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Pedagogy — «Learning English Vocabulary in Context: Homework with a Third Grader» — (Videos)

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<span> <a href="#pdf" style="text-decoration: none;"><font color="#301ce2"> Homework</font></a> <a href="#youtube" style="text-decoration: none;"><font color="#301ce2">in Norway </font></a> - Photo: <a href="https://www.google.com/#q=English+Homework+third+grader+in+primary+school+in+Norway+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="Learning English Vocabulary in Context: Homework with a Third Grader"><font color="#FF4000"> © educationalappstore . com</font></a> / <a alt="Doing English Homework with a third grader" href="http://www.benjaminmadeira.com/search/label/education" style="text-decoration: none;" target="_blank" title="Learning English Vocabulary in Context: Homework with a Third Grader"><font color="#FF4000"> illustration </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;">  — [http://goo.gl/GH2mV2] English Homework in primary school in Norway_______________________(3rd grade). </span></div></H2> <br /><br />

<div class="citajbm"> :: RT: Doing English Homework ▶ http://goo.gl/GH2mV2 ◀ Learning English Vocabulary in Context with a 3rd grader, in primary school in Norway | #Education #Pedagogy #PrimarySchool #Norway </div> <br /><br />

<div class="JBMCode"> When teachers want their students to learn English in the ESL classroom, they push forward the memorization methond of isolated word, in this case: building, straw, stone, castle, with. <br /><br />

Why should students learn isolated words when they can learn full sentences using storytelling / the resources we can find on internet. </div> <br /><br />

<div class="JBMCode"> <b>Original Homework: Isolated New English words - Vocabulary</b> <br /><br />
building - bygning <br /><br />
straw - sugerør <br /><br />
stone - stein <br /><br />
castle - borg <br /><br />
with - med  <br /><br />
knocking down - rive ned<br /><br />
can't catch us - kan ikke ta oss </div> <br /> <br />

<div class="citajbm"> <b>Modified Homework: English Vocabulary with Norwegian and Spanish translation</b> <br /><br />
building - bygning - edificio<br /><br />
straw - sugerør - pajilla / caña<br /><br />
stone - stein - piedra<br /><br />
castle - borg / slott - castillo / fortaleza<br /><br />
with - med  - con<br /><br />
to knock down - å rive ned - demoler<br /><br />
he/she can't catch us - han/hun kan ikke ta oss - no puede alcanzarnos<br /><br />

<b>Original Instruction:</b> You can learn at least six of them. <br /><br />

My comments: Why not learn all these words using digital storytelling?</div> <br /><br />

<H2> <div style="text-align: center"> Learning English deeply - English in Use - English in Context:</div></H2>
<div class="JBMCode"> 
1) This is the new building of Aladin. <br />(Éste es el nuevo edificio de Aladino.) <br /><br />

2) The scarecrow scared the crow with his last straw. <br />(El espantapájaros asustó al cuervo con su última caña.) <br /><br />

3) I have a stone in my shoe. <br />(Hay algo en mi vida que me incomoda.) <br /><br />

4) It's not Jimmy's cottage; it's Jimmy's castle. <br />(No es la cabaña de Jaime sino su castillo.) <br /><br />

5) Do some exercises together with the cows. <br />(Haz unos ejercicios con las vacas.)  <br /><br />

6) "Don't knock me down," said the house. <br />("No me derribes", dijo la casa.)  <br /><br />

7) "You can't catch me," said the cloud. <br />("No puedes alcanzarme", dijo la nube.) </div> <br /><br />

<div class="citajbm"> 1) <span style="font-size: 16pt; line-height:12pt"> <strong>This is the new building of Aladin. </strong><br /> <br />
Éste es el nuevo edificio de Aladino.<br /><br />
Dette er den nye bygningen til Aladdin. </span>   <br /><br />

... Aladin. <br /><br />
... building of Aladin. <br /><br />
... the new building of Aladin. <br /><br />
<span style="font-size: 18pt; line-height:12pt"> <a class="swipebox-video" href="https://www.youtube.com/watch?v=8Z1C8a22hHI&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&rel=0&showsearch=0&showinfo=0&origin=http://www.benjaminmadeira.com&enablejsapi=1" rel="youtube" title="Watching a videoclip related: building"> This is the new building of Aladin.</a> </span> </div> <br />

<div class="citajbm"> 2) <span style="font-size: 16pt; line-height:12pt"> <strong>The scarecrow scared the crow with his last straw. </strong><br /> <br />
El espantapájaros asustó al cuervo con su última caña.<br /><br />
Fugleskremselet skremte kråka ved å vise sin siste rør. </span>   <br /><br />

... straw. <br /><br />
... his last straw. <br /><br />
... with his last straw. <br /><br />
... the crow with his last straw. <br /><br />
... scared the crow with his last straw.<br /><br />
<span style="font-size: 18pt; line-height:12pt"> <a class="swipebox-video" href="https://www.youtube.com/watch?v=_m7aC-cxY0s&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&rel=0&showsearch=0&showinfo=0&origin=http://www.benjaminmadeira.com&enablejsapi=1" rel="youtube" title="Watching a videoclip related: straw"> The scarecrow scared the crow with his last straw.</a>  </span>  </div> <br />

<div class="citajbm"> 3) <span style="font-size: 16pt; line-height:12pt"> <strong>I have a stone in my shoe. <br /> (Used as a metaphor (not an idiom) it gives a picture of something that is quite painful for you, but that nobody else knows about.)</strong><br /> <br />
Hay algo en mi vida que me incomoda (tengo una piedra en el zapato).<br /><br />
Det er noe som plager meg (som en sten i skoen). </span>   <br /><br />

... shoe. <br /><br />
... my shoe. <br /><br />
... in my shoe. <br /><br />
... a stone in my shoe.<br /><br />
<span style="font-size: 18pt; line-height:12pt"> <a class="swipebox-video" href="https://www.youtube.com/watch?v=DvgRn8STjmQ&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&rel=0&showsearch=0&showinfo=0&origin=http://www.benjaminmadeira.com&enablejsapi=1" rel="youtube" title="Watching a videoclip related: stone"> I have a stone in my shoe.</a> </span>  </div> <br />

<div class="citajbm"> 4) <span style="font-size: 16pt; line-height:12pt"> <strong>It's not Jimmy's cottage; it's Jimmy's castle. </strong><br /> <br />
No es la cabaña de Jaime sino su castillo.<br /><br />
Det er ikke Jimmys hytte, det er hans slott. </span>   <br /><br />

... castle. <br /><br />
... Jimmy's castle. <br /><br />
... it's Jimmy's castle.<br /><br />
... Jimmy's cottage; it's Jimmy's castle.<br /><br />
... not Jimmy's cottage; it's Jimmy's castle.<br /><br />
<span style="font-size: 18pt; line-height:12pt"> <a class="swipebox-video" href="https://www.youtube.com/watch?v=y47-gmGvZhI&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&rel=0&showsearch=0&showinfo=0&origin=http://www.benjaminmadeira.com&enablejsapi=1" rel="youtube" title="Watching a videoclip related: castle"> It's not Jimmy's cottage; it's Jimmy's castle.</a>  </span> </div> <br />

<div class="citajbm"> 5) <span style="font-size: 16pt; line-height:12pt"> <strong>Do some exercises together with the cows. </strong><br /> <br />
Haz unos ejercicios con las vacas.<br /><br />
Gjør noen øvelser sammen med kyrene. </span>   <br /><br />

... cows. <br /><br />
... the cows. <br /><br />
... with the cows. <br /><br />
... together with the cows.<br /><br />
... exercises together with the cows.<br /><br />
... some exercises together with the cows.<br /><br />
<span style="font-size: 18pt; line-height:12pt"> <a class="swipebox-video" href="https://www.youtube.com/watch?v=ffkJyOaFkcw&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&rel=0&showsearch=0&showinfo=0&origin=http://www.benjaminmadeira.com&enablejsapi=1" rel="youtube" title="Watching a videoclip related: with"> Do some exercises together with the cows.</a>  </span> </div> <br />

<div class="citajbm"> 6) <span style="font-size: 16pt; line-height:12pt"> <strong>"Don't knock me down," said the house. </strong><br /> <br />
"No me derribes", dijo la casa.<br /><br />
"Ikke riv meg ned", sa huset. </span>   <br /><br />

... house. <br /><br />
... the house. <br /><br />
... said the house.<br /><br />
... knock me down," said the house.<br /><br />
<span style="font-size: 18pt; line-height:12pt"> <a class="swipebox-video" href="https://www.youtube.com/watch?v=aKRZn0uS6eA&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&rel=0&showsearch=0&showinfo=0&origin=http://www.benjaminmadeira.com&enablejsapi=1" rel="youtube" title="Watching a videoclip related: to knock down"> "Don't knock me down," said the house.</a>  </span> </div> <br />

<div class="citajbm"> 7) <span style="font-size: 16pt; line-height:12pt"> <strong>"You can't catch me," said the cloud. </strong><br /> <br />
"No puedes alcanzarme", dijo la nube.<br /><br />
"Du klarer ikke å ta meg", sa skyet. </span>   <br /><br />

... cloud. <br /><br />
... the cloud. <br /><br />
... said the cloud. <br /><br />
... catch me," said the cloud.<br /><br />
<span style="font-size: 18pt; line-height:12pt"> <a class="swipebox-video" href="https://www.youtube.com/watch?v=OL5PVmeQApM&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&rel=0&showsearch=0&showinfo=0&origin=http://www.benjaminmadeira.com&enablejsapi=1" rel="youtube" title="Watching a videoclip related: to catch"> "You can't catch me," said the cloud.</a> </span> </div> <br />

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Pedagogy — «Learning English Vocabulary in Context: Homework with a Third Grader» — (Videos)

Homework in Norway - Photo: © educationalappstore . com / illustration — [http://goo.gl/GH2mV2] English Homework in ...

Más información / read more »

Pedagogy — «Vocabulary Learning in Context: English Homework with a 5th Grader» — (Videos)

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="http://www.benjaminmadeira.com/2015/11/vocabulary-homework.html"> <img alt="English Homework in primary school in Norway - Official Website - BenjaminMadeira" border="0" itemprop="photo" oncontextmenu="alert('BenjaminMadeira.com - Official Website');return false" oncopy="alert('BenjaminMadeira.com - Official Website');return false" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBrNQAJbU9Wdlmdwa1bfH6tjJCZ5YTGnPWpKNG-Mm_wGkGRyYlADQTbDAPCEhSHelH_6sGWCqxz-kTDwd81O_-Y5XV0vKjlEwa6LUA_gHYjsGmAKt7Tk053UuvKpeta_xqAqBkwqX80ogG/s600/vocabulary-in-context-BenjaminMadeira-com.jpe" style="height:336px;width:536px" title="English Homework in primary school in Norway - Official Website - BenjaminMadeira"/> </a><br />
<span> <a href="#pdf" style="text-decoration: none;"><font color="#301ce2"> Homework</font></a> <a href="#youtube" style="text-decoration: none;"><font color="#301ce2">in Norway </font></a> - Photo: <a href="https://www.google.com/#q=English+Homework+in+primary+school+in+Norway+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="English Homework in primary school in Norway"><font color="#FF4000"> © grockit . com</font></a> / <a alt="English Homework in primary school in Norway" href="http://www.benjaminmadeira.com/search/label/education" style="text-decoration: none;" target="_blank" title="English Homework in primary school in Norway"><font color="#FF4000"> illustration </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;">  — [http://goo.gl/TAYSOt] English Homework in primary school in Norway_______________________(fifth grade). </span></div></H2> <br /><br />

<div class="citajbm"> :: RT: Vocabulary Learning in Context ▶ http://goo.gl/TAYSOt ◀ Doing English Homework with a 5th Grader, primary school in Norway | #Education #Pedagogy #PrimarySchool #Norway </div> <br /><br />

<div class="JBMCode"> Educators are generally aware of the importance of using authentic texts reflecting real-world situations in the language classroom. Tarone & Swain (1995) argue that contextualized materials that reflect nonacademic settings are highly beneficial in the language classroom and increase student proficiency.</div> <br /> <br />

<div class="citajbm">In the last few decades the shift from a teacher- to a student-centered classroom has increased the overall communicative competence of students studying a second language (L2). Educators now, more than ever, strive to create lively classes based on a communicative curriculum. Savignon (2002) believes that “a truly communicative curriculum is made up of five categories: language analysis, language for a purpose, personal second language use, second language use outside the
classroom, and theater arts”. </div> <br /><br />

<div class="JBMCode"> <b>Original Homework: Isolated New English words - Vocabulary</b> <br /><br />
duty / duties - plikt / plikter <br />
go shopping - handle <br />
lawn - plen <br />
dishes - oppvask <br />
to tidy - å rydde <br />
garbage - søppel <br />
just - akkurat </div> <br /> <br />

<div class="citajbm"> <b>Modified Homework: English Vocabulary with Norwegian and Spanish translation</b> <br /><br />
duty / duties - plikt / plikter - deber<br />
to go shopping - å handle <br />
lawn - plen - cesped<br />
to do the dishes - oppvask - lavar los trastos<br />
to tidy - å rydde - arreglar<br />
garbage - søppel - basura<br />
just - akkurat - acabar de (hacer algo)<br /> <br />

<b>Original Instruction:</b> You must write down all of the words above and learn six of them. Good luck!  <br /><br />
My comments: Yeah, right, good luck. </div> <br /><br />

<div class="JBMCode"> Learning English - English in Use - English in Context: <br /><br />
1) My duty is to help you.  <br />(Mi deber es ayudarte.)<br /><br />

2) Let's go shopping. Let's buy a mouse. (Vamónos de compras. Compremos un ratón.) <br /><br />

3) Mow the lawn but be careful with the chickens. (Corta el cesped, pero ten cuidado con las gallinas.) <br /><br />

4) Helga doesn't want to do the dishes. (Helga no quiere lavar los trastos.) <br /><br />

5) After spending the whole morning doing housework, he looked around the tidy house with a feeling of satisfaction. (Después de pasar toda la mañana haciendo limpieza, él vio lo limpio que había quedado la casa y sintió una profunda satisfacción.) <br /><br />

6) See how the garbage turns into fuel for a car! (Mira cómo la basura se convierte en combustible para un automóvil.)<br /><br />

7) I just got a new brain. (Me acaban de poner un nuevo cerebro.)</div> <br /><br />

<H2> <div style="text-align: center"> Learning English deeply - English in Use - English in Context:</div></H2><br />

<div class="citajbm"> 2) <span style="font-size: 16pt; line-height:12pt"> <strong>Let's go shopping. Let's buy a mouse. </strong> </span>   <br /><br />
... mouse. <br /><br />
... a mouse. <br /><br />
... buy a mouse. <br /><br />
... Let's buy a mouse.<br /><br />
... go shopping. Let's buy a mouse.<br /><br />
<a class="swipebox-video" href="https://www.youtube.com/watch?v=OzYwE3Tst1Y&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&rel=0&showsearch=0&showinfo=0&origin=http://www.benjaminmadeira.com&enablejsapi=1" rel="youtube" title="Watching a videoclip related: to go shopping"> Let's go shopping. Let's buy a mouse.</a> </div> <br /><br />

<div class="citajbm"> 3) <span style="font-size: 16pt; line-height:12pt"> <strong>Mow the lawn but be careful with the chickens.</strong> </span>  <br /><br />
... chickens. <br /><br />
... the chickens. <br /><br />
... careful with the chickens. <br /><br />
... be careful with the chickens. <br /><br />
... but be careful with the chickens.<br /><br />
<a class="swipebox-video" href="https://www.youtube.com/watch?v=UsUDkxuO8wU&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&rel=0&showsearch=0&showinfo=0&origin=http://www.benjaminmadeira.com&enablejsapi=1" rel="youtube" title="Watching a videoclip related: lawn"> Mow the lawn but be careful with the chickens. </a> </div> <br /><br />

<div class="citajbm"> 4) <span style="font-size: 16pt; line-height:12pt"> <strong>Helga doesn't want to do the dishes.</strong> </span> <br /><br />  
... dishes. <br /><br />
... the dishes. <br /><br />
... to do the dishes. <br /><br />
... want to do the dishes. <br /><br />
... doesn't want to do the dishes. <br /><br />
<a class="swipebox-video" href="https://www.youtube.com/watch?v=A6OYV2rMhj4&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&rel=0&showsearch=0&showinfo=0&origin=http://www.benjaminmadeira.com&enablejsapi=1" rel="youtube" title="Watching a videoclip related: dishes"> Helga doesn't want to do the dishes. </a> </div> <br />

<div class="citajbm"> 5) <span style="font-size: 16pt; line-height:12pt"> <strong> After spending the whole morning doing housework, he looked around the tidy house with a feeling of satisfaction. </strong> </span>  <br /><br />
... satisfaction. <br /><br />
... a feeling of satisfaction. <br /><br />
... with a feeling of satisfaction. <br /><br />
... the tidy house with a feeling of satisfaction. <br /><br />
... he looked around the tidy house with a feeling of satisfaction. <br /><br />
... doing housework, he looked around the tidy house with a feeling of satisfaction. <br /><br />
... the whole morning doing housework, he looked around the tidy house with a feeling of satisfaction.<br /><br />
<a class="swipebox-video" href="https://www.youtube.com/watch?v=p7WnGVMH1lk&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&rel=0&showsearch=0&showinfo=0&origin=http://www.benjaminmadeira.com&enablejsapi=1" rel="youtube" title="Click to watch a video related: to tidy">After spending the whole morning doing housework, he looked around the tidy house with a feeling of satisfaction. </a> </div> <br />

<div class="citajbm"> 6) <span style="font-size: 16pt; line-height:12pt"> <strong>See how the garbage turns into fuel for a car! </strong> </span>   <br /><br />
... car! <br /><br />
... a car! <br /><br />
... for a car! <br /><br />
... fuel for a car!<br /><br />
... garbage turns into fuel for a car!<br /><br />
... the garbage turns into fuel for a car!<br /><br />
<a class="swipebox-video" href="https://www.youtube.com/watch?v=xFyY7_hc-14&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&rel=0&showsearch=0&showinfo=0&origin=http://www.benjaminmadeira.com&enablejsapi=1" rel="youtube" title="Watching a videoclip related: garbage"> See how the garbage turns into fuel for a car! </a> </div> <br />

<div class="citajbm"> 7) <span style="font-size: 16pt; line-height:12pt"> <strong>I just got a new brain.</strong> </span> <br /><br />
... brain. <br /><br />
... new brain. <br /><br />
... a new brain.<br /><br />
... got a new brain.<br /><br />
... just got a new brain.<br /><br />
<a class="swipebox-video" href="https://www.youtube.com/watch?v=JuyB7NO0EYY&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&rel=0&showsearch=0&showinfo=0&origin=http://www.benjaminmadeira.com&enablejsapi=1" rel="youtube" title="Watching a videoclip related: just"> I just got a new brain.</a> </div> <br /><br />

<!--
<div class="citajbm"> 
<span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> WORKS CITED —  REFERENCES :  </span> <br /><br />

• [1] Cooper, H. (1989). Homework. White Plains, NY: Longman.  <br /><br />

• [2] Cooper, H., Lindsay, J. J., Nye, B. and Greathouse, S. (1998). Relationships among attitudes about homework, amount of homework assigned and completed, and student achievement. Journal of Educational Psychology, 90, 70-83. <br /><br />

• [3] Cooper, H., Robinson, J. C. and Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987-2003. Review of Educational Research, 76, 1-62.  <br /><br />

• [4] Guryan J., Hurst E. and Kearney M. S. (2008). Parental education and parental time with children. Journal of Economic Perspectives, 22(3), 23-46.  <br /><br />

• [5] Hattie, J. and Clinton, J. (2001). The assessment of teachers. Teaching Education, 12, 279-300. <br /><br />

• [6] Rønning, M. (2009). Who benefits from homework assignments? Working Paper No 566, Statistics Norway. <br /><br />

• [7] Trautwein, U. (2007). The homework-achievement relation reconsidered: Differentiating homework time, homework frequency, and homework effort. Learning and Instructions, 17, 372-388.  <br /><br />

</div> <br /> <br />
-->

<!--
https://www.ssb.no/a/publikasjoner/pdf/rapp_201001/rapp_201001.pdf

https://www.ssb.no/a/publikasjoner/pdf/DP/dp711.pdf

http://files.eric.ed.gov/fulltext/ED503097.pdf

Teaching Proficiency through Reading and Storytelling
http://susangrosstprs.com/articles/Levels2-AP-handout11.pdf

Memory vocabulary learning strategies and long-term retention
http://www.academicjournals.org/article/article1379328836_Nemati.pdf

retaining new vocabulary pdf
https://www.google.com.gt/search?hl=es-GT&biw=1366&bih=631&noj=1&site=webhp&q=retaining+new+vocabulary+pdf&oq=retaining+new+vocabulary+pdf&gs_l=serp.3...240559.241490.0.241788.4.4.0.0.0.0.216.556.0j3j1.4.0....0...1c.1.64.serp..2.2.323.CqgaUlQMQkg

Google pronunciation, usa pronunciation
http://dictionary.cambridge.org/es/media/english/us_pron/c/ca2/ca2us/ca2us051.mp3
http://dictionary.cambridge.org/es/media/english/us_pron/c/ca2/ca2us/ca2us051.mp3

Google pronunciation, uk pronunciation

-->

Pedagogy — «Vocabulary Learning in Context: English Homework with a 5th Grader» — (Videos)

Homework in Norway - Photo: © grockit . com / illustration — [http://goo.gl/TAYSOt] English Homework in primary schoo...

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Pedagogy — «Memory Vocabulary Learning Strategies: English Homework with a 5th Grader» — (Videos)

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="http://www.benjaminmadeira.com/2015/11/homework-5th-grader.html"> <img alt="English Homework in primary school in Norway - Official Website - BenjaminMadeira" border="0" itemprop="photo" oncontextmenu="alert('BenjaminMadeira.com - Official Website');return false" oncopy="alert('BenjaminMadeira.com - Official Website');return false" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSUPmVLmCgERy1vRUQVf-cGQmVsMJv2sU54bKyCD96v8fHoNW-Hr-fiwEAN8E_GnlBZSgoeomrQ_DXyl3A7byBlT3VoQPyligjqvselfZOUSioLhYVzgVAwOGMG3aD9IivG-6paXs8TDs/s600/homework.jpg" style="height:436px;width:436px" title="English Homework in primary school in Norway - Official Website - BenjaminMadeira"/> </a><br />
<span> <a href="#pdf" style="text-decoration: none;"><font color="#301ce2"> Homework</font></a> <a href="#youtube" style="text-decoration: none;"><font color="#301ce2">in Norway </font></a> - Photo: <a href="https://www.google.com/#q=English+Homework+in+primary+school+in+Norway+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="English Homework in primary school in Norway"><font color="#FF4000"> © glowscotland . org . uk</font></a> / <a alt="English Homework in primary school in Norway" href="http://www.benjaminmadeira.com/search/label/education" style="text-decoration: none;" target="_blank" title="English Homework in primary school in Norway"><font color="#FF4000"> illustration </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;">  — [http://goo.gl/IRhIQo] English Homework in primary school in Norway_______________________(fifth grade). </span></div></H2> <br /><br />

<div class="citajbm"> :: RT: Memory Vocabulary Learning Strategies ▶ http://goo.gl/IRhIQo ◀ Doing English Homework with a 5th Grader, primary school in Norway | #Education #Pedagogy #PrimarySchool #Norway </div> <br /><br />

<div class="JBMCode"> <b>Original Homework: Isolated New English words - Vocabulary</b> <br /><br />
question - spørsmål <br />
coach - trener <br />
to kick - sparke <br />
even if - selvom <br />
exciting - spennende <br />
to explain - forklare <br />
result - resultat </div> <br /> <br />

<div class="citajbm"> <b>Modified Homework: English Vocabulary with Norwegian and Spanish translation</b> <br /><br />
question - spørsmål - pregunta<br />
coach - trener - entrenador<br />
to kick - å sparke - patear<br />
even if - selvom - aunque<br />
exciting - spennende - emocionante<br />
to explain - å forklare - explicar<br />
result - resultat - resultado<br /> <br />

<b>Original Instruction:</b> You must write down all of the words above and learn six of them. Good luck!  <br /><br />
My comments: Yeah, right, good luck. </div> <br /><br />

<div class="JBMCode"> Learning English - English in Use - English in Context: <br /><br />
1) Excuse me, I got a question: do you like junk food? (Disculpe, tengo una pregunta: ¿le gusta la comida basura?<br /><br />

2) I am a coach; I train dogs. (Soy entrenadora de perros.) <br /><br />

3) Kick the ball, not my legs. (Patea el balón, no mis piernas.) <br /><br />

4) I would still love dancing even if everyone else hated it. (Aunque cualquier otro lo odiara, a mí todavia me gustaría bailar.) <br /><br />

5) It was so exciting to see my father again. (Fue tan emocionante ver a mi padre de nuevo.) <br /><br />

6) Explain to me why Sam is a shy young man. (Explícame porqué Sam es un hombre tímido.)<br /><br />

7) When Cupido gets you with his arrow, the result is love. (Cuando Cupido te dispara con su flecha, el resultado es el amor.)</div> <br /><br />

<H2> <div style="text-align: center"> Learning English deeply - English in Use - English in Context:</div></H2><br />

<div class="citajbm"> 1) <span style="font-size: 16pt; line-height:12pt"> <strong> Excuse me, I got a question: do you like junk food? </strong> </span>  <br /><br />
... food? <br /><br />
... junk food? <br /><br />
... like junk food?<br /><br />
... do you like junk food?<br /><br />
... question: do you like junk food? <br /><br />
... a question: do you like junk food? <br /><br />
... got a question: do you like junk food? <br /><br />
... I got a question: do you like junk food? <br /><br />
<a class="swipebox-video" href="https://www.youtube.com/watch?v=17j9FlXvUjI&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&rel=0&showsearch=0&showinfo=0&origin=http://www.benjaminmadeira.com&enablejsapi=1" rel="youtube" title="Watching a videoclip related: question">  Excuse me, I got a question: do you like junk food? </a> </div> <br />

<div class="citajbm"> 2) <span style="font-size: 16pt; line-height:12pt"> <strong>I am a coach; I train dogs. </strong> </span>   <br /><br />
... dogs. <br /><br />
... I train dogs. <br /><br />
... a coach; I train dogs. <br /><br />
<a class="swipebox-video" href="https://www.youtube.com/watch?v=s0A9SpCdRZg&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&rel=0&showsearch=0&showinfo=0&origin=http://www.benjaminmadeira.com&enablejsapi=1" rel="youtube" title="Watching a videoclip related: coach"> I am a coach; I train dogs.</a> </div> <br /><br />

<div class="citajbm"> 4) <span style="font-size: 16pt; line-height:12pt"> <strong>I would still love dancing even if everyone else hated it.</strong> </span> <br /><br />  
... hated it. <br /><br />
... everyone else hated it. <br /><br />
... even if everyone else hated it. <br /><br />
... dancing even if everyone else hated it. <br /><br />
... love dancing even if everyone else hated it. <br /><br />
... still love dancing even if everyone else hated it.<br /><br />
<a class="swipebox-video" href="https://www.youtube.com/watch?v=GjGnktw_kR8&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&rel=0&showsearch=0&showinfo=0&origin=http://www.benjaminmadeira.com&enablejsapi=1" rel="youtube" title="Watching a videoclip related: even if"> I would still love dancing even if everyone else hated it. </a> </div> <br />

<div class="citajbm"> 5) <span style="font-size: 16pt; line-height:12pt"> <strong> It was so exciting to see my father again. </strong> </span>  <br /><br />
... again. <br /><br />
... my father again. <br /><br />
... see my father again. <br /><br />
... to see my father again. <br /><br />
... exciting to see my father again. <br /><br />
... so exciting to see my father again. <br /><br />
<a class="swipebox-video" href="https://www.youtube.com/watch?v=YAIhpHQ2J7U&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&rel=0&showsearch=0&showinfo=0&origin=http://www.benjaminmadeira.com&enablejsapi=1" rel="youtube" title="Click to watch a video related: exciting">It was so exciting to see my father again. </a> </div> <br />

<div class="citajbm"> 6) <span style="font-size: 16pt; line-height:12pt"> <strong>Explain to me why Sam is a shy young man. </strong> </span>   <br /><br />
... man. <br /><br />
... young man. <br /><br />
... shy young man. <br /><br />
... a shy young man.<br /><br />
... Sam is a shy young man.<br /><br />
... why Sam is a shy young man<br /><br />
<a class="swipebox-video" href="https://www.youtube.com/watch?v=fzrfrXhE-w4&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&rel=0&showsearch=0&showinfo=0&origin=http://www.benjaminmadeira.com&enablejsapi=1" rel="youtube" title="Watching a videoclip related: explain"> Explain to me why Sam is a shy young man </a> </div> <br />

<div class="citajbm"> 7) <span style="font-size: 16pt; line-height:12pt"> <strong>When Cupido gets you with his arrow, the result is love.</strong> </span> <br /><br />
... love. <br /><br />
... is love <br /><br />
... the result is love<br /><br />
... with his arrow, the result is love<br /><br />
... Cupido gets you with his arrow, the result is love<br /><br />
<a class="swipebox-video" href="https://www.youtube.com/watch?v=Pe0jFDPHkzo&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&rel=0&showsearch=0&showinfo=0&origin=http://www.benjaminmadeira.com&enablejsapi=1" rel="youtube" title="Watching a videoclip related: result"> When Cupido gets you with his arrow, the result is love</a> </div> <br /><br />

<!--
https://www.ssb.no/a/publikasjoner/pdf/rapp_201001/rapp_201001.pdf

https://www.ssb.no/a/publikasjoner/pdf/DP/dp711.pdf

http://files.eric.ed.gov/fulltext/ED503097.pdf

Teaching Proficiency through Reading and Storytelling
http://susangrosstprs.com/articles/Levels2-AP-handout11.pdf

Memory vocabulary learning strategies and long-term retention
http://www.academicjournals.org/article/article1379328836_Nemati.pdf

Google pronunciation, uk pronunciation

-->

Pedagogy — «Memory Vocabulary Learning Strategies: English Homework with a 5th Grader» — (Videos)

Homework in Norway - Photo: © glowscotland . org . uk / illustration — [http://goo.gl/IRhIQo] English Homework in pri...

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Pedagogy — «Uncle, Aunt, Cousin: English Homework with a Third Grader» — (Videos)

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="http://www.benjaminmadeira.com/2015/11/homework-3rd-grader.html"> <img alt="English Homework with a Third Grader - Official Website - BenjaminMadeira" border="0" itemprop="photo" oncontextmenu="alert('BenjaminMadeira.com - Official Website');return false" oncopy="alert('BenjaminMadeira.com - Official Website');return false" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnLlrK1SICBaA7hqN3UzqnXf4hFet-MuavP8uZJ7EusdhukEFSNhslC0BQoti7lvopDyB4o9zOKS0KEfChLcZ24TkI-kBWlcJqykjrnCAYUaeu2whXAYAA9cACXCPR6EkAkAGh2l6p5mQ/s600/teaching-english-to-children.jpeg" style="height:336px;width:536px" title="English Homework with a Third Grader - Official Website - BenjaminMadeira"/> </a><br />
<span> <a href="#pdf" style="text-decoration: none;"><font color="#301ce2"> Homework</font></a> <a href="#youtube" style="text-decoration: none;"><font color="#301ce2">in Norway </font></a> - Photo: <a href="https://www.google.com/#q=English+Homework+third+grader+in+primary+school+in+Norway+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="English Homework with a Third Grader"><font color="#FF4000"> © escolas . madeira-edu . pt</font></a> / <a alt="Doing English Homework with a third grader" href="http://www.benjaminmadeira.com/search/label/education" style="text-decoration: none;" target="_blank" title="English Homework with a Third Grader"><font color="#FF4000"> illustration </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;">  — [http://goo.gl/yyR73S] English Homework in primary school in Norway_______________________(3rd grade). </span></div></H2> <br /><br />

<div class="citajbm"> :: RT: Doing English Homework ▶ http://goo.gl/yyR73S ◀ Learning English in context with a 3rd grader, in primary school in Norway | #Education #Pedagogy #PrimarySchool #Norway </div> <br /><br />

<div class="JBMCode"> When teachers want their students to learn English in the ESL classroom, they push forward the memorization methond of isolated word, in this case: uncle, aunt, cousin, ceiling, bathtub. <br /><br />

Why should students learn isolated words when they can learn full sentences using storytelling / the resources on this song/story we can find on internet. </div> <br /><br />

<div class="JBMCode"> <b>Original Homework: Isolated New English words - Vocabulary</b> <br /><br />
uncle - onkel<br />
aunt - tante<br />
cousin - kusine<br />
ceiling - tak (innvending)<br />
bathtub - badekar  </div> <br /> <br />

<div class="citajbm"> <b>Modified Homework: English Vocabulary with Norwegian and Spanish translation</b> <br /><br />
uncle - onkel - tío<br />
aunt - tante - tía<br />
cousin - fetter/kusine - primo/prima<br />
ceiling - tak (innvending) - cielo/techo<br />
bathtub - badekar - bañera<br /><br />

<b>Original Instruction:</b> You can learn at least four of them. <br /><br />

My comments: Why not learn all the words using a context?</div> <br /><br />

<H2> <div style="text-align: center"> Learning English deeply - English in Use - English in Context:</div></H2>
<div class="JBMCode">

1) My uncle is happy today (Mi tío está feliz hoy) <br /><br />

2) My aunt came back from the New York Fair, and she brought with her a rocking chair. (Mi tía volvió de la feria de Nueva York y trajo una silla mecedora.) <br /><br />

3) Who's he? He is my cousin (¿Quién es él? Es mi primo.) <br /><br />

4) See that snake on the ceiling (Mira esa serpiente en el techo.)  <br /><br />

5) See you later, guys! I'm going to drive my bathtub. (Nos vemos más tarde. Voy a dar un paseo en mi bañera.)  </div> <br /><br />

<div class="citajbm"> 1) <span style="font-size: 16pt; line-height:12pt"> <strong>My uncle is happy today. </strong><br /> <br />
Mi tío está feliz hoy.<br />
Onkelen min er glad i dag. </span>   <br /><br />

... today. <br /><br />
... happy today. <br /><br />
... is happy today. <br /><br />
... uncle is happy today. <br /><br />
<a class="swipebox-video" href="https://www.youtube.com/watch?v=XfVKz69LFEY&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&rel=0&showsearch=0&showinfo=0&origin=http://www.benjaminmadeira.com&enablejsapi=1" rel="youtube" title="Watching a videoclip related: uncle"> My uncle is happy today.</a> </div> <br />

<div class="citajbm"> 2) <span style="font-size: 16pt; line-height:12pt"> <strong>My aunt came back from the New York Fair, and she brought with her a rocking chair. </strong><br /> <br />
Mi tía volvió de la feria de Nueva York y trajo una silla mecedora.<br /><br />
Tanta mi kom tilbake fra New York og tok med henne en gyngestol. </span>   <br /><br />

... chair. <br /><br />
... a rocking chair. <br /><br />
... she brought with her a rocking chair. <br /><br />
... and she brought with her a rocking chair. <br /><br />
... New York Fair, and she brought with her a rocking chair.<br /><br />
... from the New York Fair, and she brought with her a rocking chair.<br /><br />
... came back from the New York Fair, and she brought with her a rocking chair.<br /><br />
<a class="swipebox-video" href="https://www.youtube.com/watch?v=6z7HsO9x0Rc&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&rel=0&showsearch=0&showinfo=0&origin=http://www.benjaminmadeira.com&enablejsapi=1" rel="youtube" title="Watching a videoclip related: aunt"> My aunt came back from the New York Fair, and she brought with her a rocking chair.</a> </div> <br />

<div class="citajbm"> 3) <span style="font-size: 16pt; line-height:12pt"> <strong>Who's he? He is my cousin. </strong><br /> <br />
¿Quién es él? Es mi primo.<br /><br />
Hvem er han? Han er min fetter. </span>   <br /><br />

... cousin. <br /><br />
... my cousin. <br /><br />
... She is my cousin. <br /><br />
<a class="swipebox-video" href="https://www.youtube.com/watch?v=M1ZPiGvsYA4&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&rel=0&showsearch=0&showinfo=0&origin=http://www.benjaminmadeira.com&enablejsapi=1" rel="youtube" title="Watching a videoclip related: cousin"> Who's he? He is my cousin.</a> </div> <br />

<div class="citajbm"> 4) <span style="font-size: 16pt; line-height:12pt"> <strong>See that snake on the ceiling. </strong><br /> <br />
Mira esa serpiente en el techo.<br /><br />
Se den slangen på taket. </span>   <br /><br />

... ceiling. <br /><br />
... the ceiling. <br /><br />
... on the ceiling. <br /><br />
... that snake on the ceiling<br /><br />
<a class="swipebox-video" href="https://www.youtube.com/watch?v=7zndWVI1E7k&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&rel=0&showsearch=0&showinfo=0&origin=http://www.benjaminmadeira.com&enablejsapi=1" rel="youtube" title="Watching a videoclip related: ceiling"> See that snake on the ceiling.</a> </div> <br />

<div class="citajbm"> 5) <span style="font-size: 16pt; line-height:12pt"> <strong>See you later, guys! I'm going to drive my bathtub. </strong><br /> <br />
Nos vemos más tarde. Voy a dar un paseo en mi bañera.<br /><br />
Vi snakkes senere. Jeg skal kjøre badekaret mitt. </span>   <br /><br />

... bathtub. <br /><br />
... my bathtub. <br /><br />
... drive my bathtub. <br /><br />
... I'm going to drive my bathtub<br /><br />
<a class="swipebox-video" href="https://www.youtube.com/watch?v=fR2ndjTXS1Q&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&rel=0&showsearch=0&showinfo=0&origin=http://www.benjaminmadeira.com&enablejsapi=1" rel="youtube" title="Watching a videoclip related: bathtub"> See you later, guys! I'm going to drive my bathtub.</a> </div> <br />

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Pedagogy — «Uncle, Aunt, Cousin: English Homework with a Third Grader» — (Videos)

Homework in Norway - Photo: © escolas . madeira-edu . pt / illustration — [http://goo.gl/yyR73S] English Homework in ...

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Pedagogy — «Time-Lapse Videos: Homework with a Third Grader» — (Videoclips)

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="http://www.benjaminmadeira.com/2015/11/homework-english.html"> <img alt="Doing English Homework with a third grader - Official Website - BenjaminMadeira" border="0" itemprop="photo" oncontextmenu="alert('BenjaminMadeira.com - Official Website');return false" oncopy="alert('BenjaminMadeira.com - Official Website');return false" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2-ZVlv8adptmfFZkA87oBCp-Deh7uLy0QxdDVWLY18e3jSNJh_l2umaQ1rzGdhS4SZpNY3ABDONE3SemGpw-Kwgnvt08WV8znYdX0nCni1mXQ3SnBDx0z-t9naE58M82MJNXBoNtN9qdb/s600/homework-BenjaminMadeira-com.jpg" style="height:336px;width:336px" title="Doing English Homework with a third grader - Official Website - BenjaminMadeira"/> </a><br />
<span> <a href="#pdf" style="text-decoration: none;"><font color="#301ce2"> Homework</font></a> <a href="#youtube" style="text-decoration: none;"><font color="#301ce2">in Norway </font></a> - Photo: <a href="https://www.google.com/#q=English+Homework+third+grader+in+primary+school+in+Norway+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="Doing English Homework with a third grader"><font color="#FF4000"> © glowscotland . org . uk</font></a> / <a alt="Doing English Homework with a third grader" href="http://www.benjaminmadeira.com/search/label/education" style="text-decoration: none;" target="_blank" title="Doing English Homework with a third grader"><font color="#FF4000"> illustration </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;">  — [http://goo.gl/BjcfMp] English Homework in primary school in Norway_______________________(3rd grade). </span></div></H2> <br /><br />

<div class="citajbm"> :: RT: Doing English Homework ▶ http://goo.gl/BjcfMp ◀ with a 3rd grader, in primary school in Norway | #Education #Pedagogy #PrimarySchool #Norway </div> <br /><br />

<div class="JBMCode"> <b>Original Homework: Isolated New English words - Vocabulary</b> <br /><br />
roof - tak <br /><br />
wall - vegg <br /><br />
bedroom - soverom <br /><br />
bathroom - bad <br /><br />
garden - hage </div> <br /> <br />

<div class="citajbm"> <b>Modified Homework: English Vocabulary with Norwegian and Spanish translation</b> <br /><br />
roof - tak - techo<br /><br />
wall - vegg - pared / muro<br /><br />
bedroom - soverom - dormitorio<br /><br />
bathroom - bad - baño (servicio sanitario)<br /><br />
garden - hage - jardín (huerto)<br /><br /><br />

<b>Original Instruction:</b> You can learn at least five of them. </div> <br /><br />

<div class="JBMCode"> <b>Learning English - English in Use - English in Context:</b> <br /><br />
1) What are they doing? They are covering the roof. (¿Qué están haciendo? Están cubriendo el techo.) <br /><br />

2) Do you want to see the Great Wall of China? (¿Quieres ver la Gran Muralla China?) <br /><br />

3) Let me show you your new bedroom. (Permíteme mostrarte tu nuevo dormitorio.) <br /><br />

4) We really need a new bathroom. (De verdad necesitamos un nuevo baño.) <br /><br />

5) I grow vegetables in my garden. (He sembrado verduras en mi jardín.)  </div> <br /><br />

<H2> <div style="text-align: center"> Learning English deeply - English in Use - English in Context:</div></H2>

<div class="citajbm"> 1) <span style="font-size: 16pt; line-height:12pt"> <strong>What are they doing? They are covering the roof. </strong><br /> <br />
¿Qué están haciendo? Están cubriendo el techo.<br />
Hva driver de med? De dekker taket. </span>   <br /><br />

... roof. <br /><br />
... the roof. <br /><br />
... covering the roof. <br /><br />
... They are covering the roof. <br /><br />
<a class="swipebox-video" href="https://www.youtube.com/watch?v=CMS-WT-e1Jw&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&rel=0&showsearch=0&showinfo=0&origin=http://www.benjaminmadeira.com&enablejsapi=1" rel="youtube" title="Watching a videoclip related: roof"> What are they doing? They are covering the roof.</a> </div> <br />

<div class="citajbm"> 2) <span style="font-size: 16pt; line-height:12pt"> <strong>Do you want to see the Great Wall of China?</strong> <br />
¿Quieres ver la Gran Muralla China?<br /><br />
Vil du se den kinesiske muren. </span>  <br /><br />

... China?<br /><br />
... Wall of China? <br /><br />
... Great Wall of China?<br /><br />
... the Great Wall of China?<br /><br />
... see the Great Wall of China?<br /><br />
... want to see the Great Wall of China?<br /><br />
<a class="swipebox-video" href="https://www.youtube.com/watch?v=unrZku5XoMQ&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&rel=0&showsearch=0&showinfo=0&origin=http://www.benjaminmadeira.com&enablejsapi=1" rel="youtube" title="Watching a videoclip related: wall"> Do you want to see the Great Wall of China?</a>  </div> <br />

<div class="citajbm"> 3) <span style="font-size: 16pt; line-height:12pt"> <strong>Let me show you your new bedroom.</strong> <br />
Permíteme mostrarte tu nuevo dormitorio. <br /><br />
La meg vise deg det nye soverommet ditt. </span> <br /><br />

... bedroom. <br /><br />
... new bedroom. <br /><br />
... show you your new bedroom. <br /> <br />
<a class="swipebox-video" href="https://www.youtube.com/watch?v=pN_zWdov7wM&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&rel=0&showsearch=0&showinfo=0&origin=http://www.benjaminmadeira.com&enablejsapi=1" rel="youtube" title="Click to watch a video related: bedroom"> Let me show you your new bedroom.</a> </div> <br />

<div class="citajbm"> 4) <span style="font-size: 16pt; line-height:12pt"> <strong>We really need a new bathroom.</strong> <br /><br />
De verdad necesitamos un nuevo baño. <br />
Vi virkelig trenger et nytt bad. </span>  <br /><br />

... bathroom. <br /><br />
... new bathroom. <br /><br />
... a new bathroom. <br /><br />
<a class="swipebox-video" href="https://www.youtube.com/watch?v=Ei7N-MHT4Bw&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&rel=0&showsearch=0&showinfo=0&origin=http://www.benjaminmadeira.com&enablejsapi=1" rel="youtube" title="Click to watch a video related: bathroom"> We really need a new bathroom. </a> </div> <br />

<div class="citajbm"> 5) <span style="font-size: 16pt; line-height:12pt"> <strong>I grow vegetables in my garden.</strong> <br /><br />
He sembrado verduras en mi jardín.  <br />
Jeg dyrker grønnsaker i hagen min. </span> <br /><br />

... garden. <br /><br />
... my garden. <br /><br />
... in my garden. <br /><br />
... vegetables in my garden. <br /><br />
<a class="swipebox-video" href="https://www.youtube.com/watch?v=S_tBUBacOLE&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&rel=0&showsearch=0&showinfo=0&origin=http://www.benjaminmadeira.com&enablejsapi=1" rel="youtube" title="Click to watch a video related: garden"> I grow vegetables in my garden. </a> </div> <br />

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<div class="citajbm"> 
<span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> WORKS CITED —  REFERENCES :  </span> <br /><br />

• [1] Auger, J., & Valdman, A. (1999). <a href="https://drive.google.com/file/d/0B4kGy0lOHL12ZFFvQWFidWJKaXc/view?usp=sharing?origin=http://www.benjaminmadeira.com/2015/11/homework-english.html" title="Letting French students hear the diverse voices of Francophony" alt="Letting French students hear the diverse voices of Francophony" target="_blank" style="text-decoration: none;"><font color="#FF4000">Letting French students hear the diverse voices of Francophony</font></a>. <i>Modern Language Journal, 83</i>, 403-412. <br /><br />

• [2] Genesee, F. (1987). Learning through two languages: Studies of immersion and bilingual education. Cambridge, MA: Newbury House. <br /><br />

• [3] Goodman, K. (1986). <i>What’s whole in whole language</i>. Portsmouth, NH: Heineman Educational Books.  <br /><br />

• [4] Lacorte, L., & Canabal, E. (2002). Interaction with heritage language learners in foreign language classrooms. In C. Blyth (Ed.), <i>The sociolinguistics of foreign-language classrooms</i> (pp. 107-129). Boston: Thomson & Heinle.  <br /><br />

• [5] Omaggio, A. (2001). <a href="http://www.osea-cite.org/class/SELT_materials/SELT_Reading_Omaggio_.pdf?origin=http://www.benjaminmadeira.com/2015/11/homework.html" title="Omaggio, Alice, selections from Teaching Language in Context" alt="Omaggio, Alice, selections from Teaching Language in Context" target="_blank" style="text-decoration: none;"><font color="#FF4000">Teaching language in context</font></a>. 2nd ed. Boston: Heinle & Heinle. <br /><br />

• [6] Savignon, S. (2002). Communicative language teaching: Linguistic theory and classroom practice. In  S. Savignon (Ed.), <i>Interpreting communicative language teaching-</i> (pp. 1-27). New Haven, CT: Yale University Press. | Also: <a href="https://eportal.stust.edu.tw/eshare/EshareFile/2013_6/2013_6_3dd1e0f2.pdf?origin=http://www.benjaminmadeira.com/2015/11/homework.html" title="Communicative language teaching in EFL contexts: Learner attitudes and perceptions" alt="Communicative language teaching in EFL contexts: Learner attitudes and perceptions" target="_blank" style="text-decoration: none;"><font color="#FF4000">Communicative language teaching in EFL contexts: Learner attitudes and perceptions</font></a>, and: <a href="http://elearning.moodle2.unito.it/studium/pluginfile.php/12072/mod_resource/content/1/S.Savignon_Beyond%20communicative%20language%20teaching.pdf?origin=http://www.benjaminmadeira.com/2015/11/homework.html" title="Beyond communicative language teaching: Whats ahead?" alt="Beyond communicative language teaching: Whats ahead?" target="_blank" style="text-decoration: none;"><font color="#FF4000">Beyond communicative language teaching: Whats ahead?</font></a>, also: <a href="http://yalepress.yale.edu/yupbooks/pdf/0300091567.pdf?origin=http://www.benjaminmadeira.com/2015/11/homework.html" title="Interpreting Communicative Language Teaching" alt="Interpreting Communicative Language Teaching" target="_blank" style="text-decoration: none;"><font color="#FF4000">Interpreting Communicative Language Teaching</font></a> <br /><br />

• [7] Tarone, E., & Swain, M. (1995). A sociolingustic perspective on second language use in immersion classrooms. Modern Language Journal, 79, 166-178. | Also: <a href="https://drive.google.com/file/d/0B4kGy0lOHL12eG8yZmtYVXZjenM/view?usp=sharing?origin=http://www.benjaminmadeira.com/2015/11/homework.html" title="Sociolinguistic Approaches to Second Language Acquisition Research—1997–2007" alt="Sociolinguistic Approaches to Second Language Acquisition" target="_blank" style="text-decoration: none;"><font color="#FF4000">Sociolinguistic Approaches to Second Language Acquisition Research—1997–2007</font></a><br /><br />

</div> <br /> <br />
-->

Pedagogy — «Time-Lapse Videos: Homework with a Third Grader» — (Videoclips)

Homework in Norway - Photo: © glowscotland . org . uk / illustration — [http://goo.gl/BjcfMp] English Homework in pri...

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Pedagogy — «Three Blind Mice: English Homework with a Third Grader» — (PDF/Videos)

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<span> <a href="#pdf" style="text-decoration: none;"><font color="#301ce2"> Homework</font></a> <a href="#youtube" style="text-decoration: none;"><font color="#301ce2">in Norway </font></a> - Photo: <a href="https://www.google.com/#q=English+Homework+third+grader+in+primary+school+in+Norway+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="Three Blind Mice: Homework with a Third Grader"><font color="#FF4000"> © pinterest . com</font></a> / <a alt="Doing English Homework with a third grader" href="http://www.benjaminmadeira.com/search/label/education" style="text-decoration: none;" target="_blank" title="Three Blind Mice: Homework with a Third Grader"><font color="#FF4000"> illustration </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;">  — [http://goo.gl/Byu6ty] English Homework in primary school in Norway_______________________(3rd grade). </span></div></H2> <br /><br />

<div class="citajbm"> :: RT: Doing English Homework ▶ http://goo.gl/Byu6ty ◀ using the Traditional British Nursery Rhyme Three Blind Mice with a 3rd grader, in primary school in Norway | #Education #Pedagogy #PrimarySchool #Norway </div> <br /><br />

<div class="JBMCode"> When teachers want their students to learn English in the ESL classroom, they push forward the memorization methond of isolated word, in this case: blind, mouse, mice, tail, tails. <br /><br />

Why should students learn isolated words when they can learn full sentences using storytelling / the resources on this song/story we can find on internet. </div> <br /><br />

<div class="JBMCode"> <b>Original Homework: Isolated New English words - Vocabulary</b> <br /><br />
blind - blind <br /><br />
mouse - mus <br /><br />
mice - (flere) mus <br /><br />
tail - hale <br /><br />
tails - haler  </div> <br /> <br />

<div class="citajbm"> <b>Modified Homework: English Vocabulary with Norwegian and Spanish translation</b> <br /><br />
blind - blind - ciego<br /><br />
mouse - mus - ratón<br /><br />
mice - (flere) mus - ratones<br /><br />
tail - hale - cola<br /><br />
tails - haler - colas<br /><br />

<b>Original Instruction:</b> You can learn at least four of them. <br /><br />

My comments: Why not learn all the words in the song?</div> <br /><br />

<H2> <div style="text-align: center"> Learning English deeply - English in Use - English in Context:</div></H2>
<div class="JBMCode"> 
1) <a class="swipebox" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhXYBTZF6gS-SSp_ZBOWsstn5Kvm-vEEWDT2lstqmb-4_K6Dooe8ylTC2SiiTf5Sli9I3i4d3QBFO90s7k6C8aCtN_sqK0KBpUBc6wAAjXDhp3Cp8h02VekmDRrzXc2-wcgv5ytd7PM6Pup/s600/three-blind-mice-board-BenjaminMadeira-com.png" rel="youtube" title="Three blind mice - Picture Song Board"> Three blind mice</a>. (Tres ratones ciegos) <br /><br />

2) See how they run. (mira cómo corren [corren por ahí].) <br /><br />

3) They all ran after (todos corren tras [persiguen]) <br /><br />

4) the farmer's wife (la mujer del granjero [a la mujer del granjero]) <br /><br />

5) who cut off their tails (que les cortó sus colas [sus colas cortó)  <br /><br />

6) with a carving knife. (con un cuchillo de cocina [con cuchillo de acero].)  <br /><br />

7) Did you ever see (¿Alguna vez viste [¿acaso has visto tú algo así])<br /><br />

8) such a sight in your life? (algo así antes? [como tres ratones ciegos]?) </div> <br /><br />

<div class="citajbm"> 
<div style="text-align: center"> <a class="swipebox-video" href="https://www.youtube.com/watch?v=hxmKSvEpXcw&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&rel=0&showsearch=0&showinfo=0&origin=http://www.benjaminmadeira.com&enablejsapi=1" rel="youtube" title="Watching a videoclip related: Three Blind Mice with Lyrics"> Three Blind Mice with Lyrics.</a> </div> <br /><br />

<div style="text-align: center"> <a class="swipebox-video" href="https://www.youtube.com/watch?v=cmOltPmr6pg&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&rel=0&showsearch=0&showinfo=0&origin=http://www.benjaminmadeira.com&enablejsapi=1" rel="youtube" title="Watching a videoclip related: Three Blind Mice in Spanish"> Three Blind Mice in Spanish.</a> </div> <br /><br />

<div style="text-align: center"> <a class="swipebox-video" href="https://www.youtube.com/watch?v=2sbCjq3csWc&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&rel=0&showsearch=0&showinfo=0&origin=http://www.benjaminmadeira.com&enablejsapi=1" rel="youtube" title="Watching a videoclip related: Three Blind Mice - Nursery Rhymes for Children"> Three Blind Mice - Nursery Rhymes for Children.</a> </div> <br /><br />

<div style="text-align: center"> <a class="swipebox-video" href="https://www.youtube.com/watch?v=q_i4RPsAENE&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&rel=0&showsearch=0&showinfo=0&origin=http://www.benjaminmadeira.com&enablejsapi=1" rel="youtube" title="Watching a videoclip related: Three Blind Mice - Nursery Rhymes for kids"> Three Blind Mice - Nursery Rhymes for kids.</a> </div> <br /><br />

<div style="text-align: center"> <a class="swipebox-video" href="https://www.youtube.com/watch?v=8fOM08TXG8E&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&rel=0&showsearch=0&showinfo=0&origin=http://www.benjaminmadeira.com&enablejsapi=1" rel="youtube" title="Watching a videoclip related: Art Blakey & The Jazz Messengers - Three Blind Mice"> Art Blakey & The Jazz Messengers - Three Blind Mice (1962).</a> </div>  </div> <br /><br />

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Pedagogy — «Three Blind Mice: English Homework with a Third Grader» — (PDF/Videos)

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Pedagogy — «How to Remember English Vocabulary: Homework with a Third Grader» — (Videos)

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<span> <a href="#pdf" style="text-decoration: none;"><font color="#301ce2"> Homework</font></a> <a href="#youtube" style="text-decoration: none;"><font color="#301ce2">in Norway </font></a> - Photo: <a href="https://www.google.com/#q=English+Homework+third+grader+in+primary+school+in+Norway+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="Doing English Homework with a third grader"><font color="#FF4000"> © cdl . ovh</font></a> / <a alt="Doing English Homework with a third grader" href="http://www.benjaminmadeira.com/search/label/education" style="text-decoration: none;" target="_blank" title="Doing English Homework with a third grader"><font color="#FF4000"> illustration </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;">  — [http://goo.gl/Fbqjjd] English Homework in primary school in Norway_______________________(3rd grade). </span></div></H2> <br /><br />

<div class="citajbm"> :: RT: Doing English Homework ▶ http://goo.gl/Fbqjjd ◀ with a 3rd grader, in primary school in Norway | #Education #Pedagogy #PrimarySchool #Norway </div> <br /><br />

<H3> <div style="text-align: center"> It’s hard to retain new words through memorization alone. The best way to hammer a word into your mind is to use it: English in context. When you use a word, it becomes a living thing in your mind that you’ve learned and made your own, rather than a dead, memorized ”object “in your brain.
 </div> </H3>  <br /><br />

In the last few decades the shift from a teacher- to a student-centered classroom has increased the overall communicative competence of students studying a second language (L2). Educators now, more than ever, strive to create lively classes based on a communicative curriculum. Savignon (2002) believes that “a truly communicative curriculum is made up of five categories: language analysis, language for a purpose, personal second language use, second language use outside the
classroom, and theater arts” (p. 11).<br /><br />

Theater is particularly useful in a language classroom for a variety of reasons. As many studies suggest, the greater the authenticity of the texts used in the classroom, the higher the learner’s competency (Omaggio, 2001; Lacorte & Canabal,
2002). In fact, using unedited, truly authentic texts tends to increase competency and reduce anxieties in real-world communicative contexts (Auger & Valdman, 1999; Genesee, 1987). By reading plays and subsequently acting them out, students are indirectly exposed to different registers, exemplifying differences between both classroom and non-classroom discourse and dialects. More importantly, students realize that languages are part of heterogeneous, plural communities, vital in
the globalized 21st century. </div> <br /><br />

<div class="citajbm"> <b>Repetition:</b> Simply repeating an item seems to have little long-term effect unless some attempt is made to organize the material at the same time. But one kind of repetition that is important is repetition of encounters with a word. It has been estimated that, when reading, words stand a good chance of being remembered if they have been met at least seven times over spaced intervals.  <br /><br />

<b>Retrieval:</b> Another kind of repetition that is crucial is what is called the retrieval practice effect. This means, simply, that the act of retrieving a word from memory makes it more likely that the learner will be able to recall it again later. Activities which require retrieval, such as using the new word in written sentences, 'oil the path' for future recall.  <br /><br />

<b>Context:</b> Putting words to use, preferably in some interesting way, is the best way of ensuring they are added to long-term memory. It is the principle popularly known as Use it or lose it. <br /><br />

Conventional teaching methods underestimate the learner's capacity to retain new vocabulary. Some teachers believe that children cannot learn new vocabulary if the new words students are supposed to learn are surrounded by other words and therefore give them isolated words. <br /><br />

Traditionally, translation has been the most widely used means of presenting the meaning of a word in monolingual classes. Translation has the advantage of being the most direct route to a word's meaning - assuming that there is a close match between the target word and its LI equivalent. It is therefore very economical, and especially suitable for dealing with incidental 
vocabulary that may crop up in a lesson. As an English teacher I am not much in favor of presenting the meaning of a word by means of translation. An over-reliance on translation may mean that learners fail to develop an independent L2 lexicon, with the effect that they always access L2 words by means of their LI equivalents, rather than directly. Also, because learners don't have to work very hard to access the meaning, it may mean that the word is less memorable. A case of 'no pain, no gain'. <br /><br />

<b>Real things:</b> An alternative to translation - and an obvious choice if presenting a set of concrete objects such as clothes items - is to somehow illustrate or demonstrate them. This can be done either by using real objects (called realia) or pictures or mime. The use of realia, pictures and demonstration was a defining technique of the Direct Method. The Direct Method, in rejecting the use of translation, developed as a reaction to such highly intellectual approaches to language learning as Grammar-Translation. <br /><br />

<b>Actions / gesture:</b> Such an approach is especially appropriate if teaching beginners, and with mixed nationality classes, where translation is not an option. It is also a technique that has been reclaimed by practitioners of Teaching Proficiency through Reading and Storytelling (TPRS), a method that promotes initial immersion in a high quantity of comprehensible input. In making use of the immediate environment of the classroom, and of things that can be brought into the classroom, the intention is to replicate the experience of learning one's mother tongue. A TPRS lesson typically involves the teacher demonstrating actions, using real objects, and then getting the learners to perform the same or similar actions in response to commands. Typical classroom commands might be: <br /><br />

Point to the banana. <br />
Put the apple next to the banana. <br />
Give the banana to Rebecca. <br />
Offer the banana to Geourge the Curious. <br />
etc. </div> <br /><br />

<H3> <div style="text-align: center"> Authentic texts, such as plays, or authentic situations —learning new words in context— should become increasingly important components of L2 classrooms, where language is viewed as a whole, not as bits of noncommunicative chunks (Goodman, 1986). </div> </H3> <br /> <br />

<div class="JBMCode"> <b>Original Homework: Isolated New English words - Vocabulary</b> <br /><br />
look after - passer på <br /><br />
huge - kjempestore <br /><br />
enormous - enorme <br /><br />
wheat fields - hveteåkre <br /><br />
a lot of - mye av <br /><br />
is called - blir kalt </div> <br /> <br />

<div class="citajbm"> <b>Modified Homework: English Vocabulary with Norwegian and Spanish translation</b> <br /><br />
to look after - passer på - cuidar <br /><br />
huge - kjempestor / kjempestort / kjempestore - muy grande<br /><br />
enormous - gigantisk - gigante<br /><br />
wheat fields - hveteåkre - campos de trigo<br /><br />
a lot of - mye av - un montón de<br /><br />
it is called - det blir kalt - se llama<br /><br /><br />

<b>Original Instruction:</b> You can learn at least five of them. </div> <br /><br />

<div class="JBMCode">Back chaining, a cool trick for memorizing sentences. Actually, it's not memorizing but learning backwards. Instead of starting from the beginning of the sentence, start by repeating a piece at the end. These examples below are only examples that could be improved. You could also use videclips to illustrate what you're teaching.</div> <br /> <br />

<div class="JBMCode"> <b>Learning English - English in Use - English in Context:</b> <br /><br />
1) She looks after her planet. (Ella cuida su planeta.) <br /><br />

2) I saw a huge fish last month. (Vi un pez muy grande el mes pasado.) <br /><br />

3) Kill that enormous mosquito. (Mata ese zancudo gigante.) <br /><br />

4) Do you see those wheat fields over there? (¿Alcanzas a ver esos campos de trigo que están allá?) <br /><br />

5) Because of you I know a lot of new things. (Por ti sé un montón de nuevas cosas.)  <br /><br />

6) My pet is called Oliver. (Mi mascota se llama Oliver.)</div> <br /><br />

<H2> <div style="text-align: center"> Learning English deeply - English in Use - English in Context:</div></H2>

<div class="citajbm"> 1) <span style="font-size: 16pt; line-height:12pt"> <strong>She looks after her planet. </strong><br /> <br />
Ella cuida su planeta.<br />
Hun passer på planeten sin. </span>   <br /><br />

... planet. <br /><br />
... her planet. <br /><br />
... after her planet. <br /><br />
... looks after her planet. <br /><br />
<a class="swipebox-video" href="https://www.youtube.com/watch?v=zCfazf2gVuo&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&rel=0&showsearch=0&showinfo=0&origin=http://www.benjaminmadeira.com&enablejsapi=1" rel="youtube" title="Watching a videoclip related: to look after"> She looks after her planet.</a> </div> <br />

<div class="citajbm"> 2) <span style="font-size: 16pt; line-height:12pt"> <strong>I saw a huge fish last month.</strong> <br />
Vi un pez muy grande el mes pasado.<br /><br />
Jeg så en kjempestor fisk forrige måned. </span>  <br /><br />

... month.<br /><br />
... last month. <br /><br />
... fish last month.<br /><br />
... huge fish last month.<br /><br />
... a huge fish last month.<br /><br />
... saw a huge fish last month.<br /><br />
<a class="swipebox-video" href="https://www.youtube.com/watch?v=WFAY8kSYvOo&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&rel=0&showsearch=0&showinfo=0&origin=http://www.benjaminmadeira.com&enablejsapi=1" rel="youtube" title="Watching a videoclip related: huge"> I saw a huge fish last month.</a> <a class="swipebox-video" href="https://www.youtube.com/watch?v=8ncUVddkK3Q&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&rel=0&showsearch=0&showinfo=0&origin=http://www.benjaminmadeira.com&enablejsapi=1" rel="youtube" title="Watching a videoclip related: huge"> (Full Marine Biology Documentary, 2 hrs.)</a> </div> <br />

<div class="citajbm"> 3) <span style="font-size: 16pt; line-height:12pt"> <strong>Kill that enormous mosquito.</strong> <br />
Mata ese zancudo gigante. <br /><br />
Drep den gigantiske myggen. </span> <br /><br />

... mosquito. <br /><br />
... enormous mosquito. <br /><br />
... that enormous mosquito. <br /> <br />
<a class="swipebox-video" href="https://www.youtube.com/watch?v=VupxI2mYR2Y&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&rel=0&showsearch=0&showinfo=0&origin=http://www.benjaminmadeira.com&enablejsapi=1" rel="youtube" title="Click to watch a video related: enormous"> Kill that enormous mosquito.</a> </div> <br />

<div class="citajbm"> 4) <span style="font-size: 16pt; line-height:12pt"> <strong>Do you see those wheat fields over there?</strong> <br /><br />
¿Alcanzas a ver esos campos de trigo que están allá? <br />
Klarer du å se de hveteåkrene der borte? </span>  <br /><br />

... there? <br /><br />
... over there? <br /><br />
... fields over there? <br /><br />
... wheat fields over there? <br /><br />
... those wheat fields over there? <br /><br />
... see those wheat fields over there? <br /><br />
... you see those wheat fields over there? <br /><br />
<a class="swipebox-video" href="https://www.youtube.com/watch?v=kyKZ0DwWn9o&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&rel=0&showsearch=0&showinfo=0&origin=http://www.benjaminmadeira.com&enablejsapi=1" rel="youtube" title="Click to watch a video related: wheat fields"> Do you see those wheat fields over there? </a> </div> <br />

<div class="citajbm"> 5) <span style="font-size: 16pt; line-height:12pt"> <strong>Because of you I know a lot of new things.</strong> <br /><br />
Por ti sé un montón de nuevas cosas.  <br />
Mye av det jeg kan er på grunn av deg. </span> <br /><br />

... things. <br /><br />
... new things. <br /><br />
... a lot of new things. <br /><br />
... I know a lot of new things. <br /><br />
... of you I know a lot of new things. <br /><br />
<a class="swipebox-video" href="https://www.youtube.com/watch?v=VxOphBuezvg&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&rel=0&showsearch=0&showinfo=0&origin=http://www.benjaminmadeira.com&enablejsapi=1" rel="youtube" title="Click to watch a video related: a lot of"> Because of you I know a lot of new things. </a> </div> <br />

<div class="citajbm"> 6) <span style="font-size: 16pt; line-height:12pt"> <strong>My pet is called Oliver.</strong> <br /><br />
Mi mascota se llama Oliver.  <br />
Kjæledyret mitt heter Oliver. </span> <br /><br />

... Oliver. <br /><br />
... called Oliver. <br /><br />
... is called Oliver. <br /><br />
... pet is called Oliver. <br /><br />
<a class="swipebox-video" href="https://www.youtube.com/watch?v=_MhxPcUbYMo&hd=1&end=95&version=3&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=1&playsinline=1&rel=0&showsearch=0&showinfo=0&origin=http://www.benjaminmadeira.com&enablejsapi=1" rel="youtube" title="Click to watch a video related: is called"> My pet is called Oliver. </a> </div> <br />

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<span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> WORKS CITED —  REFERENCES :  </span> <br /><br />

• [1] Auger, J., & Valdman, A. (1999). <a alt="Letting French students hear the diverse voices of Francophony" href="https://drive.google.com/file/d/0B4kGy0lOHL12ZFFvQWFidWJKaXc/view?usp=sharing?origin=http://www.benjaminmadeira.com/2015/11/homework.html" style="text-decoration: none;" target="_blank" title="Letting French students hear the diverse voices of Francophony"><font color="#FF4000">Letting French students hear the diverse voices of Francophony</font></a>. <i>Modern Language Journal, 83</i>, 403-412. <br /><br />

• [2] Genesee, F. (1987). Learning through two languages: Studies of immersion and bilingual education. Cambridge, MA: Newbury House. <br /><br />

• [3] Goodman, K. (1986). <i>What’s whole in whole language</i>. Portsmouth, NH: Heineman Educational Books.  <br /><br />

• [5] Omaggio, A. (2001). <a alt="Omaggio, Alice, selections from Teaching Language in Context" href="http://www.osea-cite.org/class/SELT_materials/SELT_Reading_Omaggio_.pdf?origin=http://www.benjaminmadeira.com/2015/11/homework.html" style="text-decoration: none;" target="_blank" title="Omaggio, Alice, selections from Teaching Language in Context"><font color="#FF4000">Teaching language in context</font></a>. 2nd ed. Boston: Heinle & Heinle. <br /><br />

• [6] Savignon, S. (2002). Communicative language teaching: Linguistic theory and classroom practice. In  S. Savignon (Ed.), <i>Interpreting communicative language teaching-</i> (pp. 1-27). New Haven, CT: Yale University Press. | Also: <a alt="Communicative language teaching in EFL contexts: Learner attitudes and perceptions" href="https://eportal.stust.edu.tw/eshare/EshareFile/2013_6/2013_6_3dd1e0f2.pdf?origin=http://www.benjaminmadeira.com/2015/11/homework.html" style="text-decoration: none;" target="_blank" title="Communicative language teaching in EFL contexts: Learner attitudes and perceptions"><font color="#FF4000">Communicative language teaching in EFL contexts: Learner attitudes and perceptions</font></a>, and: <a alt="Beyond communicative language teaching: Whats ahead?" href="http://elearning.moodle2.unito.it/studium/pluginfile.php/12072/mod_resource/content/1/S.Savignon_Beyond%20communicative%20language%20teaching.pdf?origin=http://www.benjaminmadeira.com/2015/11/homework.html" style="text-decoration: none;" target="_blank" title="Beyond communicative language teaching: Whats ahead?"><font color="#FF4000">Beyond communicative language teaching: Whats ahead?</font></a>, also: <a alt="Interpreting Communicative Language Teaching" href="http://yalepress.yale.edu/yupbooks/pdf/0300091567.pdf?origin=http://www.benjaminmadeira.com/2015/11/homework.html" style="text-decoration: none;" target="_blank" title="Interpreting Communicative Language Teaching"><font color="#FF4000">Interpreting Communicative Language Teaching</font></a> <br /><br />

• [7] Tarone, E., & Swain, M. (1995). A sociolingustic perspective on second language use in immersion classrooms. Modern Language Journal, 79, 166-178. | Also: <a alt="Sociolinguistic Approaches to Second Language Acquisition" href="https://drive.google.com/file/d/0B4kGy0lOHL12eG8yZmtYVXZjenM/view?usp=sharing?origin=http://www.benjaminmadeira.com/2015/11/homework.html" style="text-decoration: none;" target="_blank" title="Sociolinguistic Approaches to Second Language Acquisition Research—1997–2007"><font color="#FF4000">Sociolinguistic Approaches to Second Language Acquisition Research—1997–2007</font></a><br /><br />

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