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Oposiciones Inglés -maestros Madrid 2019

15 March, 2019 by Paloma González-Nash Leave a Comment

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

For further specification of assessment criteria, check the Official Gazzette here

Part 2: Syllabus and Unit

Part 2A: Syllabus design

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

Preparación Oposiciones Profesores Inglés — Preparación Oposiciones Profesores-Profesionales Inglés

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Oposiciones Profesores Valencia 2019. Secundarias y Escuelas

11 March, 2019 by Paloma González-Nash Leave a Comment

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

In most Autonomous Regions, this is Part 1B, but in Valencia it is Part 1A.

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

You can practise all the above with Our books “Volumen Práctico” and “Analysis de Textos”. Also with the materials for language practice, we cover at the Poppies Foundation Plus (Exam Pa r t 1A & Exam Part 1B) & the Building Blocks for those who have completed the Foundation Plus. You may also find our post text analysis of help.

The time assigned for Part 1B (Part 1 A in other Autonomous Regions) in the call Oposiciones Profesores Valencia 2019 is a maximum of 4 hours in total.

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.

Very important: Deadline to hand in your document online: 30th June 2019

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.
30 minutes maximum for the didactic unit.

Our book Inglés Programación Didáctica will help you with this part 2.

Also our course on Syllabus & Unit Design, which is part of Poppies Foundation Plus (available as from April 2019)

Poppies helps you prepare the Exam for Oposiciones Profesores Secundarias inglés. The courses can also be of great use for Escuelas.

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Madrid’s Practical Exam 2018 is published! Congratulations on this 2nd step!

12 September, 2018 by Paloma González-Nash Leave a Comment

Madrid’s Practical Exam 2018 for Secundarias and Escuelas was published on September 11th. That was one of the points of my 1st question in the post Madrid 2018 Part 1A. It is also the second step towards a much-needed openness in the Competitive Exam. We really hope other Education Authorities follow suit.

My Congratulations to Madrid’s Education Authorities

I didn’t think I would be saying this, but here it goes…and it makes me happy. POPPIES would like to congratulate Madrid’s Education Authorities. This is a clear, much-needed step towards openness. And we hope others follow.

Madrid’s Practical Exam: 1st step towards openness

The first step towards openness, as I mentioned in the Problem with the Practical Exam in Madrid, was that the candidates could keep a copy of their exam. Being able to keep a copy of what you actually did is essential. Essential for you to see if you did as well as you thought you did. And essential to show that you did well. Hopefully, if this practice is continued, it will help candidates to pay attention to being clear, tidy, concise and to the point.

The second step towards openness in Madrid’s Practical Exam

No doubt that the publication of the exam is a further step towards the openness we are all demanding. There’s a little glitch in the exam, though, and I would like to comment on it. I wonder whether any of you has spotted it. It may just be due to the fact that we are using both English and Spanish in the exam. Particularly in the translations. However, the ” minor flaw” I have noticed concerns the questions on the text. The marks for the questions. Admittedly, it does not affect the text or the questions. Yet, if you are going to penalise candidates for mistakes, I would pay attention to things like this.

A general comment from some board members

Talking about mistakes. A former student who got a position this year and is a member of the POPPIES blog has mentioned to me what some board members told her about candidates in general. There were lots of spelling and grammar mistakes. Hence the importance of re-reading what you write. Write a bit less, revise a bit more. This should be your motto.

What should the third step towards openness be?

The obvious third step should be to publish the answer key provided to the panels or boards and the specific assessment criteria and penalisations. There are too many differences among the number of candidates who passed in each of the 21 panels. It’s hard to think that all the good candidates went to one particular panel and all the bad ones went to another.

Should POPPIES publish a “suggested answer key”?

For a while, I considered this option. But then, as those who know me know, I like to make you work and question yourselves. And I want to do the exam with my new candidates. So, I decided to send my feedback to those candidates who send me a copy of their exam. No answer key, but feedback or, if you prefer, LOA or A4L.

If you did the exam and did not send me a copy of what you did, or you did not prepare for the exam with me, I have a proposal. We can discuss the answers in the comments below. State the question you are answering. We can then analyse if it is right or wrong and why.

Petición a todas las Comunidades Autónomas

En aras de la claridad, de la justicia y de la equidad en los examenes de oposiciones a profesores, todas las Comunidades Autónomas deberían hacer públicos los exámenes una vez hayan sido realizados. También unos criterios de evaluación claros y precisos y las respuestas proporcionadas a los tribunales como esperadas. No hay ninguna razón para mantenerlos en secreto. No hay justificación para no hacerlos públicos. Así demostrarían que sí quieren seleccionar a los mejores preparados para la enseñanza. A quienes saben teoría, pero sobretodo saben escribir bien y enseñar y guiar a sus alumnos aún mejor.

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Madrid 2018 Part 1A. The problem with the Práctico

29 August, 2018 by Paloma González-Nash Leave a Comment

Madrid 2018 Part 1A -Práctico had three parts, just as in previous years.

This is truly a continuation of the previous post on Oposiciones Profesores Inglés Part 1A

Madrid 2018 Part 1A: 3 parts

Finally, there are other Autonomous Regions which include listening, text analysis of sorts and translations. Such is the case in Madrid. Since I do have the carbon copies or the pictures of the carbon copies of some of my candidates, I will briefly comment on each of the 3 parts.

One striking fact is the small number of candidates who got a 5 out of 10 in this part. In panel 1 only 7 people got 5 or over. Many were “saved” by the topic. Why was that? I can only speak based on the exam copies I have seen. And, at this moment, I only have three pages of the exam.

Listening

There have always been complaints about the listening: too much background noise, sound quality deficient or dependent on seat location, the speaker or speakers going at unusual speed…you name it.

In previous exams in Madrid, sometimes you had multiple choice questions, while others there were open-ended questions. Some other times you had to fill in some gaps. The questions were usually five or six, until 2016 when there were 15 multiple choice questions. There had always been a summary too. Until this year, when you had to fill in 4 gaps and you had to answer 8 questions. No summary.

What has been going on in Madrid means that you need to be prepared for anything, as far as the listening is concerned. Click To Tweet

The complaints this year had to do with the beginning of the listening. At least one of the panels started playing it and they thought there was something wrong with the audio. It was the clicking of the keyboard. So they re-started it again to then realise that it was part of the audio.

Some people found it hard to have to focus on filling the gaps and answering questions at the same time. In any case, since I only have the “answers” given by some of the candidates but not the actual questions, it’s difficult for me to say anything. I have found some very different answers, to be honest. The only exception is question number 2, of the second part, which is”keyboard”. No idea whether you were penalised for wrong answers. I guess that misspelt words or grammatical mistakes had an influence.

Text Analysis

Since I don’t have the second page of the text yet, there are questions I cannot comment on yet. The answers given by different candidates are not enough.

Having said that, I did notice that there were some pictures on the first page. That should have served as contextual evidence. It would have helped you at least with the question related to Whipsnade. Yes, there were 16 questions. More the reason to be brief in your answers.

Those who did the Poppies Foundation Course either in 2016-17 or 2017-18 should have known at least one of the answers because we covered that specific expression in one of the texts. I am not going to say which one. You can guess. They should also know the phonetic transcription of words like “charisma”.

Having read some of the answers, I feel the importance of being brief in your replies. Or at least, get to the point and show your command of the language.

My impression is that candidates did not always pay full attention to what they were reading. Time pressure, no doubt. Yet, we have often spoken about the importance of reading carefully, paying special attention to what and how you write. And always revise, revise, revise. Re-read what you write. Always.

Translations

The translations were not long. Consideration of register and location in time and place of the two texts was essential here. Also the contextual elements and the problems presented by the source when rendering the version in the target language. This helps you see that one of the texts was set in the 19th century and the other in a newspaper environment.

One question for reflection. Consider text with words such as The Times, The Guardian, The Washington Post, El País or El Mundo. Would you have translated them as Los Tiempos, El Guardián, El Correo de Washington, The Country or The World? Always essential to re-read the translations to make sure that the rendered version reads “natural” in the target language.

Final Conclusions on Part 1A

Tips for future candidates

Do not panic about time. Do your very best when you write and always re-read what you’ve written before handing in your exam. Pay attention to spelling and structural mistakes.

2 questions to the corresponding panel members

Why isn’t there open access to the specific assessment criteria, exam contents and expected answers? This would make the existence of an open, fair competition possible.
Why is there such a diversity in the scores among panels?

and a request

If you have been a member of a board or panel, would you mind telling us your views and experiences on the matter? What, in your opinion, should be done to foster fairness and clarity in the final scores among the different panels?

If you do not want your name to appear, you can always send me your comments and I will publish them without your name. Although, to be honest, I don’t see why we need to fear.

Next, I’ll be wanting cover the second part of the exam, so you can also send me your views on this part.

And you may also be interested in reading or commenting on Oposiciones Profesores Inglés Part 1B. Should it change?

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Part 1A-Oposiciones profesores inglés 2018. Too diverse

26 August, 2018 by Paloma González-Nash

Part 1A-Oposiciones profesores inglés: Text analysis and text use in the language exam — Text analysis and class-use in the examen práctico

Part 1A-Oposiciones profesores inglés varies greatly from one Autonomous Region to another.

Sometimes the marking in Part 1A varies a lot from one panel to another within the same Autonomous Region Click To Tweet

Part 1A varies widely from one Autonomous Region to another

Canarias: Didactic orientation

In some Autonomous Regions like Canarias, the examen práctico has a wholly didactic orientation. The candidates have to choose one action plan among several to develop it as a practical case in a Secondary School. The specific information for the exam was provided here

Assessment criteria were included in the published call although we assume that the panels were provided with more specific guidelines or rubrics.

Other Autonomous Regions combine language and teaching proposals

Other Autonomous Regions combine text analysis of sorts with various types of language exercises and one or more proposals on how to teach some aspects of the text or even the whole text. Some include listening while others have a bit of translation. Or some years they do, and others they don’t.

I will briefly comment on the ones I know about because some of you, taking part in Poppies as a Collaborative Project in the making have sent me information on what you remember about the exam. More on this aspect at the end of the post.

Andalusia

There was a text from the Washington Post of highly topical content, particularly in the USA. The exam included:

Definition of words and verbal idioms (or phrasal verbs) from the text using as an example a complex sentence where those words/verbs were used in a different context.
Translation of two paragraphs from the text into Spanish.
5 sentences to complete using one word from the text per sentence.
Essay explaining how to use the text with CSE students.

Catalonia

There was a text analysis where candidates had to comment on:

Style and the different topics covered in the paragraphs.
Literary devices such as metaphors, anaphors, etc.
Register, adequacy, cohesion, etc.
How to use the text with 1st Bachillerato.

For the second task, the candidates had to design a Halloween workshop to be given by 4th-year CSE students for 1st-year students.

Murcia

Assessment criteria in Murcia were provided with a lot of detail for English on June 15th.

There was no listening this year, although there had been a listening activity in the previous call. Candidates were given 2 texts, one by C. Dickens the other by V. Woolf with 30 questions to answer. The questions included, among other:

Identify the novel or mention other novels by the same author.
Features of the novel
Identify various literary devices such as simile, satire, humour, etc.
Explain the meaning of some phrases
Cohesion, deixis, endophoric reference, etc.
Use of verb phrases in a given paragraph
Lexical fields
Phonetics and explanation of sounds
Punctuation
Dichotomy and its meaning
Word-formation processes in certain words
Questions on literature
Imagery and its purpose
Syntactic analysis
Translation into Spanish
Text types, genre and narrator
School of literary criticism
Learning Standard for Bachillerato most appropriate for text in terms of block of content, number of Learning Standard and summary of Learning Standard.
Methodological guidelines for FLT in Bachillerato
Lesson to foster productive oral skills on either gender equality or technological and industrial progress.

The two Castilles

In Castilla-La Mancha and Castilla-León there was also a combination of questions on text-analysis and how to teach something related to the text in question.

Castilla La Mancha had a text by Tom Wolfe. We covered Wolfe in Poppies Building Block 3 and is available for Poppies’ students and Sls Hallam’s former students regardless of the course they are doing. You’ll need a password, so contact me if you want to have access.

I do not include the type of questions because I haven’t been specifically told about them, although I do know they had to do with text type, genre, style and then some other questions related to teaching.

At all events, I encourage those who did the exam to share the contents as comments in this post.

As this is getting too long, I’ll comment on the Madrid Exam Práctico in the next post. You may also be interested in reading about Part 1B

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