Curso de inglés para la mejora de la práctica docente / Lic Oscar Velasco, Mtro. Luvin Morales

Curso de Inglés para la Mejora de la Práctica Docente

Diseño en diapositiva: J. Oscar Rodiles Delgado

Guía de estudio Nº-1 / UPN 2016

CURSO DE INGLÉS PARA LA MEJORA DE LA PRÁCTICA DOCENTE (Programa on-line SEP/UPN) Coordinadore / Diseñadores Lic. Oscar Velasco Mtro. Luvin Morales

México / 2016

Simbología Simbología

Relaciones Hipotéticas

L

L

2

O O X O

1

= ≠

→ ←

O O O X

4

Relaciones Hipotéticas

L

L

2

O O X O

= ≠

→ ←

1

O

La palabra o el enunciado en inglés son compatibles con el orden y la secuencia en español (compatibilidad)

O

La palabra o el enunciado en inglés es diferentes del español (incompatibilidad)

O

El término no aparece en inglés, pero tiene que ser adoptado en español. (inserción)

X

El término aparece en inglés, pero es innecesario en español. (delición)

5

Relaciones Hipotéticas

L

L

2

O O X

O

1

= ≠

→ ←

O

The progress made in every field of study...

El progreso hecho en todo campo de estudio

O

but the methods of testing a person's knowledge pero los métodos para probar el conocimiento de una persona

O

It really is extraordinary that after all these…

Es realmente extraordinario que después de todos…

Teachers themselves are often judged by examination results Los maestros mismos son juzgados por los resultados de los exámenes

X

We might marvel at the progress made...

Nos podría asombrar el progreso hecho

6

Relaciones Hipotéticas

L

L

2

O O X

O

1

= ≠

→ ←

O

They are the mark of success or failure in our society...

Son la marca de éxito o fracaso en nuestra sociedad

O

As anxiety-makers, examinations are second to none...

Como factores de ansiedad los exámenes no tienen igual

O

The moment a child begins school,...

En el momento que un niño comienza la escuela Cuando

X

Can we be surprised at the suicide rate among students? ¿Nos puede sorprender la tasa de suicidios entre los estudiantes?

7

20 _‘Examinations exert a pernicious influence on _education’

←

O

X

We might marvel at the progress made in every flied of study, but the O

X

←

O

O

≠

O

X

←

≠

O

O

methods of testing a person’s knowledge and ability remain as primitive O

≠

O X

→O

as ever they were. It really is extraordinary that after all these years, O

≠

O

_educationists have still failed to devise anything more efficient and reliable 5 than _exanimations. For all the pious claim that _examinations test _what you know, it is common knowledge that they more often do the exact opposite.

They may be a good means of testing memory, or the knack of working rapidly under extreme pressure, but they can tell you nothing about a person’s true ability and aptitude.

8

Unidad de Comunicaciรณn W

Ph/S

Context

Instrumento para la construcciรณn de significados

FICHA SINTร CTICA

L

2

FICHA SINTÁCTICA

L

1

We might marvel at the progress…

Podríamos asombrarnos ante el progreso …

…a person’s knowledge and ability

…el conocimiento y habilidad de la persona..

…remain as primitive…

…permanecen primitivos…

…have still failed…

…hayan fracasado…

For all the…

Con todo y lo/la…

...pious claim...

…afirmación misericordiosa…

… it is common knowledge…

…es común…

…more often do the exact opposite.

...más frecuentemente hacen exactamente lo contrario.

10 As anxiety-makers, examinations are second to none. That is because so much depends on them. They are the mark of success or failure in our society. Your whole future may be decided in one fateful day. It doesn’t matter that you weren’t feeling very well, or that your mother died. Little things like that don’t count: the exam goes on. No one can give of his best 15 when be is in mortal terror, or after a sleepless night, yet this is precisely what the examination system expects him to do. The moment a child begins school, he enters a world of vicious competition where success and failure are clearly defined and measured. Can we wonder at the increasing number of ‘drop-outs’: young people who are written off as utter failures before

20 they have even embarked on a career? Can we be surprised at the suicide rate among students?

A good education should, among other things, train you to think for yourself. The examination system does anything but that. What has to be learnt is rigidly laid down by a syllabus, so the student is encouraged to 25 memorise. Examinations do not motivate a student to read widely, but to restrict his reading; they do not enable him to seek more and more knowledge, but induce cramming. They lower the standards of teaching, for they deprive the teacher of all freedom. Teachers themselves are often judged by examination results and instead of teaching their subjects, they

30 are reduced to training their students in exam techniques which they despise.

The most successful candidates are not always the best educated; they are the best trained in the technique of working under duress.

The results on which so much depends are often nothing more than a subjective assessment by some anonymous examiner. Examiners are only 35 human. They get tired and hungry; they make mistakes. Yet they have to mark stacks of hastily scrawled scripts in a limited amount of time. They work under the same sort of pressure as the candidates. And their word carries weight. After a judge’s decision you have the right of appeal, but not after an examiner’s. There must surely be many simpler and more

40 effective ways of assessing a person’s true abilities. Is it cynical to suggest that examinations are merely a profitable business for the institutions that run them? This is what it boils down to in the last analysis. The best comment on the system is this illiterate message recently scrawled on a wall: ‘I were a teenage drop-out and now I are a teenage millionaire.’

Adaptado de: Alexander, L. G. (1993). For and Against. Essex: Longman, page 44

Ficha Semántica Participle ___ing, ___ed, ___pp i.v. …methods of testing… ing

Adjective

Noun

Infinitive

…métodos para probar…

…a good means of testing memory…

…un buen medio para probar la memoria…

…the knack of working rapidly…

…la astucia para trabajar…

…that you weren’t feeling very well… …que no te estuvieras sintiendo muy bien…

O. E.

…que no te sintieras bien…

Ficha Semántica Participle ___ing, ___ed, ___pp i.v.

Adjective

Noun

Infinitive

…the increasing …el número number… creciente… ...to restrict his reading…

…restringen su lectura…

…but induce cramming…

…sino que inducen a la saturación…

…the standards of teaching… …instead of teaching…

…las normas de la enseñanza… …en lugar de enseñar…

O. E.

Ficha Semántica Participle ___ing, ___ed, ___pp i.v.

Adjective

Noun

Infinitive

…they are reduced to training…

…se reducen a entrenar…

…the technique of working…

…la técnica para trabajar…

…ways of assessing…

…formas de evaluación…

…formas para evaluar…

O. E.

3 ‘Television is doing irreparable harm’ Yes but what did we use to do before there was television? How often we hear statements like this! Television hasn’t been with us all that long, but we are already beginning to forget what the world was like without it. Before we admitted the oneeyed monster into our homes, we never found it difficult to occupy our spare time.

5 We used to enjoy civilized pleasures. For instance, we used to have hobbies, we used to entertain our friends and be entertained by them, we used to go outside for our amusements to theatres, cinemas, restaurants and sporting events. We even used to read books and listen to music and broadcast talks occasionally. All that belongs to the past.

10 Now all our free time is regulated by the ‘goggle box’. We rush home or gulp down our meals to be in time for this. or that programme. We have even given up sitting at table and having a leisurely evening meal, exchanging the news of the day.

A sandwich and a glass of beer will do- anything, providing it doesn’t interfere with the programme. The monster demands and obtains absolute silence and attention.

15 If any member of the family dares to open his mouth during a programme, he is quickly silenced.

Whole generations are growing up addicted to the telly. Food is left uneaten, homework undone and sleep is lost. The telly is a universal pacifier. It is now standard practice for mother to keep the children quiet by putting them in the living-

20 room and turning on the set. It doesn’t matter that the children will watch rubbishy commercials or spectacles of sadism and violence -so long as they are quiet.

There is a limit to the amount of creative talent available in the world. Every day, television consumes vast quantities of creative work. That is why most of the programmes are so bad: it is impossible to keep pace with the demand and

25 maintain high standards as well. When millions watch the same programmes, the whole world becomes a village, and society is reduced to the conditions which obtain in pre-literate communities. We become utterly dependent on the two most primitive media of communication: pictures and the spoken word.

Television encourages passive enjoyment. We become content with second-hand

30 experiences. It is so easy to sit in our armchairs watching others working. Little by little, television cuts us off from the real world. We get so lazy, we choose to spend a fine day in semi-darkness, glued to our sets, rather than go out into the world itself. Television may be a splendid medium of communication, but it prevents us from communicating With each other. We only become aware how totally irrelevant

35 television is to living when we spend a holiday by the sea or in the mountains, far away from civilisation. In quiet, natural surroundings, we quickly discover how little we miss the hypnotic tyranny of King Telly.

4 ‘Any form of education other than co-education is simply unthinkable’ Imagine being asked to spend twelve or so years of your life a society which consisted only of members of your own sex. How would you react? Unless there was something definitely wrong with you, you wouldn’t be too happy about it, to say the least. It is all the more surprising therefore that so many parents in the world

5 choose to impose such abnormal conditions on their children -conditions which they themselves wouldn’t put up with for one minute!

Any discussion of this topic is bound to question the aims of education. Stuffing children’s heads full of knowledge is far from being foremost among them. One of the chief aims of education is to equip future citizens with all they require to take

10 their place in adult society. Now adult society is made up of men and women, so how can a segregated school possibly offer the right sort of preparation for it?

Anyone entering adult society after years of segregation can only be in for a shock.

A co-educational school offers children nothing less than a true version, of society

15 in miniature. Boys and girls are given the opportunity to get to know each other, to learn to live together from their earliest years.

They are put in a position where they can compare themselves with each other in terms of academic ability, athletic achievement and many of the extra-curricular activities which are part of school life. What a practical advantage it is (to give just

20 a small example) to be able to put on a school play in which the male parts will be taken by boys and the female parts by girls! What nonsense co-education makes of the argument that boys are cleverer than girls or vice-versa. When segregated, boys and girls are made to feel that they are a race apart. Rivalry between the sexes is fostered. In a co-educational school, everything falls into its proper place.

25 But perhaps the greatest contribution of co-education is the healthy attitude to life it encourages. Boys don’t grow up believing that women are mysterious creaturesairy goddesses, more like book-illustrations to a fairy-tale, than human beings.

Girls don’t grow up imagining that men are romantic heroes. Years of living together at school dispel illusions of this kind. There are no goddesses with

30 freckles, pigtails, piercing voices and inky fingers. There are no romantic heroes with knobbly knees, dirty fingernails and unkempt hair.

The awkward stage of adolescence brings into sharp focus some of the physical and emotional problems involved in growing up. These can better be overcome in a co-educational environment. Segregated schools sometimes provide the right

35 conditions for sexual deviation. This is hardly possible under a co-educational system. When the time comes for the pupils to leave school, they are fully prepared to enter society as well-adjusted adults. They have already had years of experience in coping with many of the problems that face men and women.

En la diapositiva número 6, y en el encabezado que se lee _ ‘Examinations exert a pernicious influence on _ education’, se han colocado dos guiones, con el fin de recrear el enunciado con los términos que lo hagan legible/comunicativo en español.

Como actividad posterior al reconocimiento de las relaciones hipotéticas, y, a la vez, como primera actividad didáctica, sería constructivo hacer un llamado al grupo, solicitándole socialice las palabras necesarias, y a continuación registrar en la ficha sintáctica la equivalencia articulada según la norma del español.

Por ejemplo:

L2

FICHA SINTÁCTICA

L1

En seguida, el enunciado en inglés –sin guiones- puede insertarse en el traductor de google, de modo que todo el grupo y/o cada estudiante escuchen la pronunciación.

Después, a criterio del maestro, grupalmente pueden elaborarse tablas de substitución simple o múltiple; es decir, substituir una o varias palabras, recrear el enunciado en forma interrogativa o negativa. Por ejemplo: Examinations

exert do mean have are

a

an

pernicious harm harmful adverse detrimental

influence effects point

on to among among to

education students

En caso de necesitar reconocer las equivalencias surgidas de la tabla de substitución múltiple, el participante podrá recurrir a una nueva ficha sintáctica.

Por ejemplo: Examinations exert do mean have are

L2

a

pernicious harm harmful an adverse detrimental

influence effect(s) point(s)

FICHA SINTÁCTICA

on to

education

among

students

among to

L1

Examinations have a harmful effect among students

Los exámenes tienen un efecto nocivo entre los estudiantes

Examinations are detrimental to education

Los exámenes son perjudiciales para la educación

Examinations mean an adverse point to students

Los exámenes significan un punto adverso para los estudiantes

Examinations mean adverse points to students

Los exámenes significan puntos adversos para los estudiantes

Curso de Inglés para la Mejora de la Práctica Docente

LIC. OSCAR VELASCO MTRO. LUVIN MORALES DERECHOS RESERVADOS MÉXICO / 2016

Guía de estudio Nº-1 / UPN 2016

MATERIAL DIDÁCTICO ELABORADO POR