Aquí tienes un ejemplo de Preguntas de la Exposición Oral en Inglés secundaria. La respuesta a las preguntas del tribunal en la exposición oral es la última parte de la oposición y puede marcar la diferencia para conseguir el objetivo de conseguir una plaza. Para afrontar esta parte te recomendamos practicar mucho, conocer las posibles preguntas del tribunal y tener seguridad.
Por ello, en este artículo vamos a ver 15 ejemplos de preguntas de la exposición oral de Inglés Secundaria, que suelen ser frecuentes al finalizar la defensa de la Programación Docente.
Contenidos
Las 3 normativas relacionadas directamente con el currículo de Educación Secundaria son:
Para responder a esta pregunta tenemos que irnos al Decreto 220/2015 de 2 de septiembre y al Decreto 221/2015 de 2 de septiembre. En ellos nos indica que se evalúan los estándares de aprendizaje, teniendo como referencia los criterios de evaluación. Dichos estándares son las conductas terminales de cada una de las asignaturas, tanto los estándares conceptuales, procedimentales y actitudinales.
Se evalúa a través de una serie de instrumentos de evaluación (observación sistemática, prueba oral, prueba escrita, trabajo en grupo, exposición oral, elaboración de un Power Point…).
las actividades complementarias son aquellas que “utilicen espacios o recursos diferentes al resto de actividades ordinarias de la asignatura, aunque precisen tiempo adicional del horario no lectivo para su realización. Serán evaluables a efectos académicos y obligatorias, tanto para los profesores, como para los alumnos. No obstante, tendrán carácter voluntario para los alumnos, aquellas que se realicen fuera del centro o que precisen aportaciones económicas de las familias, en cuyo caso se garantizará la atención educativa de los alumnos que no participen en las mismas”.
Todo ello, tal como refleja el Decreto 220/2015 de 2 de septiembre y el Decreto 221/2015 de 2 de septiembre.
Según el Decreto 220/2015 de 2 de septiembre y el Decreto 221/2015 de 2 de septiembre, los estándares de aprendizaje han de ser observables, medibles y evaluables, y permitir graduar el rendimiento o logro alcanzado. Los estándares de aprendizaje, aunque aparecen juntos en cada uno de los bloques de contenidos, los podemos clasificar en conceptuales, procedimentales y actitudinales.
Como ejemplo en Primera Lengua Extranjera podemos señalar tres estándares indicados en el Anexo del Decreto 220/2015 del currículo de Secundaria de la CARM y tres estándares del currículo del Bachillerato de la CARM indicados en el anexo del Decreto 221/2015.
Enseñanza Secundaria.
*El último estándar se considera actitudinal puesto que se trata de la predisposición de una persona a participar en conversaciones.
Bachillerato.
El criterio básico para el agrupamiento de los alumnos del curso en grupos de aula será la formación de grupos equilibrados en cuanto al número de alumnos por sexo, necesidades especiales, convivencia, y rendimiento escolar.
Los grupos de alumnos se comportarán como flexibles, a fin de facilitar la atención a la diversidad con todas las medidas ordinarias previstas en el artículo 6 del Decreto 359/2009.
En reuniones del equipo docente se valorará el funcionamiento de cada grupo y la posibilidad de introducción de cambios en los grupos flexibles, si esos cambios se consideran necesarios para el mayor aprovechamiento académico o la mayor afinidad entre los miembros del grupo. Se procurará la formación de grupos mixtos y heterogéneos en cuanto a la capacidad de aprendizaje de las personas que los componen.
La evaluación del alumnado debe servir para:
De acuerdo con el artículo 2 de la Orden del 5 de mayo de 2016 por la que se regulan los procesos de evaluación en la Educación Secundaria Obligatoria y en el Bachillerato en la CARM, el profesorado evaluará tanto los aprendizajes del alumnado como los procesos de enseñanza y su propia práctica docente, para lo que establecerá indicadores de logro en las programaciones docentes.
Además, evaluamos la adquisición de las competencias y de los objetivos de la etapa y la estructura organizativa del centro en su conjunto, para que no obstaculice sino que, por el contrario, facilite el desarrollo del proyecto educativo.
Resumiendo, se evalúa de acuerdo con los criterios de evaluación recogidos en las Programaciones Docentes de cada materia y para cada curso, respetando siempre los criterios establecidos en el decreto del currículo (D.220/2015 y D.221/2015). Los profesores evaluarán tanto los aprendizajes del alumnado como los procesos de enseñanza y su propia práctica docente, para lo que establecerán indicadores de logro en las programaciones.
Educar no se limita únicamente a proporcionar instrucción e información, sino también a despertar en el alumno el potencial creativo del ser humano, ayudarle a dotarse de capacidades propias, forjar en él actitudes de tolerancia y entendimiento, que permitan o ayuden a desarrollar su propio yo en relación y con respeto a los demás.
La educación es un motor del desarrollo económico. Los centros educativos desempeñan la función de creador y transmisor de la experiencia cultural y científica acumulada por la humanidad. Cada centro ha de actuar preguntándose cómo puede contribuir a resolver alguno de los problemas que tiene planteados la humanidad.
Por ello, el centro educativo actúa a través de la conservación, creación y transmisión del saber, y además ha de hacerlo planteándose una actuación integral con los valores reconocidos como universales.
Voy a proponer trabajar los siguientes valores:
Respeto
A través de las llamadas de atención del profesor para que los estudiantes se escuchen y se valoren; también desde el trato del profesor con sus estudiantes, escuchándolos y valorando su trabajo. El respeto pone el énfasis en la aceptación del otro.
Responsabilidad
A través de las orientaciones que hace el profesor para que el alumno asuma los compromisos con la clase, sus compañeros y consigo mismo.
También por parte del profesor se proyecta este valor desde el diseño y organización de las actividades.
Confianza
Se trabaja posibilitando el liderazgo de los alumnos, y con el reconocimiento que se hace de sus trabajos.
Honestidad
Consiste en comportarse y expresarse con coherencia y sinceridad, y de acuerdo con los valores de verdad y justicia; puede entenderse como el simple respeto a la verdad en relación con el mundo, los hechos y las personas. Se trabaja orientando al alumno a reconocer los fallos propios y los méritos a los demás.
Tolerancia
Consiste en aceptar una cosa con la que no se está de acuerdo, o que es diferente a nuestros valores. Toma especial relevancia en los conflictos entre alumnos por motivos de sexo, raza o religión.
Libertad
Consiste en no estar sujeto ni impedido al deseo de otros de forma coercitiva; nos permite decidir si se quiere hacer algo o no, y nos hace responsables de nuestros actos. El profesor lo pone de manifiesto en el ejercicio libre de su función docente, y lo trabaja con los alumnos dándoles la posibilidad de adoptar sus propias decisiones junto con las responsabilidades que conllevan.
Justicia
Se expresa por la voluntad constante de dar a cada uno lo que es suyo.
La practica el profesor reconociendo lo positivo y lo negativo en las actividades de los alumnos, aplicando las normas con imparcialidad y resolviendo los conflictos con equidad. Los alumnos a través del reparto equitativo de las tareas colectivas de la clase.
Orden
Entendido como la organización de las partes para hacer algo funcional y preciso, lo que incluye una idea de finalidad y por tanto una acción inteligente.
A través del ejemplo del profesor hacia sus alumnos, en el desarrollo de la clase, su organización, la utilización de los materiales didácticos y con el desarrollo secuencial de los contenidos curriculares.
Se orienta a los alumnos respecto a la organización de sus materiales individuales y colectivos, el comportamiento fuera de clase, recreos, y puntualidad.
Por último y antes de terminar, los elementos transversales deben de estar incluidos en cualquier programación docente. Nos referimos al artículo 6 del Real Decreto 1105/2014 para señalar qué elementos transversales debemos tener en cuenta a la hora de elaborar nuestra programación:
Estos temas transversales se trabajan en todas las materias, independientemente de que se traten específicamente en una de las asignaturas del curso o de la etapa. Por ejemplo, la comprensión lectora, la expresión escrita y oral se desarrollan en Lengua y Lengua Extranjera, pero son indispensables en las demás materias.
Para contestar esta pregunta, nos basamos en la Orden de 3 de junio de 2016 y la Orden de 22 de junio de 2017 que modifica la Orden anterior.
Según el artículo 2 de la Orden de 3 de junio de 2016, el Sistema de Enseñanza en Lenguas Extranjeras (SELE) es el que garantiza el uso de al menos dos idiomas, incluido el español, en el proceso de enseñanza-aprendizaje del currículo correspondiente.
Según el artículo 4 de la Orden de 3 de junio de 2016, entre sus objetivos SELE tiene:
Favorecer un mayor desarrollo de la competencia en comunicación lingüística en una primera lengua extranjera, con objeto de que los alumnos que cursen el SELE en su modalidad intermedia o avanzada estén en condiciones de adquirir los siguientes niveles del Marco Común Europeo de Referencia para las Lenguas (MCERL):
El Sistema de Enseñanza en Lenguas Extranjeras en Educación Secundaria Obligatoria será organizado en el marco de lo dispuesto en el Decreto 220/2015, por el que se establece el currículo de la Educación Secundaria Obligatoria en la Comunidad Autónoma de la Región de Murcia.
Podrán impartirse en la lengua extranjera todas las materias que no sean lingüísticas (ANL). El SELE en esta etapa podré organizarse en alemán, francés o inglés en una de las modalidades:
Todos los centros docentes deberán implantar al menos una modalidad en todos los cursos de la etapa, sin perjuicio de que convivan distintas modalidades en el mismo curso.
La lengua extranjera objeto del sistema de enseñanza bilingüe se usará como instrumento de comunicación de los aprendizajes de las materias en que se organiza el currículo de la Educación Secundaria Obligatoria conforme a una de las modalidades anteriores.
When students are involved in speaking activities such as a role-play or conversation, instant and intrusive correction is often not appropriate since it can interfere with the flow of the activity and inhibit students just at the moment when they should be trying hardest to activate their language knowledge. But during study sessions, I will probably use correction more as it helps to clarify the language in the students’ minds.
Due to the fact that correction involves pointing out people’s mistakes, we have to tread carefully. If we do it intensively, we can upset our students and dent their confidence. Moreover, what is appropriate for one student may be quite wrong for another. In general, the teacher’s job is to point out when something has gone wrong and see if the students can correct themselves. Maybe what they said or wrote was just a slip and they are able to put it right straightaway.
Sometimes, however, students can’t put mistakes right on their own because they fall into categories of errors or attempts. So, we have to help them. We can do this by asking if one of their peers can help out, or by explaining the problem ourselves.
If we get other students in the class to help out, we have to make sure that the student who made the mistake in the first place is not going to be humiliated by this. Sometimes, students prefer correction directly from the teacher. On the other hand, in the right kind of atmosphere students enjoy helping each other and being helped in return.
When organizing practice, then, teachers need to listen out for mistakes, identify the problem and put it right in the most efficient and tactful way. It is worth remembering that correction is just one response that teachers can make to student language production. It is just as important to praise students for their success, as it is to correct them as they struggle towards accuracy. Teachers can show through the use of expressions, encouraging words (good, well done, fantastic, etc.) that students are doing really well. But praise should not be overused because when it is, it becomes devalued, and therefore meaningless. Praise is only effective if students know what they are being praised for and when they themselves believe it is merited.
According to the methodological guidelines related to Foreign Language Area and provided in the annexes of the Order of November 20th 2014, “Students must have the opportunity of expressing their ideas in the foreign language as well as participating in classroom activities such as presentations, storytelling, song dramatizations, simulated conversations, real conversations via videoconferences, as well as projects presented to the class using paper or digital aids.”
There are quite a few ways which allow space for extra speaking practice in class.
The beginning of the class is a chance for those students who arrive early (or on time) to benefit from answering authentic questions. So as my students arrive in the classroom, I will ask them about their lives and interests, and encourage them to ask me similar questions in return. Students also like to find out what their teachers do in their spare time.
Having lead-in questions at the beginning of the lesson will get the class thinking about the topic of the day and which will encourage a response from everyone. For example, a lesson on sport typically begins with questions like “What’s your favourite sport?” I will try to make sure that everyone gives an answer, or with very large classes, I would write the questions on the board and get the students to interview each other first.
After giving a set of instructions for a task activity, it is worth asking the students to repeat back or summarise what they have to do. This is a useful classroom management technique, especially with larger classes, and it is particularly effective if we think some students weren’t listening or didn’t fully understand our instructions. It is also a way to build in some more speaking practice for those students that the teacher asks to repeat.
Having students working in pairs or in groups on any task will encourage them to speak, as they will have to interact in order to try to solve a problem or answer a set of questions.
When students are trying to do an exercise but need my assistance, I will encourage them to ask for help in English.
When a new word is taught or comes up, I will take the opportunity to ask a student or several students to say a sentence using that word. This not only checks their understanding of the word, but has the added benefit of increasing student speaking time.
Some students think of the classroom as a place where they have to listen to the teacher and only speak when they are spoken to or when asked to take part in a formal speaking activity, such as a role play. I will try to create a classroom culture where my students feel free to raise their hands and ask questions, make comments or request clarification. Even in their own language, the students may be worried about speaking out in front of their peers, but if I make it clear that all questions and comments are welcome, without judgement, then I will offer some great opportunities for natural authentic speaking time.
If I have time left at the end of the lesson, I will ask my students to sum up the content of that day’s lesson. They can list any new words that they learnt and summarise the views that were expressed about a reading or a listening text. Getting them to say what homework they have to complete before the next lesson is a useful way of increasing the likelihood that they will remember to do it. This kind of oral summing up is a good way to highlight how much English was covered in the lesson and, of course, it is another opportunity for some speaking practice.
A Teaching Plan is designed to make it possible to incorporate new grammar concepts gradually, increase vocabulary and consolidate better language abilities. It also makes sure that learning is meaningful, which means that pupils are motivated by seeing how important English is and, consequently, how important learning it is, bearing in mind both personal factors (full personal development, as described by the legislation) and work-related factors (for example, the key competence “Sense of initiative and entrepreneurship).
Its objectives are to cover pupils’ real, objective needs to stimulate continual, practical learning which also stimulated pupils (at the current time and for the continual learning involved in acquiring a second language). It takes into account the need to create a positive learning atmosphere in the classroom.
It provides a greater number of productive activities with which pupils can develop their competences with written and oral expression (speaking and writing competences), as the same time as they continue developing their oral and reading comprehension (reading and listening competences).
For teaching language abilities: Although the methods used may be various, work is carried out simultaneously on the four skills (as is natural when dealing with communications), it is appropriate to mark out certain educational aspects with regards to each one:
About key competences for continual learning, the Royal Decree which sets the basic curriculum for Secondary Education is based on promoting learning by competences integrated in the curriculum areas.
Pupils have to develop basic competences throughout their compulsory education,
Each and every part of the syllabus along with the teacher must encourage the acquisition and development of these competences. Because of this, working on certain areas makes it possible to reach these objectives. They are not limited to particular subjects or levels. Some of the indispensable factors for achieving success include: the way in which centres are organised and managed; the style of teaching; the way in which key parts and players in the educational community interact; the availability of extra-curricular and complementary activities.
Mathematical competence is connected with the ability to reason. This involves making judgements and reaching conclusions by solving problems and using logic in a coherent manner. It is also important to use mathematical concepts in everyday life.
The activities are often connected with mathematical processes. Pupils are presented with tasks involving reasoning and logic, including mathematical tasks, both orally and in writing. In this way the course helps them to develop and improve this competence.
Basic competences in science and technology involve being able to understand events and phenomena. This involves making predictions based on what has been heard or read about in connection with dietary habits, health and the environment, and being responsible consumers in daily life.
The teacher offers a wide range of oral and written texts with clear, detailed contents about these subjects, in this way encouraging pupils to understand events and phenomena and predict their consequences. Pupils improve their competences in English at the same time as they acquire this knowledge.
To be able to deal with this information and acquire digital competences pupils must know how to read, analyse and transmit the information they extract from all types of texts in English. They must be able to choose and organise the information which they hear and read. At the same time, this competence is directly connected with the integration of multimedia resources in the learning process.
Thanks to on-line interactive material and digital material the teacher helps pupils to make better use of digital technology. The use of a digital white board in the classroom with digital materials puts teaching and learning in a technological framework so that pupils (as well as the teacher) will see new technology as a natural, necessary part of learning. Digital competence will also be necessary for looking for, analysing and, as said above, choosing information in order to widen knowledge, complete activities, etc.
Learning to learn concentrates pupils’ attention on what is expected of them in order to learn English. Memory and self-evaluation competences are also dealt with. Both of these competences are needed in all learning processes in which pupils form hypotheses about language, using the wide variety of examples from real life which are introduced in the text.
Including revision as a mechanism for learning to learn is essential. Identification and correction of mistakes is emphasised in order to firmly establish linguistic knowledge.
Taking part in learning dynamics with classmates, both in activities in pairs and in group activities involves interaction; mutual correcting, which involves cooperation: this is another of the bases for Learning to Learn.
Lastly, there are opportunities for pupils to carry out processes of self-correction and/or self-evaluation.
Social and civic competences consists of discovering and becoming familiar with the different social and cultural bases which underlie English. Likewise, respect and other values are reinforced by pair and group work.Teaching about cultural values not only from British society and customs but also from other English-speaking countries. Respect and values are encouraged in a society which is continually evolving, in which cultural diversity stands out as one of the principles for the 21st Century.
Sense of initiative and entrepreneurial spirit means being able to approach the learning process in an autonomous way or, otherwise, in cooperation with others in order to carry out any task is put forward.
The teacher encourages pupils to study independently, praising their sense of responsibility and also stimulating creativity and imagination. Furthermore, as evaluation is closely connected with being critical and value judgements which can be made individually or in groups, respect, tolerance and understanding (towards themselves and towards classmates) are also encouraged.
Pupils take part in activities which allow them to reinforce their enterprising spirit and business sense using creativity, autonomy, initiative, team work, self-confidence and critical awareness.
Self discovery and development are to be found behind Cultural consciousness and expression. This competence develops the ability to understand and evaluate cultural and artistic manifestations in a critical way. As with social and civic competences, these competences reinforce human values.
The relation between contents, competences and evaluation criteria are described in Order ECD/65/2015.
When “cooperative learning or work” is mentioned in this programme, it must be understood in two ways: working in teams or small groups and cooperative work in itself. In both cases, the teacher will organise the classroom into small groups, but different types of methods are used. With group work, normally each group will be assigned a task and the result or final production will be evaluated; depending on each tasks, roles will be defined which must be distributed amongst the group members (spokesperson, coordinator…) so that each one has something to contribute. On the other hand, cooperative work has another nuance: the participation of each member of the groups is needed for learning to take place: the contents to be studied are given out amongst the team members and each member is responsible for preparing what he/she has been given and passing the knowledge on to the others; so the better an individual works, the more others learn too and, consequently, the team will be better prepared to do the tasks or activities it will be faced with.
Discipline forms part of any good teaching process. By channelling pupils’ innate energy in the right direction, the teacher can avoid rebelliousness and discipline problems. Many problems of this type arise when pupils get bored, when the level is beneath them or when activities are too repetitive.
However, it is important for the teacher to mark the rules with regards to discipline in the classroom, making sure that pupils know what is and what is not acceptable, and treating all pupils alike. If clear, fair discipline parameters are established, a ‘safe’ atmosphere will be created in the classroom and pupils will study freely and with confidence.
In order to keep the interest of the smallest pupils, the teacher must find a balance between their limitless energy and short span of concentration in order to avoid boredom, restlessness and lack of motivation, things which lead to discipline problems.