Unidad II: Pasado Simple.

Verbo TO DO Reglas para los verbos regulares 1. Los verbos regulares, para pasarlos al pasado, tienen que acabar en -ed. Esto como regla general, porque existen las excepciones que veremos enseguida. Example: to listen (escuchar) -> listened 2. Solo tenemos que aadir la d cuando el verbo ya acaba en e. Example: to change (cambiar) -> changed 3. Si la ltima vocal del verbo est formada por consonante-vocal-consonante, y es en esta ltima consonante donde recae el acento, tenemos que doblar dicha consonante. Tambin si el verbo acaba en l tenemos que doblarla. Example: to stop (parar) -> stopped to travel (viajar) -> travelled Negacin e interrogacin del pasado simple Para formar las preguntas en el pasado simple nos tenemos que valer del auxiliar to do en su forma pasada, que es did para todas las personas de la conjugacin. Los verbos que no necesitan auxiliar, como to have, se utilizar nen pasado (son irregulares). Example: Did you go to the party? (Fuiste a la fiesta?) Como se aprecia en el ejemplo, el verbo est en presente. Esto es as porque el auxiliar es el que indica el pasado, con lo que el verbo principal se pone en presente. Esto hay que tenerlo muy en cuenta. Para negar tambin utilizamos el auxiliar to do en su forma pasada, acompandolo con el verbo principal en presente. El verbo auxiliar se contrae con la partcula not. I didnt go to the party (No fui a la fiesta).

Verbo TO BE Su declinacin en tiempo pasado (simple past): Simple Present del verbo "To Be" Yo era/estaba (fui/estuve) Tu eras/estabas (fuiste/estuviste) El/ella era/estaba (fue/estuvo) I was You were He/she/it was

Nosotros ramos/estbamos (fuimos/estuvimos) We were Vosotros erais/estabais (fuisteis/estuvisteis) Ellos/ellas eran/estaban (fueron/estuvieron) You were They were

Asignacin: Realice la lectura siguiente y luego conteste las preguntas que se le plantean.

Frederick Winslow Taylor (1856-1915) Frederick Winslow Taylor devised a system he called scientific management, a form of industrial engineering that established the organization of work as in Ford's assembly line. This discipline, along with the industrial psychology established by others at the awthorne Works of Western Electic in the 1920s, moved management theory from early time-andmotion studies to the latest total quality control ideas. Taylor, born in Philadelphia, prepared for college at Philips Academy in Exeter, N.H., and was accepted at Harvard. His eyesight failed and he became an industrial apprentice in the depression of 1873. At Exeter he was influenced by the classification system invented by Melvil Dewey in 1872 (Dewey Decimal System). He became in 1878 a machine shop laborer at Midvale Steel Company. In the following book he describes some of his promotions to gang-boss, foreman, and finally, chief engineer. He introduced time-motion studies in 1881 (with ideas of Frank B. and Lillian M. Gilbreth, strong personalities immortalized in books by their dozen children, such as Cheaper By the Dozen.) In 1883 he earned a degree by night study from Stevens Institute of Technology (which now archives his papers and has announced plans to put them online See http://www.lib.stevenstech.edu/ --special collections). He became general manager of Manufacturing Investment Company, 1890, and then a consulting engineer to management. Taylor's ideas, clearly enunciated in his writings, were widely misinterpreted. Employers used time and motion studies simply to extract more work from employees at less pay. Unions condemned speedups and the lack of voice in their work that "Taylorism" gave them. Quality and productivity declined when his principles were simplistically instituted. Modern management theorists, such as Edward Deming, often credit Taylor, however, with generating the principles upon which they act. Others, such as Juran, though, continue to denigrate his work. Modern theorists generally place more emphasis on worker input and teamwork than was usual in much of Taylor's time. A careful reading of Taylor's work will reveal that he placed the worker's interest as high as the employer's in his studies, and recognized the importance of the suggestion box, for example, in a machine shop. According to the Toronto Globe and Mail, (1995) January 26, pp. B26, one of the popular current "re-engineering" gurus, G. Hamel, has this to say about Taylor's ideas today: "When I am in a mean mood, I call re-engineering '21st century Taylorism'. "If you read Frederick Winslow Taylor from the beginning of the century, there are three fundamental things he taught: "1. Find the best practice wherever it exists. Today we call it benchmarking. "2. Decompose the task into its constituent elements. We call it business process redesign. "3. Get rid of things that don't add value. Work out, we call it now. Taken from: http://www.eldritchpress.org/fwt/taylor.html

Answer the questions: How is called the industrial system devised by Frederick Winslow Taylor? Where born and in which institutions was prepared academically Frederick Winslow Taylor? What Frederick Winslow Taylor was working in 1890? What is revealed by a careful study of the work of Taylor? Extract from the text five sentences in past form.