Ayudamos *************a Profesores de inglés a preparar la oposición de manera eficiente y sus clases de forma innovadora ************* y a Profesionales a comunicarse en inglés, y/o a superar con éxito el examen de inglés en la oposición que preparan
Whitby: trece siglos de historia lo escribí por primera vez el 18 de agosto de 2015. Entonces se lo dediqué especialmente a Pilar, una de mis amigas más queridas. Lo escribí en español porque ella no habla ni entiende inglés. Le prometí entonces que le contaría por qué me fascinaba tanto pasar una semana en Whitby. Esa visita la hice, junto con Vernon Nash, mi marido y colega, en agosto de 2015.
Whitby Abbey
La entrada se ha editado para reparar todos los enlaces, ya que se vieron afectados con la reciente actualización de POPPIES. Ahora esta entrada va dedicada, especialmente, a Vernon, en el día de nuestro aniversario. Los dos guardamos unos bellos recuerdos de esos días en Whitby.
Ninety-nine steps
Los enlaces para ampliar datos o para documentar han sido revisados en la fecha actual de la entrada. Excepto el primero, que está en español, los demás están en inglés.
Isidoro de Sevilla en la Península Ibérica, Bede en las Islas Británicas
En España debemos a Isidoro de Sevilla (s. VII) la Historia de los Godos, Vándalos y Alanos. Como era normal en esa época, escribió su obra en Latín. En el caso de las Islas Británicas, la mayor parte de lo que sabemos sobre su historia en esa época es a través del Venerable Bede. Bede escribió la Historia de los Pueblos Anglos en el s.VII-VIII, también en latín.
Whitby en el s. VII
En este siglo VII, en la Península Ibérica, reinaban los reyes godos, originarios de la Gothia escandinava. Whitby, situada en el reino deNorthumbria , en el Noreste de Inglaterra, se llamaba Streonshalh y estaba habitada por los anglos, procedentes de lo que es hoy Dinamarca central.
Desde que empecé a estudiar la literatura y cultura inglesa, en mis tiempos universitarios, dos acontecimientos relacionados entre sí me atrajeron hacia Whitby:
El primero, la Abadesa Hilda
Lady Hilda Stained Glass
En 656-657Lady Hilda, sobrina del rey Edwin, funda la abadía de Whitby. La abadía seguía el rito Celta y acogía tanto a monjes como a monjas, en casas separadas. Elsínodo de Whitby se celebró durante su mandato como abadesa. Este sínodo decidiría que fuese el rito romano el que terminara prevaleciendo sobre el irlandés. También decidió la fecha en que se celebraba la semana santa.
El hecho de que una mujer en el siglo VII, por muy hija o sobrina de reyes que fuera, tuviera la importancia que tuvo Hilda en la comunidad cristiana de su época es algo que me fascinó desde el principio. La importancia que tuvo esta mujer puede verse en el hecho de que tanto los católicoscomo los anglicanos la tienen por venerable.
La abadía que Hilda fundó, no es la que vamos a ver y disfrutar algo más adelante ya que, desde que se fueron los romanos en el siglo IV y hasta la llegada de los normandos en el siglo XI las construcciones en las Islas Británicas eran de barro y madera y, por tanto, no han perdurado.
El segundo, Caedmon
Durante la época en que Hilda era la abadesa de Whiby, nos cuenta Bede que había un monje, llamado Caedmon. Este monje, no sabía leer ni escribir. Pero, un día, recibió la inspiración divina y, a partir de ahí, empezó a cantar alabanzas a Dios y a su creación.
Lo más importante para mí es que esos poemas o cantos no estaban escritos en latín, la lengua de los cultos. Estaban escritos en Northumbrian, una de las lenguas que se hablaban por entonces en las Islas Británicas. Y es una de las primeras manifestaciones escritas de las lenguas que terminarían conviertiéndose en el inglés de nuestros días. De hecho es en Northumbria donde encontramos la mayor cantidad de manifestaciones escritas de esta época
Whitby Abbey
Siglos VIII-XII
En los siglos VIII y IX los vikingos, procedentes de lo que es hoy Noruega y Dinamarca, inician sus incursiones por el noreste y este de Inglaterra y la abadía de Whitby desaparece, junto con Jarrow y Lindisfarne. Northumbria desaparace y los centros de poder anglo-sajón se desplazan hacia el sur, con el reino de Wessex, donde el rey Alfredo consigue detener el avance de los daneses, que controlan una gran parte del norte y este de Inglaterra.
En el siglo XI, exactamente en el año 1066, tiene lugar la batalla de Hastings en la que el duque de Normandía, Guillermo, reclama su derecho al trono de Inglaterra sobre el de Harold.
Guillermo gana y se convierte en rey de Inglaterra, acontecimiento que tendría un efecto indeleble en la evolución de la lengua inglesa: el francés se convertiría durante dos siglos en la lengua oficial de la corte, el latín seguiría dominando el de la cultura en toda Europa y las variantes anglo-sajonas con los añadidos daneses quedarían relegadas a los siervos y el pueblo en general.
Mientras tanto, en Whitby se construye una abadía siguiendo el estilo románico y sobre lo que se cree eran las bases de la antigua abadía de Lady Hilda.
Whitby Abbey
Siglos XIII-XVI
Es en esta época cuando la abadía de Whitby, cuyas poderosas ruinas podéis contemplar, tuvo su esplendor arquitectónico. Construida al estilo gótico benedictino, acabó sus días con la desamortización de los monasterios llevada a cabo por el rey Enrique VIII, cuando se separó de Catalina de Aragón y de la iglesia romana y fundó la iglesia anglicana, que le permitiría casarse conAnne Boleyn en su búsqueda por un heredero varón, algo que lograría al casarse con Jane Seymour
Podría seguir contando muchas más cosas, pero creo que una buena forma de concluir es con el vídeo que grabé el día anterior, 17 de agosto 2015 por la noche, con los fuegos artificiales que ví desde el puente sobre el río Esk cuando se une al Mar del Norte. Disfrutad con los fuegos.
Registration Dates for Oposiciones maestros inglés Madrid 2019
From 11th March till 5th April
Number of places for English teachers
There are 1,078 in total (1,003 + 75 reserved for candidates with disabilities)
Exam Dates
The exam for the oposiciones inglés maestros (competitive exam for Primary English teachers) starts on 22nd June 2019.
Exam parts for the Oposiciones inglés maestros -Madrid 2019
The competitive exam will consist of the following parts:
Part 1A-1
This is in Spanish, which is common for all the candidates (except for those in Infant Education).
The questions in this part will be related to the contents laid down by Decree 89/2014 of 24th July. The questions, therefore, will be on issues pertaining to the Curriculum for Primary Education for the subject of Mathematics and Spanish language and literature.
The time assigned for this part is one hour and a half.
Part 1A-2
Listening with questions on it. (4 marks)
Text with questions on context and language use (3 marks)
Questions on phonology, morpho-syntax, semantics, and pragmatics related to the text (2 marks)
Questions on methodology related to the text given (1 mark)
Time assigned will be one hour and a half.
Marks for Part 1A (A1+A2)
The first part (part A1) represents 30% of the total. This is the exam in Spanish on General issues.
The second part (part A2) represents 70% of the total. This is the language exam in English.
Candidates need to get, at least, 25% of the total mark to qualify for Part 1B. And the total mark of Part 1A represents 70% of Part 1.
Part 1 B: Essay on one topic
Candidates have to write one essay on one topic out of three ramdonly extracted from the list of 25. You have 2 hours to draft your essay.
This part represents 30% of Part 1. You need to get at least a 5 (out of 10) to qualify for the second part.
Assessment criteria
The following criteria will be used:
Grammatical appropriacy: syntactic structure, verb forms, correct use of prepositions.
Lexical richness and appropriacy
Correct spelling
0.25 marks will be taken off for mistakes showing confusion or lack of knowledge.
Grammatical errors will cancel the answer when they prevent understanding. In all other cases, 0.25 marks will be taken off
You need to hand in your syllabus design (aka scheme of work, teaching programme, teaching plan) when the panels say so.
The document needs to specify
objectives for the stage,
competences,
contents,
assessment criteria,
learning standards for assessment,
methodology,
assessment procedures and tools, and
how you plan to cater for students with specific and special educational needs.
The contents need to be distributed into at least 15 units, which need to be related and numbered in an index. There must be a maximum of 60 pages, including annexes. Font Arial 12 and double space.
You need to give the Rationale behind your Syllabus orally in front of the panel.
This part represents 30% of the total for Part 2.
Part 2B Oral presentation of a unit
Out of three units ramdonly taken from the index, you’ll choose one and will present it orally. You have an hour to prepare the presentation of the unit.
Part 2B represents 70% of the total mark for part 2.
How does SLS Hallam-Poppies help you with this oposición?
We offer One-to-one coaching, where we focus on
how to improve your essay writing,
practice with the language exam
your syllabus and unit oral presentation skills and contents
Oposiciones Profesores Valencia 2019: The public call was published on 4th March 2019. You need to have a C1 in Valencià or do the corresponding exam set for this call.
Secondary English teachers: 460 places in total (428+32)
English teachers at Official Schools of Languages: in total, 100 positions.
Registration dates for Oposiciones Profesores Valencia 2019
From 5th to 29th March. You have to do it online (see point 3.1.1 of the call). Please, be advised to read the document and other documents they may publish afterward.
Exam dates
The exam will start as from 26th June 2019, both for Secondary and Official School English teachers.
Exam Contents for both Oposiciones Profesores inglés Secundarias and Escuelas
Like everywhere else, the exam consists of 2 parts. You need to pass the first in order to be a candidate for the second.
Part 1
This part consists of two:
Part 1. A. Essay. Both for Secundarias & Schools of Languages
This year 2019, you will have to write one essay on one of the 5 topics which will come out in the draw from the total list of topics. You have two hours to do it. Remember to follow the advice given to you here and in our Introductory Course. You must use a blue or black ink pen and must follow the indications provided by the panels. It is important to use neat handwriting as illegible essays or those showing a personal “mark” will be declared null. This part represents 50% of the total mark of the first part.
Part 1B. Practical Language Exam for Profesores inglés Secundarias
Text Analysis
From a text by a significant author, you’ll have to answer questions pertaining
Grammatical and lexical aspects
Discourse analysis
Translations
Translation without a dictionary from Spanish (or Valencian, it is not clear) into English of a 300-400 word text.
They don’t set the time, but they do say that the total length of Part 1 B is 4 hours.
Part 1B. Official Schools of Languages
1. Listening
This part lasts 50 minutes maximum and is worth 40 marks
Based on a C2 level 5-6 minute audio, which will be listened to twice, candidates:
Answer questions to show general and specific comprehension of the audio.
Summarise the information conveyed in the audio using around 200 words.
2. Identification of the New descriptors set by RD 1041/2017
The candidate needs to relate the descriptors for the various skills with their corresponding levels (20 marks for this part)
3. Text Analysis
The candidates will analyse a contemporary text of maximum 25 lines from a pragmatic, semantic, morphosyntactic and phonological perspective, depending on how significant those aspects are for the general understanding of the text.
There will also be a brief explanation of linguistic issues from a linguistic and methodological viewpoint. This part is worth 40 marks
This part represents 50% of the total mark for Part 1.
To pass to the second part you need to get at least 2.5 marks in each part (Part 1.A & Part 1.B). The panels will assess this Part 1.
Part 2
Syllabus Design
All the requirements your syllabus design needs to meet, together with the elements you need to include are described in the Official Gazette of the Generalitat Valenciana (Annex II, pages 114789-11480 for both Secundarias and Escuelas). You will hand in your Syllabus Design, online as a single document, in pdf format and 20MB maximum.
The Syllabus Design needs to have a maximum of 60 pages and a maximum of 15 for the annexes and any other support materials. The font is Arial, 12 and double space. It should also include a front page with all the candidate’s details and the subject. Check all the details in the Official Gazzete.
Oral Presentation
The oral presentation should last one hour maximum, distributed as follows:
30 minutes maximum for the syllabus design. You can use a one-page outline.
Do you find that the way you teach grammar and lexis is not effective? …
…that it doesn’t help your students to communicate in English?
…or is it that you find it difficult to connect grammar, lexis, and functions?
Poppies, as the collaborative project it aims to be, has asked Ángela Ruiz & Bego Pérez to share with you what they often do in their classes.
They’re bothEnglish teachers holding a permanent position in the Spanish state education system.So, here you have three practical, highly effective ways to teach and practise grammar, lexis, and functions
Since those who started the Poppies Foundation Plus in September 2019 are now dealing with Pragmatic Competences and, more specifically, with how we deal with functions in our Syllabus and how we connect them with grammar, I thought it would be proper to “update” this post, originally published on 22nd Nov. 2016.
How I teach and practise grammar with my students
The way Angela teaches grammar in context
Depends on the group
At least in most of the cases. There are, however, a few steps that I usually follow.
Steps I usually follow
First students talk
First of all, before me teaching, I like listening to my students:
I usually write on the board the title of the topic we are going to deal with and tell my students to say what they know about it. This helps us set the situation in which the language items take place. Students can say anything they like since, at this point, I do not correct them.
At the end, when most of them have said something, it is me telling them.
The teacher’s turn
I start by explaining what it is: a verb tense, a subordinate clause to connect two or more ideas, etc… I think it is important that they know what they are working on.
After that, I always explain the use of the grammar point. If it is a tense, when we use it; for example, we use it to talk about what we do every day, or past experiences, etc. If it is a subordinate clause, the context when we use it, such as to talk about a hypothetical situation in the present or a future time, and so on.
Students’ practice
As for the practice, during the whole process of explaining, I always include examples.
I use these examples as an excuse to help my students produce their own sentences. I think they learn more by practising, particularly when it is about aspects which are familiar to them, like their own life. They also find it easier to remember later.
End of lesson
To finish the lesson students have to write and share their own sentences on the topic so that I can check that they understood what we did in class.
What my lessons always have
One of the most important things in my lessons is that I speak less and my students more. I try to make them speak as much as possible. My lessons are student-centred and follow, therefore, communicative trends.
I hope this can be helpful. Thank you very much for taking into account what I have to say. It is always a great honour to share it with you.
Thank you to you, Ángela! That’s what collaboration is about. Teachers are not afraid of sharing!
I tend to introduce the main topic and then words related to that topic.
Next, SS work with sentences (controlled practice and context)
and it is followed by free practice- SS have to select a few words of the new vocab and write dialogues using those words.
With one particular group, believe it or not, we did a rap song (it was 1 BACH, very fluent as well)
Might have been surprised if I didn’t know you. But I’m fully aware of all the great things you can and do in class, Bego. Thanks for your contribution and for the link, which will be part of the “Resources 4 English Teachers”
What about the lower levels and age groups?
As for the little ones, 1 ESO or 2 ESO, I also do the brainstorming,
Then we do writings as a class using those words.
After we have done enough practice, they have to do their own writing.
If feasible, we do cardboards to decorate the class. Unfortunately, this year is not possible, we have gone from 28 to 33 in one class.
Dealing with functions in the English class
The third one is suggested by me.
As I keep telling in the face-to-face classes and in the videos at the Poppies Foundation Plus:
We cannot say that we follow communicative approaches and then state that the objective of a lesson is to teach the present simple.
Besides, both the LOE & LOMCE refer to and include in their Curricular Contents a variety of functions.
Something I used to do years ago when I was teaching at Secondary schools
Give students different situations
Ideally in English, but if the level is too low you can give them the situation in Spanish & in English:
You are visiting New York and…
You’ve met a very nice American who has just introduced you to a friend of his from Canada.
You are sitting on a bench with this friend. You need to borrow his tablet.
Then, you decide to go for a sandwich and a coke.
And let them provide the appropriate language for those situations
What do you say to her/him?
What do you say?
How do you order it?
Of course, this time in English!
How do you organise this activity?
Well, it can be done
Individually, at the end of a unit as a self-assessment tool (And for the teacher to check that the student can actually do what had been set as a goal for the unit)
In pairs, where each student is given a set of situations and the other has to respond to the situation.
In groups of three where one sets the situation and the other two have to interact in that situation with the appropriate language.
Do you have any other ideas about teaching grammar, lexis, and functions which work and would like to share with Poppies?
Best Wishes & Thanks by Victor Nash-G for SlsHallam-Poppies
SlsHallam-Poppies‘ BestWishesfor2019
May the poppy the snowman is giving the child (or the other way round) represent that Old 2018 is giving the New 2019 hope and optimism and that in 2019 Poppies’ 10 wishes come true.
Los mejores deseos de SlsHallam-Poppies para2019
Ojalá que la amapola que el muñeco de nieve da al niñ@ ( o al revés) represente que el Viejo 2018 le da al Nuevo 2019 esperanza y optimismo y que en 2019 se cumplen los 10 deseos de Poppies.
With our very Best Wishes for 2019. To all our registered and unregistered readers, our current and former students, our friends, followers and collaborators.
Sls Hallam-Poppies’ 10 wishes for 2019.
We respect those who are different and those who are different respect us.
All those who were forced to leave their country and/or have no home they can call their own, find one.
Girls and boys alike, wherever they are or come from, can go to school until they are 18.
Women all over the world do not have to be in fear of being raped, attacked or killed by despicable men.
No man is accused of doing something they haven’t done by some spiteful woman.
We all find ways of solving our problems and disagreements without ever resorting to war or violence.
Those of our dear relatives, friends, students and former students who are going through difficult times due to health, financial, family or any other reason, find things get better soon.
Brexit does not take place (too many dear friends and close relatives would be negatively affected).
We are wise enough to choose political representatives who, despite making mistakes, are humble, wise and inspire optimism rather than use fear.
We keep on learning and asking ourselves and other people questions.
Con nuestros mejores deseos para 2019. Para todos nuestros lectores, registrados y no registrados al blog; nuestros alumnos, actuales y antiguos; amigos, seguidores y colaboradores.
Los 10 deseos de SlsHallam-Poppies
Respetamos al diferente y el diferente nos respeta a nosotros.
Todos aquellos que se han visto forzados a dejar su país y/o no tienen una casa que llamar suya, encuentren una.
Niñas y niños por igual, de donde quiera que procedan y en donde quiera que estén, puedan ir a la escuela, hasta los 18.
Las mujeres de cualquier parte del mundo no tengan motivos para temer ser violadas, atacadas o asesinadas por hombres despreciables.
Ningún hombre es acusado de haber hecho algo que no ha hecho por alguna mujer resentida o maliciosa.
Todos encontramos formas de solucionar nuestros problemas y desacuerdos sin jamás recurrir a la guerra o la violencia.
Nuestros queridos familiares, amigos, alumnos y antiguos alumnos que están pasando momentos difíciles ya sea por motivos de salud, económicos o de cualquier otro tipo, encuentran que las cosas mejoran pronto.
No se produce el Brexit (demasiados amigos y familiares queridos se verían afectados de forma negativa).
Actuamos con la sabiduría necesaria para elegir a representantes políticos que, aunque cometan errores, son humildes, sabios e inspiran optimismo en lugar de utilizar el miedo.
Seguimos aprendiendo y haciéndonos preguntas a nosotros mismos y a los demás.
And our huge thanks to
Victor Nash, who has designed the drawing and has helped me with colour combination here (When I insisted that I had to have different ones to represent the coloured Poppies)
Our current students for inspiring us to get better, being so understanding and making us feel so rewarded in what we do.
All our former students who keep on recommending us to their colleagues.
Our friends and relatives for being there when we need them.
The followers registered on this SlsHallam-Poppies Blog, particularly those who have written to Paloma and told her about the competitive exam.
La Editorial MAD-7Editores, por permitirnos llegar a un mayor número de candidatos.
To life in general, for treating us nicely. Also for allowing us to live in a country which does not force us to leave, allows us to have a home, make a living doing the job we like, travel freely to other countries without any kind of restriction and live in peace. And for not being perfect so that it does not get boring and there is room for improvement.
Finally, the announcements
As from January 7th 2019, the online Poppies Foundation Plus will open. You can prepare the exam on your own or with a 6-hour-one-2-one coaching pack. You may focus on the three parts of the exam, or just two or one. Only 3 places for the coaching pack. It includes more resources, contents and videos than in previous editions.
También a partir de enero 2019, estamos planeando unificar y trasladar aquí la página Sls Hallam. Ello significa que Poppies incluirá además la preparación de otras oposiciones en las que hay un examen de inglés. También preparación de Exámenes en inglés y de Inglés para Fines Específicos.
