Prueba Especialidad Lengua Extranjera Inglés 2015

Especialidad: Lengua Extranjera Inglés
Comunidad de Madrid
Ejercicio Práctico Inglés
PROCESO SELECTIVO CUERPO MAESTROS – 2015
EJERCICIO PRACTICO ESPECIALIDAD: LENGUA EXTRANJERA: INGLES
Part A: You are going to hear part of an interview with a teacher. This exercise
consists of two tasks. Read the instructions for both tasks before you start. To fulfil
both tasks you will hear the text TWICE.
Task 1. Complete the following sentences with a word or phrase according to

what you hear.
• When Daisy Christodoulou put forward her ideas she [1] ______________from
teacher's and educationalists: part of them thought at last someone was
speaking [2] ______________, while others thought she couldn't be [3]
______________.
• She thinks it is this idea that in the modern world it is not necessary
to teach [4 ______________because you can look them up in Google, or, that if
people [5] ______________things by themselves it is the best way to learn that is
wrong.
• In her book, the thing she looks at most is the evidence that these ideas
are [6] ______________.
• Daisy Christodoulou analysed 228 lessons to find which were
described as [7] ______________.
• She has found out from pupils writing essays or analysing texts
that they have [8] ______________ of grammatical concepts.
• It is hard to follow a method of direct teaching when a
system is [9] ______________.
• What pupils need is frequent [10] ______________ but this is criticized and
pejoratively labelled as [11] ______________.
• One of the phrases you hear a lot is the teacher should be a [12] ______________
on the side and not a [13] ______________on the stage.
• There is a false [14] ______________between facts and skills.
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• We think we can develop creativity or analysis as if it were in a [15]

______________.
Task 2: Read the following sentences and decide which were mentioned and
the order in which they were mentioned by the interviewee. Sequence the
given options (A to G) according to the order in which they were mentioned.
There are two extra options you will not have to use. Write your answers in
the grid below.
A. Ofsted subject reports disapprove of direct teaching methods.

B. Skills can be developed by direct teaching best.
C. Students' attainment of fundamental knowledge is insufficient.
D. Teachers avoid teaching facts.
E. The direct method of teaching has had prominent results.
F. The model of education enhances the teaching of facts.
G. The schools are mistaken to give prominence to teaching skills.
First Second Third Fourth Fifth
Adapted from BBC Radio 4 2014

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Part B
1 Read the text below and fill in each of the blanks with one of the words from the
box. There are four extra words you will not have to use. Write your answers in the
chart below the text.
ALTHOUGH APPROACH DO EMPIRICAL

CONCEPTION FORWARD GRADING LEVELS
LISTING OF OFF ON
ONGOING OUT OWN PERFORMANCE
PROVIDING REVEALS SERVE SCORES
THAT TO WHEN WHICH
Rubrics have become popular with teachers as a means of communicating

expectations for an assignment, [1] ___________ focused feedback on works in
progress, and [2] ___________final products.[3] ___________an informal survey of rubrics
available on the Web [4] ___________ that educators tend to define the word "rubric"
in different ways, a commonly accepted definition is a document that articulates the
expectations for an assignment by [5] ___________the criteria, or what counts, and
describing [6] ___________ of quality from excellent to poor.
Rubrics are often used to grade student work but they can [7] ___________'another,
arguably more important, role as well: Rubrics can teach as well as evaluate.[8]
___________used as part of a formative, student-centred [9] ___________ rubrics have
the potential to help students develop a "vision of success" as well as "make
dependable judgments about the quality of their [10] ___________work". In his book,
it is argued that students are the assessment users"; and, as such, should be able to
use assessments in many of the same ways [11] ___________ teachers use them to
clarify the standards for quality [12] ___________, and to guide [13] ___________
feedback about progress toward those standards. Other assessment theorists put
[14] ___________a similar conception of assessment as a moment of learning.

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There is limited [15] ___________ evidence that students can and [16] ___________use
rubrics [17] ___________their advantage. In a study of the impact of rubrics
[18]___________eighth grade students' writing and knowledge of the qualities of
effective writing, concluded that simply handing out and explaining a rubric was
associated with higher [19] ___________one out of three essays written by the
students. Questionnaires administered at the end of the study revealed that students
who had received rubrics tended to identify more of the criteria by [20]
___________writing is evaluated, suggesting that they were developing an
understanding of the qualities of effective writing as defined by the rubrics they
received.
Adapted from ©Practical Assessment, Research & Evaluation, Andrade, H 2005
1. 2. 3. 4.
5. 6. 7. 8.
9. 10. 11. 12.
13. 14. 15. 16.
17. 18. 19. 20.
2. Rephrase the following sentences starting with the given word/s.
a) Rubrics can teach as well as evaluate.

Not only________________________________________________________.
b) Although students used a rubric to plan an assignment, they rarely read every
level of quality.
Hardly ever_____________________________________________________.

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c) Rubrics have become popular with teachers as a means communicating

expectations for an assignment.
It has _________________________________________________________.
d) Teachers can use rubrics to clarify the standards of quality.

Rubrics__________________________________________________________.
e) It is argued that students are the assessment users.

Students _______________________________________________________.
3.Rephrase the following sentences using the given word.
f. The study of the impact of rubrics concluded it had a positive result on students.
_____________________________________________________________CAME
g. Educators tend to define the word 'rubric" in different ways.

_____________________________________________________________DIFFER
h. Students said, ''Rubrics for papers for our educational psychology class help us
get better grades."
_____________________________________________________________CLAIMED
4.Find a word or phrase in the text with the following meaning.

i. ACKNOWLEDGED ____________ j. BUILD UP ____________
k. RECOGNISE ____________ I.RELIABLE____________

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Part C
1. Choose the option that best defines the concept of "cognitive skills".
a. Cognitive skills are the processes our brains use when we think and learn.
b. Cognitive skills are the structures that allow our brains to think and learn.
c. Cognitive skills are the procedures our brains use to think and learn when the
conditions are propitious or favourable.
Answer:
2. What does the acronym HOTS mean?
a. Higher order teaching skills.

b. High order talking skills.
c. Higher order thinking skills.
Answer:
3. What does the acronym LOTS mean?
a. Lower order thinking skills.

b. Low order talking skills.
c. Lower order teaching skills.
Answer:
4. The following verbs are commonly used in the different exercises instructions you
prepare for your students. Write, for each one, the cognitive skill (among the given)
it is related to.

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CREATIVE THINKING HYPOTHESISING DEFINING

EVALUATING REASONING REMEMBERING
a. OUTLINE
b. PLAN
c. CONCLUDE
d. RATE
e. COMPOSE
f. COMMENT ON
g. IMAGINE
h. SUGGEST
I. TRANSLATE
j. RECOMMEND
5. Decide which two activities among the three suggested develop the cognitive skill
given and write the answer in the corresponding box.
• SEQUENCING Answers: ____ ____
a. Agree which laws set in the last century are still current.
b. Look at the pictures and decide how they would be placed to give the story
meaning.
c. Place these events on the time-line.
• REASONING Answers: ____ ____

a. Explain to a partner how a seed germinates.
b. Label the organs in the digestive system.

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c. Look at the animal word bank, then decide how you could group the
animals in a Venn
diagram.
• PREDICTING Answers: ____ ____
a. Scan the text and find when the exposition will be ready to open.
b. What could happen if the artists change the pictures to exhibit?
c. With a partner, guess which paintings won't be shown in the exhibition.
• COMPARING Answers: ____ ____

a. Look at the table about coal and oils and list some similarities. about how
they are
produced.
b. Tell your partner three differences between coal and oil.
c. Write down some facts about how coal and oil are used.
• CLASSIFYING Answers: ____ ____

a. Decide how these animals could be grouped and explain the reasons for
your doing.
b. Put the animals into different sets according to the characteristics they
have in common.
c. Read the text about animals and complete the mind map by adding the main
characteristics of each family.

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6. Do the following skills belong to HOTS or LOTS?
a. To remember information. __________________

b. To define objects. __________________
c. To develop creative thinking. __________________
d. To review learning. __________________
e. To check understanding. __________________
f. To hypothesise about what could happen. __________________
g. To order information. __________________
7. Look at the classroom activities and the three possible learning skills they
develop. Choose the correct option and write it in the corresponding box on the
right.
If none of them Is correct, the answer is "0".
• Search on the Internet to find out where in your town you can watch a
concrete film.
a. Checking information.
b. Scanning for information.
c. Summarising information
Answers: ____
• Asking students about the most difficult subjects for them.

a. Designing a research.
b. Planning a research.
c. Reporting results of a research
Answers: ____

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• Looking at signs about protecting the environment and then agree on a

different design for a new sign to put near your school.
a. Cooperating with others.
b. Observing others.
c. Reviewing others' work.
Answers: ____
• Completing a survey, then list the most popular videogames among your
students.
a. Recording experiments.
b. Recording references.
c. Recording opinions.
Answers: ____
• Writing statements related to the unit of work you have completed.

a. Investigating facts.
b. Processing knowledge.
c. Solving problems.
Answers: ____

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Especialidad: Lengua Extranjera Inglés

PROCESO SELECTIVO CUERPO MAESTROS – 2015

EJERCICIO PRACTICO ESPECIALIDAD: LENGUA EXTRANJERA: INGLES

Task 1. Complete the following sentences with a word or phrase according to

• We think we can develop creativity or analysis as if it were in a [15]

A. Ofsted subject reports disapprove of direct teaching methods.

First Second Third Fourth Fifth

Adapted from BBC Radio 4 2014

English Opo Coaching

ALTHOUGH APPROACH DO EMPIRICAL

Rubrics have become popular with teachers as a means of communicating

English Opo Coaching

Adapted from ©Practical Assessment, Research & Evaluation, Andrade, H 2005

2. Rephrase the following sentences starting with the given word/s.

a) Rubrics can teach as well as evaluate.

English Opo Coaching

c) Rubrics have become popular with teachers as a means communicating

d) Teachers can use rubrics to clarify the standards of quality.

e) It is argued that students are the assessment users.

3.Rephrase the following sentences using the given word.

g. Educators tend to define the word 'rubric" in different ways.

4.Find a word or phrase in the text with the following meaning.

English Opo Coaching

2. What does the acronym HOTS mean?

a. Higher order teaching skills.

3. What does the acronym LOTS mean?

a. Lower order thinking skills.

English Opo Coaching

CREATIVE THINKING HYPOTHESISING DEFINING

• SEQUENCING Answers: ____ ____

• REASONING Answers: ____ ____

English Opo Coaching

• PREDICTING Answers: ____ ____

• COMPARING Answers: ____ ____

• CLASSIFYING Answers: ____ ____

English Opo Coaching

6. Do the following skills belong to HOTS or LOTS?

a. To remember information. __________________

• Asking students about the most difficult subjects for them.

English Opo Coaching

• Looking at signs about protecting the environment and then agree on a

• Writing statements related to the unit of work you have completed.

English Opo Coaching

You might also like

• SEQUENCING Answers:

• REASONING Answers:

• PREDICTING Answers:

• COMPARING Answers:

• CLASSIFYING Answers: