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ESL — «Læreplan i engelsk (ENG1-03)» — kompetansemål [PDF/Video]

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="http://www.benjaminmadeira.com/2015/06/engelsk.html"> <img alt="Læreplan i engelsk - Official Website - BenjaminMadeira" border="0" height="336px" 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/AVvXsEgMTbkSD0b2D-PLOZdkZjqbUAb_nDzjhsQSkuGMtgvW5Z9QvNqSJ1KDWM5tfNhAcFbj6OJjj37lqBozPkCFrLmYTtitDhTeHomPKM9HT4HqgILd1rvjLHGduYmt1WOG-0MsVTjP0ZLZ8VV5/s350/engelsk-BenjaminMadeira-com.jpeg" title="Læreplan i engelsk - Official Website - BenjaminMadeira" width="336px" /> </a><br />
<span> <a href="#mp4" style="text-decoration: none;"><font color="#301ce2"> Læreplan i engelsk </font></a>, <a href="#pdf" style="text-decoration: none;"><font color="#301ce2">2013 </font></a> - Bilde: <a href="https://www.google.com/#q=Læreplan+i+engelsk+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="Læreplan i engelsk"><font color="#FF4000"> KL06</font></a> / <a alt="Læreplan i engelsk" href="http://www.benjaminmadeira.com/search/label/pedagogy" style="text-decoration: none;" target="_blank" title="Læreplan i engelsk"><font color="#FF4000"> illustrasjon </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/x16idb] Læreplan i engelsk_______________________Gjelder fra 01.08.2013</span></div></H2> <br /><br />

<div class="citajbm"> :: RT: Læreplan i engelsk http://goo.gl/x16idb revidert i 2013 | #ungdomsskole #LK06 #KUF #pedagogikk #English #ESL #EFL #engelsk #barneskole #ungdomstrinnet #vgs</div> <br /><br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> 
Språklæring </span></div></H2> 
<div class="JBMCode"> Hovedområdet språklæring dreier seg om hva det innebærer å lære et nytt språk, å lære det engelske språket, og å se sammenhenger mellom engelsk, morsmål og andre språk. Det omfatter kunnskap om språket og innsikt i egen språklæring. Å kunne vurdere egen språkbruk og egne læringsbehov og velge egnede strategier og arbeidsmåter er nyttig for å lære og å bruke det engelske språket. <br /><br />

<strong><span style="font-size:14px; color: #000000; background-color: #FFFF00;">Mål for opplæringen er at eleven skal kunne ::</span></strong> <br /><br />
    •bruke ulike situasjoner, arbeidsmåter og læringsstrategier for å utvikle egne ferdigheter i engelsk <br />
    •kommentere eget arbeid med å lære engelsk<br />
    •identifisere vesentlige språklige likheter og ulikheter mellom engelsk og eget morsmål, og bruke dette i egen språklæring<br />
    •velge ulike digitale ressurser og andre hjelpemidler, og bruke dem på en selvstendig måte i egen språklæring </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> 
Muntlig kommunikasjon </span></div></H2> 
<div class="citajbm"> Hovedområdet muntlig kommunikasjon dreier seg om å forstå og bruke det engelske språket ved å lytte, tale og samtale og å bruke hensiktsmessige kommunikasjonsstrategier. Hovedområdet innebærer å utvikle ordforråd og bruke idiomatiske strukturer og grammatiske mønstre i tale og samtale. Det omfatter også å bruke språket med tydelig uttale og intonasjon.<br /><br />

Hovedområdet innebærer å lytte til, forstå og bruke det engelske språket i ulike muntlige kommunikasjonssituasjoner. Å vise høflighet og hensyn til gjeldende omgangsformer er her et viktig element. Dette dreier seg også om tilpasning av språket til formål og mottaker, blant annet gjennom å skille mellom formelt og uformelt muntlig språk.<br /><br />

Bruk av ulike medier og ressurser, og utvikling av et språklig repertoar på tvers av fag og emner er sentralt i dette hovedområdet.<br /> <br />

<strong><span style="font-size:14px; color: #000000; background-color: #FFFF00;">Mål for opplæringen er at eleven skal kunne ::</span></strong> <br /><br />
    •forstå og bruke et generelt ordforråd knyttet til forskjellige emner <br />
    •velge og bruke ulike lytte- og talestrategier tilpasset formålet <br />
    •vise evne til å skille mellom positivt og negativt ladede uttrykk som refererer til enkeltindivider og grupper av mennesker
    •forstå hovedinnhold og detaljer i ulike typer muntlige tekster om forskjellige emner <br />
    •lytte til og forstå varianter av engelsk fra forskjellige autentiske situasjoner <br />
    •uttrykke seg med flyt og sammenheng tilpasset formål og situasjon <br />
    •uttrykke og begrunne egen mening om forskjellige emner <br />
    •innlede, holde i gang og avslutte samtaler om forskjellige emner ved å stille spørsmål og følge opp innspill <br />
    •bruke sentrale mønstre for uttale, intonasjon, ordbøying og ulike setningstyper i kommunikasjon <br />
    •forstå og bruke ulike uttrykk for tall og andre data i kommunikasjon </div> <br />

Skriftlig kommunikasjon </span></div></H2> 
<div class="JBMCode"> Hovedområdet skriftlig kommunikasjon dreier seg om å forstå og bruke det engelske språket ved å lese og skrive og å bruke hensiktsmessige lese- og skrivestrategier. <br /> <br />

Hovedområdet omfatter å lese varierte typer tekster på engelsk for å stimulere til leseglede og opplevelse, og for å forstå og tilegne seg kunnskap. Det innebærer mengdelesing som fremmer språkforståelse og tekstkompetanse. Lesing av ulike typer tekster kan legge grunnlag for personlig vekst, modning og kreativitet og gi inspirasjon til egen tekstskaping. <br /> <br />

Hovedområdet omfatter også å skrive engelske tekster i ulike kommunikasjonssituasjoner for å stimulere til skriveglede og opplevelse, og for å forstå og tilegne seg kunnskap. Dette dreier seg også om tilpasning av språket til formål og mottaker, blant annet gjennom å skille mellom formelt og uformelt skriftlig språk. Hovedområdet innebærer å utvikle ordforråd og bruke rettskriving, idiomatiske strukturer og grammatiske mønstre i skrift. Det omfatter også å skape struktur og sammenheng i tekster. <br /> <br />

Bruk av ulike medier og ressurser, og utviklingen av et språklig repertoar på tvers av fag og emner er sentralt i dette hovedområdet. <br /> <br />

<strong><span style="font-size:14px; color: #000000; background-color: #FFFF00;">Mål for opplæringen er at eleven skal kunne ::</span></strong> <br /> <br />
    •velge og bruke ulike lese- og skrivestrategier tilpasset formålet <br />
    •forstå og bruke et generelt ordforråd knyttet til forskjellige emner <br />
    •vise evne til å skille mellom positivt og negativt ladede uttrykk som refererer til enkeltindivider og grupper av mennesker
    •forstå hovedinnhold og detaljer i selvvalgte tekster <br />
    •lese, forstå og vurdere ulike typer tekster av varierende omfang om forskjellige emner <br />
    •bruke egne notater og forskjellige kilder som grunnlag for skriving <br />
    •skrive ulike typer tekster med struktur og sammenheng <br />
    •bruke sentrale mønstre for rettskriving, ordbøying, setnings- og tekstbygging i produksjon av tekst <br />
    •bruke digitale verktøy og formkrav for informasjonsbehandling, tekstproduksjon og kommunikasjon <br />
    •kjenne til personvern og opphavsrett og velge og bruke innhold fra forskjellige kilder på en etterprøvbar måte </div> <br />

Kultur, samfunn og litteratur </span></div></H2> 
<div class="citajbm"> Hovedområdet kultur, samfunn og litteratur dreier seg om kulturforståelse i vid forstand. Det tar utgangspunkt i engelskspråklige land, og dekker sentrale emner knyttet til samfunnsliv, litteratur og andre kulturuttrykk. Hovedområdet dreier seg også om å tilegne seg kunnskap om engelsk som et verdensspråk med mange bruksområder. <br /> <br />

Hovedområdet innebærer arbeid med og drøfting av fagtekster, litterære tekster og kulturelle uttrykksformer fra ulike medier. Dette er sentralt for å utvikle kunnskap om og forståelse og respekt for andres levesett og kulturer. <br /> <br />

<strong><span style="font-size:14px; color: #000000; background-color: #FFFF00;">Mål for opplæringen er at eleven skal kunne ::</span></strong> <br /> <br />
    •drøfte levesett og omgangsformer i Storbritannia, USA, andre engelskspråklige land og Norge <br />
    •gjøre rede for trekk ved historie og geografi i Storbritannia og USA <br />
    •drøfte ulike typer engelskspråklige litterære tekster fra engelskspråklige land <br />
    •beskrive og reflektere over situasjonen til urfolk i engelskspråklige land <br />
    •lage, formidle og samtale om egne tekster inspirert av engelskspråklig litteratur, film og kulturelle uttrykksformer <br />
    •samtale om og formidle aktuelle og faglige emner </div> <br />

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<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Læreplan i engelsk <a name="pdf">PDF</a> :: </span></div></H2> 
<CENTER> <a alt="Læreplan i engelsk, PDF" href="http://data.udir.no/kl06/ENG1-03.pdf?lang=nob?origin=http://www.benjaminmadeira.com/2015/06/engelsk.html" target="_blank" title="Læreplan i engelsk, PDF"><img alt="Læreplan i engelsk, PDF - Official Website - BenjaminMadeira" border="0" height="96px" 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/AVvXsEhGJAXCWZuTFPkbZytdRiYouVEQzU1gwKkrC_4MnzGEW2JhI0XZsdRWOWnORv_-CPnUHe0q2VDR06xiz2YavlTEnIGRDWsFy8OD-eF8FldqNaRtNt6nPerZyP-P-hbklKAih7tyjhuCx8RW/s1600/pdf-BenjaminMadeira-com.png" title="Læreplan i engelsk, PDF - Official Website - BenjaminMadeira" width="100%" /> </a> </CENTER> <br />

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<div style="text-align: center"><span style="color: blue"><span style="font-size: 13pt; line-height:12pt"> <strong> Engelsk muntlig eksamen måloppnåelse - <a name="mp4"> eksamen ved vgs: karakter 2, 4, 6 </a> :: </strong> </span></span></div> 
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 <br />

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

• [1] Bratholm, Berit. "Godkjenningsordningen for lærebøker 1889-2001, en historisk gjennomgang". Høgskolen i Vestfold, 2001. Web. Retrieved on June 2015 from http://goo.gl/usQ1oC <br /><br />

• [2] KUF. 1994. Reform 94. ‘Videregående Opplæring’. [‘Reform of the Structure and Content of Upper Secondary Education.’] Oslo, Norway: Kirke-, utdannings- og forskningsdepartementet. <br /><br />

• [3] KUF. 1996. ‘Læreplanverket for Den 10-Årige Grunnskolen’. L97 [‘Curriculum for the 10-Year Compulsory School in Norway.’]. Oslo, Norway: Kirke-, utdannings- og forskningsdepartementet. <br /><br />

• [4] LK06, ‘English subject curriculum,’ revised version (Aug. 2013) The Norwegian LK06, in English. Utdanningsdirektoratet (Norwegian Ministry of Education and Research). Web. http://goo.gl/gJlaH9 <br /><br />

• [5] LK06, ‘English subject curriculum,’ revised version (Aug. 2013) The Norwegian LK06, in Norwegian. Utdanningsdirektoratet (Norwegian Ministry of Education and Research). Web. http://goo.gl/o87vEh <br /><br />

• [6] Odelstinget 2000. Sak nr.11, møte i Odelstinget den 13. juni. Web. Retrieved on June 2015 from https://goo.gl/PbU93o

</div> <br />

ESL — «Læreplan i engelsk (ENG1-03)» — kompetansemål [PDF/Video]

Læreplan i engelsk , 2013 - Bilde: KL06 / illustrasjon — [http://goo.gl/x16idb] Læreplan i engelsk____________________...

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Skolen — «kontaktlærer som veileder, rollemodell» — undervisning

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="http://www.benjaminmadeira.com/2015/06/kontaktlaerer.html"> <img alt="Kontaktlærer som veileder, rollemodell, inspirator og motivator - Official Website - BenjaminMadeira" border="0" height="336px" 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/AVvXsEhHdOyn-k3ePBuZs59e79CB5S-1bvWftivpEO2-myQe9zgUn2FWeIPuOdzrzHr-R2cDBAmtpdzuy_34zsvBbUGyNYgfwlSR9P2Ci_UOOM5NC77CNULXZykwLdQA2r0f2PBity3TljaP8Qp4/s350/teaching-BenjaminMadeira-com.jpeg" title="Kontaktlærer som veileder, rollemodell, inspirator og motivator - Official Website - BenjaminMadeira" width="536px" /> </a><br />
<span> <a href="#pdf" style="text-decoration: none;"><font color="#301ce2"> Kontaktlærer </font></a> - Bilde: <a alt="Kontaktlærer som veileder, rollemodell, inspirator og motivator" href="http://www.benjaminmadeira.com/search/label/norge" style="text-decoration: none;" target="_blank" title="Kontaktlærer som veileder, rollemodell, inspirator og motivator"><font color="#FF4000"> illustrasjon </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/T5aAxQ] Kontaktlærer som veileder, rollemodell, inspirator og motivator_______________________norsk skole.</span></div></H2> <br /><br />

<div class="citajbm"> :: RT: Kontaktlæreren, http://goo.gl/T5aAxQ bindeledd mellom skolen og elevenes foresatte | #vgs #pedagogy #Norge #ungdomsskole #ungdomstrinnet </div> <br /><br />

<div class="JBMCode"> Kontaktlærer, lærer som har hovedansvaret for de praktiske, administrative og sosialpedagogiske gjøremålene overfor enkeltelever i en elevgruppe i grunnskolen, herunder også kontakten med hjemmet. </div> <br />

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<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Pedagogisk rapport skjema <a name="pdf">PDF</a> :: </span></div></H2> 
<CENTER> <a alt="Pedagogisk rapport skjema, PDF" href="http://www.rana.kommune.no/barn_familie_skole/ppt/Documents/Pedagogisk%20rapport%20skjema.pdf?origin=http://www.benjaminmadeira.com/2015/06/kontaktlaerer.html" target="_blank" title="Pedagogisk rapport skjema, PDF"><img alt="Pedagogisk rapport skjema, PDF - Official Website - BenjaminMadeira" border="0" height="96px" 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/AVvXsEhGJAXCWZuTFPkbZytdRiYouVEQzU1gwKkrC_4MnzGEW2JhI0XZsdRWOWnORv_-CPnUHe0q2VDR06xiz2YavlTEnIGRDWsFy8OD-eF8FldqNaRtNt6nPerZyP-P-hbklKAih7tyjhuCx8RW/s1600/pdf-BenjaminMadeira-com.png" title="Pedagogisk rapport skjema, PDF - Official Website - BenjaminMadeira" width="100%" /> </a> </CENTER> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Kontaktlærerens ansvar :: </span></div></H2> 
<div class="JBMCode">  Kontaktlæreren har særlig ansvar for de praktiske, administrative og sosialpedagogiske
forhold herunder kontakten med hjemmet (<a alt="Organisering av elevane i klassar eller basisgrupper" href="https://lovdata.no/dokument/NL/lov/1998-07-17-61/KAPITTEL_9#%C2%A78-2" style="text-decoration: none;" target="_blank" title="Organisering av elevane i klassar eller basisgrupper"><font color="#FF4000"> opplæringsloven § 8-2</font></a>. Kontaktlæreren skal
samordne læringsaktivitetene, samordne fraværsregjstrering til eleven og sørge for at fraværet blir fulgt opp. Kontaktlæreren skal melde til skolens ledelse om bekymringsfulle forhold knyttet til eleven, herunder at årstimetallet og kompetansemålene oppfylles for den enkelte elev. <br /><br />

Kontaktlærer har ansvar for at gruppen utvikler et godt læringsmiljø. Kontaktlærer fungerer som knutepunkt i det sikkerhetsnettet som skal ta vare på den enkelte elev. Kontaktlærer har ansvar for at nødvendig informasjon om den enkelte elev er mest mulig fullstendig og ajourført. </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Kontaktlæreren som veileder :: </span></div></H2> 
<div class="citajbm">  Veiledning handler blant annet om å hjelpe eleven til reﬂeksjon over egen læring og
utvikling. Da må kontaktlærer ”se” eleven, vise interesse, inspirere, rettlede og hjelpe eleven til å sette seg mål, åpne for nye muligheter og ha fokus på det faglige læringstrykket. Kontaktlærer (og faglærere) har et stort ansvar i å skape en god relasjon mellom lærer og elev. <br /><br />

Lytt til elevene! Eleven vil da oppleve at læreren er interessert i det han tenker, mener og gjør. Læreren vil da få et bedre innblikk i elevens faglige og personlige utvikling. Vær tydelig i grensesetting. <br /><br />

Individuell tilpasning er viktig. Vurder gjerne elevens utvikling fra den ene utviklingssamtalen til den neste. Be eleven vurdere sitt eget arbeid og sin læringsprosess. Det er smart å benytte eget vurderingsskjema i utviklingssamtalene. <br /><br />

En god utviklingssamtale er god veiledning. Det er viktig å prøve å forstå eleven på elevens egne premisser. </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Kontaktlæreren som rollemodell, inspirator og motivator :: </span></div></H2> 
<div class="citajbm">  Det ligger i kontaktlærerens rolle å drive god klasseledelse. En god klasseleder er en god rollemodell. En god rollemodell er inspirerende. En inspirerende rollemodell er motiverende. <br /><br />

God klasseledelse er å skape et positivt klima i klassen, etablere arbeidsro og motivere til arbeidsinnsats. Elevene gjør som du gjør (særlig de aller minste), ikke nødvendigvis hva du sier. De lærer av oss på godt og vondt. Ofte legger eleven mer vekt på hva du gjør, enn det du sier. Derfor er det viktig å forberede undervisningen godt. God planlegging omfatter det faglige, det organisatoriske og hvilke bøker og utstyr som skal brukes i timen.  </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Noen punkter for hvordan kontaktkærer (og faglærer) kan være en positiv rollemodell og stå som modell for elevens oppførsel :: </span></div></H2> 
<div class="citajbm"> 
•     Kom presis til timene. <br /><br />
•     Gjør det helt klart hvem som er leder.Vær positiv og imøtekommende. <br /><br />
•     Noen saker er ikke grunnlag for diskusjon, andre saker kan løses dialogisk og demokratisk. <br /><br />
•     Få kontakt med hver enkelt elev i løpet av dagen.  <br /><br />
•     Særlig viktig å møte elevene med godt humør. <br /><br />
•     Møt elevene på en positiv måte. <br /><br />
•     Legg vekt på å skape tillit (respekt), ikke bare på lover og regler. <br /><br />
•     Gjør deg/oss ferdige med negative episoder på en rimelig tid. <br /><br />
•     Vær forutsigbar. <br /><br />
•     Alle elevene skal ikke nødvendigvis behandles likt. <br /><br />
•     Reglene for orden og oppførsel skal i utgangspunktet behandles likt, men ikke nødvendigvis. <br /><br />
•     Kom ikke med tomme trusler. <br /><br />
•     Lær deg å skille mellom lek og alvor. <br /><br />
•     Læreren skal være positiv i all sin fremferd. <br /><br />
•     Vær rettferdig, vær konsekvent, behold roen. <br /><br />
•     Læreren er et forbilde hele tiden, også på fritida. <br /><br />
•     Vis omsorg, ta deg tid, vis innlevelse og forståelse, lytt og vær ærlig. <br /><br />
•     Vær blid - vis glede. <br /><br />
•     Vær bevisst. <br /><br />
•     Vær bevisst stemmebruk. <br /><br />
•     Vær bevisst kroppsspråk. <br /><br />
•     Trekk fram de positive tingene, legg mindre vekt på de negative. <br /><br />
•     Ros mer - ris mindre. <br /><br />
•     Vær åpen i forhold til følelser. <br /><br />
•     Skap positive holdninger og verdier. <br /><br />
•     Ha rutiner i timene og i pausene. <br /><br />
•     Vis at du bryr deg om elevene og vær interessert i hva de driver med. <br /><br />
•     Vær rettferdig. <br /><br />
•     Vær en god rollemodell i forhold til kunnskap, vise veien til kunnskap - vær nysgjerrig. <br /><br />
•     Vis godt lærersamarbeid, vær lojal i forhold til regler. <br /><br />
•     Vis respekt for elever og foreldre. <br /><br />
•     Vær trygg i lærerrollen.
 </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> God planlegging :: </span></div></H2> 
<div class="citajbm"> En god flyt i undervisningen er viktig for å oppnå et godt læringsutbytte. Det krever god planlegging over tid (faglig, utstyrsmessig, organisatorisk). Nyttige erfaringer for hvordan du kan sikre god flyt og utvikling i undervisningen sier at det er viktig å “følge den røde tråden”. </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Noen nyttige punkter til god flyt i undervisningen :: </span></div></H2> 
<div class="citajbm"> 
•     Vit elevens ståsted før timen starter. <br /><br />
•     Progresjonen må være tilpasset elevenes ferdigheter og evner. <br /><br />
•     Redegjør for målene i hver enkelt time. <br /><br />
•     God flyt betinger: arbeidsro, konsentrasjon, samhandling mellom lærer og elev, utvikling og elevmotivasjon. <br /><br />
•     Pass på at du ikke blir avledet - hold deg til tema. <br /><br />
•     Ha alt utstyr du trenger tilgjengelig.
 </div> <br />

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<center><strong><span style="font-size:14px; color: #000000; background-color: #FFFF00;"> Motivasjon er noe som genererer aktivitet og handling ::</span></strong></CENTER><br />
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Skolen — «kontaktlærer som veileder, rollemodell» — undervisning

Kontaktlærer - Bilde: illustrasjon — [http://goo.gl/T5aAxQ] Kontaktlærer som veileder, rollemodell, inspirator og motiva...

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ESL — «Lexical Errors in Norwegian Intermediate and Advanced Learners of English» — [PDF]

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="http://www.benjaminmadeira.com/2015/06/lexical-errors.html"> <img alt="Lexical Errors in Norwegian Intermediate and Advanced Learners of English - Official Website - BenjaminMadeira" border="0" height="336px" 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/AVvXsEhRuDXIAq8c4JiCR9qdXB0Wp03Z_WP7sbv0-JqPix2KIi80dp14Q5sN6zoYHOIfFHs6OEpUK8ZykiBNxfDf_Q6IlWVskBJ9ji8s-MMkC9iDt3Ir5Rv4wtTHA68UNacT0mhspwtWxLhtaNLn/s350/common-English-errors-BenjaminMadeira-com.jpg" title="Lexical Errors in Norwegian Intermediate and Advanced Learners of English - Official Website - BenjaminMadeira" width="436px" /> </a><br />
<span> <a href="#mp4" style="text-decoration: none;"><font color="#301ce2"> Lexical Errors </font></a>, <a href="#pdf" style="text-decoration: none;"><font color="#301ce2">in Norwegian Intermediate and Advanced Learners of English </font></a> - Photo: <a href="https://www.google.com/#q=Lexical+Errors+Norwegian+Intermediate+Advanced+Learners+English+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="Lexical Errors in Norwegian Intermediate and Advanced Learners of English"><font color="#FF4000"> ESL</font></a> / <a alt="Lexical Errors in Norwegian Intermediate and Advanced Learners of English" href="http://www.benjaminmadeira.com/search/label/pedagogy" style="text-decoration: none;" target="_blank" title="Lexical Errors in Norwegian Intermediate and Advanced Learners of English"><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/2RdydN] "I can English very good"_______________________Karina Rose Mahan, Master thesis, UiO, 2013</span></div></H2> <br /><br />

<div class="citajbm"> :: RT: Lexical errors http://goo.gl/2RdydN in Norwegian Intermediate and Advanced Learners of English | #ESL #EFL #education #pedagogy #Norway #LowerSecondarySchool</div> <br /><br />

<div class="JBMCode"> Language is traditionally divided into grammar and lexis. In second language acquisition/learning, they take the form of rule-learning (grammar) and vocabulary learning (lexis). Both are important to be able to communicate, yet second language research focuses much  more  on grammar.  There is extensive research  done on how learners develop grammatical patterns, what mistakes are typical of learners and how rules can be applied to prevent grammatical errors. Perhaps as a result of this, second language teaching puts much more emphasis on grammar than vocabulary in the second language classroom. </div> <br />

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<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Lexical Errors in Norwegian Intermediate and Advanced Learners of English <a name="pdf">PDF</a> :: </span></div></H2> 
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<div style="text-align: center"><span style="color: blue"><span style="font-size: 13pt; line-height:12pt"> <strong> Lexical Errors in Norwegian Intermediate and Advanced Learners of English - <a name="mp4"> 9 English Words With Funny Translations In Other Languages </a> :: </strong> </span></span></div> 
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<div style="text-align: center"><span style="color: darkgreen"><span style="font-size: 12pt; color: #FFFF00; background-color: #F52887; line-height:13pt"> Fuente: Youtube, Servicios de Internet | Source: Youtube, Video hosting service </span></span></div> <br />
<div style="text-align: center"><font color="#00FFFF"><span style="font-size: 17pt; line-height:10pt"> [ <a class="explicacion"> <b>YouTube video for domestic purposes only.</b> <span> YouTube Videoclip - for domestic purposes only, and might not work in some countries </span></a> ] </span> </font> </div> <br />
<center><hr WIDTH="75%" COLOR="#FF0000" SIZE="6"></CENTER> <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] Mahan, Karina Rose. Lexical Errors in Norwegian Intermediate and Advanced Learners of English. Masteroppgave: Universitetet i Oslo. 2013. 
 </div> <br />

ESL — «Lexical Errors in Norwegian Intermediate and Advanced Learners of English» — [PDF]

Lexical Errors , in Norwegian Intermediate and Advanced Learners of English - Photo: ESL / illustration — [http://goo....

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ESL — «Engelske ordfeil blant norske elever og studenter» — [PDF/Video]

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="http://www.benjaminmadeira.com/2015/06/engelske-ordfeil.html"> <img alt="engelske ordfeil blant norske elever og studenter - Official Website - BenjaminMadeira" border="0" height="336px" 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/AVvXsEjFHg3xuhBnmAXqBo4JAm7sA5lxMUjbCf7ZCZ4scNHAI1MiYFqANQmWf90C-vHRTy5weiUB3eBITZT7g06QrVxe_96-VeumJIhQu33wFxVl4-_PjmnrjUOiVdzsYhh6fu6Mmr-TuiyTQapF/s520/broken-english-BenjaminMadeira-com.jpg" title="engelske ordfeil blant norske elever og studenter - Official Website - BenjaminMadeira" width="436px" /> </a><br />
<span> <a href="#mp4" style="text-decoration: none;"><font color="#301ce2"> engelske ordfeil </font></a>, <a href="#pdf" style="text-decoration: none;"><font color="#301ce2">blant norske elever og studenter </font></a> - Bilde: <a href="https://www.google.com/#q=engelske+ordfeil+norske+elever+studenter+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="engelske ordfeil blant norske elever og studenter"><font color="#FF4000"> ESL</font></a> / <a alt="engelske ordfeil blant norske elever og studenter" href="http://www.benjaminmadeira.com/search/label/ungdomsskole" style="text-decoration: none;" target="_blank" title="engelske ordfeil blant norske elever og studenter"><font color="#FF4000"> illustrasjon </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/apOqxS] "I can English very good" - De mest vanlige engelske ordfeilene i digitale skoletekster_______________________Karina Rose Mahan</span></div></H2> <br /><br />

<div class="citajbm"> :: RT: I can English very good http://goo.gl/apOqxS engelske ordfeil blant norske elever og studenter | #elever #studenter #engelsk #ESL #EFL #ungdomsskole</div> <br /><br />

<div class="JBMCode"> Har du tenkt over at en setning noen ganger høres feil ut selv om den er fullstendig grammatisk korrekt? Et velkjent eksempel på såkalt «Broken English» var da daværende statsminister Bondevik etter en gudstjeneste i Brasil sa «Thank you for the mess» (Clark 2004), hvilket i dette tilfellet betyr at han gjorde en semantisk feil ved å forveksle det norske ordet «messe» med det engelske ordet «mess», mens det riktige ordet på engelsk ville vært «mass». Sett fra et grammatisk synspunkt 
er det ikke noe «galt» med setningen i seg selv, men allikevel er den ikke riktig i konteksten, fordi innholdet er et annet enn det intenderte.  </div> <br />

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<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> engelske ordfeil blant norske elever og studenter <a name="pdf">PDF</a> :: </span></div></H2> 
<CENTER> <a alt="engelske ordfeil blant norske elever og studenter, PDF" href="https://www.utdanningsforbundet.no/upload/Tidsskrifter/Bedre%20Skole/BS_nr_3-13/BS_3-13_Mahan_og_Brevik.pdf?origin=http://www.benjaminmadeira.com/2015/06/engelske-ordfeil.html" target="_blank" title="engelske ordfeil blant norske elever og studenter, PDF"><img alt="engelske ordfeil blant norske elever og studenter, PDF - Official Website - BenjaminMadeira" border="0" height="96px" 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/AVvXsEhGJAXCWZuTFPkbZytdRiYouVEQzU1gwKkrC_4MnzGEW2JhI0XZsdRWOWnORv_-CPnUHe0q2VDR06xiz2YavlTEnIGRDWsFy8OD-eF8FldqNaRtNt6nPerZyP-P-hbklKAih7tyjhuCx8RW/s1600/pdf-BenjaminMadeira-com.png" title="engelske ordfeil blant norske elever og studenter, PDF - Official Website - BenjaminMadeira" width="100%" /> </a> </CENTER> <br />

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<div style="text-align: center"><span style="color: blue"><span style="font-size: 13pt; line-height:12pt"> <strong> Setningsadverbial i norsk og engelsk - <a name="mp4"> 2012-09-12 - Tor A. Åfarli: Setningsadverbial i norsk og engelsk </a> :: </strong> </span></span></div> 
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<div style="text-align: center"><span style="color: darkgreen"><span style="font-size: 12pt; color: #FFFF00; background-color: #F52887; line-height:13pt"> Fuente: Youtube, Servicios de Internet | Source: Youtube, Video hosting service </span></span></div> <br />
<div style="text-align: center"><font color="#00FFFF"><span style="font-size: 17pt; line-height:10pt"> [ <a class="explicacion"> <b>Tor Åfarli's video for domestic purposes only.</b> <span> Tor Åfarli's Videoclip - for domestic purposes only, and might not work in some countries </span></a> ] </span> </font> </div> <br />
<center><hr WIDTH="75%" COLOR="#FF0000" SIZE="6"></CENTER> <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] Clark, Stewart. Broken English Spoken Perfectly: The Ultimate Collection of Howlers in English. UK: Edda UK Ltd. 2004. <br /><br />

• [2] Mahan, Karina Rose. Lexical Errors in Norwegian Intermediate and Advanced Learners of English. Masteroppgave: Universitetet i Oslo. 2013. 
 </div> <br />

ESL — «Engelske ordfeil blant norske elever og studenter» — [PDF/Video]

engelske ordfeil , blant norske elever og studenter - Bilde: ESL / illustrasjon — [http://goo.gl/apOqxS] "I can E...

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ESL — «The Norwegian national curriculum» — English subject curriculum [PDF/Video]

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="http://www.benjaminmadeira.com/2015/06/english-LK06.html"> <img alt="English subject curriculum, the Norwegian national curriculum in English - Official Website - BenjaminMadeira" border="0" height="336px" 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/AVvXsEhB5iK298w4dV3YpErsfiE0ZpOwiQqIA3ZIXKZequivzN0nCjn0OanFOdpt3nP-0UezPY8WT5jGprwBtW88UwIdaRKj7_wtY_2jn1kf49smFTJRJz5AYmL8_u5y7pL1z1e3TST5Tz7ccyw/s600/keep-calm-and-begin-english-class.png" title="English subject curriculum, the Norwegian national curriculum in English - Official Website - BenjaminMadeira" width="336px" /> </a><br />
<span> <a href="#mp4" style="text-decoration: none;"><font color="#301ce2"> English subject curriculum </font></a>, <a href="#pdf" style="text-decoration: none;"><font color="#301ce2">The Norwegian national curriculum in English </font></a> - Photo: <a href="https://www.google.com/#q=English+subject+curriculum+Norwegian+national+curriculum+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="English subject curriculum, the Norwegian national curriculum in English"><font color="#FF4000"> KL06</font></a> / <a alt="English subject curriculum, the Norwegian national curriculum in English" href="http://www.benjaminmadeira.com/search/label/pedagogy" style="text-decoration: none;" target="_blank" title="English subject curriculum, the Norwegian national curriculum in English"><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/bTQ1uD] It will give insight into how individuals think and live in the English-speaking world._______________________Norwegian Curriculum of English</span></div></H2> <br /><br />

<div class="citajbm"> :: RT: English subject curriculum http://goo.gl/bTQ1uD The Norwegian national curriculum | #Education #LK06 #KUF #Pedagogy #English #ESL #EFL #Curriculum #Norway</div> <br /><br />

<div class="JBMCode"> In Norway, children start school at the age of six, and attend a 10-year obligatory school that contains primary school (first to seventh grade) and lower secondary school (eighth to tenth grade). They start learning English, which has been a compulsory subject since the 1960s, in the first grade. In primary school and lower secondary school the total of all the English lessons is 588. When learners have finished lower secondary school, they decide which upper secondary school and which programme they would like to attend. The choices they make at 16 years of age decide what the next step of their education will be. Upper secondary education leads either to an occupation or entrance to universities or colleges. <br /><br />

There are two directions to choose from in upper secondary education: vocational and general programmes. The vocational programmes lead to a specific  occupation and there are nine different programmes: 1) agriculture, fishing and forestry, 2) building and construction, 3) design, arts and crafts, 4) electricity and electronics, 5) healthcare, childhood and youth development, 6) media and communication, 7) restaurant and food processing, 8) service and transport and 9) technical and industrial production. These programmes consist of two years in school and two years in an apprenticeship. When the students have finished the four years, they receive a crafts -or journeyman’s certificate. There are also possibilities to continue with a third year in school instead of the pprenticeship, and students who choose to do this can gain entry to universities or colleges. <br /><br />

The general programmes consist of three years in school and provide access to higher education. There are three courses to choose from: 1) Music, dance and drama, 2) Specialization in general studies and 3) Sports and physical education. <br /><br />

English is a compulsory subject in both the general and vocational programmes in upper secondary school. In the general programmes, English is a five -hour-a-week course that lasts the whole of the first year. In the vocational programmes the course is spread over the two first years, with three hours the first year and two hours the second year. The same curriculum and learning goals apply to both courses. </div> <br /><br />

<div class="citajbm"> The Knowledge Promotion curriculum (LK06) that Norwegian teachers follow was implemented in 2006. There are five basic skills that are integrated in each subject and they are ‘the ability to express oneself orally and in writing, the ability to read, the ability to use digital tools and numeracy’. There are specific competence aims for the second, fourth, seventh and tenth year of primary and lower secondary school and for the first year in general programmes (Vg1) and for the second year in vocational programmes (Vg2). The competence aims are divided among four areas: ‘Language learning, ‘Oral communication’, ‘Written communication’ and ‘Culture, society and literature’. The curriculum was revised in 2013, and the three original main areas have now become four instead of three . The original area ‘Communication’ has now been divided into ‘Written communication’ and ‘Oral communication’. <br /><br />

The ‘Language learning’ goals for the Vg1 and Vg2 students are for the students to able to evaluate different situations, work methods, strategies and resources in how they are developing their English skills.  The second area is ‘Oral communication’ and the third area is ‘Written communication’. The goals are to be able to use relevant vocabulary orally and in writing, to understand the content and details of different texts both orally and in writing, to understand the different variations of English, to be able to express oneself orally and in writing in a precise and good way, to be able to communicate spont
aneously and when prepared, to use varied language, to use references in a good way, and to use technical and mathematical information in communication. <br /><br />

The fourth and final area is ‘Culture, society and literature’. Important aspects of the goals within this area are to have knowledge about and present, discuss and debate different aspects and topics of the English -speaking world. </div> <br /><br />

<div class="JBMCode">The Regulation for the recognition of textbooks used in the Norwegian Unified School, which existed in Norway for over 100 years, was abolished in 2000 (Odelstinget 1-14; Bratholm 1). Instead of a central approval of teaching materials, schools, teachers and parents should obtain more freedom and responsibility, allowing them to determine the selection of textbooks to be used in the classroom itself. Textbook authors are merely asked to develop textbooks in accordance with the relevant curricula.  </div> <br />

<div class="citajbm"> Any given assignment has to correlate to the requirements of the revised Knowledge Promotion Reform (2013), which is the main framework for the didactic work in Norwegian schools (KUF1994, 1996: 4; LK06, 1-6); it could for instance cover three main areas in learning the English language. Students will 1) learn English by using “different situations, working methods and learning strategies”, and “comment on own work.” It could also cover the 2) oral communication area; students are expected to “understand and use a general vocabulary related to different topics” and “express and justify own opinions about different topics.” 3) Students should “choose and use different reading and writing strategies [...], general vocabulary related to different topics [...], use own notes and different sources as a base for writing,” such as templates, model-writing. They will be able to express ideas and opinions in well-structured and coherent texts (LK06, 8-9, revised version 2013). </div> <br />

<div class="JBMCode"> The English subject curriculum requires that ESL teachers give their students various assignments, emphasizing the use of different writing strategies in the ESL classroom. Thus, being ESL a school subject with a vast potential for variation, adolescent students will learn English by using “different situations, working methods and learning strategies” (KL06 8); they will learn English by commenting on own written work so they can, for instance, persuade a particular audience not only at school but also outside the ESL classroom.</div> <br />

<div class="citajbm"> The Norwegian national curriculum also points out that learning the English language "occurs while encountering a diversity of texts, where the concept of text is used in the broadest sense of the word" (KL06 2). Moreover, [i]t involves [...] written representations in different combinations and a range of [...] written texts from digital media" (KL06 2). </div> <br />

<div class="JBMCode"> Teachers scaffold students so these are able to "use [...] writing strategies," "understand and use a vocabulary related to [both] familiar [and general] topics" (LK06 7, 9). Students will also learn how to "take notes to create different types of texts" and "write coherent texts that narrate, retell and describe experiences and express own opinions" (LK06 3-4).</div> <br />

<div class="citajbm"> Scaffolding can be applied by an advanced partner, such as an instructor, the teacher or a fellow student –peer-to-peer feedback– so other students become "aware of the strategies that are used to learn [the English] language, and strategies that help [them] to understand and to be understood," only then "the acquisition of knowledge and skills becomes easier and more meaningful" and it can also "be an important part of [their] personal development" (LK06 2). </div> <br />

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<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> English subject curriculum, the Norwegian national curriculum in English <a name="pdf">PDF</a> :: </span></div></H2> 
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<div style="text-align: center"><span style="color: blue"><span style="font-size: 13pt; line-height:12pt"> <strong> Funny clip from movie 'Get Ready to be Boyzvoiced' where band manager Timothy is in an important meeting with record company executive, but his lack of English loses the record deal - <a name="mp4"> Not Every Norwegian Speaks English </a> :: Vurdering med karakter: 0. Kriterier: Ingen interesse. Eleven må ta engelsk på nytt. </strong> </span></span></div> 
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<div style="text-align: center"> <div class="video-jbm"> <script>You_Tube("V3WjoiAfOGw");</script> </div> </div> <br />
<div style="text-align: center"><span style="color: darkgreen"><span style="font-size: 12pt; color: #FFFF00; background-color: #F52887; line-height:13pt"> Fuente: Youtube, Servicios de Internet | Source: Youtube, Video hosting service </span></span></div> <br />
<div style="text-align: center"><font color="#00FFFF"><span style="font-size: 17pt; line-height:10pt"> [ <a class="explicacion"> <b>Get Ready to be Boyzvoiced's video for domestic purposes only.</b> <span> Get Ready to be Boyzvoiced's Videoclip - for domestic purposes only, and might not work in some countries </span></a> ] </span> </font> </div> <br />
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<div style="text-align: center"><span style="color: blue"><span style="font-size: 13pt; line-height:12pt"> <strong> A Conversation in English with Erna Solberg: Prime Minister of Norway, Sept. 2014 :: Vurdering med karakter: 6. Kriterier: Korrekt bruk av språket, klar og god uttale og intonasjon, hun har kunnskaper om kultur- og samfunnsforhold i engelskspråklige land, hun gir utrykk for egne meninger på engelsk, stort og variert/ avansert ordforråd.</strong> </span></span></div> 
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<div style="text-align: center"> <div class="video-jbm"> <script>You_Tube("wUS-LEDPkG8");</script> </div> </div> <br />
<div style="text-align: center"><span style="color: darkgreen"><span style="font-size: 12pt; color: #FFFF00; background-color: #F52887; line-height:13pt"> Fuente: Youtube, Servicios de Internet | Source: Youtube, Video hosting service </span></span></div> <br />
<div style="text-align: center"><font color="#00FFFF"><span style="font-size: 17pt; line-height:10pt"> [ <a class="explicacion"> <b>Erna Solberg's video for domestic purposes only.</b> <span> Erna Solberg's Videoclip - for domestic purposes only, and might not work in some countries </span></a> ] </span> </font> </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] Bratholm, Berit. "Godkjenningsordningen for lærebøker 1889-2001, en historisk gjennomgang". Høgskolen i Vestfold, 2001. Web. Retrieved on June 2015 from http://goo.gl/usQ1oC <br /><br />

• [6] Odelstinget 2000. Sak nr.11, møte i Odelstinget den 13. juni. Web. Retrieved on June 2015 from https://goo.gl/PbU93o

</div> <br />

ESL — «The Norwegian national curriculum» — English subject curriculum [PDF/Video]

English subject curriculum , The Norwegian national curriculum in English - Photo: KL06 / illustration — [http://goo....

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Humor — «Xenophobe's Guide to the English» — [PDF/Video] Dodgy foreigners

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="http://www.benjaminmadeira.com/2015/06/xenophobes-guide-english.html"> <img alt="Xenophobes Guide to the English - Official Website - BenjaminMadeira" border="0" height="336px" 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/AVvXsEjFDhJN9ZZVmerXhVsLcDloeKiw9fJkHf3AflLOfFnH2epnXmh_9XznwP07xVebt94DT2dVl8A5ZP73gAqlMVk2jDYgmXXDA4EFxAgyM_UxeJDloVKZNs-K7dZgP1fz2slWQFOxMXV_qW5B/s520/tea-and-good-book-BenjaminMadeira-com.jpg" title="Xenophobes Guide to the English - Official Website - BenjaminMadeira" width="536px" /> </a><br />
<span> <a href="#mp4" style="text-decoration: none;"><font color="#301ce2"> Xenophobe's Guide </font></a> <a href="#pdf" style="text-decoration: none;"><font color="#301ce2">to the English </font></a> - Photo: <a href="https://www.google.com/#q=Xenophobes+Guide+to+the+English+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="Xenophobes Guide to the English"><font color="#FF4000"> English humor</font></a> / <a alt="Xenophobes Guide to the English" href="http://www.benjaminmadeira.com/search/label/society" style="text-decoration: none;" target="_blank" title="Xenophobes Guide to the English"><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/RAa8jN] Xenophobe's Guide to the English _______________________Humor</span></div></H2> <br /><br />

<div class="citajbm"> :: RT: Reading http://goo.gl/RAa8jN a book with @SoniaMunozLlort - <i>Xenophobe's Guide to the English</i> | #Humor #Englishmen #Xenophobe #Xenopili #England #Guide</div> <br /><br />

<div class="JBMCode"> The attitude of the English towards other nations is not so much xenophobia (fear of foreigners) as xenopili (pity for foreigners for having the misfortune to be, well, NOT English).  <br /> <br />

The visionary financier and empire builder, namely Cecil Rhodes (who gave his name to Rhodesia – today’s Zimbabwe), a ‘genuinely first-rate man,’ ‘wholly civilized,’ ‘luckily born an Englishman,’ once observed: ‘To be born English is to win first prize in the lottery of life.’  (Rhodes 293; Miall and Milsted 6).</div> <br />

<div class="citajbm"> 'Nine hundred years ago the last invasion of England was perpetrated by the Normans. They settled, tried to integrate themselves with the indigenous population and failed. <br /><br />

The indigenous population then, as now, displayed an utter contempt for them not merely because they had conquered but more importantly because they had come from abroad. <br /><br />

Even today descendants of those Normans who think to impress with a throw-away remark about their families having "come over with the Conqueror" find themselves on the receiving end of the sort of English frost normally reserved for someone who has broken wind in a lift between floors.' </div> <br />

<div class="JBMCode"> The book goes on to underline the English distrust of foreigners thus: <br /><br />

'Germans are megalomaniac; the Italians are hysterical and dishonest; the Spanish, lazy; the Russians gloomy; and the Scandinavians, Dutch, Belgians and Swiss, dull. Further afield English odium is no less concentrated. Americans and Australians are vulgar, Canadians are boring, and all oriental peoples inscrutable and dangerous.'</div> <br />

<div class="citajbm"> Turning to how the English perceive their own country, the author notes: <br /><br />

'The English have a natural distrust of the unfamiliar and nowhere is this more clearly seen than in their attitude to the geography of their own country.  <br /><br />

Since time immemorial there has been a North-South divide in England. To the Southerner, civilaztion ends at Potters Bar. Beyond that point, he believes, the inhabitants are all ruddier in complexion, more hirsute and blunt to the point of rudeness. These traits he generously puts down to the cooler climate.  <br /><br />

In the North they frighten their children to sleep with tales of the deviousness of the inhabitants " down South."
They point to their softness, their mucked-about food and airy-fairiness on all matters of real importance. Nevertheless, any English man or woman, no matter how soft or hairy, is entitled to special treatment as, to a lesser extent, are the inhabitants of those countries which represent the English conscience -- once the Empire, now the shrinking Commonwealth.' </div> <br />

<div class="JBMCode"> Under the heading 'Sex', the book amusingly points out that....'while other nations celebrate their sexuality, to a greater or lesser extent, the English regard theirs as the enemy within.' <br /><br />

However....: 'Voyeurism is a favourite hobby. The English love to read about sex. Newspapers are full of the bedtime exploits of others and the peccadillos of the famous are a constant thrill. Nothing, not even the act itself, can enthral the English quite as much as reading about some sado-masochistic pillar of society caught bending over in Bayswater on a Sunday afternoon.'</div> <br />

<div class="citajbm"> There are many other observations on Englishness, including : animals; children; manners; tradition etc. etc. but in deference to the literary nature of this forum, here's a snippet from the English attitude to culture: <br /><br />

'England is the country of Shakespeare, Milton, Byron and Beatrix Potter. The first is, by common consent, a hero of the human race, a Titan of literature against whom all other writers of the past four hundred years have been measured. The second two are worthy names in most literate households. But the work of the fourth is best known to the English; for while the first three tended to write about people, Beatrix Potter wrote about animals and the English prefer animals and understand them better.
Close on the heels of Beatrix Potter comes the sinister A.A. Milne, whose Winnie the Pooh - written by an adult for other adults but passed of as a children's book - is read by adults for the rest of their lives.'  </div> <br />

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<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> <i>Xenophobe's Guide to the English</i> by Antony Miall (western Kent, England) and David Milsted (Sussex [South East England], Dorset [South West England]), <a name="pdf">PDF</a> :: </span></div></H2> 
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<div style="text-align: center"><span style="color: blue"><span style="font-size: 13pt; line-height:12pt"> <strong> Dylan Moran, Irish stand up comedian, writer, actor and filmmaker - <a name="mp4"> Yeah Yeah, London 2015 </a> :: </strong> </span></span></div> 
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<div style="text-align: center"><span style="color: darkgreen"><span style="font-size: 12pt; color: #FFFF00; background-color: #F52887; line-height:13pt"> Fuente: Youtube, Servicios de Internet | Source: Youtube, Video hosting service </span></span></div> <br />
<div style="text-align: center"><font color="#00FFFF"><span style="font-size: 17pt; line-height:10pt"> [ <a class="explicacion"> <b>Dylan Moran's video for domestic purposes only.</b> <span> Dylan Moran's Videoclip - for domestic purposes only, and might not work in some countries </span></a> ] </span> </font> </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] Rhodes, Cecil (1853-1902) (ed. Basil Williams). <i>Makers of the Nineteenth Century</i>. New York, H. Holt & Company, 1921. Print and Web. Retrieved on June 2015 from https://goo.gl/V9agqC  <br /> <br />

• [2] Miall, Antony, and David Milsted. <i>The Xenophobe’s Guide to The English</i>. London: Ravette Books. (1999) 2008. Print and EPUB Edition. ISBN: 9781906042295

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