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Leisure and free time

dc.contributor.authorArando Cortés, Nuria Isabeles_ES
dc.date.accessioned2015-05-20T10:14:24Z
dc.date.available2015-05-20T10:14:24Z
dc.date.issued2014-06es_ES
dc.identifier.urihttp://hdl.handle.net/10481/36182
dc.description.abstractIn general terms, according to Harmer (2012), “as children approach puberty (from about ten onwards), they start being able to analyze abstract language concepts (…). They are reaching the formal operational stage of their development. Before that, however, we need to think about teaching language to children differently from the way we teach it to teenagers or adults. Young learners absorb language through action, games, songs and rhymes, stories and the senses. This is far more effective than trying to explain its rules or construction” (Harmer, 2012: 210).es_ES
dc.description.sponsorshipUniversidad de Granada. Facultad de Ciencias de la Educación. Grado en Educación Primariaes_ES
dc.language.isoenges_ES
dc.rightsCreative Commons Attribution-NonCommercial-NoDerivs 3.0 Licensees_ES
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/es_ES
dc.subjectPrimary educationes_ES
dc.subjectSpanish curricular designes_ES
dc.subjectSeveral capacitieses_ES
dc.subjectCommon European Framework of Reference for Languageses_ES
dc.titleLeisure and free timees_ES
dc.typeinfo:eu-repo/semantics/bachelorThesises_ES
europeana.typeTEXTes_ES
europeana.dataProviderUniversidad de Granada. Spain.es_ES
europeana.rightshttp://creativecommons.org/licenses/by-nc-nd/3.0/es_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES


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