To help or not to help.
Personajes:
Tema: Estratègies de comprensió.
Competencias
Competencia en Comunicación Lingüística
Competencia Personal, social y de aprender a aprender
Competencia Ciudadana
Competencia en conciencia y expresiones culturales
Materias y cursos por Sistema Educativo
España > Inglés > 2º ESO > Comunicación
Enunciado
Watch this picture and read the text by Radhika Chalasani, who photographed the famine in Sudan, and do the activities.
Read the text and answer the questions
https://www.theguardian.com/media/2012/jul/28/gutted-photographers-who-didnt-help (22/03/2022).
Radhika Chalasani: 'To this day, I think I didn't necessarily do the right thing'. Some photographers and journalists think that you should never interfere, because your job is as an observer. I decided a long time ago that I had to follow my conscience. I've been in very hard situations.
Some years ago, there was a great famine in Sudan. People were dying because they had nothing to eat. I was photographing a woman carrying her baby into a feeding centre. He was extremely malnourished, and I was photographing her as she walked. Suddenly, the people started directing her for the photos. They sat her down and indicated her how to hold her child. I asked for a translator, and said: 'Tell her to take her child to the feeding centre. She should not stop because I'm taking a photograph."
Another time, there was a family sitting under a tree near the feeding centre. They couldn't walk, they were so weak. And there was a group of photographers around them. I took a few pictures, but then I walked into the feeding centre and asked a nurse: 'Is there anything you can do for this family?'.
On one occasion, a group of photographers went into an abandoned refugee camp and found a massacre. There were some children who had survived. There were two baby twins in a hut. Another photographer and I wanted to take the kids in the car. The other people said it wasn’t safe. In the end, we didn't take the children. When we found the Red Cross, we reported the situation to them.
I believe that our main contribution is trying to make people understand the stories behind the pictures. And sometimes, when you think you're helping, you're actually making a situation worse.
Questions
1. What is a feeding centre?
2. Where was the photographer working?
3. What was the problem in this country?
4. First situation
a. Who was malnourished?
b. What did the people do?
c. What did the photographer do?
5. Second situation
a.What was the family’s problem?
b. Where were they sitting?
c. What did the photographer do?
6. Third situation
a. What did the photographers find in the refugee camp?
b. What did Radhika wanted to do?
c. What did she do in the end?
7. Summarize the text in two sentences.
8. Watch more pictures of her work and debate about it.
Observaciones y contexto
Es pot treballar aquesta activitat juntament amb les activitats A difficult situation, referida a la fotògrafa Donna Ferrato i/o How many Pulitzers do you have?, sobre les fotògrafes Carol Guzy i Carolyn Col·le, en diverses sessions, i reflexionar en les conseqüències, beneficioses o perjudicials, de la intervenció de les persones que fotografien conflictes.
És convenient distribuir a l'alumnat preferiblement en grups heterogenis perquè tots puguen participar segons el seu nivell, ja que algunes són més senzilles i altres més difícils.
El treball de Radhika Chalasani s'emmarca dins del fotorreportaje i la fotografia de denúncia social, ja que abasta temes com la violència contra la dona, les catàstrofes o les desastroses conseqüències de les desigualtats socials i la descolonització, com poden ser les guerres i la pobresa extrema.
- Altres fotògrafes que han tractat aquests temes són Donna Ferrato, Lynsey Addario o Jodi Hilton. Com a exemple històric, tenim a Gerda Taro, fotògrafa de la Guerra Civil espanyola i pionera com a dona fotògrafa de guerra.
Descripción
L'alumnat llig el text extret i adaptat d'un article del periòdic The Guardian i respon a les preguntes.
Els objectius que es persegueixen són:
- Distingir els tipus de comprensió: sentit general, informació essencial i punts principals.
- Inferir del context els significats de paraules i expressions d'ús menys freqüent o més específic.
- Predir el significat de paraules desconegudes utilitzant coneixements lingüístics.