Vamos ya por la quinta semana del trimestre, casi la mitad, y como el bicho ese del balcón, vamos viendo para el tiempo en estas tardes otoñales soñando con las próximas Navidades.
Os dejo un enlace a una descarga de un breve 'examen' -cuestionario de opción múltiple muy sencillo, que incluye las respuestas correctas en un segundo folio, para que os autoevaluéis del 'present perfect' una vez os hayáis estudiado los verbos irregulares y hayáis completado todos los ejercicios que os dejé la semana pasada en un par de enlaces anteriores a este.
No quiero terminar sin das las gracias al autor del trabajo www.allthingsgrammar.com, quienes han autorizado su uso para uso didáctico. Gracias.
Esta semana vamos con otra traducción centrado en la recurrente diatriba de si el aprendizaje del inglés es fácil o no. Espero vuestras opiniones.
Empecemos por la canción de la semana, de nuevo, de los 80', que hay mucho jovenzuelo por estos cursos:
Y ahora, a trabajar:
CÓDIGOS DE COLORES:
AZUL: Traducciones.
ROJO: Aspectos gramaticales.
VERDE: Aspectos culturales.
NARANJA: Estructuras concatenadas
MORADO: Traducción y sinónimos, antónimos, etc.
Amarillo: Palabras con trampa.
Os dejo una plantilla para que, sobre la marcha, podáis ir completando con sinónimos, antónimos, etc y los significados. Espero que os sea de utilidad. Pinchad aquí para descargarla.
A language teacher's personal opinion
Every day I see 1)advertisements in the newspapers and on buses 2)claiming that 3)it is easy to learn English. 4)According to these advertisements, with very little effort on student's part, she will 5)be able to speak the language 6)fluently in three months or 7)even ten days. There is often a reference to Shakespeare or Charles Dickens 8)to encourage her even more. When I see advertisements like this, I don't know 9)whether to 10)laughor 11)to cry. 12)If it were13)as easy to learn English as they say, I 14)would have to look for 15) another job, because 16)very few qualified teachers would be needed. But a large number of pleople must 17)believe these ridiculous 18) claims, 19)or else the advertisements would not appear.
1)Language point of paramount importance in this paragraph: conditional sentences, type 2: ‘If it were…’
20)It is natural for students tobe attracted to methods that will teach them 13)as quickly and efficiently and cheaply as possible. But 20) it is difficult for anyone to explain in simple language why one method is 21)better than another, and22) it is no use23)pretending that 24)anyone has discovered a perfect 25)way of teaching English in every possible situation. Some experts even 26) argue that there are 13)as many good methods of teaching a language as there are good teachers, because 27)every teacher is an individual with his 28)own personality. 29)No doubt this is true 30)to a certain extent, but it is not very 31)helpful to students.
For a long time people believed that 32)the only way to learn a language was to 33)spend34)a great deal of time in a country where 35)it was spoken. Of course 36)it is clear that students who go to England to learn English have a great 37)advantage over 38)others, but a large number of students cannot 39)afford to do 40)so. Some students go to the opposite extreme and think they can teach 41)themselves at home with dictionaries. But 42)it is wrong to assume that 43) each word in English has a precise equivalent in another language and vice versa, and it is impossible for 44)any translation method 45)to providestudents with the natural forms of a language in 46)speech, 47)let the students 48)alone produce good pronunciation and intonation.
3)Language point of paramount importance in this paragraph: relative clauses: ‘Students who go to…’
There is another relevant point 49)worth mentioning here. 50)It will be helpful if there are other students around us who can practice with us in real situations, talking to51) each other about real life in real language.
Texto tomado de ‘Acceso a la Universidad para mayores de 25 años’
Os deseo un magnífico fin de semana y puente de Todos los Santos, pero cuidado con los buñuelos, que suben el azúcar, y lo repito.
Saludos.
P.S: Y para todos aquellos a los que todavía les guste celebrar nuestras tradiciones y no las importadas llenas de vampiros desdentados, os dejo un enlace para poder disfrutar de la lectura de Don Juan Tenorio.
Para empezar, os dejo la canción que comenté del grupo U2 en la que se usa este tiempo verbal una y otra vez: 'I still have not found what I am looking for.'
I Still Haven't Found What I'm Looking For by U2
I have climbed the highest mountains I (1)________ run through the fields Only to be with you Only to be (2)________ you.
I have run, I have crawled I have scaled these city walls These city walls Only to be with you.
But I still haven't found What I'm looking for. But I still haven't found What I'm looking for.
I (3)________ kissed honey lips Felt the healing in her finger tips It burned like fire (I was) burning inside her.
I (4)________ (5)____________ with the tongue of angels I have held the hand of a devil It was warm in the night I was (6)________ as a stone.
But I still haven't found What I'm looking for. But I still haven't found What I'm (7)______________ for.
I believe in the Kingdom Come Then all the colours (8)________ bleed into one Bleed into one. But yes, I'm still running.
You (9)__________ the bonds And you loosed the chains Carried the cross of my shame Oh my shame, you know I believe it.
But I still haven't found What I'm looking for. But I still haven't found What I'm looking for.
But I (10)__________ haven't found What I'm looking for. But I still haven't found What I'm looking for.
Os resumo los contenidos de la clase del 19 de octubre:
Con una ficha de ejercicios, estuvimos trabajando el llamado 'presente perfecto', que sin duda, es el tiempo verbal que más se usa en una conversación cotidiana.
Os dejo en este enlace de abajo la fotocopia.
Nos sirvió para explicar cómo se forma dicho tiempo verbal, la importancia de saberse 'by heart' los verbos irregulares con sus tres formas, y repasar el uso de:
1) For
2) Since
3) How long...?
4) When...?
5). Las oraciones de finalidad:
1) In order to... / in order not to
2) so as to... / so as not to
3) to... /not to
4) in order that...
5) so that...
6) Adverbios como 'recently', 'lately', 'these days', etc, asociados al uso de este tiempo verbal.
7) Uso de 'yet', 'already' y 'still'.
Veamos este vídeo sobre conectores que usamos para expresar finalidad:
MATERIALES DE APOYO.
1) Pinchando en este enlace podéis 'download' la fotocopia de ayer.
2) pinchando en este podéis descargar otra ficha con 3 ejercicios muy sencillos para comparar el uso del pasado simple con el presente perfecto.
3) Y otra sobre este tiempo verbal y el uso de 'for' y 'since' aquí.
4) Una última sobre el uso de 'yet, already, still' aquí.
Buenos días, viernes ya próximos a disfrutar de un fin de semana en el que algunos podéis disfrutar de un maravilloso puentes.
Esta semana hemos estado trabajando las oraciones de relativo, como por ejemplo:
👉'Jaén, que no tiene puente el lunes 11 de octubre, celebrará sus no-fiestas el día 18'.
'Jaén,which is not going to have a bank holiday on Monday,will celebrate its local festivity on the 18th of October'.
👉Todos los vecinos organizaron una fiesta para celebrar el final del confinamiento, que resultó ser muy emotiva.
'All the neighbours in the community organized a party to celebrate the end of the lockdown, which turned out to be so emotional.
Os dejo un par de fichas con ejercicios para ir practicando cómo hacer oraciones de relativo. Como vienen ahora unos días de fiesta, seguramente tendréis más tiempo para trabajar y poneros al día.
Recordad que en los textos anteriores ya dejé algunos enlaces sobre este tema, no obstante, os pondré otro breve resumen.
Lista de fichas de actividades que podéis descargar poco a poco: os dejo una imagen con el comienzo de cada ficha para que veáis el tipo de actividad.
Esta vez, vamos a traducir algo totalmente diferente, con el objetivo de aprender mucho vocabulario nuevo, repasar estructuras un poco más complicadas y descubrir qué son los viajes Erasmus, que espero vosotros disfrutéis en un futuro no muy lejano.
Al final del texto, tenéis un crucigrama con el que podéis repasar vocabulario de este texto, pero las palabras están en español, por lo que debéis buscarlas en inglés en este texto.
¡Ánimo!
CÓDIGOS DE COLORES:
AZUL: Traducciones.
ROJO: Aspectos gramaticales.
VERDE: Aspectos culturales.
NARANJA: Estructuras concatenadas
MORADO: Traducción y sinónimos, antónimos, etc.
Amarillo: Palabras con trampa.
NOVEDAD: Os dejo una plantilla con un listado de palabras para que, sobre la marcha, podáis ir completando con sinónimos, antónimos, etc y los significados. Espero que os sea de utilidad. Pinchad aquípara descargarla.
When I started to prepare these notes for this blog, back at the end of February, the infamous, 1)marauding Coronavirus Covid-19 had already been 2)deploying -inadvertedly 3)though- its 4)lethal5)venom all over our 6)deceptively happy, 7)deceitfully secure countries, 8)as if it were a chapter in a novel of 9)Scott Fitzgerald in the happy 20's, patiently 10)lingering, apparently 11)loitering in the parks, streets and homes 12)whilst in fact, 13)The Bug had been 14)creepingly15)pervading our lives till, unfortunately and in the true meaning of the term, the very end.
16)Still not 17)wholly recovered from the effects of the pandemic, with a 18)hefty price in lives, we have started to come out of our homes, not fully 19)aware of the horrendous consequences this epidemic has had 20)among us.
Erasmus+ projects, 21)needless to say, have also been 22)largely affected, 23)both in terms of teachers that have been infected -24)therefore, lots and lots of mobilities have been cancelled or postponed, 23)and projects that may have lost its 25)purpose by now. Obviously, these effects are not relevant when compared with lives that, disgracefully, have been lost, as well as all the painful suffering it 26) involves.
28)However, we must regain our spirit and strength and start putting in motion next year's mobilities and projects, being perfectly conscious that The bugmight or will strike again. What the 29)outcomes will be, nobody knows, not even if we will have a second chance 30)at all.
4) Importante en este párrafo: verbos modales: must, might, will. Pincha este enlace.
Foto de @mmolpor
But 31)let's talk shop. After nearly 160 contributions to this humble blog, written by families, students and teachers from 6 different countries, with more than 62.000 visits from more than 90 countries all over the world, 32)the latest one from 33)Bangladesh, most of the teachers operating behind this blog consider that 34)it is high time we35)stockpiled as much feedback from our followers and friends all over the world as possible. 90) Luckily, this blog has grown into something more than just a 36)mere collection of articles about Erasmus+ mobilities and 37)an array of analysis and considerations about teaching and learning techniques, plus other turbulent 38)Willy Fog-like adventures over a period of 5 years. Year after year, we have realized that many of our young students are 39)astounded, even 40)astonished to see how many readers, followers from so many different countries in all the continents we have, they simply can't believe it, 41)nor can we, honestly. It is the perfect definition of 42)flabbergasted I would say.
Little by little, a sense of community started to 43)flourish and 44)bloom, the fruits of which we are enjoying now. Like a 45)vanished46)handloom in a quiet, 47)gloomy room, 48) steadily and rhythmically 49)weaving its colorful cloths, this blog has 50)woven a different kind of 51)fabric, a puzzle of 52)yearning dreams, this time the fibers being the energy, time and illusions of dozens of educators from many contrasting places, 53)yet54)dim like the forgotten loom, yet shining like a sunny day after a rainy night in Bangladesh.
This 55)humble, 56) modest blog, born out of the 57)requirement to 58)convey the impact of our activities 59)within this universal Erasmus+ world and the need to disseminate what we do in our school community, has fortunately 60)turned out to be a helpful, effective and stimulating tool for hundreds of students who, believe it or not, 61)would rather read their teachers' and other fellow students' 62)exploits than the more often than not useless, ineffectual and 63)tedious to death stuff in their subject books.
6) Importante en este párrafo: el uso de 'would rather': pincha este enlace.
Viajeros de una semana cualquiera en el blog. @mmolpor
64) Harmonic
Thus, what seemed to be just a traditional logbook with no other purpose, seems to be now a powerful, vivid teaching resource, specially for the youngest students. 65)As a matter of fact, whenever we 66)address them to know why they enjoy reading about their teachers' trips 67)abroad, the most recurrent reply is that they are not used to seeing their teachers traveling abroad to study, to learn, to take notes, to 'make exams', to make oral presentations in other languages, in short, to 68)behave like real students. Sometimes, some of them have 69)boldly70)dared ask if we have 71)misbehaved or if we have 72) yawned or even if we have been 73)fiddling around with our mobile phones while the teacher was explaining this or that brainy 74)state of the art teaching technique. 75)Food for thought, isn't it? Feedback from teachers from other countries is 76)paramount for us to 77)carry out an effective analysis of the impact of our work of dissemination, 78)if at all, and because of that, we invite you all to send us your opinions, to share with us why you spend some of your precious time reading our blog, particularly those of your from other continents, what you find useful and interesting.
79)By so doing, we can continue 80)hammering and 81)welding this community of teachers that will surely contribute to benefit from each other's experiences.
