UNIVERSIDAD NACIONAL EXPERIMENTAL SIMÓN RODRÍGUEZ

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

BARQUISIMETO MARZO 2018

 GUÍA INGLÉS I
CONTENTS page
PRESENTACIÓN 3

UNIT I. EL DICCIONARIO INGLÉS-ESPAÑOL 5

IMPORTANCIA 5

CONSIDERACIONES GENERALES 5
COGNADAS FALSAS 10
EJERCICIOS 11

UNIT II SOME CONCEPTS ABOUT GRAMMAR AND SYNTAX 14

THE ARTICLE 14
SENTENCE STRUCTURE/ELEMENTS 15
PERSONAL PRONOUNS 16
VOZ ACTIVA: TIEMPOS: PRESENTE, PASADO Y FUTURO SIMPLE 17
EXERCISES 21

UNIT III ORGANIZING AS PLAY (LA ORGANIZACIÓN COMO UN JUEGO) 27

LECTURA(20)
VERBO TO BE: SIMPLE PRESENT AND PAST TENSES 28
POSSESIVE PRONOUNS 30
PROGRESSIVE TENSES 31
MODAL VERBS 32
IMPERATIVE FORM 35
EXERCISES 38

UNIT IV ORGANIZATION TENDENCY 42

COMPOUND NOUNS (PART I) 44
THERE BE 46
EXERCISES 47

UNIT V ORGANIZATION TENDENCY 54

PERFECT TENSES 55
COMPOUND NOUNS (PART II) 59
EXERCISES 62

UNIT VI THE HEART OF LEARNING ORGANIZATIONS 67

THE PASSIVE VOICE 68
WORD TRANSFORMATION 72
THE PASSIVE VOICE USING HAVE TO 73
EXERCISES 73

UNIT VII LEARNING ARISES THROUGH PERFORMANCE AND PRACTICE 79

THE ADJECTIVE: PREDICATIVE AND ATTRIBUTIVE FUNCTIONS 81
TYPES OF ADJECTIVES: QUALITATIVE AND CLASSIFYING
COMPARISON OF ADEJECTIVES 88
EXERCISES FOR UNIT 7 91
BIBLIOGRAFÍA Y REFERENCIAS 94

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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.

Wilfrido Parra Aldazoro Barquisimeto Marzo de 2018

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EL DICCIONARIO INGLÉS-ESPAÑOL

La importancia del diccionario en el aprendizaje de cualquier idioma viene dada

por el carácter sui generis que trae consigo este instrumento valioso, el cual no
solamente nos otorga el enriquecimiento de nuestro vocabulario sino que nos
permite distinguir las diferentes manifestaciones que puede presentar una palabra
en diferentes contextos. Por tal razón el uso del diccionario bilingüe es de obligado
cumplimiento para todos los y las participantes del curso de Inglés Instrumental I.
El dominio de una lengua parte del uso adecuado de los vocablos que la
conforman y, si bien es cierto que somos hispano hablantes, tenemos la realidad
socio cultural en la cual el Inglés juega un papel significativo, pues aún cuando
han querido satanizar el idioma y sus orígenes, seguimos siendo parte de un
mundo globalizado donde el idioma en cuestión se convierte en un elemento
inevitable, cuando queremos mantenernos a la vanguardia de los cambios y de los
avances que se han ido sucediendo en el tiempo y en el espacio.
En la actualidad existen las más altas tecnologías. Las cuales nos permiten
introducir textos en una PC y solicitar su respectiva traducción haciendo usos de
diversos softwares, pero no cabe duda de que estos nuevos avances tecnológicos
no podrán sustituir la intervención del cerebro humano para darle forma y
coherencia al texto que nos arrojan dichos softwares al hacer uso de ellos, pues
lastimosamente para muchos, la computadora, hasta el momento, requiere de la
intervención de la inteligencia humana para poder producir un resultado, y así,
cualquier software que le sea introducido.
De manera que, si recurrimos a los traductores (translators) para darle forma
coherente a una frase o texto, encontraremos que se requiere la intervención de la
coherencia y la lógica del idioma para poder darle sentido y significación al texto
que nos arroja el traductor, pues éste no maneja la sintaxis y la semántica como
puede manejarla el ser humano, así que no podemos confiarnos de la acción de la
tecnología si no hacemos intervenir al cerebro humano.
Por otra parte, la literatura técnica, por su naturaleza netamente descriptiva,
abunda en nombres o sustantivos, por lo que en los diccionarios técnicos se

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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

La tecnología y las disciplinas científicas han aportado una inmensa cantidad

de terminología novedosa. Cada invención aporta una nueva acepción y, en
consecuencia, las exigencias en el vocabulario van aumentando para poder
permanecer a la vanguardia de la revolución sociocultural que se genera como
producto del crecimiento global. De tal manera, es menester recurrir al diccionario
bilingüe para poder obtener la información que nos mantendrá al tanto de las
diversas acepciones de un término o vocablo o por lo menos nos permitirá
acercarnos a una conceptualización acorde con los diversos contextos en los
cuales nos centramos en nuestras lecturas de interés.
Es así como el diccionario bilingüe nos proporciona insumos tales como:
1. Lista alfabética
Para encontrar cualquier vocablo en el diccionario, solamente se requiere
conocer el orden alfabético del idioma. Por ejemplo, la palabra “education”
aparecerá antes de la palabra “educative”; y la palabra “student” aparecerá
después de la palabra “start”.

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

Las formas desinenciales nos dicen de las diferentes estructuras que se

pueden formar de una palabra al formar su plural (sustantivos) o sus
manifestaciones para formar otras palabras, como por ejemplo la forma del
adjetivo comparativo irregular o las formas verbales de presente, pasado,
participio y gerundio, que es donde ocurren variaciones desinenciales. Esto
no siempre ocurre en todos los diccionarios, pues hay unos de bolsillo que
solo traen información muy elemental sobre los significados de las palabras.
Estas palabras aparecen inmediatamente después de la raíz:

Por ejemplo (1):

- write v. wrote, written, writting…

- good a. better, best…

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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

Este es uno de los beneficios más importantes a la hora de consultar el

diccionario, aunque los anteriores también guardan su grado de
importancia. Pero es en este caso donde el o la participante encontrará la

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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:

a) Teachers control the operations developed by the students.

verbo
Los profesores controlan las operaciones desarrolladas por los
estudiantes.

El control avoid the commitment of the same fail in the future.

Sustantivo

El control evita la comisión de la misma falla en el futuro.

Observemos que el vocablo del ejemplo, puede actuar como verbo o

como sustantivo

En el segundo ejemplo, encontramos variaciones de contexto:

b) They registered the names of the new shareholders.

Ellos protocolizaron los nombres de los nuevos accionistas

The analyst registered data on a pen drive.

El analista registró los datos en un pen drive

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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.

De igual manera, encontramos palabras que se escriben de manera

semejante en ambos idiomas pero tienen significados diferentes.

Por ejemplo:

Pan, nos sugiere un significado en español que invita a pensar en el pan de

comer; pero su significado se remite a abarcar, panorámica y el famoso
ejemplo de exit, que obviamente ya conocemos y tiene significado de
salida y no de éxito. Estas son llamada falsas cognadas
excercises.

A continuación elabora una lista de palabras que se parezcan al español

(cognadas) y que estén relacionadas con tu especialidad.

Eeeeee

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Translate the following sentences into Spanish. Use your dictionary

1. We have not found any definitive answers.

2. The changes go beyond individual corporate cultures.

3. They are machines that follow instructions.

4. They did not look for big markets.

5. They have Little incentive to worry about the disabled.

6. It is important to use right ways of leadership.

7. Did you do the homework?

8. Education can change destiny from any country.

9. Administrative science develops many opportunities for us.

10. Educative science promotes a new visión of educational processes.

11. A participative, democratical system in education is the better for the

new ways of andragogical tendences.

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.

14. What we call the parts need not be taken as primary.

15. I can do this again and again.

16. We must not take the other as an object.

17. Transactions with others imply a previous agreement.

18. Democracy implies participation without discrimination.

19. We cannot stand outside a system as an objective.

20. Our great capacity for learning is not for survival purposes.

A partir de la Unidad II se inicia el fascinante mundo de la traducción. Tendrás una

lectura formativa para ir ejercitando la aprhensión de vocablos y la comprensión
lectora, lo cual te permitirá enriquecer tu léxico. Se te invita a generar tu propio
glosario de términos.

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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.

The traditional Human Resources

coaching role on helping managers 4 refers to _____________
address issues and opportunities
organizationally. Additionally, HR
professionals have always provided
feedback to managers about the impact Glossary : find the meaning of the
of their4 personal and behavioral style words
on others.

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)

Example: a machine a user a file a manager a test

It is used “an” before a vowel sound (Usado antes de sonido vocálico)

Examples: an engineer an analyst an operator an order an article

an instrument an heroe an indicator an interesting subject

THE DEFINITE ARTICLE: THE

It is used the definite article with singular and plural nouns and for all genders
(sometimes it is ommited in English but must be expressed in Spanish).

The user the files the manager the information

Leadership into organizations el liderazgo en las organizaciones

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

SENTENCE STRUCTURE (Estructura de la Oración)

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

Adj of place (AP) P

organization
r
P

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.

PERSONAL PRONOUNS (Pronombres Personales)

Pronouns substitute the nouns as subject or object in a sentence. They can be as

follow:

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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:

With multimedia in educational tasks, he (the student) is not a pasive observer of

them (educational tasks)

What did it tell us about coaching

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

She(subject) is doing (verb) her homework

Mary (subject) is doing the mailing(verb)

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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.

Examples. Makes does copies studies plays

AFFIRMATIVE FORM INTERROGATIVE FORM

I I
YOU WORK DO YOU WORK
HE HE
SHE WORKS DOES SHE WORK
IT IT
WE WE
YOU WORK DO YOU WORK
THEY THEY

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.

 Do you need a manager for evaluating that processes?

SIMPLE PAST TENSE (El Tiempo Pasado Simple)

It is a verbal tense used to describe actions have occurred a time before and have
finished

a) IRREGULAR VERBS (Verbos irregulares)

For irregular verbs we use the past tense of the verb in use
Examples:

Hold held send sent

Find found set set
Get got have had

b) REGULAR VERBS (Verbos regulares)

This kind of verbs form their past form by the base+ ed (ied, d)

Examples.

Processed studied stored

AFFIRMATIVE FORM INTERROGATIVE FORM NEGATIVE FORM

I I I
YO YO YO
HE HE HE
SHE WORKED DID SHE WORK SHE DID NOT
IT IT IT WORK
WE WE WE
YOU YOU YOU
THEY THEY THEY

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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)

SIMPLE FUTURE TENSE (El Tiempo Futuro Simple)

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.

Examples using simple future tense:

 He will observe the sample during three weeks.

 I shall study more
 I will solve the exercises

GENERAL (FORMATIVE) EXERCISES FOR THIS UNIT

Put “a” or “an” before each of the following words:

____ file ____resource ___ manager ___role

____hour ____unit ___organization ___enterprise
____industry ____ man ___university ___ participating
____ process ____author ___decision ___ leader
____ operation ____computer ___ subject ___ coacher
____ information ____machine ___ engineer ___ doctor

Find and write the past tense of the words given in the box of words below:

TRY GIVE EAT HAVE READ SET

MAKE GET STUDY SEND AVOID DO

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)

A) IN ENGLISH (EN INGLÉS)

B) IN SPANISH (EN ESPAÑOL)

1.Do the organizations can live without human talent?

A
B
2. Did the leader fix the objectives?
A
B
3. Does the consultant show abilty to manage the analytic tradition?
A
B
4. Will organizacions improve their organizational climate?
A
B
5. Do most of the workers eat at the canteen?
A
B
6. Does the boss/ teacher elaborate the weekly plan?
A
B
7. Did the machine process the information?
A
B
8.Will they use PC’s for the work in the office?
A
B
9.Do they calculate the payment quickly and exactly ?
A
B

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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.

23
 A
B

Now, rewrite the sentences given substituting

a) The subject pronoun and
b) The object pronoun of each sentence if it is possible

Follow the example:

Managers insist on taking decisions without the respective analysis

A) They insist on taking decisions without the respective analysis

B) Managers insist on it

1.The boss is surprised and concerned by this determination

A
B
2. Coaching is one of the newest strategies for administrators/ educators.
A
B
3. The main criterion of severity is given by parents.
A
B
4. Organizacions improve organizational climate?
A
B
5. Bureaucreacies attempt to form visionary enterprises.
A
B

24
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

25
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

26
Unit III
ORGANIZING AS PLAY (LA ORGANIZACIÓN COMO UN
JUEGO) READING

Life is creative. It explores itself through

play, intent on discovering what’s
posible. Can we bring this creative play
of the world into our lives in
organizations? Answer the questions according to
Like often feel like a series of tests the information given in the text
presented to us by hostile teachers, but
this isn’t true. Life isn’t concealing 1. How do the authors see the
solutions to problems; we’re not being organización?
tested to see if we get the right answer.
Instead, life is exploring to see what
works, to experience the pleasure of the
unexpected and the unique.
When did opportunities begin to feel so 2. How do you think is your life
limited? How did we come to believe in
in your organization? Why?
“window opportunity,” rare openings that
suddenly snap shut? When did we
become so unforgiving and so punishing
of one another’s explorations?
Experimentation doesn’t use up
possibilities; it creates more. More 3. What does mean a “window
information, more experiences, more opportunity?
insights. We have limited the world, but it
remains wide open to us.

Taken from: A simpler way by Margaret

Wheatley and Myron Kellner-Rogers
4. Have we limited the world we
live in our organizations?
Why?

27
Glossary. Find the meaning of each one of the new words.

Hostile Insights instead punishing rare right

snap shut to conceal to remain to test to use up

unexpected unforgiving wide

VERB TO BE

PRESENT • AM - ARE - IS

PAST • WAS - WERE

To be, as well known, is a verb which functions as main verb as

auxiliary

28
 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

SIMPLE PAST TENSE

AFFIRMATIVE FORM INTERROGATIVE
NEGATIVE FORM FORM
I I I ?
HE HE (wasn’t) HE ?
SHE WAS SHE WAS WAS SHE ?
IT IT NOT IT ?

WE WE WE ?
YOU WEREE YOU WERE (weren’t) WERE YOU ?
THEY THEY THEY ?

29
Examples
 Life was something attracted to order.
 Errors, in that case, were expected, explored, welcome
 Was it welcomed as a possitive esperience?

POSSESSIVE ADJECTIVES AND PRONOUNS

POSSESSIVE ADJECTIVES POSSESSIVE PRONOUNS

My Mine
Your Yours
His His
Her Hers
Its Its
Our Ours
Your Yours
Their Theirs

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.

30
Also, possessive adjectives identify when the gerund form (-ing) acts a a noun.
Observe:

Its sending and receiving messages Su envío y recepción de mensajes

Her good typing denotes a good academic formation.

Su buena transcripción denota una buena formación académica.

PROGRESSIVE TENSES

This tense is formed by: TO BE + BASE (RAIZ) + -ING. Indicates an

action in progress.

BE BASE+ING
PRESENT I AM studying English
PAST I WAS studying English
FUTURE I WILL BE studying English

Examples:

 Organizations are now descentralizing the role of leadership.

 They are driving a new visión of organizations, capable of thriving in a world

of interdependence and change.

 They will be conforming the new learning organizacions.

31
 MODAL VERBS

The linguistics features of modal or

defective verbs are as follow:

They are not

they have not
They are preceded nor
final "s" in trhird
auxiliaries followed by the
person singular
particle "to"

32
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:

 A computer cannot work without a program.

 The boss must take in account free participation.

 Should we go!

 You would do it better if you practice everyday.

33
 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

Practicing the exercises is very important and you must be

responsible by solving each one of the assignments.

IMPERATIVE FORM

34
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."

The negative of "let's" is "let's not":

"Let's not argue!

35
 "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!"

36
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."

37
Exercises
Answer the following questions.

1. Are humans a resource or a talent?

2. Is it difficult to predict the future of an organization? Why?

3. Was government changing its policies?

4. Is a learning organization one who assure a great future for its employees?

5. Is coaching a solution to the latest problems in management?

6. Was the profesor explaining the exercises?

7. Is it posible to manage without a plan?

8. Is Venezuela a freedom country?

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?

38
 12. Was the organization looking for new ways of proceeding?

13. Is English language useful to your integral formation as a proffessional?

14. Are the exercises according to your academical level?

15. Is imperative the venezuelan way of government?

Put the words in brackets into the gaps. Mind the positive or the negative forms.
Example: _____ your books. (to open)Answer: Open your books.

1) .....................upstairs. (to go)

2) .....................in this lake. (not/to swim)
3) ......................your homework. (to do)
4) ....................... football in the yard. (not/to play)
5) ......................your teeth. (to brush)
6) ......................during the lesson. (not/to talk)
7) ....................... the animals in the zoo. (not/to feed)
8) ...................... the instructions. (to read)
9) ....................... late for classes. (not/to be)
10) ..................... your mobiles. (to switch off)

Rewrite the sentences replacing the personal pronouns by possessive

adjectives:

1. Where is (I) book?

2. Here is (we) teacher.
3. She goes to school with (she) brother.
4. (They) father works in a car factory.
5. (You) laptop is very expensive.
6. (He) favourite hobby is tennis.

39
 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.

Choose the right answer (possessive adjective or possessive pronoun):

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 !

Use modals as your criterion. Take in account the information given in

parentheses

This car be expensive. It's five years old. (can)

You hurry. We have plenty of time. (must)

I am afraid I help you now. (can)

Well, I don't know. He like it. (may)

I play the piano. (can)

You wash up today. (must)

You must try hard. You give it up. (may)

She go out on Monday. (can)

40
Unit IV ORGANIZATION TENDENCY

Answer according to Reading

Why does the author affirms tendency

to organize is not just found in living
beings?

What was the interest of Kauffman?

How does he think appears the pattern

of organization?

How does he demonstrate self-

organization is a fundamental process?

Taken from A Simpler Way (p.31)

41
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)

43
 4 3 2 1
A worker health prevision plan ( a plan of healthing for the worker)

2. ADJECTIVE (OR ADVERB) + NOUN

Virtual reality

A totally academical requirement

There are many usual adjectives we going to study later.

In this case we pay special attention on determinative adjectives:

Demonstartive: this, that, these, those.

Distributive: each, every, either, neither.
Quantitative: some, any, no, many, much, several, Little, few, one,
two, …., fourth, fifth… among others.
Possessive: my, your, his, her, its, our, their.
Interrogative: what, which, whose.

Some word processors Their logical creative decisions

3. GERUND + NOUN

checking programs learning organization

discovering solutions unforgiving instructions
checking programs discovering processes

44
4. PAST PARTICIPLE + NOUN
a separated plan described situation
pre conceived action eradicated costume
supported theory broken heart

5. GENITIVE + NOUN

Roger’s considerations government’s decisions

Life’s delight organization’s problems

VERB THERE BE

We use there be to denote existence in an impersonal way

The verbal forms for this verb are:

THERE IS
THERE ARE

They both meaning “HAY” in Spanish. It is always singular

There is a new way of thinking

Hay una nueva forma de pensar

There are enough proofs about these actions.

Hay suficientes pruebas sobre esas acciones
There are no ideas for love,
Love is the idea.
Plattea

45
 AFFIRMATIVE There are new considerations here.

NEGATIVE There are no reasons to maintain

this behavior

INTERROGATIVE Are there any way of sttopping

these processes?

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

46
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

From reading on page 38 substract at least 10 compound nouns

__________ __________ __________ __________ __________

__________ __________ __________ __________ __________

Encircle the noun being modified and translate each phrase into Spanish

1. Essential chemical processes

2. human thinking

47
3. Unified wholes

4. collective pattern

5. Last six hundred million years

6. familiar serial system

7. Assigned partners

8. America’s long-distance pone service

9. Posible states

10. exploring systems

11. Repeated state

12. parallel-processing world

13. Creative play

14. many different forms

48
15. Another’s explorations

16. analog transmission

17. Independent strategy

18. software packages

19. A collective thought

20. discovering world

21. Learning opportunities

22. the driving forcé

23. Striking results

24. opening questions

25. Guiding principles

26. commitment and community

49
27. manufacturing program

28. frozen patterns

29. undivided flow

30. a broader pattern

31. underlying organizing processes

32. high-level language

33. coherent interpretations

34. theoretical paper

35. contradictory opinions

36. fifth discipline

37. management consulting and training firm

38. economical and organizational changes

50
39. social interest

40. common goals

41. social systems modeling

42. a mechanical structure

43. ignoring systemic interactions

44. public affairs

45. common goals and objectives

46. some other normally constant physical parameter

47. overcome resistance

48. steady improvement

49. short-terms results

50. a self-fulfilling prophecy

51
PUT THERE IS OR THERE ARE IN THE FOLLOWING SENTENCES:

1. ____________________ differences between minis and mainframes.

2. __________________ of interesting programs for this product.
3. __________________ many reasons for avoiding this results:
4. __________________ a new way for developing this plan.
5. __________________ a special offer for that model this month.
6. __________________ two reasoning mechanisms in an expert system.
7. __________________ three interesting aspects to the story.
8. __________________no blame ___________no guilt, just a need to think
differently.
9. __________________growing evidence that many of these procedures are
manipulated by them.
10. __________________the belief that man was separate from nature

52
 UNIT V
ORGANIZATION TENDENCY

We live in an universe which seeks organization

when simple relationships are created patterns of
organization emerge. Networks, living or not,
have the capacity to self-organize. Global order
arises from local connections. It was these
cooperative structures that first created life. Life Glossary. Find the meanings
linked with other life and discovered how to
continue discovering itself. Life learned how to
self-organize. Environment
Life cannot resist organizing. Self –organization
is occurring all the time, everywhere. Because of
this natural and innate desire to organize, life Leader
continues to explore more complex forms of
organization. “I like to think that the universe is in
the business of making life”, says evolutionary Network
chemist Cyril Ponnaperuma.
Anywhere we see forms and systems in nature,
we see the efects of self-organization. As life Pattern
organizes in response to itself, others, and its
environment patterns and structutres emerge.
Unlike many human initiatives, these structures Relationship
are not planned or predesigned. They emerge as
the system discovers what’s posible. They are
results of tinkerers, not directive leaders. Self-organization
For many years we have been seros students of
structure. We learned to describe the forms and
patterns of nature but were blind to the underlying Tinkerers
organizing processes. Now we are beginning to
undestand that a deeper, more elemental forcé is
creating these forms. We live in a self-organizing To arise
world. Structures emerge, change, dissapear. New
ones come into being. Each structure is evidence
of life’s innate desire to seek new forms of To dissapear
expression. Each is evidence of the innate
capacity to organize.
To link

Taken from A simpler way (p.32)

53
 ANSWER SOME QUESTIONS ABOUT READING.

Where does global order arise?

What is self-organization?

Are planned the structures emerging from self-organization?

Why does occur 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.

 Spanish perfect tenses correspond fairly consistently to English (I, you...,

among others.) has/have talked, had talked, will have talked, would have
talked, …

They consist of a conjugated form of the auxiliary verb to have (con significado de:
haber) and an invariable past participle.

54
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.

PERFECT TENSES: THE PRESENT PERFECT (INDICATIVE) (" has/have

_____ed") Events completed as of the present, often referring to completion or
occurrence within the present day, month, year…or ever (in one's lifetime, in
history, …)
Conjugation in Spanish: Present of haber + PAST PARTICIPLE (pp)

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?

We saw Tomás yesterday, but we haven't seen him today.

Vimos a Tomás ayer, pero no lo hemos visto hoy.

An accident like that has never happened. Nunca ha ocurrido un

accidente así.

55
 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 …

Interrogative form Negative form

Present perfect Have they worked? They have not worked

Past perfect Had they worked? They had not worked

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.

56
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

Habrías + past participle

habría
habríamos
habríais
habrían

 In a situation like that, I would have done the same as you

Yo en una situación así habría hecho lo mismo que tú.

 . What would we have eaten if you hadn't brought the food?

¿Qué habríamos comido si tú no hubieras traído la comida?

PERFECT TENSES: PRESENT PERFECT SUBJUNCTIVE (" ...that one has /

have _____ed") Used in subordinate clause in which subjunctive is required and
subordinate verb event precedes the (present tense) main verb event.
Conjugation: Future of haber + pp
Examples
haya
hayas

haya + past participle

hayamos

57
hayáis
hayan

 I doubt that Mariana has done what I asked of her.

Dudo que Mariana haya hecho lo que le pedí.

 It's good that nobody has left

Es bueno que nadie haya salido.

 We're looking for persons who have already taken the exam

Buscamos personas que ya hayan tomado el examen.

58
 COMPOUND NOUNS (PART II)

The noun post modifiers can be

1. Prepositional phrases
2. Infinitive clauses
3. –ing participle clauses
4. –ed participle clauses
5. Relative clauses
6.

1. NOUN + PREPOSITIONAL PHRASE

A. PREPOSITION + NOUN
B. PREPOSITION + GERUND

A.
 A result in an expected form.
 The collaboration among the employees

 The man in front of the factory

B.
 The process of locating information.
 The tendendy in living beings
 A product from a breathtaking tendence

59
 MUST COMMON ENGLISH PREPOSITIONS

about away down near through

above back except of till

across before for off to

after behind forth on together

against below from opposite towards

ahead beside in out under

along between In front of outside until

among beyond inside per up

around by into plus with

at despite like since without

2. NOUN + INFINITIVE CLAUSE

 The tendency to organize

 The difficult to distinguish
 The reasons to change it

60
3. NOUN + -ING CLAUSE

 The processes ocurring at the universe

 A new strategy providing very good results
 A subject including coaching as a newer way of managing

4. NOUN + - ED CLAUSE(PARTICIPLE CLAUSE)

 A program written in a programming language
 Recruitment process developed as an internal activity
 Marketing plan previewed by the managing

5. NOUN + RELATIVE CLAUSE

 The products which are in the store
 The place where it is posible living in freedom.
 Topics that are related with democracy

RELATIVE CLAUSES

WHO WHOM WHOSE WHICH WHAT THAT

61
 INTERROGATIVE EXPRESSIONS

WHAT WHICH WHY WHO WHOM WHEN WHERE

HOW OFTEN HOW MUCH HOW MANY HOW LONG
HOW FAR HOW + ADJECTIVE (HOW BEAUTIFUL, HOW
RARE, HOW GOOD…)

How do we learn to live and to create in an organization where freedom is

controllated by managers and supervisors?

How does an organization can follow its main objectives?

How long does the principal from our organization wait for introducing
changes to incentívate participation?

EXERCISES FOR UNIT V

Change the following sentences into the present perfect tense

and translate into Spanish
1. Did you check the program for typing mistakes?

2. We will find and correct the bugs.

3. The scientist received several images from the company.

62
 4. Can you store, organize and retrieve information quickly?

5. Those users do not have Access to this confidential information

Encircle the modified noun and translate each phrase into

Spanish

1. A relationship with others

2. The behavior of people

3. People at organization

4. Number of possibilities

5. Complex network

6. A pattern of organization

7. English for special purposes

8. Present perfect tense

63
9. A particular belief

10. A symbol representing an operation

11. Computing program for managing statistic dates

12. A Reading with an intrincated content to discuss

13. Management information system which remains at the top of informatiom system

hierarchy

14. Useful programs provided by the computing operating system

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

aceptable level of accuracy and at an economical cost.

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

20. High-level computer language popular in colleges and universities

64
21. Transaction processing systems which capture and process internal information

to share with other sucursals.

22. Beliefs and action according to the main democratical principles established in

our venezuelan Constitution.

23. Until discovering an alternative conducing to solve this problema

24. Many tinkerers focused on figuring out what’s posible

25. The real efficiency of random and redundant behaviors.

26. The belief that organizations work best when they mimic machine efficiencies.

27. Discovering pretty good solutions that worked for now.

28. The creation of unique, daring, colorful, and surprising adaptations.

29. A series of critical individual actions

30. A multitude of simultaneous actions whose collective pattern is far more

important.

31. Their nests over a river at different heights each year in anticipation of the coming

flood levels.

32. Behaviors and relationships that make sense to them

33. Changes our training program produces in our personal

65
34. The world into our lives in organizations

35. what give us more information, more experiences, more insights.

36. Our efforts on discovering solutions that worked uniquely for us

37. Based in a different kind of logic affecting the whole organization without

opportunity to remain far from these unconsistences

38. What depends entirely on what others have done without our previous

agreement.

66
 UNIT VI

THE HEART OF LEARNING

ORGANIZATIONS

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.

Thus, by commitment, they mean "commitment to changes needed in the

larger world and to seeing our organizations as vehicles for bringing about
such changes."

Taken from communities of commitment:

The Heart of Learning Organizations, by Fred Kofman and Peter Senge
(http://leeds-faculty.colorado.edu/larsenk/learnorg/kof_sen.html)

Read the text, try to understand its content.

Then, seek the new words and translate it.

67
 PASSIVE VOICE

USE OF PASSIVE

Passive voice is used when the

focus is on the action. It is not
important or not known, however,
who or what is performing the
action. In written English. The
passive voice is often used to
describe facts, processes, and
events or to change the emphasis of
a sentece.
Example: My bike was stolen.
In the example above, the focus is
on the fact that my bike was stolen.
I do not know, however, who did it.
Sometimes a statement in passive
is more polite than active voice, as
the following example shows:
Example: A mistake was made.
In this case, I focus on the fact that
a mistake was made, but I do not
blame anyone (e.g. You have made
a mistake.).

68
 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

Tense Subject Verb Object

Present Active: Rita is writing an abstract
Progressive Passive: An abstract is being written by Rita.
Past Active: Rita was writing an abstract
Progressive Passive: An abstract was being written by Rita.
Active: Rita had written a letter.
Past Perfect
Passive: An abstract had been written by Rita.
Active: Rita will have written an abstract
Future II
Passive: An abstract will have been written by Rita.

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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.

Passive Sentences with Two Objects

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.

Subject Verb Object 1 Object 2

Active: Rita wrote an abstract to me.
Passive: An abstract was written to me by Rita.
Passive: I was written an abstract by Rita.
.

As you can see in the examples, adding by Rita does not sound very elegant.
That’s why it is usually dropped.

Personal and Impersonal Passive

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.

Example: They build houses. – Houses are built.

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.

Example: he says – it is said

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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.

Although Impersonal Passive is possible here, Personal Passive is more common.

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.

There are two ways in which passive can be expressed

1. if it is important to express the agent (the doer), it is

preceeded by the preposition “by”
2. if the agent is not to be expressed, the sentence is
translated into Spanish using “se” and the verb in active
voice (as in stative sentence, for example)

Examples:

1.- Significant interest was generated by The Fifth Discipline.

Un significativo interés fue generado por La Quinta Disciplina (It)

71
2.- The other individuals are automatically denied acces to that record.

A los otros individuos se les niega automáticamente el acceso a ese registro.

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:

VERB NOUN NOUN

(ACTION) (PERFORMANCE) (PERFORMER)
program programming Programmer
programar programación programador
operate operation operator
operar operación operador
analyze analysis analyst
analizar análisis analista

Notice which words are used with

a) a verb: it, they…( subject pronouns); John, Alice… (proper nouns); The boss, the
engineer, some students… (common nouns with definite/indefinite article)
b) a noun (performance): the, my, three, any ( definite/ indefinite article, possesive
adjective/pronoun);
c) a noun (performer): a, one, its, some ( definite/ indefinite article, possesive
adjective/pronoun)

72
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

Exercises for Unit VI

a.- Look at these words and write its respective meanings
VERB NOUN NOUN
(ACTION) (PERFORMANCE) (PERFORMER)
Drive Computing Employee

Manage Transformation Compiler

Administrate Interaction Learner

b.- underline the direct object and change each sentence into
the passive voice
1. Quality control department use standards ISO9001.

2. Last year, they launched more products tan ever before.

73
3. They stored a great quantity of its products on their warehouses.

4. A computer can process millions of commands a second.

5. They call it a hight resolution graphic image.

6. You should make back up copies of all important files on your PC.

7. Someone will offer training in the use of available adaptative technologies.

8. I will sent you by mail your examinations results.

9. Somebody has opened the door.

10. The pólice have arrested Peter for drunken driving.

11. You must return books at least in two weeks.

12. Mr. Pérez interviewed Peter for occupying the vacance.

13. Government promised workers a new consideration of salary.

14. Nobody can deny that smoking is dangerous to health.

15. Peter suggested a weekend at Cubiro’s hill.

16. Everyone says that it is accepted in anyway without saying anymore.

17. The provisions of the Venezuelan Labor Law and the prevailing collective
labor agreement create a rare climate among workers in general.

74
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.

23. We must discuss about the pertinence of the democratization of power in

companies and in consequence the justification and utility of employee
participation in these entitie.

24. A good manager must attend carefully decision-making: Strategies, Policies

and Plans.

25. Also we must promote activities oriented to create capacity-building,

Education, Training and Awareness-raising.

26. The principal from an educational/administrative organization manages

Research and Technologies.

75
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.

32. Government promotes prozes for people addapted to its political

objectives.

33. I also believe that people in the civil service should win promotion because
of their ability, not because of their political allegiance

34. The definition of business administration will include requirements of certain

cultural differences and an acute understanding of the global economy and
its current fluidity

35. We should emphasize the need of adequate support for this program.

76
36. Analysts have to memorize a lot of elaborated commands.

37. Those equipments have to do complicated operations of data related to

employees.

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.

41. The interdependence among sciences gives a great opportunity of widing

your research.

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.

44. The learning organization embodies new capabilities beyond traditional

organizations.

45. Many people have created a prototype of organization we can change with
our actions.
77
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.

48. Leadership takes an important new meaning in learning organizations.

49. Developing such organizational capabilities will obviously require visión,

patience and courage.

50. We believe that our attachment to individualistic notions of leadership may

actually block the emergence of the leadership of teams.

78
 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

TAKEN FROM : The Heart of Learning

Organizations

79
Answer the questions

1. Can we compare American with Venezuelan cultura? (Talking about

organizations).

2. What is the guiding idea?

3. Which are the principles must come together in creating managerial

practices?

Explain briefly each one of them.

_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
Principles
_________________________________________________
_________________________________________________
_________________________________________________

80
_________________________________________________
_________________________________________________
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

the objects or adjuncts in the sentence).

Some verbs which can be followed by an adjective in predicative function are:

Some examples from predicative function

 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).

81
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

This is an agreeable and comfortable climate

ADJ ADJ NOUN

KINDS OF ADJECTIVES: QUALITATIVE AND

CLASSIFYING

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.

Active Easy Long Safe

Appropriate Effective Loose Sensible
Attractive Efficient Lovely Serious
Bad Familiar Low Sharp
Big Famous Lucky Short
Brief Fast Narrow Significant
Bright Fine New Slow
Broad Flat Normal Small
Busy Free Obvious Soft
Careful Fresh Odd Special
Cheap Friendly Old Steady
Clean Funny Pale Strange
Clear Good Patient Strong
Cold Great Palin Succesful
Common Hard Pleasant Suitable

82
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.

 He is a very efficient employee.

 She is an extremely intelligent person.
 This kind of leadership is more useful but requires a reasonable
behaviour

CLASSIFYING ADJECTIVES

absolute Educational Mental Revolutionary

actual Electric Military Right
administrative Empty Modern Scientific
alternative External National Separate
anual Financial Natural Single
available Foreign Negative Solid
basic Free Nuclear South
central Full Open Standard
chemical General Organizational Straigth
comercial Geographical Personal Sufficient
cultural Historical Physical Theoretical
daily Human Positive Urban
direct Ideal Posible Wrong
domestic Independent Potential Derivated:
double Internal Prívate -ing forms like:
Eastern Legal Profesional Teaching

83
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

TYPE I TYPE II TIPE III

Words of one Words with three Adjectives with
sillable and of two or more syllables irregular forms of
that end in –y; - comparative and
ow, -le and -er superlative

Another way of classifying 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:

84
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.

Appearance Color Adjectives Condition Feelings (Bad)

Adjectives Adjectives Adjectives
red
adorable orange alive angry
beautiful yellow better bewildered
clean green careful clumsy
drab blue clever defeated
elegant purple dead embarrassed
fancy gray easy fierce
glamorous black famous grumpy
handsome white gifted helpless
long helpful itchy
magnificent important jealous
old-fashioned inexpensive lazy
plain mushy mysterious
quaint odd nervous
sparkling powerful obnoxious
ugliest rich panicky
unsightly shy repulsive
wide-eyed tender scary
uninterested thoughtless
vast uptight
wrong. worried

85
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

Time Adjectives Taste/Touch Touch Quantity Adjectives

Adjectives Adjectives
ancient abundant
brief bitter boiling empty
early delicious breeze few
fast fresh broken full
late greasy bumpy heavy
long juicy chilly light
modern hot cold many
old icy cool numerous
old-fashioned loose creepy sparse
quick melted crooked substantial
rapid nutritious cuddly
short prickly curly
slow rainy damaged
swift rotten damp
young salty dirty
sticky dry
strong dusty
sweet filthy
tart flaky

86
tasteless fluffy
uneven freezing
weak hot
wet warm
wooden wet
yummy

87
COMPARISON OF THE ADJECTIVES

COMPARISON COMPARISON OF
OF EQUALITY SUPERIORITY SUPERLATIVE

narrow newer newest

tiny tinier tiniest
TYPE I

(as) new (as) narrower (than) (the) narrowest

large larger simplest
clever cleverer cleverest

interesting interesting interesting

(as) (as) (more) (than)
TYPE II

important important (the most)

important

Good Better Best

Bad Worse Worst
TYPE III

(as) Many (as) More (than) (the) Most

Much Less Least
Litlle Farther/further Farthest/furthest
far

Examples

 Laptops are as powerful as microcomputers.

 The best way of managing requires good strategies.

 It is the newest proposal they have made us.

88
USE OF COMPARISON IN SENTENCES

Comparison makes show equivalence, non equivalence, the highest degree of

something, and parallel increase.

EQUIVALENCE: The following words or constructions are used to show that things
or people are similar in some way.

As…as are similar each

As many…as equal to either
As much…as is like all
The same…as similar both
Similar to equal alike
The same compared to/with

Examples:

 Some companies have as many computers as employees.

 A learning manager is like a person who is always open to assume
changes in benefit of all people in the organization.

NON EQUIVALENCE: the following words and constructions are used to

compare or contrast things or people that are separate from each other.

not as…as not as much…as

…er … than not equal to
more… than unequal
fewer… than unlike
less… than not the same as
greater… tan not as many…as
not all

89
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

compare one member of a group with the whole group (superlative)

The … -est the most… the least…

 This is the newest way of personal growing.

 This is the most popular package in the market today
 It is required the least effort to make a bad decisión.

PARALLEL INCREASE: The following words and constructions are used to show
parallel increase (two comparatives)

The…-er, the more the more…,the…-er the …-er, the less

 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.

90
Exercises for unit VII

Write the opposite of the following words:

Best W____________
Complicated S_____________
Wide N_____________
Dirty C_____________
Large S_____________
Long S_____________
Slow F_____________
Difficult E_____________

Complete the following sentences using the comparative form of

the words in brackets.

1. This model is _________________ that one. (expensive)

2. This year’s model is _______________last year’s.(good)
3. An internal selection is _______________an external one. (useful)
4. A marketing consultant is __________________a finantial support.
(necessary)

Make sentences using the qualitative and comparative adjectives as you

want to do that.

91
92
93
 BIBLIOGRAFÍA Y REFERENCIAS

Beke, R. y Patricia Canturias (1991) Introducción a la lectura en Inglés. Imprenta

Universitaria. UCV. Caracas Venezuela

(1) Ceballos E. y Tulio Díaz. (2006) Guía de estudios y ejercicios para la

interpretación de textos escritos en Inglés. Ingles I y II Fondo Editorial UCLA.

Hutchinson, T and Alan Waters (1991) English for specific purposes. A learning-
center approach. Cambridge University Press. New York U.S.A.

Kofman F. and P. Senge (2001) The Heart of Learning Organizations.(web site)

Legorburu-Montero y otros. Guia de traducción Inglés-Castellano para la ciencia y

la técnica
Liles, B. (2002) An introductory Transformational Grammar. Prentice-Hall
International, Inc. London.
Quirk, Randolph (2001) a university grammar of English. Longman. London.
England.

Thomson, A. y A. MArtinet. (1992) A practical English grammar. Oxford University

Press. Oxford (England)

Trimble, L. (2004) English for science and technology. A discourse Approach.

Cambridge University Press. New York U.S.A.

Wheatley M., and Kellner –Rogers, M. (2009) A Simpler Way. Berret.Koehler

Publishers. San Francisco U.S.A.

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