Vamos a trabajar hoy una experiencia real de un profesor del IPEP de Jaén. Esta tarea está enmarcada en el Proyecto Erasmus+ que se ha puesto en marcha y que busca mejorar la educación de adultos, a distancia sobre todo, y la educación en centros de menores y en prisiones.
Este 'reading comprehension' nos va a aportar algunas ideas sobre las que sería bueno reflexionar. Y por, ello, esperamos vuestras opiniones.
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.
"The gods should not be censured because they do not err in anything, neither against their will noron purpose. Neither should men, because they err in nothing if it is not against their will. In conclusion, no one should be censured."
When you think of the word jail, the first thing that comes to mindis a place of confinement where those who are "condemned" by society for some sordid reason go, which from the outset, for someone who has never been there, generates rejection and some apprehensionat least. That same image came to me the day I was offered to come voluntarily, stilla newcomer to IPEP. I remember that they added to the offer to go there the tagline: "...but it's not obligatory, you canrefuse to go" as if it was understood that I was going to be a participant in "a teaching sentence". Against all odds, I decided to give a step forward into the unknown and do it. I changed the prevailing discourse and accepted the challenge because I sensed that behind those bars an opportunity was opening that could undoubtedly enrich me both professionally and personally.
Now I can say, after three years going there, I was not mistaken. That experience was demanding, because it forced you to get the best out of yourself in order to reach the inmates. I also discovered that this path was a two-way street: I tried to teach and transmit some values to them, but they also taught me and how much.
Among other things, I learned that the paths through which life can take you sometimes not only depend on you and that arriving in prison as an inmate depends on many more variables, many of them the result of childhood lived, of the family that touched you or the avatars of fortune. I also learned that there is a second chance for those who courageously choose not to submit to misfortune. I learned that there is a reward for those who remainfaithful to their efforts to reintegrate into society. I discovered broken dreams but also the courage of those who, despite the difficulties that life has thrown their way, fight against all odds to regain their place in society. And finally, I became aware of the teacher's responsibility in helping reintegration through the work I did there. I hope that society also becomes aware of this process so that we can all make a more just and humane world.
3) Grabación aportando vuestra opinión sobre el tema de la redacción, usando el vocabulario que previamente ya han trabajadoras más un glosario con las palabras más destacadas dentro del campo semántico específico.
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.
