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uiopasdfghjklzxcvbnmqwertyui Supuestos prácticos desarrollados
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Sobre todo si es tu primera vez, antes de empezar te recomiendo
ORGANIZACIÓN. Es la palabra más importante en cuanto a la preparación de oposiciones. Una buena organización te hará optimizar tu tiempo de estudio. Así pues, te recomiendo que tengas 1 libreta para los temas teóricos, 1 para supuestos prácticos y otra más reservada a la programación. (La tercera te aconsejo que sea gruesa y con separadores, pues es lo que más tiempo te va a ocupar y requiere varios apartados: legislación, unidades didácticas, metodología, actividades…). En el ordenador de trabajo, también te recomiendo que crees dichas carpetas, pues a veces trabajarás de manera digital en Internet y querrás guardar las ideas.
Los supuestos prácticos, como los temas, se deben realizar a mano para tener muy calculado el tiempo de examen según la velocidad de la mano de cada uno. Muy importante trabajar la pronunciación también. En esta comunidad autónoma, el tribunal no lee tu trabajo, te escucha. Con lo cual, conviene ser claro y conciso para que tu mensaje se entienda. Preparar una oposición es un trabajo que requiere muchísima constancia también. Intenta buscar siempre la misma franja horaria al día para dedicarle tiempo a estudiar. Puedes alternar el estudio con búsqueda de información para tu programación. En cuanto a los supuestos prácticos, conviene que seas breve y vayas al grano . Dado el poco tiempo que tienes para desarrollarlos, debes mostrar que sabes sin detenerte demasiado en lo que sabes. Este punto es muy complicado… A mí me costó
bastante aplicarlo. Te recomiendo muchísima práctica. Como verás a continuación, los supuestos prácticos que presento resueltos tienen una longitud de máximo 2 páginas, y se presentan en una plantilla que elaboré para tener en cuenta que siempre la parte
teórica debe ocupar menos que la parte práctica . Por algo se llama “supuesto práctico”, ¿no?
Conviene también tener preparada una muletilla o fórmula de inicio y de final de los supuestos. En los ejercicios resueltos, veréis estos puntos comunes marcados en negrita. Para quien no lo sepa aún, la prueba de supuestos consiste en 6 preguntas de las cuales debes desarrollar 3 (eliges las 3 que quieras de entre esas 6 preguntas) en un
margen de 2 horas. Al menos, estos dos últimos años ha sido así. En la convocatoria de oposiciones de este próximo año tendrás toda esa información más especificada. De momento puedes ir leyendo la del año 2015. Al final de esos tres supuestos prácticos que debes elegir, se recomienda incluir una bibliografía. Digo “se recomienda” porque hay gente que no lo hace… Yo te aconsejo
que sí que lo hagas, pues queda mejor contextualizado todo y es fácil, puesto que puedes utilizar la misma bibliografía de los temas de teoría. Al principio, la prueba de los supuestos supuestos puede parecer bastante agobiante. agobiante. A mí me lo parecía. Esa incertidumbre sobre qué nos pueden preguntar no gusta a nadie. Por eso, hay que estar enterado de todo. Yo me hice una recopilación de supuestos sobre distintas temáticas (necesidades educativas especiales, metodo logías, contenidos…) con información general. No vais a poder desarrollar todos los supuestos del mundo, pero sí saber por dónde tirar con cada uno de ellos. Es una buena opción que intercambies supuestos prácticos con otras personas. Así conseguirás más información en menos tiempo y luego tendrás material suficiente para estudiar. Espero que los siguientes supuestos sean de tu interés y te ayuden durante todo el año opositor. ¡Ánimo y mucha fuerza!
You have an Asperger student in your class. Give examples of activities that you could carry out in your English lessons to integrate this student in the group.
The present practical case aims to talk about how to deal with an Asperger student in the English class. In order to structure the essay correctly, I will first give a theoretical background about this syndrome. Then, I will give some practical examples of activities that can be carried out in English class with an Asperger student.
Final Fi nally, ly, I will end end up with my personal opinion as a conclusion. Theoretical background Asperger
is
one
severely impaired social
of
the
autism
spectrum
disorders
characterized
by
skills, repetitive behaviors, and often, a narrow set of interests,
but not involving delayed development of linguistic and cognitive abilities. In fact, some of them have higher intelligence than average. The main goal in teaching an Asperger student in the English class is his or her integration in the group. In this point, cooperative learning has a great importance to develop social skills and to teach this student how to be independent in the future. f uture. Moreover, as Asperger students always have a specific interest in a topic, the work of the teacher is to use these interests to introduce English contents. CLIL approach is a good tool to reach this objective, as it is based on the thought that students can learn a new language at the same time they are learning contents in English from other subjects. The work of the teacher will be to link that specific interest of his or her Asperger student with the English contents he or she wants to teach, to achieve that this student will not focus only in one interest and can develop a varied knowledge.
Practical examples Once having exposed a brief theoretical background, I am going to explain some activities that can be carried out in the English class to integrate an Asperger student in the group:
The emotion’s dice: in this activity, the teacher creates a big dice and pastes a
feeling in each side. Depending on our Asperger interest, we can try to design different pictures of feelings (if he or she is very interested in animals, for instance, we will use different an imal pictures expressing happiness, sadness…). Each feeling will be painted with a secondary colour and the teacher will hide flashcards with different primary colours in the class. Grouping the class in small groups of four, each group will throw the dice , say the feeling by repeating this structure: I’m
feeling (happy, for example), and look for the primary colours that, mixed, make the colour of the specific feeling. This is a cooperative activity as students learn to work together and to help each other, and it is also a CLIL activity as they learn not only English contents, but also concepts from Arts. For an Asperger student, this activity is very useful as he/she can associate feelings with the expressions, being more capable to express their emotions and to understand others.
Knowing the solar system: this activity can be very interesting for an Asperger student who focuses his or her attention in the solar system. If it is not the main interest of our Asperger student, we have to try to relate this content to the specific interest. In this activity, the teacher will apply the Kagan structure “think pair share” by giving
each student a piece of paper with information of a planet or with the picture of the planet. The goal is that students find their pair by asking and answering questions. For example, “do you have Saturn?” “No, I don’t have Saturn”. It is a cooperative
and CLIL activity because students work together and learn contents from social sciences about the solar system. Moreover, this activity favours interaction among students, very essential to integrate our Asperger student in the group.
Conclusion In this essay, I have explained briefly what is Asperger syndrome and how to deal with an Asperger student in the English class, by giving some so me examples of cooperative and CLIL activities devoted to integrate this student in the group and develop his or her social skills in order to prepare him or her to be independent and integrated in the society.
What is Content Language Integrated Learning? Give an example of a CLIL unit
The present essay aims to talk about what is CLIL (Content and Language Integrated Learning) and how can we work with it in the English area in a state school. In order to s tructur tru cturee the the ess es s ay correc cor rec tly, I will fir s t g ive iv e a theoretical background about what what are the main features of CLIL approach. Then, I will give a practical example of CLIL inally, I will approach in a didactic unit designed for the fifth level of primary education. F inally, end up the the exposition expos ition of the es s ay with my personal opinion. Theoretical background Content and Language Integrated Learning is an approach similar to researches as “language immersion” or “content-based instruction”. It was developed by David Marsh
and Anne Maljers and, basically, it is based on the thought that students can learn a new language at the same time they are learning contents from other subjects. CLIL approach is, thus, a globalised way to teach our students English throughout contents that are very familiar to them, as they have to study it in the official languages of our Valencian Community. Its use in our current educational system has increased in the recent years, because it offers the possibility to use the language and to participate and collaborate in the class, as it is much related to cooperative work and to discovery learning.
Practical examples Once having exposed a brief summary about the theoretical background of CLIL, I am going to develop a didactic unit based on this approach as an example of the practical applications in Primary education. This didactic unit is addressed to the fifth level of primary education, in a school with a medium-high cultural level. My class is composed by 24 students. Most of them are Spanish, counting only th ree students from India, China and Poland that have a good level in English. Talking of my students’ special needs, I don’t have any significant case. This unit is called “Let’s study the universe” and is designed with the goal that our students
know more about their distant environment. As it is based on CLIL, there is a dual-focus of content. On one side we are going to work English concepts as universe, planet, star, big, small, size, distance… And, on the other side, students are going to work the cont ents
related to social sciences, as it is stablished in the D108/2014, which includes, among other contents, the study of the solar system and their planets. W orking this focusses, I am going to introduce children the target structures needed for comparisons, also stablished in the decree mentioned above.
This didactic unit is situated in the third term and it has six lessons. Talking about the key competences, I will work with them the competence in linguistic communication, as they will use the language to communicate; competence in maths, as they will learn how to use numbers related to the distance and size of a planet; and digital competence, as they are going to look for information and use Digital resources. The main learning standards that I want my students to achieve are:
Is able to identify concepts about the universe
Can produce oral and written texts texts about the universe
Knows how to use numbers to express size and distance
Is able to use use comparisons comparisons in his/her his/her oral and and written written compositions. compositions.
As I do not have enough time to explain all the activities, I am going to select the first two lessons in order to show an example of the sequence carried out.
Lesson 1: Warm-up activity: I show them first a short listening talking about the universe, in order to evaluate their previous knowledge. Then, I will show them the video with the listening played before. Before the main activity, I will show the students different pictures about the fable “The sun and the moon” on the WIB and they will have to guess
what is it about. Then, I will do the storytelling and, as a post-activity, I will give to the students the fable written with some comprehension questions.
Lesson 2: Warm-up: I will show the students a prezi presentation about the Solar system, and the students will have to repeat the name of the planets. Then, continuing with the presentation, projected on the WIB, and as a before the main activity, I am going to explain the size differences of the planets, the distance of them from the Earth and the main features of them. After that, as a main activity, students will have to play the domino about the solar system, in which they will have to group into groups of 4 students to link each planet picture with its description. As a post-activity, each student will choose one planet of the solar system and complete a worksheet about the main characteristics. This worksheet will be exposed to the rest of the class in future activities.
Personal opinion In this essay, we have explained what is CLIL and how can we work with it in our English class with a practical example for Primary Education.
To s um up, up, I would would lik lik e to to finis h my ess ay by quoting quoting R obert obert J ohn Meeha Meehan, n, who said “Teachers who love teaching, teach children to love learning”. Teaching with love is the bes bestt tool tool ag ag ains t demot demotivat ivation ion in i n s tudent tudentss .
You have an English lesson on Monday morning. It is the first class. Your students are in second grade and they are generally very loud and noisy, but today they are little animated and very tired. What can you do to motivate them?
The pres ent ess es s ay aims aims to think about what we can do as teachers in an English lesson on monday morning, having a group that normally is very loud and noisy, and bearing in mind that, in addition, they are little animated and very tired that specfic day. In order to structure the
essay correctly, I will first give a theoretical background about different approaches, methodologies and techniques created to fight against little animation and fatigue in students.
Then, I will gi ve som s omee practical examples of activities using the approaches, methodologies and techniques mentioned. Finally, I will end up the exposition of the essay with my personal opinion. Theoretical background As we are facing a class with little lit tle animated and tired students, our first goal as teachers is to make students more active and motivated to learn. In this point, I will name some techniques, methodologies and approaches that can help us to motivate the group. According to Krashen, it is important to reduce de affective filter of our students. He stated that a low affective filter makes the student more relaxed and predisposed to pay attention and be active in the learning process. A high one can make that the student will be shy and do not want to participate in class because of his/her afraid of making mistakes. According to Asher, there is a way to motivate children in an educational context: through TPR activities. Total Physical response activities are designed to use the body as the same time we work contents. Making some movements while singing a song or playing with classmates help students to be relaxed, but also to awake and arouse their curiosity. In this point, games and songs are very important. Lately, we have to bear in mind in this situation the cooperative learning methodology, and some structures created by Spencer Kagan to work it in class. Cooperative learning facilitates students to work together and construct their learning by helping each other. In this case, it is important for them to see that they work like a family in class.
Practical examples Once having explained the theoretical part, I am going to propose different activities using the methodologies mentioned above.
Puppet shows: this is a very interesting activity as students can dramatize in an imaginary situation. In this activity, the teacher can give a short text to the students and some instructions in order to create a puppet show that introduces the students in the topic and reduces the affective filter of the students.
Miming: in this activity, the teacher shows to each student a card with an animal, action or feeling, for instance, and they have to represent it in front of the rest of the class miming. It is a very motivational activity and children love it.
Role play: the teacher can transform the class into a supermarket, a restaurant or a hospital. Each student receives a card with his/her role play (waiter, client, patient, doctor, nurse…) and they have to play the roles stablished in groups. This activity
encourages children to practice their oral skills in a playful way.
Songs with movements: in this activity, the teacher will sing the song doing some movements at the same time and the students will have to repeat it.
The mirror: the students are the mirrors of the teacher, so they have to copy them. Children really like this activity as it is very funny for them.
Paper blind: this activity is very useful to work sequence with students. It consists in giving each student a card which describes part of a process (a historical line, a part of the plant’s cycle…). In groups, students have to decide the order of the cards.
Personal opinion In this essay, we have analysed different possibilities to work in a Monday morning class with a group very tired and little animated. By studying a variety of methodologies, techniques and approaches, we can design activities that arouse students’ interests and motivation.
To s um up, up, I would would lik likee to to finis h my ess ay by quoting quoting R obert obert J ohn Meeha Meehan, n, who said “Teachers who love teaching, teach children to love learning”. Teaching with love is
the bes bes t tool tool ag ag ains t demo demotiva tivation tion in s tudent tudentss . BIBLIOGRAPHY Aquí tendríais que indicar al menos un libro relacionado r elacionado con la teoría que mencionáis en cada uno de los supuestos prácticos (los podéis sacar del temario de oposiciones) y la legislación vigente (LOMCE, RD y D imprescindibles… Si luego queréis añadir algo más, perfecto).
Design a storytelling session. Give precise information on age, student’s motivation and level of English
The present practical case aims to ...design a storytelling session. As we all know, a storytelling is an activity in which the teacher shows a story to their children, normally told by him/her. Once explained the concept, I am going to design a storytelling session for the
this practic practica al cas cas e correctl correc tly, y, I will wi ll third level of primary education. In order to struc ture this fir fi r s t g i ve a theoretical background about …the
importance of a storytelling in English
class, some researches done about it by different authors and the best resources to carry it out.Then, I will give a practical example of …a storytelling session designed to a 3 rd grade of primary education class, specifying the socio-cultural and linguistic level of the
inally, I will wi ll end up the the exposition expos ition of the the ess es s ay with my personal opinion. group. F inally, Theoretical background Tales and stories, as happen with games or songs, are part of our students’ life since they are babies. These resources arouse children’ creativity, as
well as teach them very useful values in their daily life. When we are teaching, we must do our task as motivating as possible, providing our students the way to see learning as a fun activity. On one hand, according to Krashen, there is an unconscious learning in each activity done in L2. He explains that the second language “input” the student receives
should be one step beyond his/her current stage of linguistic competence. This means that the acquisition of the new language takes place when the student is exposed to 'Comprehensible Input' that belongs to level 'i + 1'. On the other hand, talking about the best resources to carry out a storytelling session in English class, it is important to show resources which engage and arouse children’ motivation. One interesting resource is the Kamishibai, which consists in a “paper theatre” very popular in Japan. It is easy to prepare
and very visual, as students only see images about the different scenes of the story, while on the other side of the illustration it goes the text of the story. Once having explained briefly a theoretical background of this practical case, I am going to expose a....
Practical example As I have mentioned before, this storytelling session is designed to a 3rd level of Primary education. There are 20 students in our class. The socio-cultural level is medium high, as they most come from families with professional and university studies. Their linguistic level in English is high, as they have been studying it since they were 3 years old. In this session, the topic will be animals’ farm vocabulary, as it is one of the contents stablished by the D 108/2014 for the 3 rd level of primary education. Thus, our learning
standards will be the following:
Is able to identify different animals
Can understand the main vocabulary of the story
Participates during the story
Sees that cooperation and help between people is better than work alone alone
To structure the session correctly, I am going to divide it in three parts: before, while and after.
Before: In this part of the session, the teacher is going to present a variety of animals’ pictures on the white interactive board. It is going to be used as a “warm -up” activity to
centred students in the topic they are going to work and it is useful as well to the teacher as he/she can know the initial knowledge students have about the topic.
While: Here, the teacher will tell the story to their students. This story is about a horse that falls down in a farm and looks for some help (here we do a repetition during the story, which will be “Can anybody help me, please?”. First, the mouse goes to help him (and here we do another repetition, which will be “he pulls, and pulls and pulls… but he is not
strong enough, so he calls the duck, but it happens the same (here children repeat with the teacher the structure told before). Then, the duck calls the hen, the hen calls the chicken, the chicken calls the sheep, the sheep calls the pig, and the pig calls the cow, and finally, together, they pull and are strong enough to help the horse. This is a cooperative story that teaches that it is better to be together. The story is called “we are a team”.
After : in this part of the session, we can do the activity “guess who”. In here, each student has to do an animal sound (it can be a farm animal or another one that they already known) and the rest of the t he group have to guess which animal is.
Personal opinion In this essay, we have designed a storytelling session to a group of 3 rd level of primary education, giving some clues, resources and researches useful to carry it out.
To s um up, up, I would would lik lik e to to finis h my ess ay by quoting quoting R obert obert J ohn Meeha Meehan, n, who said “Teachers who love teaching, teach children to love learning”. Teaching
with love is the bes bestt tool tool ag ag ains t demot demotivat ivation ion in i n s tudent tudentss .
What would you do in an heterogeneous class of 22 3rd grade students, in which some students get bored and others do not understand anything. You are talking about animals. Give examples and reason your answers. The present practical case aims to talk about how to deal with a heterogeneous class of 22 3 rd grade students when talking about the animals, bearing in mind that some of them get bored and others other s do not understand anything. In order to structure the practical case correctly, I will first give a theoretical background and later, I will explain an activity that can be applied in this situation. Finally, I will conclude with my personal opinion.
Theoretical background The first step when dealing with a problem like this one is looking for a reason. One of the reasons that can make our students bored is that they do not see the use of what they are studying. In this point, the teacher should motivate his/her students. An interesting motivational aim is cooperative methodology. Working in pairs of groups makes learning more fun, as students interact with each other. On the other hand, dealing with students who do not understand anything is also a common problem in English teaching. According to Krashen, the input the children receive should be slightly beyond their actual linguistic competence. Misunderstanding, thus, could be a consequence of a high input. Our task as teachers is to provide the target language that the student will not be able to produce but can still understand. Therefore, he/she will be exposed to “comprehensible input” (i+1).
Practical example As we are talking about animals, we are going to group our students in groups of four and we will ask them to create a zoo. They will practice animal’s vocabulary the teacher has already tau ght. The target structures worked will be “I am from…” and “I have…” .
Students will have to create their own maps of their zoos including the animals they have chosen, and a brief description of each one, with their names, continent where they come from and their main characteristics. For instance (My name is Lion, I am from Africa, I have four legs, I have a tail, I have two eyes…).
With this activity, we will achieve more motivated students, as they will learn animal contents by creating a zoo together. At the same time, the activity is contextualised and students will have the possibility to choose the animals they do know, helping those students who did not understand anything. Moreover, these students will learn more things
about animals by working with their classmates. However, we have to bear in mind the contents established by Decree 108/2014, in which farm animals should be worked in this level of Primary Education. Then, other interesting activity should be to encourage our students to create a farm in groups. So, we can work on recycling while we create a farm with different farm animals. This way to work motivate them, because they are not just receiving informatio n, but choosing what’s the most interesting for them and learning from each other’s.
Personal opinion To conclude, I would like to highlight the importance of doing cooperative and contextualised activities in order to motivate our students, parting always from their actual level of linguistic competence, so we can be understood by them as teachers, and also our students will learn increasingly.
You are teaching fourteen 5th grade students in a small school in a small town. Most of the students’ families work in the oranges fields, most of them only have their primary studies. They have a medium-low economic level. You notice that your students do not like talking in English. What would you do to motivate them to talk in English in your English lessons? Give examples The present practical case aims to talk about how to motivate 14 5t h grade students who do not like talking in English, bearing in mind we are situated in a small town and in a small school, and the cocio-economic level of the families is medium-low. In order to provide a good structure, I will first give a theoretical background about methodologies and approaches useful to motivate these students. Then, I will provide some example of activities that can be applied to motivate the students. Finally, I will conclude by giving my personal opinion.
Theoretical background In this specific situation, our main goal in English classes is to motivate our students to talk in English. Demotivation is a common problem in English classes. The first reason of demotivation is that students do not see the use of what they are studying. In this case, contextualising activities is the main solution. Moreover, it is evident that learning has to be funny in order to motivate our students. In this point, I am going to apply TPR approach and cooperative learning methodology. TPR (Total Physical Response) is an approach that states that learning is more dynamic if students use their own boies in the activities. Cooperative learning methodology defends that students learn better when they interact to each other, working in pairs and groups and learning not only from their teacher, but also from their classmates.
Practical example We can practice this theoretical background in a spate of activities. One of them could be “I am your eyes”. To apply this activity in class, I am going to group my students
into seven pairs. In each pair formed, one of the students will be the blind person and the other will be the guide. This activity is very useful to practice directions (turn left, turn right, go straight…) and to work empathy in class.
Doing a dynamic TPR activity like this, I will motivate my students to learn, as they will be speaking English at the same time they are playing and enjoying. English, thus, will
be like a game for them. Another example of activity could be “Food around the world”. To apply it, I will
group my students into two groups of four students each, and other two groups of three students each. All the groups will choose a country and they will have to look for information about the typical food there. To investigate, we will use the ICT room, as working with computers is also a good tool to motivate them. Once they will have enough information (pictures, recipes, maps…), each group will
elaborate a lapbook in where they will organise the knowledge. They can present, for instance, a domino of typical food in Spain, a puzzle of a Spanish omelette or a crossword with the main dishes in the country they have chosen. This activity is also a good way to motivate my students, as they will learn to work together in a fun way.
Personal opinion To conclude, I would like to highlight the importance to present the English classes in a dynamic way that makes them more fun. Using technologies and dynamic activities which make our students interact are the t he best tools among demotivation.
How must one work the oral comprehension in 3 rd grade of Primary Education? You You are in a school in a small city and there are 20 students in the class. How would you act on those pupils when most of them are not interested in learning English? Reason your answer.
The present essay aims to expose how could we work the oral comprehension skill in a 3rd level of Primary Education, taking into account that our context is a class of 20 students that, in general, are unmotivated in learning English. This class is situated in a small city.
In order to structure the essay correctly, I will first give a theoretical background about different different aspects, methodologies and tools that we should know and use in order to achieve in our students a good oral comprehension. Then, I will give one practical exampl of an activity to work oral comprehension, adapted to the third level of
Fi nall lly, y, I will end end up the expos ition of the es es s ay with my personal Primary education. Fina opinion. Theoretical background First of all, when we talk about how to teach something, we are talking about methodology. It may be defined as a particular procedure or set of procedures that teachers apply to the teaching task, in a specific group of students. When teaching oral comprehension, teachers should bear in mind some aspects, of which I would like to highlight the following ones:
The English used at listening should be adapted to the student’s level
The topics have to be useful and related to the nearest nearest environment environment of the student
School must be a copy copy of the reality, so the resources, the methodology methodology and tools have to be contemporary to our stu dents’ daily life.
Learning has to be funny. In this point, teaching with games is a good option. option.
In this essay, I am going to focus on the researches of Do Coyle, one of the precursors of CLIL methodology, and in Spencer Kagan, one of the precursors of Cooperative Learning methodology. Moreover, I will provide some tools that we can use in our activities.
Practical examples In this part of the essay, I will explain three activities/games to practice oral comprehension in a 20-students-class of the 3 rd level of Primary Education, without
forgetting that our students are unmotivated in learning English. I have said activities/games because our job as teachers is to introduce activities so that they look like games. Each activity is going to be structured in order to be clear and understandable in these aspects: grouping, Key competences, methodology, resources and description. The first activity/game is named “The world under the sea” . G U
P
NI
5 groups of 4 students each O R G
C om ompe pettence in ling ling uis tic c om ommun municat ication. ion. (CLC (C LC ), as students are learning a new language.
Digg ita Di itall compet competence. ence. (DC ), as students learn a new tool to watch videos in their C
houses. T
E
N
E
S
Learning Lea rning to lea learn. (L2L ( L2L),), as the activity helps students to be motivated to learn M
P
E
S oc ocial ial and civic competences. (SCC), as cooperative learning improves studentC
O
student and student-teacher relationships. K
E
Y
S ens e of initiative initiative and and entrepreneurs entrepreneurs hip. (S IE ), as this activity promotes students to think independently. Y
and it helps “3 minutes stop”. It is a Kagan’s structure of Cooperative learning and students to acquire the knowledge better, as they have to internalize what they are L
listening. D
O
O
G
CLIL (Contents and Language Integrated Learning). It is a methodology that T
integrates contents from other subjects in the English area. This activity works with M
science contents (the animals).
E
H
O
www.vimeo.com It is an interesting website in which teachers can watch online, S
download or upload videos of different topics. The videos are organised in a variety U
R
of categories and tags, so it is very easy to find the video that we need for our class. S
White Whi te inte in teractiv ractivee boa board , in where we can play the video. R
E
O
C
E
In this activity, the teacher plays a video from the website Vimeo. This video talks about the life in the sea (animals, ecosystems…). While video is playing, the teacher T
pauses it for three minutes. In this pause, each group has to take a pen and write R
three questions about what they have just heard. Once time has ended, each group
OI
N PI C S E D
select one of the questions and ask it to the rest of the class. Answered all the questions, the teacher plays the video again until the next pause.
Personal opinion In this essay, we have analysed some tips that teachers have to bear in mind when teaching English. Moreover, I have exposed some methodologies, resources and tools that we can use in a variety of activities in to work Oral Comprehension skills, included in one example of activity.
To s um up, up, I would would lik lik e to to finis h my ess ay by quoting quoting R obert obert J ohn Meeha Meehan, n, who said “Teachers who love teaching, teach children to love learning”. Teaching
with love is the bes bestt tool tool ag ag ains t demo demotiva tivation tion in s tudent tudentss .
How would you evaluate the unit “animals” for the fourth level of Primary
Education?
The pres ent practical practical cas cas e aims aims to talk about the evalulation of the unit “Wild animals” in the fourth level of Primary Education. In order to structure the essay correctly, I will fir fi r s t g ive iv e a theoretical background in which I will explain the last novelties in education regarding the evaluation. Then, I will provide some practical examples to answer the question of this practical case. Finally, I will conclude by giving my personal point of view.
Theoretical background As we can notice, society has changed a lot in the recent years. As school has to be a mirror of our actual society, methodologies, tools and techniques should be adapted. Talking about the evaluation, the new educational law, LOMCE 8/2013 and the evaluation order 89/2014 introduce new concepts as “learning standards” and “rubrics”.
Learning standards are the specifications of the assessment criteria established by the curriculum and help teachers to assess their students. Rubrics constitute a new tool to assess the learning progress of our students in which we will take different items to establish till what level of knowledge have our students reached, by giving each item a different percentage. Therefore, t he first step I have to take to assess my didactic unit “wild animals” for the fourth level of Primary Education is to formulate concrete and clear learning standards. Then, I have to decide one activity to assess each learning standard. This will be the result: LEARNING STANDARDS STANDARDS
ACTIVITIES
1. I sable to understand and produce orally
- Oral: charades (students will have to mime
and written, vocabulary related to the following the wild animals they are studying. wild animals: giraffe, panther, fox, parrot, - Written: elaboration of a wild animals wheel snake, squirrel in which aappears on the one side the pictures and on the other side the word written. 2. Can describe some features of animals: - Oral: guess who (students will have to gess wings, feathers, … 3. Is able to use the structures “has it got…?” and “It has got…”.
what animals their classmates have by asking them “has it got…?”
- Written: let’s create a zoo. Students will have to draw their favourite animals and describe
them. 4. Participates i n class respecting other’s - Orally and written: cooperative activities opinion.
during the unit, as “Mix -N-Match” structures…
Finally, I will elaborate a rubric in which I will decide the items that I will take into account to evaluate my students during the didactic unit, such as participation in class, behaviour, or worksheets. These items should be specified to our class characteristicas as my percentages for each item won’t be the same in all my groups.
Conclusion To conclude, I would like to highlight the importance of the assessment in class and so the relevance of planning activities related to the learning standards applied.
How could you use the information and communication technologies to motivate your students? It’s a school of a little village near the city. Give examples for the
fifth level.
P ara que veáis veáis diferente diferentess forma formass de realiza realizarr un s upues upuesto to,, aquí no lo div divido ido en parte parte teórica, práctica y conclusión… Puede resultar más cómodo, siempre que se tenga
en cuenta c uenta que la part partee práctica práctic a debe debe ocupar MÁ S que la pa parte rte teóri teórica. ca. In the recent years, technological and communicative advances have changed our daily lives. From the radio to the use of the Internet, there is not a wide range of years. In fact, no more than 50 years; but the lifestyle of our current students is very different than the one lived by their parents and grandparents. In this practical case, I will expose the benefits of using information and communication technologies to motivate fifth level students in a school of a little village near the city. Rita Dunn said: “If the child is not learning the way you are teaching, then you must teach in the way the child learns”. This quotation is very relevant to understand the use of
information and communication technologies in class. Imagine a child now, outside the school: television, computer games, internet, e- books… his life is full of technology. Now imagine this child in a traditional school, with blackboard, chalks, books and notebooks. Does it make sense? No, of course it doesn’t. for this child, being in this type of school will
generate the idea that education is another world different than the one which waits outside. Education has to be a reflection of our society. Therefore, our current legislation has taken into account that students must be taught in the use of new technologies. In the Decree 108/2014 it is reflected by the work of the digital competence, on of the seven competences that students should reach in order to fullfill their knowledge. So, information and communication technologies are itself a motivational tool for our students, because using them in class appropriately make the learning useful and coherent to the actual society. But… how would I use it in a fifth level of primary eduation?
Firstly, we have to bear in mind that the fact that technology is surrounding every child daily lives, this doesn’t mean that they are capable of using it correctly. As teachers, we
have to provide different resources and teach our students the best uses of each one.
Taking into account the minimum contents established by decree 108/2014, we can use for our fifth level of students a class blog. A blog is a new concept of communication in which the creator can share videos, audio records (or podcasts) and also written explanations. As our level of students is high enough, we can spend some lessons in the ICT room. We can in groups, encouraging our students to look for specific information related to the content we want to work. As an example, they can look for the specific laboratory vocabulary in an online dictionary or a science experiment on Youtube. This information can be included in the blag that the platform “Mestre a casa” offers to schools.
Another interesting tool when talking about motivation in class through the use of new technologies is the Interactive White Board. It is a board connected to a computer and a projector which allows the teacher and students to have all kind of information by hand. The tactile surface makes any activity motivational and more interesting to students than one made on a traditional blackboard. For instance, to work the solar system in class, we can create a mindmap using GIF pictures in the smartboard software and including specific information about each planet. Finally, to conclude, I would like to highlight the importance of information and communication technologies technologies to motivate our students in class.
What methodology would you suggest for the teaching and learning activities in the foreign language area for the 3rd level of Primary Education? Name different authors, be specific and add examples (practical application of those methodological foundations)
The present es es s ay aims aims to stud y the use of methodology in Primary Education. But, what do we unders tand about the term “methodology”? It may be defined as a particular procedure or set of procedures that teachers apply to the teaching task, in a specific group of students.
In order to structure the essay correctly, I will first give a theoretical background about different authors and their contributions to the field. Then, I will give some practical examples of each, adapted for the third level of Primary education. Finally, I will end up the expos ition of the the ess ay with with my pers pers onal onal opini opinion. on.
Theoretical background When we talk about methodologies, the first thing we have to bear in mind is that there is not a methodology a hundred per cent effectively . Actually according to the group’s reality, one methodology methodology could be better than other one, or we have to mixture some different ways of t eaching to improve the results. Over the years, many authors (James J Asher, Ausubel, Piaget, Freinet, Spencer, Kagan, Dewey...) have contributed to the search for the best methodology, not only for a Foreign Language, but also in general. In order to be more specific in my essay, I will choose three methodologies that I think are the most useful to teach English in the third level of Primary Education. Education. In the first place, I would like to introduce the COOPERATIVE LEARNING, by Spencer Kagan. Cooperative Learning is a teaching strategy in which the group is organized in small teams (usually of 4 people in each) to work together towards a learning goal. In this kind of methodology, it is not only important to learn what is taught, but also to help teammates learn. In this way, teachers can create an atmosphere of achievement and work values as respect or equality. Cooperative Learning characterizes because it is an independently way to learn in which the teacher becomes a guide. Moreover, it promotes critical thinking, motivates the student and help to develop learning communities. In second place, it is interesting to use the TPR methodology in our class. TPR (Total Physical Response) learning, by James J Asher, is based on the first period we live as babies in our mother tongue. There is a “silent period” in which we do not talk except for babbling, but we are
exposed to lots of conversations, conversations, absorbing the basis of our language. language. In this methodology, language-body conversations are used to learn. When we learn our
first language, we first respond with a physical action (“smile for grandpa”, “pick up your toy”, “take my hand when we cross the street”…) . This methodology tries to use this to teach a foreign
language and to prepare students for speaking, reading and writing.
Finally, in the third place, I would like to explain the CLIL methodology, by Coyle (among other authors), which establishes that learning a language is not focusing on the language’s topics, as they soon forget about the lang uage, but they mainly focus on the
learning topic. In CLIL, there are two main aims: one related to the subject, topic or theme, and the other one linked to the language. That why it is called a dual-focussed dual -focussed education. Students learn knowledge, but also skills to practice and develop it.
Practical example Once having explained the theoretical background, it is time to list some practical
examples for each methodology, applied to the third level of Primary Education: Regarding to the Cooperative learning and CLIL methodology, they can be applied at the same time in a spate of activities. The following are some examples that we can try:
The his tory in lapbo lapbooks oks :
In this activity, the goal is to elaborate a lapbook with each historical stage. A lapbook consists in a big cardboard in which students stick papers and photografies to illustrate and explain the topic with they are working. This is a good resource to work, because it gives to students the possibility to be creative and imaginative. Using the cooperative learning, we group them in small groups in which we should take into account there must be students with different capacities (for example, one of them very good at arts, another one who excels in maths…) to favor the enrichment of all the
group . Moreover, bearing in mind CLIL methodology, we we consider the language in addition to the knowledge. That means that students not only learn historical contents, but also how to use some verbs, essential grammatical structures or new vocabulary in English. This part of the learning is not specify, that is to say teachers do not specify the concept of a verb, some grammatical structures or the translations of the contents to Spanish. Using languages to learn and learning to use languages is the slogan of this methodology.
To carry out this activity in our third level of Primary education, we first have to establish groups of four students in which we have taken into account the rules to divide the big group into small ones, according Kagan’s cooperative methodology.
Secondly, we will see some materials about each historical stage (documentals, articles, books, objects…) and we will guide the learning providing our students organizing
templates in which students agree what they are going to look for in their houses, so at class they will have enough information to work together. With this type of methodology, the class is not all the time in silence listening to the teacher’s explanation, but they make noise deciding what to add to their lapbooks and how
to organize the information. Moreover, we can encourage our students to prepare a short oral explanation in which every member explains something about the work they have done.
B ody parts parts
In this activity we practice the TPR methodology, in which we use our body and easy orders to learn English. With this activity, our students are going to learn body vocabulary and they are going to internalize it by touching every part in their own body. The learning of these concepts is carried out by a song that is the following: “Head, shoulders, knees and toes, knees and toes. Head, shoulders, knees and toes,
knees and toes, and eyes and ears and mouth and nose. Head, shoulders, knees and toes, knees and toes”.
To make this activity more interesting and fun, we can sing the song with different speeds (very quickly and very slow), play with different voices (very loud, very quietly, as a monster, as a bird…).
We can use CLIL methodology at the same time, as students are learning anatomy, from other subject, at the same time they learn English vocabulary. We can make them to create some short sentences with their parts of the body. For example, we can make them to elaborate questions with “where is…”, to practice with
their classmates. In that way, we are introducing cooperative learning as well in the class. As we can see, we can practice different methodologies in class and link them in order to achieve better academic results in our students.
Personal opinion Once having explained some examples of activities to practice these methodologies, it is time to conclude my essay by highlight that there is not a perfect methodology effective to the cent per cent in every group we will face, but the goal for teachers is to decide what methodology best fits in an specific class and how to mixture some of them in order to achieve better academic results in our students. To sum up, I would like to finish my essay by quoting Robert John Meehan, who said “Teachers who love teaching, teach children to love learning”. This is the main goal
teachers have to achieve. Teaching with love is the only clue to achieve that students learn every content with passion and motivation.
PRACTICAL CASES 2015 Os escribo aquí los temas de los supuestos prácticos que salieron este año con pautas sobre cómo resolverlos, y os digo los que elegí yo (con los que obtuve plaza): -
How would you apply Vigotsky theory in class? (esta no la elegí porque había que saberse muy en profundidad la teoría para defenderla bien, pero se empezaría explicando bien la teoría del desarrollo próximo y nombrando al menos 3 ejemplos de actividades para primaria, de primero, tercero y quinto sería lo ideal, para así demostrar que tienes conocimientos variados).
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Describe how would you work on the Reader center plan in your school (esta sí que la desarrollé porque da mucho juego. Yo comencé hablando sobre el plan lector de centro, mencionando la orden 44/2011, y comenté actividades de centro que se pueden realizar, como un mercado de libros, la creación de marionetas de “fairy tales”, y más específicamente en el aula, la preparación de cuentos en Kamishibai…).
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Meassures of attention with a student who suffers a visual impairment (esta tampoco la desarrollé, pero conviene explicar en profundidad las medidas para atender a la alumna, dependiendo del grado de dificultad. Sentarla cerca de la pizarra, la pizarra digital con un contraste de colores altos, utilizar un atril…)
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Meassures of attention with a disruptive behaviour student (esta sí que la hice porque era muy sencillita. Hablas de a qué puede ser debido un disruptive behaviour, motivación o falta de comprensión, y diversas medidas que llevarás siempre a cabo en tus clases, como moverte por el aula, incluir su nombre en tus explicaciones para motivarle a que esté centrado…)
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How would you use CLIL in your English lessons (Esta sí que la hice porque me fascina CLIL. Aquí empiezas explicando qué es CLIL y pasas a poner 3 ejemplos d actividades sobre diferentes cursos. Yo lo hice de primero, tercero y quinto).
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Gap year. (Este no lo recuerdo muy bien, pero la síntesis era explicar cómo atenderías a un ACI o ACI ’s en clase de inglés. Para ello, es necesario saber los contenidos de cada nivel de Primaria tal y como están establecidos en LOMCE. Y sabiendo eso podéis desarrollarlo a la perfección. Tendríais que poner 3 actividades de ejemplo, o una sesión de ejemplo, con objetivos, contenidos … Yo esta no la desarrollé porque, además de ser muy densa, es muy legislativa y, en los supuestos prácticos, intento evitar las preguntas muy teóricas).
