E F U T S M
O R E A D D E I R T
W P H D E D I O V A
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ANSWER THE FOLLOWING QUESTIONS (RESPONDE LAS PREGUNTAS)
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10. Does the design offer a good way of treatment for this kind of problem?
A
B
11.Did operators understand instructions?
A
B
12.Will they offer information about the new processes for recruitment?
A
B
13. Do we know anynore about this content?
A
B
14.Does the student review the new concepts about gramar?
A
B
15.Did the manager insist on making these plans?
A
B
16.Will we use the new grammar structures?
A
B
17.Do the systems analyst provide the details of the newest data?
A
B
18.Does the book contain all of the necessary information?
A
B
19.Did we solve all of the exercises for today?
A
B
21.Will they asume their fails related with quality of the product we have.
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A
B
B) Managers insist on it
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6. The boss/the professor alaborates the monthly plans.
A
B
7. That information is given by the marketing manager.
A
B
8.The resources are enough to solve the problem.
A
B
9.The analyst calculates the payment quickly and exactly
A
B
10. The design offers a good alternative for beginners.
A
B
11.Individual incentives assure a better motivation for the employee.
A
B
12.The results we have are a consequence of a bad practice.
A
B
13. The doctor realigned the health of the subjects submmited to treatment.
A
B
14.The marketing manager is responsable for making changes for productivity.
A
B
15.The administrator improves the processes related with organizing directing and
controlling all the activities.
A
B
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16.The sales manager realized about the absence of some objects.
A
B
17.The office is placed near central hospital, in Barquisimeto.
A
B
18.Customers are the best option to business.
A
B
19.The whole course solved the exercises fixed by the profesor.
A
B
21.Democracy is the better way of government.
A
B
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Unit III
ORGANIZING AS PLAY (LA ORGANIZACIÓN COMO UN
JUEGO) READING
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Glossary. Find the meaning of each one of the new words.
VERB TO BE
PRESENT • AM - ARE - IS
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SIMPLE PRESENT TENSE
AFFIRMATIVE FORM INTERROGATIVE
NEGATIVE FORM FORM
I AM I AM AM I ?
HE HE HE ?
SHE IS SHE IS (isn’t) IS SHE ?
IT IT NOT IT ?
WE WE WE ?
YOU ARE YOU ARE (aren`t) ARE YOU ?
THEY THEY THEY ?
Examples
Am I a doctor?
Life is creative.
This is not true.
We are administrators of our own life.
They aren’t the best option to promote freedom
WE WE WE ?
YOU WEREE YOU WERE (weren’t) WERE YOU ?
THEY THEY THEY ?
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Examples
Life was something attracted to order.
Errors, in that case, were expected, explored, welcome
Was it welcomed as a possitive esperience?
Notice that in English possessive adjectives refer to the possessor and possessive
pronouns replace: possessive adjective + noun.
Example.
Those managers got PC’s for their offices amd we must also get one for
ours (our office)
Your results were printed together with hers (her results)
You can observe when we use the possessive adjective, it accompanies a noun
but the pronoun replaces the noun.
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Also, possessive adjectives identify when the gerund form (-ing) acts a a noun.
Observe:
PROGRESSIVE TENSES
BE BASE+ING
PRESENT I AM studying English
PAST I WAS studying English
FUTURE I WILL BE studying English
Examples:
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MODAL VERBS
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Let see the example given using these modals and appreciate the semantic
charge at each case.
Modal
auxiliary Base (raíz)
can
could
may
A learning might requires basic shifts in
organization must how we think
should and interact.
will
would
ought to
Other examples:
Should we go!
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In the following chart we can summarize the most common usage of these modal
auxiliaries.
MEANING MODAL
ABILITY CAN/COULD
POSSIBILITY MIGHT
SLIGHT POSSIBILITY MAY
IMPOSSIBILITY COULD NOT / MAY NOT
STRONG PROBABILITY MUST
PERMISSION CAN MAY (FORMAL USAGE)
NECESSITY MUST
LACK OF NECESSITY DO NOT HAVE TO
CONDITIONAL WOULD
PROHIBITION MUST NOT/ MAY NOT / CANNOT
STRONG RECOMMENDATION MUST
ADVISABILITY SHOULD / OUGHT TO
FUTURE ACTION WILL
IMPERATIVE FORM
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DON’T DO THAT, SOLDIER…. GO HOME!
The imperative has the same form as the infinitive, without the particle “TO”. IIn the
context of administrative/educational sciences we can find some imperative
prhases such as:
Examples:
Follow the instructions
Use the recommended tools
Don’t enter without protection
Make backup copies of all
You can use the imperative form to give an order, to give a warning or advice, and
(if you use "please") to make a request.
To make the imperative, use the infinitive of the verb without 'to':
"Come here!"
"Sit down!"
To make a negative imperative, put "do not" or "don't" before the verb:
"Don't go!"
"Do not walk on the grass."
The imperative can be used for all subjects (you, he, they and we), but you
can also use "let's" before the verb if you are including yourself in the imperative:
"Let's stop now."
"Let's have some lunch."
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"Let's not tell her about it."
Orders
Adults do not usually give each other orders, unless they are in a position of
authority. The intonation of an order is important: each word is stressed,
and the tone falls at the end of the sentence:
"Sit down now!" ('Sit', 'down' and 'now' are all stressed, and the tone falls on 'now'.)
However, adults can give orders to children and to animals:
Here are some orders you could give your pet dog:
"Come here!"
"Sit!"
"Heel!"
"Fetch!"
Warnings
You can use the imperative to warn someone of danger. All the words
in the warning are stressed, but the last word has a higher tone than the first
word:
"Watch out!"
"Look out!"
"Don't cross!"
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Advice
When you give advice using the imperative, the words are stressed
normally:
"Eat an apple – it's much better for you than a biscuit!"
"Don't tell him you're resigning now! Wait until Monday when he's in a better
mood."
You can often read articles in magazines that give advice on a subject. Sometimes,
this advice is presented as "Dos and don'ts".
For example:
Travelling long-distance
Do try to sleep well the night before
Do drink plenty of water
Do try to walk about the plane during the flight
Don't drink alcohol
Don't eat heavy meals
Don't wear restrictive clothing
Requests
You can also use the imperative to make a request, but you should use a
polite word before the verb:
"Please take a seat."
"Please wait here."
"Please hold the line."
"Please don't smoke here."
In written English, you might also see "Kindly" used as a polite word:
"Kindly return the documents as soon as possible."
"Kindly forward this to the Sales and Marketing department."
"Kindly send me 2 copies of your brochure."
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Exercises
Answer the following questions.
4. Is a learning organization one who assure a great future for its employees?
9. Are you sure your arguments about language are being taken in account?
10. Were the authors of the last working organical law thinking in progress for
the country?
11. Are you conscious about the actual situation in our country?
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12. Was the organization looking for new ways of proceeding?
Put the words in brackets into the gaps. Mind the positive or the negative forms.
Example: _____ your books. (to open)Answer: Open your books.
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7. (I) husband and I want to go to Paris.
8. We want to see (it) historical monuments.
9. Leila likes (she) dog !
10. (It) name is Bobby.
1. Jane has already eaten her lunch , but I'm saving until later
2. She has broken leg.
3. My mobile needs to be fixed, but is working.
4. computer is a Mac, but is a PC.
5. We gave them telephone number, and they gave us .
6. pencil is broken. Can I borrow ?
7. car is cheap, but is expensive .
8. You can't have any chocolate! It's all !
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Unit IV ORGANIZATION TENDENCY
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Practice in the box below finding the words given (all of them are compound
nouns)
42
COMPOUND NOUNS
(NOMINAL PHRASES)
Part I
In English appears a lot of compound nouns which can act as the subject or the
object or the verb
NOUN PREMODIFIERS
The noun, adjective and adverb, present and past participle, and the genitive can
mostly be premodifiers of a noun.
GENERAL RULES
1. NOUN + NOUN
2 1
A human resource (A resource which is human, today called Human
Talent))
2 1
An blood analysis (an analysis from blood)
3 2 1
A leadership conversión process (a process for changing the way of
leadership)
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4 3 2 1
A worker health prevision plan ( a plan of healthing for the worker)
Virtual reality
3. GERUND + NOUN
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4. PAST PARTICIPLE + NOUN
a separated plan described situation
pre conceived action eradicated costume
supported theory broken heart
5. GENITIVE + NOUN
VERB THERE BE
THERE IS
THERE ARE
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AFFIRMATIVE There are new considerations here.
Is/are
Was/were
Is/ are being
Was/ were being
Has/have been
Will be
Can be
There Could be an idea/some ideas in
May be my mind
Must be
Might be
Should be
Will be
Would be
Ought to be
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Exercises unit 4
Make compound nouns by using an element from each column.
1. serial a) ever
2. Every b) phone
3. When c) book
4. Head d) plane
5. Air e) system
6. Text f) one
Encircle the noun being modified and translate each phrase into Spanish
2. human thinking
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3. Unified wholes
4. collective pattern
7. Assigned partners
9. Posible states
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15. Another’s explorations
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27. manufacturing program
50
39. social interest
51
PUT THERE IS OR THERE ARE IN THE FOLLOWING SENTENCES:
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UNIT V
ORGANIZATION TENDENCY
What is self-organization?
PERFECT TENSES
Perfect tenses are compound (two-word) verb conjugations that describe an event
as completed as of a certain point in the present past or future.
They consist of a conjugated form of the auxiliary verb to have (con significado de:
haber) and an invariable past participle.
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Their uses and meanings correspond largely with their counterparts in English; see
examples below.
There are four non-subjunctive perfect tense conjugations, and two in the
subjunctive.
Examples
He
has
he + past participle
hemos
habéis
han
I've tried that dish once He probado ese plato una vez. .
Have you ever been in Paris? ¿Has estado alguna vez en París?
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To have Past
participle
Present perfect We, Have/has Worked
you,They/he,
she, it Written
Past perfect We, Had
you,They/he, Studied
she, it
Future perfect We, Will have Cleaned
you,They/he,
she, it Read …
Future perfect Will they have worked? They will not have
worked
The factory has growth because the manager has already found a new way of
doing the tasks.
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PERFECT TENSES: CONDITIONAL PERFECT (" would have _____ed")
Events that would have been completed under certain stated or implied
circumstances. Conjugation: Future of haber + pp
Examples
Habría
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hayáis
hayan
We're looking for persons who have already taken the exam
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COMPOUND NOUNS (PART II)
1. Prepositional phrases
2. Infinitive clauses
3. –ing participle clauses
4. –ed participle clauses
5. Relative clauses
6.
A.
A result in an expected form.
The collaboration among the employees
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MUST COMMON ENGLISH PREPOSITIONS
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3. NOUN + -ING CLAUSE
RELATIVE CLAUSES
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INTERROGATIVE EXPRESSIONS
How long does the principal from our organization wait for introducing
changes to incentívate participation?
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4. Can you store, organize and retrieve information quickly?
3. People at organization
4. Number of possibilities
5. Complex network
6. A pattern of organization
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9. A particular belief
13. Management information system which remains at the top of informatiom system
hierarchy
15. The working document of the business such as invoices and statements
16. The decisión support systems that take external information and processed
internal information
17. Information for all levels of management at the most relevant time, at an
18. A printer which operates using laser beams required for the event.
19. A system where textual information is done by the operators in that office
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21. Transaction processing systems which capture and process internal information
22. Beliefs and action according to the main democratical principles established in
26. The belief that organizations work best when they mimic machine efficiencies.
important.
31. Their nests over a river at different heights each year in anticipation of the coming
flood levels.
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34. The world into our lives in organizations
37. Based in a different kind of logic affecting the whole organization without
38. What depends entirely on what others have done without our previous
agreement.
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UNIT VI
Why do we confront learning opportunities with fear rather tan wonder? Why
do we derive our self-steem from knowing as opposed to learning? Why do we
criticize before we even understand? Why do we create controlling
bureaucreacies when we attempt to form visionary enterprioses? And why do
we persist in fragmentation and piecemeal analysis as the world becomes
more and more interconnected?
Such questions have been the heart of our work for many years. And they are
the driving forcé behind a new visión of organizations, capable of thiving in a
world of interdependence and change-what we have come to call”learning
organizations”
COMMITMENT TO WHAT?
Kofman & Senge argue that the main dysfunctions in today's organizations are
actually by-products of their success in the past. These dysfunctions,
therefore, are not problems to be solved, they are frozen patterns of thought
to be dissolved. The solvent they propose is a new way of thinking, feeling and
being: a culture of "systems."
In this new systems world-view, we move from the primacy of pieces to the
primacy of the whole, from absolute truths to coherent interpretations, from
self to community, from problem solving to creating.
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PASSIVE VOICE
USE OF PASSIVE
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Form of Passive
Subject + finite form of to be + Past Participle
Example: A letter was written.
When rewriting active sentences in passive voice, note the following:
the object of the active sentence becomes the subject of the passive sentence
the finite form of the verb is changed (to be + past participle)
the subject of the active sentence becomes the object of the passive sentence (or
is dropped)
Examples of Passive
Tense Subject Verb Object
Simple Active: Rita writes an abstract
Present Passive: An abstract is written by Rita.
Active: Rita wrote an abstract
Simple Past
Passive: An abstract was written by Rita.
Present Active: Rita has written an abstract
Perfect Passive: An abstract has been written by Rita.
Active: Rita will write an abstract
Future I
Passive: An abstract will be written by Rita.
Using modal Active: Rita can write an abstract
verbs Passive: An abstract can be written by Rita.
Examples of Passive
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Active: Rita would write an abstract
Conditional I
Passive: An abstract would be written by Rita.
Active: Rita would have written an abstract
Conditional II
Passive: An abstract would have been written by Rita.
Rewriting an active sentence with two objects in passive voice means that one of
the two objects becomes the subject, the other one remains an object. Which
object to transform into a subject depends on what you want to put the focus on.
As you can see in the examples, adding by Rita does not sound very elegant.
That’s why it is usually dropped.
Personal Passive simply means that the object of the active sentence becomes the
subject of the passive sentence. So every verb that needs an object (transitive
verb) can form a personal passive.
Verbs without an object (intransitive verb) normally cannot form a personal passive
sentence (as there is no object that can become the subject of the passive
sentence). If you want to use an intransitive verb in passive voice, you need an
impersonal construction – therefore this passive is called Impersonal Passive.
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Impersonal Passive is not as common in English as in some other languages (e.g.
German, Latin). In English, Impersonal Passive is only possible with verbs of
perception (e. g. say, think, know).
Example: They say that women live longer than men. – It is said that women live
longer than men.
Example: They say that women live longer than men. – Women are said to live
longer than men.
The subject of the subordinate clause (women) goes to the beginning of the
sentence; the verb of perception is put into passive voice. The rest of the sentence
is added using an infinitive construction with 'to' (certain auxiliary verbs and that
are dropped).
Sometimes the term Personal Passive is used in English lessons if the indirect
object of an active sentence is to become the subject of the passive sentence.
Examples:
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2.- The other individuals are automatically denied acces to that record.
WORD TRANSFORMATION
The meaning of words in the same family may be similar, but it changes according
to their function in the paragraph. As shown below:
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THE PASSIVE VOICE USING THE VERBAL STRUCTURE:
HAVE TO BE + PAST PARTICIPLE
SUBJECT VERB OBJECT
ACTIVE
VOICE Managers have to solve problems
PASSIVE Have to be
VOICE Problems solved by managers
b.- underline the direct object and change each sentence into
the passive voice
1. Quality control department use standards ISO9001.
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3. They stored a great quantity of its products on their warehouses.
6. You should make back up copies of all important files on your PC.
17. The provisions of the Venezuelan Labor Law and the prevailing collective
labor agreement create a rare climate among workers in general.
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18. The Organic Labor Law also reportedly include provisions that would give
constitutional rank to workers' councils
19. This organic Labor Law also establishes a statute to govern over worker’s
utilities.
20. Government ordered a total review from laboral aspects implied in that law.
21. This Law provides for an indemnity payment equal to a minimum of 45 days
of salary per year (up to a maximum of 90 days, depending on employee
seniority).
22. They are dealing with the possible justification for the participation of
workers in economic aspects of business.
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27. Some of the managers discussed about the most important and valuable
resource in both the educational system and the work market.
28. This paper purports to analyze the main problems of the Venezuelan
educational system as related to the work market and to refl ect on the woes
of education today.
29. It sets a remarkable precedent for the renationalisation of the foreign civil/
private service.
30. It considers the new Partnership Agreement among these two countries
goes further and asks for good governance.
31. The comprehensive monitoring reports identify clear areas where both
countries must now focus their efforts.
33. I also believe that people in the civil service should win promotion because
of their ability, not because of their political allegiance
35. We should emphasize the need of adequate support for this program.
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36. Analysts have to memorize a lot of elaborated commands.
38. The operator/student has to put the plan into a computer program where we
can appreciate its content.
39. You have to find and correct all the bugs in the program
40. You do not have to enter any information manually because computer can
do it.
42. We have to pay attention on the effects this interdependence can create on
readers.
43. We must remember the contingent nature of the distinctions within which we
are trapped.
45. Many people have created a prototype of organization we can change with
our actions.
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46. You have to put the list of instructions in its correct order.
47. The marketing manager has to organize the marketing annual plan in the
lapse comprended among the first five days of the year.
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Unit 7 OPERATING PRINCIPLES
Glossary
Find the meanings
be able to
capabilities
chamber
consultants
ensemble
fields
flow
managerial
performance
rehearsal
shifts
to arise
to embed
to focus
to leave
to redesign
to sustain
training
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Answer the questions
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
Principles
_________________________________________________
_________________________________________________
_________________________________________________
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_________________________________________________
_________________________________________________
THE ADJECTIVE: PREDICATIVE AND ATTRIBUTIVE
FUNCTIONS.
PREDICATIVE FUNCTION
With a small group of link verbs (specially “to be”) adjectives can come after the
verb, and this is called the predicative function. (When they appear forming part of
Be Grow Come
Become Keep Fall
Seem Make Remain
Appear Smell Stay
Look Sound Go
Feel Taste Prove
Get Turn Stand
Lie Sit
These products are expensive (expensive is telling something about the products,
so it is a predicative)
Climate into the organization became agreeable and comfortable. (here we
observe how does organizational climate asume certain characteristics).
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ATRIBUTIVE FUNCTION
Adjectives are in attributive function when they premodify nouns. In this case we
will concentrate on adjective used in attributive position.
Examples:
It is a servant leadership
ADJ NOUN
QUALITATIVE ADJECTIVES
Adjectives that tell you something about the quality of a person or thing are called
qualitative. Here it is a list of some of the qualitative adjectives that are relevant to
administrative/ educational science sciences.
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Complex Heavy Poor Sure
Comprehensive High Popular Tight
Dangerous Hot Powerful Tiny
Deep Important Quick Typical
Different Interesting Quiet Understanding
Difficult Large Rare Useful
Dirty Late Reasonable Weak
dry likely Rich wide
These adjectives can be used with submodifiers (like very, extremely or other
adverb) which indicate how much of the quality the thing or person described has.
CLASSIFYING ADJECTIVES
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economic Local Public Learning
medical raw -en forms (past
participle)
These adjectives identify the particular class that somethings belongs to. The list
given above is one of some classifying adjectives which can be used for us.
Examples:
These strategies represent potential benefits for
educational/administrative activities.
An internal department which assemble a group of persons with
educational skills to develop strategies for learning processes.
TYPES OF ADJECTIVES
Proper adjectives are derived from proper nouns. They commonly describe
something in terms of nationality, religious affiliation, or culture. Like proper nouns,
proper adjectives have their first letter capitalized. Some examples of proper
adjectives include:
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American
French
Japanese
Latino
Asian
Australian
Catholic
Lutheran
Jewish
The following lists are just a sampling of adjectives in the English language. They
are categorized by the type of attribute they describe. Use your dictionary.
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Feelings (Good) Shape Adjectives Size Adjectives Sound Adjectives
Adjectives
broad big cooing
agreeable chubby colossal deafening
brave crooked fat faint
calm curved gigantic hissing
delightful deep great loud
eager flat huge melodic
faithful high immense noisy
gentle hollow large purring
happy low little quiet
jolly narrow mammoth raspy
kind round massive screeching
lively shallow miniature thundering
nice skinny petite voiceless
obedient square puny whispering
proud steep scrawny
relieved straight short
silly wide. small
thankful tall
victorious teeny
witty teeny-tiny
zealous tiny
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tasteless fluffy
uneven freezing
weak hot
wet warm
wooden wet
yummy
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COMPARISON OF THE ADJECTIVES
COMPARISON COMPARISON OF
OF EQUALITY SUPERIORITY SUPERLATIVE
important
Examples
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USE OF COMPARISON IN SENTENCES
EQUIVALENCE: The following words or constructions are used to show that things
or people are similar in some way.
Examples:
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Examples:
Learning to use a computer is not as difficult as learning to program.
A free course is less complex than a regular one.
THE HIGHEST DEGREE: the following words and constructions are used to
PARALLEL INCREASE: The following words and constructions are used to show
parallel increase (two comparatives)
The wider memory your computer has, the more data it can store.
The more training you give to your employees, the better they will perform
The bigger efficience yo have, the less lack of time in your activities.
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Exercises for unit VII
Best W____________
Complicated S_____________
Wide N_____________
Dirty C_____________
Large S_____________
Long S_____________
Slow F_____________
Difficult E_____________
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BIBLIOGRAFÍA Y REFERENCIAS
Hutchinson, T and Alan Waters (1991) English for specific purposes. A learning-
center approach. Cambridge University Press. New York U.S.A.
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