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120 views9 pages

5555

Uploaded by

petrina0903
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La stanno gi servendo? No, veramente no. dica, allora, Si, senta, & da ieti che mi sento un po! strano, ho mal di cesta, mal di panci Ha mangiato qualeosa che Le ha farto male? No, ditei dino. E poi, guardi, da stamattina ho anche questirrituzione alla pelle, Faccia vedere Guarei, qui sulle braccia e sulla schiena soprattutio. B allesgico a qualeosa? No. Venga qui, mi faccia vedere m Beh, a, pero ho messo una crema solar. Lo so, maa volte non basta. Potrebbe essere un colpo di sole o forse ha bevuro ura bibita troppo fredda. 4 Mbh, si, pud dars.. 4 Allora, guardi, per ua paio di giorni mangi in bianco, non beva alcolici ¢ naruralmente non vada al sole. Le do anche una pomata pet la pelle. La metta due o tre volte al giorno, 4 Vabene, d'a # Se «ra qualche giorno poi non si sete ancora bene, si rivelga a un medicy. jo. Mbb, & stato malto tempo al sole? PT ht ee ed ee Nati delle differense tra Ia forma det Lei dellimperativo «quella del presente indicative! Parlane com un campagne & (poi in plenum, 5 Fe’ ginnastical ‘Trova nei post di Facebook i verb allmperasivw e comple la bella Imperative informale nan sc gpprofitare imei ‘nom avere portare non portare z 7 dimatia® ined oa dke ey ton fare a @ mndae non andare non bere non uscire 6 che deva fare? Franco fa una vixa troppo sedenearia. Dagl dei consigl. Ga Vimperativo informal (anche negatito). andare a balkre andare in bicclet andare in uffico a pidi bere mola acqua essere pitt attivo fare jogging la matting fire le ale invece di prendere facensore prendre sempre la macctina stare seduo a lungo E54 In an age of robots, schools are teaching our children to be redundant In the future, if you want a job, you must be as unlike @ machine as possible: creative, eriical and socially skilled. So why are children being taught to behave like machines? We succeed in adulthood through collaboration. (0)_. Why are curriculums and tests so narrow that they alienate any child whose mind does not work in a particular way? There is, as Graham Brown-Martin explains in his book Learning {Re}imagined, a common reason for these discrepancies. Our schools were designed to produce the workforce required by 19th-century factories - workers who would sit silently at their benches all day, behaving identically, to produce identical products. Collaboration and critical thinking were just what the factory owners wished to discourage. When they are allowed to apply their natural creativity and curiosity, children love learning, They leam to walk, to talk, to eat and to play spontaneously, by watching and experimenting. (18) _ We sit them down, force-feed them with useless facts and test the life out of them: As far as relevance and ullty are concerned, we might as well train children to operate a spinning jenny, the textile machine. (20) _. We make them suffer this life-defying, dehumanising system for nothing, The less relevant the system becomes, the harder the rules ust be enforced, and the greater the stress. There is no single system for teaching children well, but the best ones have this in common: they open up rich worlds that children can explore in their own ways, developing their interests ‘with help rather than indoctrination. 24) __. They use them to create projects, share material ‘with their teachers and each other, and can contact their teachers with questions about their homework. There are plenty of teaching programmes designed fo work with children, not against them, (22) Cutting across traditional subject boundaries, they manage a shipping warehouse, excavate a tomb or rescue people from a disaster. A similar one, called Quest to Leam, is based on the way children teach themselves to play games. To solve the complex tasks they're given, they need to acquire plenty of information and skills. They do it wth the excitement and enthustasm of gamers. The first multi-racial school in South Africa, Woodmead, developed a fully democratic method of teaching, whose rules and discipline were overseen by a student council. (23) __. By such. integration of the content, learning is made authentic because its rooted in the student's natural surroundings and totaly relevant to their everyday life The tragedy for many European countries is that such programmes succeed not because of their systems end governments, but despite them. (24) __. What they need is to change the system, to equip children for the likely demands of the 21st century, rather than those of the 19th. ‘They need to engineer the children out ofthe factory and into the real world. For example, the Essa academy in Bolton gives every pupil an iPad. Its programme got rid of traditional subjects in favour ofthe students’ explorations of themes, ‘such as gold, or relationships, or the ocean, ‘One of them, the Mantle of the Expert in Italy, encourages them to form teams of inquiry, solving an imaginary task. Is it surprising when children, bursting with energy and excitement, are confined to the spot like battery chickens? Their skils are not only redundant but counter-productive, When they get to school, we suppress this instinct. The less autonomy they are granted in choice ofthe content and the teaching methods, the ‘more they are blamed forthe failures ofthe system. Had they set out to ensure that children find learning dificult and painful, they could not have done a better job. ‘So why is collaboration in tests and exams called cheating? ABCDEFGHI 0 x 24 Do 30aiph (ales per] Many people do more than 30 mph through tis town. I's hhout) very dangerous badly She did very badly on the exam,

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