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Luz Victoria
- Tarifa /hr. ₡7870
- Tiempo de respuesta 24h
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Alumnos10
Número de alumnos a los que Luz Victoria ha dado clase desde que se unió a Superprof
Número de alumnos a los que Luz Victoria ha dado clase desde que se unió a Superprof
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1ra clase gratis
- Inglés
- Inglés americano
- Inglés británico
- FCE
- PET
Profesora de inglés en el Centro Norteamericano con un C2 de Cambridge. He trabajado con niños/as desde 6 años hasta 17, y también con niños/as del espectro autista. Tengo un título TEFL Oxford.
- Inglés
- Inglés americano
- Inglés británico
- FCE
- PET
Lugar de las clases
Recomendada
Luz Victoria un profesor apreciado por su comunidad. La recomendaron por su seriedad, sus métodos de enseñanza y la calidad de sus clases. Una buena elección si quieres progresar con confianza.
Acerca de Luz Victoria
Tengo 26 años y soy profesora de inglés en el Centro Norteamericano. Soy bilingüe (estudié inglés desde que nací y obtuve el certificado C2 a los 16 años). Estudié el doble grado en Derecho y Ciencias Políticas en la Universidad, también he sido varios años scout en Sevilla, he sido voluntaria en la asociación Vencer Autismo, he trabajado con jóvenes en riesgo de exclusión social y he impartido clases particulares.
Mi metodología es inmersiva, sin utilizar el español nunca en clase, y hago muchísimos juegos. ¡Me gusta que mis estudiantes aprendan divirtiéndose!
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Acerca de la clase
- Primaria
- Escolar
- Bachillerato
- +15
niveles :
Primaria
Escolar
Bachillerato
Preuniversitario
Educacion tecnica superior
Educacion superior
Escuela de adultos
A1
A2
B1
B2
C1
C2
Otras formaciones profesionales
Básico
Intermedio
Avanzado
Para niños
- Español
Todos los idiomas hablados para las clases :
Español
Me encanta trabajar con niños/as y adolescentes, pero también preparo para hacer exámenes desde el nivel A1 hasta el nivel B2. Los exámenes con los que más familiarizada estoy son los de Cambridge.
También estoy especializada en distintos tipos de registro (formal/informal/business) y en los dialectos (británico/estadounidense).
Mi perspectiva de enseñanza es empática y totalmente adaptativa al alumnado y sus necesidades. Mi metodología es interactiva e inmersiva. No creo en los castigos sino en el refuerzo positivo.
A un nivel más técnico, he aquí un ejemplo de planificación de una clase de 60 minutos para el nivel B1, centrada en Listening y Speaking, aprobada por mi tutora del curso TEFL:
LESSON PLAN
Name: Luz Martínez Osorio Date: x Level: Intermediate (B1) Number of students: 6-8
Type of lesson: Skills (Listening and Speaking)
and
Language (Vocabulary, Functional Language and Pronunciation)
FOR SKILLS LESSONS:
Skills / Subskills practised: Listening and Speaking
Interactive listening
Pronunciation
Debating
FOR LANGUAGE LESSONS:
Language aims: Awareness of formal/informal language, learning vocabulary about board games and video games
Examples: cooperative vs competitive games, informal or formal language used in role-playing games, types of video games depending on the position of the player, genres of video games
Communicative aim (What is the conversation the students will have at the end of the lesson):
Students will discuss the kind of games they enjoy and what they think is the best approach to gaming
Materials and aids to be used (mention book and page numbers where relevant):
Extract of an episode of a role-playing series (from Dropout TV)
Course Book page that contains gaming vocabulary
Board and markers
Answer cards that I have previously “hidden” around the classroom
Anticipated difficulties and possible solutions (students arrive late, odd number of students, mixed ability, audio doesn’t work etc…):
Odd number of students: The tasks for pairs can be had in pairs or trios, it does not matter.
Audio or video don’t work: We can substitute the video watching with learning vocabulary about video gaming gear (difference between earphones and headphones, difference between laptop and computer, mouse, keyboard, etc.) and/or we can work on word stress, following the pronunciation bit.
Personal aims:
To show the students interest in their hobbies
To have the students share their pastimes among them so that they learn new ways of having fun
To help the students find their opinion on teamwork and competitiveness, as well as their own voice in English
Strategies to achieve personal aims:
Listening to the interests they speak about and encouraging them to ask questions that connect what we are learning to their own pastimes
Paying attention to how they are responding and engaging with each bit of the activities, and cut or expand them consequently
Prompting debate among them in the final activity.
LANGUAGE ANALYSIS
Language
Include examples
Meaning
Form
Pronunciation
Potential difficulties
Possible solutions
I prefer board games to videogames
M: a game that involves the movement of counters or other objects round a board.
F: noun
P: /ˈbɔːrd ˈgeɪm/
P: Unknown vocabulary.
S: Showing on the board vocabulary that the students connect to pictures.
My favourite type of video games is platform games
M: a type of video game featuring two-dimensional graphics where the player controls a character jumping or climbing between solid platforms at different positions on the screen.
F: noun
P: /ˈplætfɔːrm ˈgeɪm/
P: It is likely that some of the students, especially girls, haven’t been introduced to the world of video games.
S: Let the gamers tell them what they know and like about video games using the vocabulary we are working on, and then connect that language to more general concepts like genres (books, films, etc.)
My favourite video game genre is the same as my favourite book genre
M: a style or category of art, music, or literature.
F: noun
P: /ˈʒɒnrə/
P: Unknown vocabulary.
S: Showing on the board vocabulary that the students connect to pictures.
Oxford languages: (información oculta)
LESSON STAGES
Time
Student activity (including interaction pattern eg. Individual, pairs, small groups, whole class)
Stage aim
My role
5 mins
I ask the whole class if they like playing video games or board games. Everyone can talk.
Warmer.
To check what vocabulary they already have on this topic.
Pre-teach vocabulary.
I ask them questions from general to specific: ‘Do you like playing board games?’ ‘Do you like playing video games?’ ‘Do you play games with your family or friends?’ ‘What type of games do you play?’ etc.
I pay close attention to every student’s reaction and try to ask questions that allow everyone to speak.
I write down on the board the vocabulary they use.
5 mins
Vocabulary game: Connecting each picture to the corresponding word or expression related to video games, board games, cooperation and competition. They do it as a whole group on the board, drawing the lines with markers.
Mid-teach vocabulary: to give the students the vocabulary they are going to be using in the final speaking task
I give them instructions and make them stand up. I monitor them while they draw the lines and prompt debate as well as participation from the students that aren’t expressing their opinion.
5 mins
Vocabulary game answer checking: Students go around the class finding the answer cards I have previously “hidden”
Correcting
When every picture is connected to a word, I tell them the correct answers are around the room so they have to find them in order to check them.
I control they don’t get too loud.
5-7 mins
Pronunciation task: Students have to pronounce the vocabulary words from their phonemic forms and my mimicking.
Pronunciation: body awareness and producing vowel and word sounds
I show the students the phonemic form of each vocabulary word and mimic the sounds. They then have to produce those sounds.
3-5 mins
Brainstorming of the ideas or words we might hear in the following video.
Pre-listening: to check the students’ comprehension of the basic details and pre-teach language so that it does not interfere with understanding.
I explain the context of the role-play game story of the following video to the students, making it clear they don’t have to understand every word.
Having got the context, I ask them to brainstorm the ideas or words they might come across. I write them on the board.
10-13 mins
Watching a 5-minute extract from an episode of a recorded role-playing game (authentic material).
The first time, to get the gist.
The second time, looking for key words and expressions divided into informal and neutral, which I have previously given to the students.
Lead in: to create interest in the following speaking task.
Mid listening: to get the gist and then look for specific information.
I play the video twice, having told them what they are looking for in each case.
I pay attention to the student’s expressions to see if we need to play the video more times.
5-7 mins
Students check their answers in pairs or trios if necessary -‘teacher-student(s)’- using the sheet I give to them.
Post-listening: correcting
I divide the class in pairs and give one of the students the answer sheet. I ask them to check their answers.
10 min
Speaking activity in pairs or trios. Students debate around a series of questions like ‘Are cooperative games more educational than competitive ones?’ ‘Are competitive games more fun than cooperative ones?’ etc. They have to try to use the vocabulary we have learned throughout the lesson.
Core activity: to use their voice in English, to use the previous vocabulary and registers
I give them a long list of debate questions. I give them instructions, outlining they don’t have to answer all the questions as they are guidance material, and the aim of the task is to get them to debate. I explain they can choose an informal or a more neutral register.
I go around listening to each group. I look for fluency rather than accuracy and note down their mistakes, leaving them for the next class.
5-7 min
Feedback from me about the speaking activity. The whole class.
Brainstorming of what we have learned. The whole class.
Positive feedback, summarising and relaxing
I share with the whole class the good language usage I have picked up from their conversations.
To finish, I tell them to just shout what we have learned as a way to summarise and relax before we go.
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Opiniones
Todas nuestras calificaciones son recopiladas por nosotros y son 100% confiables. Corresponden a una experiencia real, vivida por los alumnos de Luz Victoria.
5 (2 opiniones)
¡Genial! Tiene un excelente nivel de inglés y una pronunciación muy clara; su enfoque pedagógico es excelente y hace que las clases sean muy divertidas.
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Recomendaciones
Las recomendaciones provienen de exalumnos, conocidos y gente cercana al profesor/a de Inglés.
1
Luz Victoria es una profesora preparadísima.
Con doble grado y bilingüe.
Muy profesional y responsable.
No he conocido ninguna profesora de su nivel en mis treinta años de docencia y dirección.Ver más recomendaciones
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