When a company takes action, it will be able to see

Results, rather than guess the results.

If a company doesn't try something new, another

Company will probably try it first.

Unless a company tries new ideas, it won't make any

Progress.

 

2. are close to the customer

They get their ideas from the people they serve; they listen

carefully to their customers.

3. encourage independence and ingenuity

They don't hold people back; they encourage people to be

creative and to take risks. They support experimentation.

4. work for productivity through people

They treat everyone in the company as an important source

of ideas; they never encourage a "we/they" management/

worker situation.

5. keep "quality" as the basic philosophy of the organization

Quality is the most important thing, not status, organization,

resources, or technology.

6. stick to their own business

They don't get involved in things that are outside of their

area of expertise; they don't acquire jobs or businesses they

don't know how to run.

7. keep their organization simple and their staff to a minimum

Their structures and systems are simple; they avoid having

too many managers.

8. are both centralized and decentralized

Control is loose because workers at all levels have authority

and responsibility; on the other hand, control is tight because

top management decides the basic direction of the company.

Activity Think about the various descriptions of creativity,

innovation, and excellence in this chapter. Try to put these ideas

to use as you consider the problems of teaching and learning a

language. Imagine that you and your classmates are educational

consultants. You have been asked to design a program for a private

language school.

Separate into small groups. Discuss your ideas on the best ways

to learn languages. Then, as a group, make a list of recommendations

for planning a language program. Be sure to consider

the following and to add any of your own ideas:

1. How many students should there be per class? How many

different teachers should students have?

2. How many hours a day should students have classes? When

should the classes be offered?

3. What kinds of classes should be offered?

4. Should there be a language lab? Should use of the lab be

optional or mandatory?

Remember that both money and time may be problems for the

students. Some may be working. Some may have families. Many

will not be able to afford expensive classes. How should you plan

if you want to offer economical and effective classes?

 

Exercise 18: Wish

Underline the verbs in the dependent clauses. Do

the verbs refer to the present, past, or future? Indicate the time

frame of each. Then, rephrase each sentence to show its meaning.

Examples:I wish I were going to go to Spam. (I m probably not

Going to go to Spain, but I would like to.)

I wish that you were here. (You're not here, and I miss

You.)

I wish that I had gone with you. (I didn't go with you. I

Regret that.)

 

1. I wish that I had saved more money.

2. I wish that I had enough money to go to Spain.

3. I wish that plane tickets were cheaper.

4. I wish that the airlines would lower the fares.

5. I wish that I were flying to Madrid.

6. I wish that I had studied Spanish.

7. I wish that I could study in Spain.

8. I wish that I knew how to speak Spanish.

 

Exercise 19: Wish

North Americans love to put bumper stickers on

their cars. One popular type of bumper sticker begins, "I'd rather

be...," meaning "I wish I were..." It tells about our hobbies

and interests. Rephrase the following sentences to use wish.

Example: I'd rather be skiing.

I wish I were skiing.

 

1. I'd rather be sailing.

2. We'd rather be jogging.

3. I'd rather be in Paris.

4. I'd rather be windsurfing.

5. We'd rather be playing tennis.

6. I'd rather be in Rio.

On Your Own Right now you are studying English. As you are

reading this, what do you wish you were doing (or not doing)? Give

at least six sentences.

Exampl e: I wish I were swimming. I wish I didn't have to do this

work. I wish I could go to the beach....

 

Exercise 20: Wish

In pairs, take turns making statements and responses.

Use the example as a model. Change nouns to pronouns when

necessary.

Example:My cousin had the chance to study abroad.

My cousin had the chance to study abroad.

Don't you wish that you had had the chance to study

Abroad, too?

Of course. (Or: Not really.)

 

1. My nephew went to Japan last year.

2. My brother got a scholarship at the university.

3. My father learned to speak German.

4. My niece worked in South America.

5. My sister got her degree in business.

6. My sister-in-law took a lot of computer classes.

On Your Own Each of us has to make choices, and sometimes

we make the wrong ones. Think of three bad choices that you have

made: in your studies, your career, or some recent decision or

problem. Looking back, what do you wish that you had done?

Create at least four sentences telling what you wish you had done.

Activity The verbs hope and wish often represent the attitudes

of the optimist and the pessimist. The optimist hopes that

everything will work out, while the pessimist wishes it would. In

small groups, write short dialogues that include people who are

optimistic and people who are pessimistic. The dialogue may be

serious or it may be comical. Here are some suggestions for topics:

 

1. The menu at the dormitory tonight: Imagine that you all live

in a dormitory. The food is notoriously bad! Some of you would

like to send the cook to the moon or at least to a cooking school.

Yet a few of you try to be kind in your attitude toward the cook.

You optimistically hope for a miracle.

2. The first date with a new boy friend/girlfriend: Most of us are

nervous before a first date. Imagine that you are going out with

a new person tonight. You will have to meet his or her family,

and you hope to make a good impression on everyone. Yet, you

are worried about not saying and doing the right things.

Be sure to include a role for everyone in your group. After you

have finished, role-play your dialogues for the class.

Exercise 21:

Complete the following sentences in your own words.

 

1. I don't have much money this month; otherwise, I might....

2. I have a lot of homework tonight; otherwise, we could....

3. I am out of shape; otherwise, I....

4. I'm afraid of the ocean; otherwise....

5. I don't know how to...; otherwise....

 

Exercise 22: Imaginative Conditional Sentences

Present or Unspecified Time

Imaginative conditional sentences express conditions that the

speaker or writer thinks of as unlikely, untrue, or contrary to fact.

They may be wishes and dreams, or they may express advice to others.

The following conditional sentences refer to the moment of

speaking or to habitual activities, depending on the context.

 

If I had more money, I might travel.

If I spent less money, I could save more.

If I were rich, I would visit every country.

If I were you, I would try to save more money.

 

A modal auxiliary is used in

the main clause. The subjunctive

is used in the if clause.

In most cases, this form is

the same as the simple past

tense. For the verb be, however,

were is used for all persons

in formal English.

 

Answer the following questions in your own words.

1. Where would you be if you weren't here (in this class, city, etc.)?

What might you be doing?

2. If you had the chance to go anywhere you wanted, where might

you go? Where would you go if you could return to some place

for another visit?

3. If you could travel differently, how would you go?

4. If you were able to go back in time, which year or era would

you choose? Why would you choose that time?

5. If you had the opportunity to talk with a special person again,

who would it be? Why?

6. If you were able to do a part of your life over, what would you

do differently?

 

Exercise 23:

Add to the following statements by making a sentence with if.

Example:I wish I had more free time. If....