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English — «Luke's English Podcast: Corporate Jargon & Management Speak» — (MP3) - UK

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="http://www.benjaminmadeira.com/2015/11/corporate-jargon.html"> <img alt="Lukes English Podcast: The Mystery of Corporate Jargon & Management Speak - 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/AVvXsEhz5d3lTxQbc8lTRAPQJHBl5eHpbUorevsfZqgelFK2YfHrkUCUzHi4BbUQ2MR6TuRJquaOcd3Ab36yDujwsJ4XpN4YepYfEwCVRehBz5qOlUSB2Rm32rOm_BvkH-zpJQlylupSrYkWDwhe/s600/jargon-madness-BenjaminMadeira-com.jpg" style="height:336px;width:536px" title="Lukes English Podcast: The Mystery of Corporate Jargon & Management Speak - Official Website - BenjaminMadeira"/> </a><br />
<span> <a href="#mp3" style="text-decoration: none;"><font color="#301ce2"> Luke's English Podcast </font></a> - Photo: <a href="https://www.google.com/#q=Learning+English+Luke+Podcast+The+Mystery+of+Corporate+Jargon+Management+Speak+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="Lukes English Podcast: The Mystery of Corporate Jargon & Management Speak"><font color="#FF4000"> © forbes . com</font></a> / <a alt="Lukes English Podcast: The Mystery of Corporate Jargon & Management Speak" href="http://www.benjaminmadeira.com/search/label/luke-english-podcast" style="text-decoration: none;" target="_blank" title="The Mystery of Corporate Jargon & Management Speak"><font color="#FF4000"> illustration </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-size:17px; font-family: Arial,Helvetica,sans-serif;">  — [http://goo.gl/iVFk1w] 'Peeling back the onion' on management speak and corporate jargon._______________________Defining and explaining examples. </span></div></H2> <br /><br />

<div class="citajbm"> :: RT: Speaking British English http://goo.gl/iVFk1w «Luke's English Podcast: The Mystery of Corporate Jargon & Management Speak» | #BrE #BritishEnglish #RP #UK #English #LukesPodcast #CorporateJargon #ManagementSpeak </div> <br /><br />

<div class="JBMCode"> Luke Thompson is an English Language teacher from London but now he teaches English at a university in Paris, while working on other projects including Luke’s English Podcast. He started Luke’s English Podcast in 2009. He is also a stand-up comedian, which means that he likes to stand up in front of audiences of people, and make them laugh.  <br /><br />

He has experience of teaching courses in business English, academic English, legal English, general English and English for exam courses like FCE, IELTS and BEC.  <br /><br />

He graduated from Liverpool John Moore’s University in 1999 with a BA Hons degree in Media and Cultural Studies. He worked at various media production companies before going into English language teaching. He took his CELTA in 2001 and then his Higher Diploma in English Language Teaching to Adults (DELTA) in 2006 at UCL.   <br /><br />

He writes a lot of ELT materials, and he develops a lot of courses in business English and EAP. He has written original courses for English for the Pharmaceutical Industry, English for the Oil and Gas Industries and English for Journalists, as well as communication skills workshops in presentations, meetings and negotiations. He is a semi-published author with some of his work being used in materials publications in several countries.</div> <br /> <br />

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<center><strong><span style="font-size:18px; color: #0B610B;"> <span itemprop="name"> <a name="mp3"> MP3 </a> — The Mystery of Corporate Jargon & Management Speak. </span></span></strong></CENTER> <br />
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    <CENTER><div class="track-details"> Luke's English Podcast</div> </CENTER>
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<li class="playing">
<a alt="Lukes English Podcast" data-src="https://archive.org/download/EnglishTeacherLukeBenjaminMadeiraCom/English-Teacher-Luke-BenjaminMadeira-com.mp3" href="#" title="Lukes English Podcast">Lukes English Podcast: Intro/Jungle - 15sec</a> </li>

<li><a alt="Lukes English Podcast: The Mystery of Corporate Jargon & Management Speak" data-src="http://traffic.libsyn.com/teacherluke/306-corporate-jargon-management-speak.mp3?source=http://www.benjaminmadeira.com/2015/11/corporate-jargon.html" href="#" title="Lukes English Podcast: The Mystery of Corporate Jargon & Management Speak"> Lukes English Podcast: The Mystery of Corporate Jargon & Management Speak, Part 1, MP3 - 46min</a> </li>

<li><a alt="Lukes English Podcast: The Mystery of Corporate Jargon & Management Speak" data-src="http://traffic.libsyn.com/teacherluke/307-the-mystery-of-corporate-jargon-and-management-speak-part-2.mp3?source=http://www.benjaminmadeira.com/2015/11/corporate-jargon.html" href="#" title="Lukes English Podcast: The Mystery of Corporate Jargon & Management Speak"> Lukes English Podcast: The Mystery of Corporate Jargon & Management Speak, Part 2, MP3 - 43min</a> </li>

</ol>

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</span> </strong> </ul> </div> </strong></font></span> </CENTER> </div>  </div> </div>

<div class="citajbm"> <a alt="The History of the Alphabet, mp3" href="http://teacherluke.libsyn.com/rss" style="text-decoration: none;" target="_blank" title="The History of the Alphabet, mp3"><font color="#FF4000"> Support Luke's work by visiting his podcast: "Luke Thompson: Lukes ENGLISH Podcast". Luke's English Podcast is an award-winning podcast for learners of English. Listen, learn and have fun while picking up natural British English as it really is spoken. </font></a>. </div> <br /> <br />

<div style="text-align: center"> <span style="color: blue"> <span style="font-size: 17pt; line-height:10pt"> [ <b>• Luke Thompson on Twitter: (@EnglishPodcast) <a alt="Luke Thompson on Twitter" href="https://twitter.com/englishpodcast" target="_blank" title="Luke Thompson on Twitter">https://twitter.com/EnglishPodcast</a> </b> ] </span> </span> </div> <br /> <br />

<div style="text-align: center"> <span style="color: blue"> <span style="font-size: 17pt; line-height:10pt"> [ <b>• Luke's Official Profile on Facebook: <a alt="Luke Thompson on Facebook" href="https://www.facebook.com/LukesEnglishPodcast/" target="_blank" title="Luke Thompson on Facebook">https://www.facebook.com/LukesEnglishPodcast/</a> </b> ] </span> </span> </div> <br /> <br />

<div style="text-align: center"> <span style="color: blue"> <span style="font-size: 17pt; line-height:10pt"> [ <b>• Luke's Official Profile on iTunes: <a alt="Luke Thompson on iTunes" href="https://itunes.apple.com/us/podcast/lukes-english-podcast-learn-british-english-luke-thompson/id312059190?mt=2" target="_blank" title="Luke Thompson on iTunes">itunes.apple.com/us/podcast/lukes-english-podcast/</a> </b> ] </span> </span> </div> <br /> <br />

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English — «Luke's English Podcast: Corporate Jargon & Management Speak» — (MP3) - UK

Luke's English Podcast - Photo: © forbes . com / illustration — [http://goo.gl/iVFk1w] 'Peeling back the onion...

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English — «Plural English» - Speak English With MisterDuncan — (Videos/MP4)

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="http://www.benjaminmadeira.com/2015/11/plural-english.html"> <img alt="Learning English - Lesson 74 - Plural English, Speak English With MisterDuncan - 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/AVvXsEiBlz2PrQ0k2_7byExHaTgS5crOAJZ5XiDRWlgOCXZsoRJOvLsyk6K9u8Fzb26Yxv3d2EnTN9UejKeernAi1TMFPanKKFY_Q8OCFGMwodGObiVohjmoW-5a5ZiVGz51MIJWRajAAw4rWO7Y/s600/Plural-BenjaminMadeira-com.jpg" style="height:336px;width:336px" title="Learning English - Lesson 74 - Plural English, Speak English With MisterDuncan - Official Website - BenjaminMadeira"/> </a><br />
<span> <a href="#youtube" style="text-decoration: none;"><font color="#301ce2"> Learning English - Lesson Seventy Four - Plural English, Speak English With MisterDuncan </font></a> - Photo: <a href="https://www.google.com/#q=Learning+English+Lesson+Seventy+Four+Plural+English+Speak+English+With+Mister+Duncan+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="Learning English - Lesson Seventy Four - Plural English, Speak English With MisterDuncan"><font color="#FF4000"> © theafproject . com</font></a> / <a alt="Learning English - Lesson Seventy Four - Plural English, Speak English With MisterDuncan" href="http://www.benjaminmadeira.com/search/label/misterduncan" style="text-decoration: none;" target="_blank" title="Learning English - Lesson Seventy Four - Plural English, Speak English With MisterDuncan"><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/1EWL5K] A look at plural in English._______________________One thing is single. Anything more than that, it is plural. </span></div></H2> <br /><br />

<div class="citajbm"> :: RT: One thing is single. ▶ http://goo.gl/1EWL5K ◀ Anything more than that, it is plural. Speak English With MisterDuncan | #BrE #BritishEnglish #RP #UK #English #MisterDuncan</div> <br /><br />

<div class="JBMCode"> Mr Duncan is an English teacher born in Stafford (United Kingdom), who after working for 4 years in China as a teacher of English conversation, returned to the UK and decided to create free videos (uploaded to YouTube) to teach English to anyone.</div> <br /> <br />

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<div style="text-align: center"><span style="color: blue"><span style="font-size: 18pt; line-height:18pt"> <strong> • <a href="#misterduncan" onclick="jwplayer('misterduncan').load({file: 'http://mp4.tienganh123.com/duncan/bai74.mp4'}); jwplayer('videomp4').play();">Click - Play: Learning English - Lesson Seventy Four - Plural English, Speak English With MisterDuncan.</a> </strong> </span></span></div> 
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<CENTER> <strong><span style="font-size:16px; color: #FFFF00; background-color: #F52887;"> <a class="explicacion">Video: Learning English - Lesson Seventy Four - Plural English, Speak English With MisterDuncan, intended for nonprofit, educational use / study purposes only. <span> Videoclip for study purposes only </span> </a> </span> </strong> </CENTER>
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<CENTER> <strong><span style="font-size:14px; color: #000000; background-color: #FFFF00;"> Youtube Playlist: Learning British English #BrE #RP #UK #BritishEnglish :: </span></strong>  </CENTER> <br />
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English — «Plural English» - Speak English With MisterDuncan — (Videos/MP4)

Learning English - Lesson Seventy Four - Plural English, Speak English With MisterDuncan - Photo: © theafproject . com / illustra...

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

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="http://www.benjaminmadeira.com/2015/11/homework.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/AVvXsEht0RaRNEykKLAFgI8fOp8dFjBy7NzmVbf4puRuxQUcgWYhCp5SYRF2a69GYbERTzn9nUiJPtkhq0R2eJa2kGXeWHfQR83qW9UerTGzmakJRMf9MCADXvBVpOHAu8Ee-w8k6SMHaGifW2L-/s600/english-is-fun-BenjaminMadeira-com.jpg" style="height:336px;width:536px" 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"> © 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 />

<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. <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 />

<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 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 />

• [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 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 />

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

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

Homework in Norway - Photo: © cdl . ovh / illustration — [http://goo.gl/Fbqjjd] English Homework in primary school i...

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Pedagogy — «When Teachers Don't Make Sense: English Homework with a 5th Grader» — (Videos)

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="http://www.benjaminmadeira.com/2015/11/english-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/AVvXsEhnSKjOq120fJDMFcIwd3AnLzuW9pdGlSnicHT4OooupO9oq5jNeeagNTO-074u4PKOuPuPj8jh7khnLoRUZBTMxygmq_UuKegDZlHcmOV1FkR22ozbaLBiWDSrROXg8Hehi354_FK7W8BQ/s600/KID-DOING-HOMEWORK-BenjaminMadeira-com.jpg" 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"> © huffingtonpost</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/nFjKC1] English Homework in primary school in Norway_______________________(fifth grade). </span></div></H2> <br /><br />

<div class="citajbm"> :: RT: Doing English Homework ▶ http://goo.gl/nFjKC1 ◀ with a 5th Grader, primary school in Norway | #Education #Pedagogy #PrimarySchool #Norway </div> <br /><br />

<div class="JBMCode"> Every Monday I get ready to help out my fifth-grade girl to do her English homework that doesn't make sense. On Monday she —and any others from her class— should start learning vocabulary as part of the ESL classroom assignment. Their teacher gives them new unrelated words. She usually gets 6 isolated English words which she should memorize —at least 5 of those words— by Tuesday or Wednesday when they read a passage in their English textbook, and students should be familiar with vocabulary of a given passage. The assignment should consist of reading or listening to the passage in the textbook already on Monday at home: get an adult to read the story for you. I don't want to see my kid learn languages the old-fashioned way, putting her in danger of struggling in her English-language career as she gets older, instead of course-correcting early in her education when everything is still fresh. Learning isolated words doesn't make sense because it's not motivating, it takes some real effort and you don't know how to use that stuff in real life. It's not an effective method of retaining vocabulary and one gets frustrated.  <br /> <br />

The more unrelated the words, the more difficult it is to create mental associations we can "hold" new terms together with. So, I think of a way to put them together in sentences. We sit down together and work through the English homework. I think of a mini-story or an image containing these words illustrated with a videoclip. Moreover, if you train with putting together and playing with words you will get good, and you can start learning and associating new words more efficiently, in your L1 as well as in your target language. Now, this should not be the parents' job, but teachers should apply that methodolgy. <br /> <br />

I was at a Halloween gathering last weekend and I heard a conversation between frustrated parents who had a really hard time helping their fifth-grade kids with their English homework. A mother had tried to get her daughter to spell the English words slowly both in English and explained the spelling in Norwegian, and then they went through the English words all over again but they didn't stick in her daughter's brain. The mother gave up. <br /> <br />

And then some other parents shared their experience on how their kids just hit a wall when doing their English homework. <br /> <br />

I've had a lot of those students in my classes over the years. The one thing they had in common was they all wanted to learn lots of vocabulary. They all wanted to know the “right” way to achieve more isolated lexis, when the truth is that you learn more effectively by placing the vocablary you want to learn in context as used in real life. <br /> <br />

Yes, we should still teach/show them how to structure a sentence. Teachers have to start teaching languages differently, but sometimes they overestimate the kids because they are young. <br /> <br />

It is fundamental to always learn vocabulary in context. When we were kids and learn our first language we were always learning the language/vocabulary in context. My kids have being learning Norwegian and Spanish since they were babies; they always learn these two languages in context. We talk to them naturally; we don't communicate with them with #hashtags. It doesn't neccesarily need to be a linguistic context. And a given word doesn't neccesarily needs to be surrounded by others words but it could be an isolated word in a given circumstance; that would help the kids to remember better the vocabulary. Words in context is absolutely king. <br /> <br />

Halloween is over now, but imagine I wanted her to learn the words "every," "year," "to make," "to scream" isolated? Instead, I turned on the radio a few days before Halloween and she learned a sentence by hearing it over and over again: "Ev'ry Halloween we make you scream." <br /> <br />

Still with me? I hope so. 
</div> <br /> <br />

<div class="JBMCode"> <b>Original Homework: Isolated New English words - Vocabulary</b> <br /><br />
spare time - fritid <br /><br />
to take part - å delta <br /><br />
a competition - en konkurranse <br /><br />
cinema - kino <br /><br />
a diary - en dagbok <br /><br />
performance - forestilling <br /><br />
here's - her er </div> <br /> <br />

<div class="citajbm"> <b>Modified Homework: English Vocabulary with Norwegian and Spanish translation</b> <br /><br />
spare time (leisure hours) - fritid - tiempo libre<br /><br />
to take part in (join in) - å delta i - participar en, participar de [vi + prep] (algo)<br /><br />
a competition  (rivalry)(contest) - en konkurranse - una competencia<br /><br />
(<i>UK</i>)cinema; (<i>US</i>) movies (place) (entertainment type) - kino <br /><br />
a diary ((personal journal) - en dagbok - un diario<br /><br />
performance (behavior/representation/acting) - forestilling - actuación / espectáculo <br /><br />
here's - her er - aquí está (están) / es (son) <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"> When working with drills, especially with longer sentences, it is useful to isolate parts of the utterance and then build it up. In a front chain this begins with the initial part of the utterance and adds more parts to reach the end. However, I prefer to use back chaining which uses the same technique, but starting from the end of the utterance and working backwards to incorporate the beginning. The use of back chaining in particular means that the learners focus more on the rhythm and intonation of the utterance. Learners have to concentrate more to fit the new words into the correct position. Remember to keep the intonation the same for each repetition. Use sweeping arm movement as well as your voice when working on rising and falling intonation. You could also use videoclips to illustrate your sentence. </div> <br /> <br />

<div class="JBMCode"> Learning English - English in Use - English in Context: <br /><br />
1) What do you like to do in your <b>spare time</b>? —I practise the guitar in my <b>spare time</b>. (¿Qué te gusta hacer en tu tiempo libre? —Practico la guitarra en mi tiempo libre.)<br /><br />

2) She was angry and did not <b>take part in</b> the mango eating competition. (Estaba enojada y no participó de la competencia de comer mangos.) <br /><br />

3) Welcome to this amazing piano <b>competition</b> in The Netherlands. (Bienvenidos a esta increíble competición de piano en Holanda.) <br /><br />

4) I wanna go to <b>the movies</b> / <b>the cinema</b> in London. (Quiero ir al cine en Londres). <br /><br />

5) She keeps <b>a diary</b> on her snakes. (Ella escribe sobre sus serpientes en su diario) <br /><br />

6) The girls's <b>performance</b> this morning was excellent. (La actuación de la muchacha de esta mañana fue excelente.)<br /><br />

7) <b>Here's</b> to you! (interj / [informal] toast) ¡a tu salud! Por tu futuro éxito.</div> <br /><br />

<H3> <div style="text-align: center">*Not teaching my kid this advanced term but liguists know that this is a phrasal verb, transitive, inseparable: Verb with adverb(s) or preposition(s), having special meaning, not divisible, while the assignment was to memorize this phrasal verb without the preposition.</div></H3><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> What do you like to do in your <b>spare time</b>? I practise the guitar in my <b>spare time</b>. </strong> </span>  <br /><br />
... time. <br /><br />
... spare time. <br /><br />
... in my spare time.<br /><br />
... guitar in my spare time. <br /><br />
... the guitar in my spare time. <br /><br />
... practise the guitar in my spare time. <br /><br />
... I practise the guitar in my spare time. <br /><br />
... spare time? I practise the guitar in my spare time. <br /><br />
... in your spare time? I practise the guitar in my spare time. <br /><br />
... to do in your spare time? I practise the guitar in my spare time.<br /><br />
... like to do in your spare time? I practise the guitar in my spare time.<br /><br />
... you like to do in your spare time? I practise the guitar in my spare time.<br /><br />
<a class="swipebox-video" href="https://www.youtube.com/watch?v=hhxM3RJxJK0&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: spare time">  What do you like to do in your <b>spare time</b>? I practise the guitar in my <b>spare time</b>. </a> </div> <br />

<div class="citajbm"> 2) <span style="font-size: 16pt; line-height:12pt"> <strong>She was angry and did not <b>take part in</b> the mango art competition. </strong> </span>   <br /><br />
... competition. <br /><br />
... art competition. <br /><br />
... the mango art competition. <br /><br />
... in the mango art competition. <br /><br />
... take part in the mango art competition. <br /><br />
... did not take part in the mango art competition. <br /><br />
... and did not take part in the mango art competition. <br /><br />
... angry and did not take part in the mango art competition. <br /><br />
... was angry and did not take part in the mango art competition. <br /><br />
<a class="swipebox-video" href="https://www.youtube.com/watch?v=2o5YVe7vaTA&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: take part in"> She was angry and did not <b>take part in</b> the mango art competition.</a> </div> <br /><br />

<div class="citajbm"> 3) <span style="font-size: 16pt; line-height:12pt"> <strong>Welcome to this amazing piano <b>competition</b> in The Netherlands.</strong> </span>  <br /><br />
... The Netherlands. <br /><br />
... in The Netherlands. <br /><br />
... competition in The Netherlands. <br /><br />
... piano competition in The Netherlands. <br /><br />
... amazing piano competition in The Netherlands.<br /><br />
... this amazing piano competition in The Netherlands. <br /><br />
<a class="swipebox-video" href="https://www.youtube.com/watch?v=_WiYamPxHGw&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: competition"> Welcome to this amazing piano <b>competition</b> in The Netherlands. </a> </div> <br /><br />

<div class="citajbm"> 4) <span style="font-size: 16pt; line-height:12pt"> <strong>I wanna go to <b>the movies</b> / <b>the cinema</b> in London.</strong> </span> <br /><br />  
... London. <br /><br />
... in London. <br /><br />
... movies / the cinema in London. <br /><br />
... the movies / the cinema in London. <br /><br />
... to the movies / the cinema in London. <br /><br />
... go to the movies / the cinema in London.<br /><br />
... wanna go to the movies / the cinema in London.<br /><br />
<a class="swipebox-video" href="https://www.youtube.com/watch?v=vCKNJKQ7X_M&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: cinema or movies"> I wanna go to <b>the movies</b> / <b>the cinema</b> in London. </a> </div> <br />

<div class="citajbm"> 5) <span style="font-size: 16pt; line-height:12pt"> <strong> She keeps <b>a diary</b> on her snakes. </strong> </span>  <br /><br />
... snakes. <br /><br />
... her snakes. <br /><br />
... on her snakes. <br /><br />
... diary on her snakes. <br /><br />
... a diary on her snakes. <br /><br />
... keeps a diary on her snakes. <br /><br />
<a class="swipebox-video" href="https://www.youtube.com/watch?v=sRsRPc-7cqw&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 diary">She keeps <b>a diary</b> on her snakes. </a> </div> <br />

<div class="citajbm"> 6) <span style="font-size: 16pt; line-height:12pt"> <strong>The girls's <b>performance</b> this morning was excellent. </strong> </span>   <br /><br />
... excellent. <br /><br />
... was excellent. <br /><br />
... this morning was excellent. <br /><br />
... performance this morning was excellent.<br /><br />
... girls's performance this morning was excellent.<br /><br />
<a class="swipebox-video" href="https://www.youtube.com/watch?v=ZaVnjLpQ7f8&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: performance"> The girls's <b>performance</b> this morning was excellent. </a> </div> <br />

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Pedagogy — «When Teachers Don't Make Sense: English Homework with a 5th Grader» — (Videos)

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Comida de Difuntos — «Pan de Muerto» — (Tradición de Guatemala/Mexico) [Videos]

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="http://www.benjaminmadeira.com/2015/11/pan-de-muerto.html"> <img alt="Pan de Muerto - Tradición de Guatemala/Mexico - Bread of the Dead - 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/AVvXsEg85yrbsxnCn96RZZugw_USOlQBw_YvpQT7Uxs7J_vHSqSMSXeOL4qTURo-hIm1U6EaQ902M_2xGT_o_81PiM6tsf-xY5VFKtSQQ0hmwkkRRWW6cBwC45jjoiOMeuma3BMKg2wTUlMNhdeb/s600/pan-de-muerto-BenjaminMadeira-com.jpe" style="height:336px;width:536px" title="Pan de Muerto - Tradición de Guatemala/Mexico - Bread of the Dead - Official Website - BenjaminMadeira"/> </a><br />
<span> <a href="#pdf" style="text-decoration: none;"><font color="#301ce2"> Pan de Muerto</font></a>, <a href="#youtube" style="text-decoration: none;"><font color="#301ce2">Bread of the Dead </font></a> - Foto: <a href="https://www.google.com/#q=Pan+de+Muerto+Difuntos+Tradicion+Guatemala+Mexico+Bread+Dead+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="Pan de Muerto - Tradición de Guatemala/Mexico - Bread of the Dead"><font color="#FF4000"> © La Casita</font></a> / <a alt="Pan de Muerto - Tradición de Guatemala/Mexico - Bread of the Dead" href="http://www.benjaminmadeira.com/search/label/recetas-y-cocina" style="text-decoration: none;" target="_blank" title="Pan de Muerto - Tradición de Guatemala/Mexico - Bread of the Dead"><font color="#FF4000"> ilustración </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/GBePCt] Horneando Pan de Muerto;_______________________Hanal Pixan. </span></div></H2> <br /><br />

<div class="citajbm"> :: RT: Pan de Muerto ▶ http://goo.gl/GBePCt ◀ Tradición de Guatemala y Mexico - Bread of the Dead | #Cocina #DiaDeLosMuertos #RecetasYCocina </div> <br /><br />

<!--INGREDIENTES
<H2> <div style="text-align: center"> Ingredientes </div> </H2>  <br /><br />
<div class="citajbm">

3 + 1 tazas de harina  <br /><br />
    225 gramos de mantequilla  <br /><br />
    6 huevos  <br /><br />
    1 1/4 tazas de azúcar  <br /><br />
    1 taza de leche tibia ó 1/2 taza de agua  <br /><br />
    2 cucharadas de ralladura de cáscara de naranja o estracto de vainilla o vainilla en polvo  <br /><br />
    22 gramos de levadura  <br /><br />
    1/4 de cucharadita de sal </div> <br /><br />

<H2> <div style="text-align: center"> Preparación </div> </H2>  <br /><br />
<div class="JBMCode"> En un recipiente, pongan la leche o el agua que debe estar tibia, la levadura junto con media taza de azúcar y unas dos cucharadas de harina; revolver, deshacer todos los grumos y dejar que la levadura se active. Deje reposar durante unos treinta minutos.

En una batidora (para hacer pan) o sobre la mesa de casa, echar la harina, 1/4 de taza de azúcar, la ralladura de naranja o la vainilla, la sal, mantequilla e integre los ingredientes poco a poco; agregue los huevos y la levadura.

Amasar hasta que la mezcla esté suave y sea manejable. No se preocupen si al principio la mezcla parece una especie de engrudo que no se logra despegar de la mesa, es normal. Deben amasar hasta que la mezcla se separe de la mesa, pero eso lleva su tiempo así que ánimo y no se desesperen.

Una vez que hayan logrado la masa, deben dejarla reposar tapada con un paño en alguna parte tibia de la cocina hasta que doble su tamaño gracias al efecto de la levadura —consideren esto a la hora de elegir el recipiente donde la pondrán para que cuando doble el tamaño la mezcla no se desborde—.

El siguiente paso es amasar de nuevo eliminando el gas que se formó. Ahora hay que separar una parte de la masa para las decoraciones (o huesitos) y con el resto formar los bollos del tamaño que quieran que sean sus panes y colocarlos en una charola con suficiente espacio entre ellos, considerando que van a duplicar su tamaño.

Con la masa apartada hacer los huesitos y el cráneo (la bolita) del pan. Batir el huevo que no se utilizó y a forma de pagamento usarlo para colocar los huesos al pan así como la bolita del centro.

Dejar reposar los panes, aproximadamente durante una hora, en una zona tibia de la cocina para que dupliquen su tamaño.

Precalentar el horno a 200 grados Celsius, meter los panes durante 15 minutos y bajar la temperatura a 180 grados para hornear por 20 minutos más o hasta que el pan esté listo. Dejar enfriar.

Aparte mezclar un cuarto de taza de agua y otro de azúcar y llevar al fuego hasta que el azúcar esté disuelta. Con el jarabe obtenido barnizar los panes y espolvorear el azúcar restante.

Si quieren darle un giro interesante a su pan, pueden sustituir la ralladura de naranja por alguna de limón, toronja o mandarina. Además pueden darle otro sabor si le agregan los pétalos de dos flores de cempasúchil, lo que además le otorgará un color único.</div> <br /> <br />
FIN INGREDIENTES-->

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<div style="text-align: center"><span style="color: blue"><span style="font-size: 13pt; line-height:12pt"> <strong> Preparando Pan de Muerto. Tradición guatemalteca y mexicana: </strong> </span></span></div> 
<div style="text-align: center"><span style="color: darkgreen"><span style="font-size: 12pt; line-height:13pt"> </span></span></div> 
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<CENTER> <strong><span style="font-size:16px; color: #FFFF00; background-color: #F52887;"> <a class="explicacion">Video: Bread of the Dead, intended for nonprofit, home use / domestic purposes only. <span> Videoclip for domestic purposes only </span> </a> </span> </strong> </CENTER>
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Comida de Difuntos — «Pan de Muerto» — (Tradición de Guatemala/Mexico) [Videos]

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EffortlessEnglish — «I arrived in Guatemala on the 'Day of the Dead'» — (PDF/MP3/Videos)

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="http://www.benjaminmadeira.com/2015/11/day-of-the-dead.html"> <img alt="The Day of the Dead in Guatemala - 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/AVvXsEh5ErueR3QqYp400xEe72-m0cNi_hq_jzllkQz7XVES-jjsXEQkK3GoXXeiBw_98HtYK9aC424tkxZ4zMU4-o_uYWeUP8eWVfzWoOysqdm_AfHmd5dAAAoYucvPMTlv5GepSiY6QLQHLrsd/s600/kites-guatemala-BenjaminMadeira-com.jpg" style="height:336px;width:536px" title="The Day of the Dead in Guatemala - Official Website - BenjaminMadeira"/> </a><br />
<span> <a href="#youtube" style="text-decoration: none;"><font color="#301ce2"> Guatemala </font></a> - Photo: <a href="https://www.google.com/#q=The+Day+of+the+Dead+All+Saints+Kites+in+Guatemala+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="The Day of the Dead in Guatemala"><font color="#FF4000"> © Guatemala . com</font></a> / <a alt="The Day of the Dead in Guatemala" href="http://www.benjaminmadeira.com/search/label/guatemala" style="text-decoration: none;" target="_blank" title="The Day of the Dead in Guatemala"><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/stJweK] Mini Story ..._______________________by AJ Hoge, author of Effortless English.</span></div></H2> <br /><br />

<div class="citajbm"> :: RT: The Day of the Dead in Guatemala ▶ http://goo.gl/stJweK ◀ The atmosphere in the cemetery was like a party | #Guatemala #TheDayOfTheDead </div> <br /><br />

<div class="JBMCode"> I arrive in Guatemala on "The Day of the Dead," November 1st. I’m curious about this holiday, so I go to the <b>cemetery</b> to see what’s happening. What I find is quite interesting.  <br /><br />

The <b>atmosphere</b> is like a party. There are people everywhere. Families are sitting around the <b>graves</b> of their dead <b>ancestors</b>. They clean the graves and add fresh flowers. I walk through the cemetery and admire the beauty of all the colorful flowers. <br /><br />

There is also color in the sky, because many kids are flying <b>kites</b>. Some families are having a picnic next to the graves. They eat, drink, and chat together. People laugh and smile. <br /><br />

In the Unites States, cemeteries are always <b>somber</b>. We certainly never have festivals or parties next to graves. We don’t laugh or play music or fly kites in cemeteries either. <br /><br />

I <b>find that</b> I prefer the Guatemalan <b>approach</b>. I like the way they remember and celebrate those who have <b>passed away</b>. I like that they acknowledge death, instead of denying it the way Americans do. I like that there is life, as well as death, in their cemeteries. <br /><br />

Guatemalans call it “The Day of the Dead”, but it is also a day to appreciate life.  </div> <br /> <br />

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<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> "The Day of the Dead in Guatemala," by AJ Hoge. <a name="pdf">PDF</a> :: </span></div></H2> 
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<center><strong><span style="font-size:18px; color: #0B610B;"> <span itemprop="name"> <a name="mp3"> MP3 </a> — I like the way they remember and celebrate those who have passed away. </span></span></strong></CENTER> <br />
<div style="text-align: center"><span style="color: darkgreen"><span style="font-size: 12pt; line-height:13pt"> </span></span></div>

<audio preload="auto"></audio>
    <CENTER><div class="track-details"> Effortless English Podcast by AJ Hoge</div> </CENTER>
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<ol>
<li class="playing">
<a alt="Intro" data-src="https://archive.org/download/EnglishTeacherLukeBenjaminMadeiraCom/English-Teacher-Luke-BenjaminMadeira-com.mp3" href="#" title="Intro">Effortless English: Intro/Jungle - 15sec</a> </li>

<li><a alt="Effortless English: The Day of the Dead, Mini Story, AJ Hoge" data-src="https://archive.org/download/DayOfTheDeadAudioAJHoge/Day-of-the-Dead-audio-AJ-Hoge.mp3" href="#" title="Effortless English: The Day of the Dead, Mini Story, AJ Hoge">Effortless English: The Day of the Dead, Mini Story, AJ Hoge, MP3 - 1min</a> </li>

<li><a alt="Effortless English: The Day of the Dead, Practice, AJ Hoge" data-src="https://archive.org/download/DayOfTheDeadMiniStoryAJHoge/Day-of-the-Dead-mini-story-AJ-Hoge.mp3" href="#" title="Effortless English: The Day of the Dead, Practice, AJ Hoge">Effortless English: The Day of the Dead, Practice, AJ Hoge, MP3 - 36min</a> </li>

<li><a alt="Effortless English: The Day of the Dead, Vocabulary, AJ Hoge" data-src="https://archive.org/download/DayOfTheDeadVocabularyAJHoge/Day-of-the-Dead-vocabulary-AJ-Hoge.mp3" href="#" title="Effortless English: The Day of the Dead, Vocabulary, AJ Hoge">Effortless English: The Day of the Dead, Vocabulary, AJ Hoge, MP3 - 10min</a> </li>

</ol>

</span> </strong> </ul> </div> </strong></font></span> </CENTER> </div>  </div> </div></div>
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<div style="text-align: center"><span style="color: blue"><span style="font-size: 13pt; line-height:12pt"> <strong> Giant Kites. Kite Fest. Santiago, Sacatepequez, Guatemala Barriletes (Nov.1st, 2007) Día de Todos Los Santos. All Saint´s Day 1ro de Noviembre. </strong> </span></span></div> 
<div style="text-align: center"><span style="color: darkgreen"><span style="font-size: 12pt; line-height:13pt"> </span></span></div> 
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