Thursday, fifth hour, the second top: I have to explain your grammar and I do not want. Within the classroom and I find my only Chinese student read avidly intent on his Italian-Chinese vocabulary, much like a Bedouin at the source. I ask him: "you have a grammar book?" . I replied that he did not and that if he will pay a political partner. "Open it", ask him politely. "You tell me if there is Chinese in the subjunctive?". Apparently there is, and there is also our all time in the indicative and conditional.
"We shoot to go to the blackboard and write I'm in your language?". And he dutifully does. does the same with the past and future.
On the polished surface of the board are gathering signs of his tongue. Then I ask the same to my Romanian student, then a student and a Latvian Polish. On the blackboard
I am, I am, I was and I was in many languages. also in English and English. I have a Nigerian student who does not know his language because my grandmother spoke to her in English, the language of the colonizers.
I would write to my father, Albanian, who speaks the archaic in the villages of our south, but I do not know a word. So just say you dua mire, which means I love you . And do not even remember Latin, but I can not forget: nemo propheta at home.
I felt like the Enlightenment of the eighteenth century, Voltaire in a petit Cinisello Balsamo. I also feel like strangers within the walls of the house. I felt happy because I saw the smiling eyes of my boys.
One of them, Jennifer J by the end of the lesson, passing by like the beating of wings told me quietly, Prof, today's grammar lesson I liked it a mess.
For everything else there's Master Card!
0 comments:
Post a Comment