Let me now share a bit more about my professional background. I attended secondary school in an institution in Morón. There I specialized in Economy and Management. As you can clearly see that did not affect my future course of studies, but it did, however, have positive consequences later on. Upon graduation, I chose Joaquin V. Gonzalez and luckily, it also chose me! The course was not easy, but I eventually finished both its degrees, Primary and Secondary level Teacher of English. One of the most meaningful reasons why studying took so long, was because I worked a lot. I started in 2006 teaching at a language school, and soon after things got out of hand: schools and in-company lessons also took part in the picture. I even diverted from teaching itself and delved into examinations such as CLE, IELTS and Cambridge. I have had many jobs at the same time and crazy timetables, but now I decided to calm down and I work full time at a school and eventually work for exams. What I love about this profession is it so versatile we can perform several roles at the same time and still, be comfortable with our professional selves.
Cameron, L. (2001). Teaching languages to young learners . Cambridge: Cambridge University Press. Outline Purpose: To summarize the most important points to bear in mind while planning units of work for young learners. Thesis statement: When planning a unit of work, EFL teachers should have a student-centered approach towards learning, accompanied by a communicative perspective on language, to make their teaching more effective. Audience: EFL teachers I. Preface II. Presentation of learning and language acquisition theories A. Piaget's active learner B. Vygotsky's zone of proximal development C. Bruner's scaffold D. Language acquisition theories III. Task-based learning IV. Meaning in language learning V. Learning words A. Connected networks B. Recycling of words VI. Learning grammar VII. Learning literacy skills...
I totally agree when you state the versatility of our profession!
ReplyDelete