JOSE MATEO AYALA PUJANTE.
INGLÉS EPO 2016
BLOCK 1: UNDERSTANDING ORAL TEXTS.
UNDERSTANDING STRATEGIES
 Utilization of previous
information on the type of task
and topic.
 Distinction of types of
understanding (general sense
and extracting specific
information of very short,
simple oral messages).
 Formulation of hypotheses
about content and context.
 Understanding of requests,
offers of help and permission.
 Inference and formulation of
hypotheses about the meanings
from the understanding of
significant, linguistic and
paralinguistic elements.
 Sociocultural and
sociolinguistic aspects:
standards of courtesy, customs,
values, beliefs and attitudes,
non-verbal language.
PRIMARY ENGLISH TEACHERS
COMMUNICATIVE FUNCTIONS
 Understanding of greetings and
introductions, apologies and
acknowledgments.
 Understanding of expressions
on the ability, taste and
opinion.
 Understanding of the
descriptions of people, object,
places, and animals.
 Understanding of oral simple
narrations and close to the
reality of the students in
present and present continuous
tenses.
 Understanding of oral texts on
the possession in relation to
people, animals and objects.
 Establishment and
maintenance of
communication.
 Sound, stress, rhythm and
intonation patterns.
Escuela de Preparación de Opositores. Calle de la Merced, 8. Murcia. 968 24 85 54
SYNTACTIC STRUCTURES
 Expressions of logical
relationships (conjunction,
disjunction, opposition, cause,
purpose).
 Expressions of time. Present
and present continuous.
Affirmative, negative and
interrogative (verbs be, have,
like, live).
 Expressions of aspect: punctual
and habitual (present),
progressive (continuous).
 Temporal relations (today,
now, while later...).
 Expressions of one’s entity
(names, pronouns, articles,
demonstratives).
 Expressions of space.
Prepositions (above, below,
close, inside, back, between,
opposite, front...).
 Expressions of time. Hours
(o’clock, quarter and half),
moments of the day (morning,
noon, afternoon, evening).
Sequence (first, then...).
PRIMARY EDUCATION 4th FORM
HIGH-FREQUENCY LEXICON
 Personal identification.
 Form of present and present
continuous (actions that are
being carried out in this very
moment), (verbs be, have, like,
live...).
 Vocabulary related to: daily
routines (days of week, months
of the year, weather
characteristics) and expansion
of vocabulary related to:
 The school, subject areas, the
body, animals, housing home
and environment, activities of
daily life, free time, leisure and
sport, clothes, materials,
location of objects, the natural
environment, activities of daily
life and the environment.
 Adjectives to describe people
and animals detailing physical
and simple character features.
JOSE MATEO AYALA PUJANTE.
BLOCK 2: PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION.
UNDERSTANDING STRATEGIES
 Planning.
 Designing the message clearly,
distinguishing its main idea or
ideas and its basic structure.
 Execution.
 Express the message clearly,
short and simple sentences.
 Rely on and make the most of
previous knowledge.
 Compensate the linguistic
shortcomings by linguistic,
paralinguistic, or paratextual
procedures:
 Ask for help.
 Perform actions which clarify
the meaning.
 Use culturally relevant body
language (gestures, facial
expressions, postures, visual or
body contact).
 Use extralinguistic sounds,
such as gestures, emotion,
enriching the oral expression.
 Sociocultural and
sociolinguistic aspects:
standards of courtesy, customs,
values, beliefs and attitudes,
non-verbal language.
INGLÉS EPO 2016
COMMUNICATIVE FUNCTIONS
 Greetings and introductions,
apologies and farewells and
presentations, apologies and
acknowledgements.
 Expression of ability, taste and
opinion.
 Descriptions of people, places,
objects and animals.
 Requests instructions, offers of
help and permission (ask for
and give information about the
location of certain animals or
objects).
 Oral narration production
simple and close to the reality
of the students present and
present continuous.
 Production and oral expression
on the possession in relation to
people, animals and objects.
 Establishment and maintenance
of the communication.
Sound, stress, rhythmic and
intonation patterns
Escuela de Preparación de Opositores. Calle de la Merced, 8. Murcia. 968 24 85 54
SYNTACTIC STRUCTURES
 Expressions of logical
relationships (conjunction,
disjunction, opposition, cause,
purpose).
 Expressions of time. Present
and present continuous.
Affirmative, negative and
interrogative (verbs be, have,
like, live).
 Aspect expressions: punctual
and habitual (present) durative
(continuous).
 Temporal relationships (today,
now, while later...).
 Expressions of the entity
(names, pronouns, articles,
demonstratives).
 Expressions of space.
Prepositions (on, under, near,
inside, back, between, opposite,
in front...).
 Expressions of time. Hours
(o’clock, quarter and a half),
moments of day (morning,
noon, afternoon, evening)
sequence (first, then...).
PRIMARY ENGLISH TEACHERS
PRIMARY EDUCATION 4th FORM
HIGH-FREQUENCY LEXICON
 Personal identification.
 Form of the present and
present continuous (actions
that are being carried out is
this very moment) (verbs be,
have, like, live...).
 Vocabulary related to: daily
routines (days of the week,
months of the year, weather
characteristics) and increase of
vocabulary related to:
 The school, subject areas, body,
animals, housing home and
environment, activities of daily
life, leisure time, leisure and
sport, clothing, materials,
location of objects, the natural
environment, activities of daily
life and the environment.
 Adjectives to describe people
and animals detailing physical
and character easy features.
JOSE MATEO AYALA PUJANTE. INGLÉS EPO 2016 PRIMARY ENGLISH TEACHERS

BLOCK 3: UNDERSTANDING WRITTEN TEXTS. PRIMARY EDUCATION 4th FORM

UNDERSTANDING STRATEGIES COMMUNICATIVE FUNCTIONS SYNTACTIC STRUCTURES HIGH-FREQUENCY LEXICON

Planning.
 Mobilization of the own general
& communicative experiences
to be able to do the task (what
you know about a topic, what
you can say or want to.
 Localize and use adequately
linguistic or thematic resources
(use of a dictionary or grammar)
Performance.
 Express the message clearly
adapted to the different text
models and formulae.
 Adapting the task (doing a
simpler version) or the
message (what he/she would
really like to express, after
evaluating difficulties and
resources.
 Sociocultural and sociolinguistic
aspects: standards of courtesy,
customs, values, beliefs and
attitudes, non-verbal language.
 Written narrations, simple and
close to the reality of the
students in present and present
continuous.
 Descriptions of people, objects,
places, and animals.
 Requests, instructions, offers for
help and permission (ask for
and give information about the
location of certain animals or
objects).
 Understanding of expressions
on ability, taste and opinion.
 Production of written texts
about the possession in relation
to people, animals and objects.
 Establishment and maintenance
of communication.
 Graphic patterns and spelling
conventions.
 Expressions of time. Present
and present continuous.
Affirmative, negative and
interrogative (verbs be, have,
like, live).
 Expressions of past time.
 Expressions of time. Frequency
adverbs: Everyday, once a
week, sometimes, never,
always…
 Expressions of logical relations
(conjunction, disjunction,
opposition, cause, purpose).
 Expressions of aspect: punctual
and regular (present) durative
(continuous).
 Temporal relations (today,
now, last week, while, then...).
 Expressions of modality
(capacity, need, obligation,
permission, intention).
 Expression of quantity: 4 digit
cardinal numbers; 2 digit
Ordinals.
 Form of the present and
present continuous (actions
that are being carried out is this
very moment), (verbs be, have,
like, live...).
 Past of verbs (regular, irreg.)
 Vocabulary to describe people:
physically & character.
 Vocabulary related to: daily
routines (days of the week,
months of the year, weather
characteristics) and expansion
of vocabulary related to:
 The school, subject areas, body,
animals, home and
surrounding, activities of daily
life, leisure time, sport,
clothing, materials, location of
objects, the natural
environment, activities of daily
life and the environment. jobs,
working places, language and
communication.
 Plans for an immediate future.

Escuela de Preparación de Opositores. Calle de la Merced, 8. Murcia. 968 24 85 54

JOSE MATEO AYALA PUJANTE.
BLOCK 4: PRODUCTION OF WRITTEN TEXTS: EXPRESSION AND INTERACTION.
PRODUCTION STRATEGIES
 Planning.
 Mobilize and coordinate the
general and communicative
skills in order to effectively
perform the task (review what
is known about the topic, what
you can or what you want to
say, etc.).
 Execution.
 Express the message clearly.
 Rely on and make the most of
previous knowledge.
 Express the message (short and
simple sentences) clearly,
following a model.
 Sociocultural and sociolinguistic
aspects: standards of courtesy,
customs, values, beliefs and
attitudes, non-verbal language.
INGLÉS EPO 2016
COMMUNICATIVE FUNCTIONS
 Ability, taste, and opinion
expressions.
 Descriptions of people, places,
objects and animals.
 Requests, instructions, offers of
help and permission (ask for
and give information about the
location of certain animals or
objects).
 Production of simple written
narrations close to the reality of
the students in present and
present continuous.
 Production and written
expression about possession in
relation to people, animals and
objects.
 Establishment and maintenance
of communication.
 Graphic patterns and spelling
conventions.
Escuela de Preparación de Opositores. Calle de la Merced, 8. Murcia. 968 24 85 54
SYNTACTIC STRUCTURES
 Expressions of logical relations
(conjunction, disjunction,
opposition, cause, purpose).
 Expressions of time. Present
and present continuous.
Affirmative, negative and
interrogative (verbs be, have,
like, live).
 Expressions of aspect: punctual
and regular (present) durative
(continuous).
 Temporal relationships (today,
now, while, later...).
 Expressions of entity (names,
pronouns, articles,
demonstratives).
 Expressions of space.
Prepositions (on, under, near,
inside, back, between, opposite,
in front...).
 Expressions of time. Hours
(o’clock, a quarter, and half).
Moments of the day (morning,
noon, afternoon, evening,
night). Sequence (first, then...).
 Graphic patterns and spelling
conventions.
PRIMARY ENGLISH TEACHERS
HIGH-FREQUENCY LEXICON
 Personal identification.
 The present and present
continuous form (actions that
are currently taking place),
(verbs be, have, like, live...).
 Adjectives to describe people
and animals detailing simple
physical and character features.
 Vocabulary related to: daily
routines (days of the week,
months of the year, weather
characteristics) and expansion
of vocabulary related to: school,
subject areas, body, animals,
home and surrounding,
activities of daily life, leisure
time, sport, clothing, materials,
location of objects, the natural
environment, activities of daily
life and the environment, jobs,
working places, language and
communication.
 Plans for an immediate future.