WRITING SKILLS.

TOPIC.
ANUAL PLAN.
CASE.

[email protected]
CELIA PRIETO SÁNCHEZ
913 080 032
1
In this lesson we are working on the writing skills to be considered in the different
exercises in the process.

-Topics.
-Annual Plan / Didactic Unit.
-Practical Case. Questions about the teaching practice.

For all of them we will consider:

-Content: Cohesión and coherence.

-Language: Grammar, spelling, discourse patterns.

Let’s check the requirements in the process.

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EXAMPLE CAM.
RESOLUCIÓN de 1 de diciembre de ESPECIALIDAD DE LENGUA EXTRANJERA: INGLÉS
2023, de la Dirección General de PARTE A. PRUEBA DEL TEMARIO
Recursos Humanos, por la que se
modifica la Resolución de 19 de
PARTE B1.- PREPARACIÓN, PRESENTACIÓN,
diciembre de 2022, de la Dirección EXPOSICIÓN ORAL Y DEFENSA DE UNA UNIDAD DE
General de Recursos Humanos, PROGRAMACIÓN DIDÁCTICA ANTE EL TRIBUNAL.
por la que se convoca
PARTE B2.1. PRUEBA COMÚN
procedimiento selectivo de Esta prueba tiene una plantilla de corrección
estabilización por el sistema de específica.
concurso-oposición para ingreso Se valorará el rigor y exactitud en las respuestas.
en el Cuerpo de Maestros. PARTE B2.2.- EJERCICIO PRÁCTICO

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EXAMPLE CAM. TOPIC.

PARTE A. PRUEBA DEL TEMARIO

Esta parte consistirá en el desarrollo por escrito de un tema elegido por el aspirante, de entre tres temas
extraídos al azar por el Tribunal de los temarios establecidos.

1. Estructura y aspectos formales .......................................................................................... 2 puntos

1.1. Presentación y legibilidad adecuadas.
1.2. Estructuración correcta (índice, secuenciación lógica y conclusión).
2. Contenido…. ...................................................................................................................... 8 puntos
2.1. Se abordan todos los enunciados del tema.
2.2. Tratamiento homogéneo y equilibrado de todos los contenidos del tema.
2.3. Los contenidos están actualizados y son expuestos con suficiente profundidad y rigor científico.
2.4. Se citan correctamente autores, escuelas lingüísticas o corrientes de metodología de la enseñanza
del idioma extranjero para apoyar las ideas expuestas.
2.5. Se hacen aportaciones personales y críticas al asunto.
2.6. Se incluye bibliografía especializada.

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EXAMPLE CAM.
DIDACTIC UNIT.

PARTE PREPARACIÓN, PRESENTACIÓN, EXPOSICIÓN ORAL Y DEFENSA DE UNA

UNIDAD DE B1.- PROGRAMACIÓN DIDÁCTICA ANTE EL TRIBUNAL

1. Aspectos formales:

1.1. La unidad de programación didáctica, de carácter personal, será elaborada de forma

individual por el aspirante y tendrá una extensión máxima de 25 páginas, incluidos los
materiales de apoyo y anexos. Será presentada en tamaño “A4”, por una sola cara, con letra
tipo “Arial” de 12 puntos, sin comprimir, con interlineado doble y márgenes de 2,5 cm. Si en la
unidad de programación didáctica se incorporan tablas, éstas deberán cumplir los requisitos
anteriores a excepción del interlineado que podrá ser sencillo. El incumplimiento de estos
requisitos será penalizado por el Tribunal. La unidad de programación didáctica incluirá una
portada en la que se especificarán los datos de identificación del aspirante y la especialidad.
Dicha portada no estará incluida en la extensión máxima de 25 páginas.

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EXAMPLE CAM.
DIDACTIC UNIT.
PARTE B1.- PREPARACIÓN, PRESENTACIÓN, EXPOSICIÓN ORAL Y DEFENSA DE UNA
UNIDAD DE PROGRAMACIÓN DIDÁCTICA ANTE EL TRIBUNAL
2. Contenidos ................................................................................................... 6 puntos
2.1. La claridad y coherencia expositiva en el texto.
2.2. La corrección gramatical y la precisión terminológica.
2.3. La formulación de la relación de competencias específicas que abarca.
2.4. Los contenidos del ciclo que se van a movilizar (conocimientos, destrezas y actitudes), son adecuados al nivel para el que se
dirigen, así como si son rigurosos y están actualizados.
2.5. Los recursos propios y específicos, de acuerdo con las actuaciones planteadas elegidos son variados y motivadores.
2.6. Se plantean actividades y situaciones de enseñanza -aprendizaje que movilizan contenidos del ciclo y que contribuyen al
desarrollo y/o adquisición de las competencias específicas.
2.7. Se contemplan actividades o situaciones de aprendizaje que atienden a los intereses, motivaciones y a las diferencias
individuales de los alumnos.
2.8. Se adaptan las actividades a los alumnos.
2.9. Se favorece la adquisición de estrategias que contribuyan al desarrollo de las 4 destrezas básicas.
2.10. Se utiliza una metodología de enseñanza adecuada para las actividades planteadas.
2.11. Se tienen en cuenta los distintos estilos de aprendizaje. 2.12. Se relaciona la evaluación de la unidad con el proceso
evaluación continua del alumnado.
2.13. Se establece procedimientos variados de evaluación (evaluación inicial, evaluación de la metodología, de las actividades y de
la propia práctica docente).
2.14. Se concretan los instrumentos de evaluación y los criterios de calificación a ellos asociados
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EXAMPLE CAM.
DIDACTIC UNIT.

PARTE B1.- PREPARACIÓN, PRESENTACIÓN, EXPOSICIÓN ORAL Y DEFENSA DE UNA

UNIDAD DE PROGRAMACIÓN DIDÁCTICA ANTE EL TRIBUNAL

3. Defensa y exposición oral ........................................................................................... 4 puntos

3.1. La exposición clara, ordenada y coherente.

3.2 La precisión terminológica, riqueza de vocabulario, la sintaxis fluida y sin incorrecciones.
3.3. El uso ajustado de los rasgos suprasegmentales de la lengua hablada (acento, tono, melodía,
entonación, pausas, ritmo, velocidad de elocución y cualidad de la voz)
3.4. El control consciente y adecuado de la comunicación no verbal del candidato.
3.5. La capacidad para comunicar con éxito y transmitir contenidos de una forma motivadora.
3.6. El adecuado uso del tiempo de que se dispone para la realización de lo solicitado.

7
EXAMPLE CAM.
ENGLISH PRACTICE.

PARTE B2.2.- EJERCICIO PRÁCTICO

Se propondrá un ejercicio práctico en lengua extranjera sobre los contenidos establecidos para esta área en el Decreto
61/2022, de 13 de julio, del Consejo de Gobierno, por el que se establece, para la Comunidad de Madrid, la ordenación
y el currículo de la Educación Primaria y en el temario establecido para esta especialidad.

-Preguntas de comprensión oral sobre la escucha de un fragmento en lengua extranjera ........................... 4 puntos

-Preguntas de contextualización y uso de lengua extranjera sobre un texto escrito propuesto ...................... 3 puntos

-Preguntas sobre fonología, morfosintaxis, semántica y/o pragmática de la lengua extranjera a partir del texto escrito
propuesto ……………………………….............................................................................................................. 2 puntos
-Preguntas sobre metodología de la enseñanza de la lengua extranjera a partir del texto escrito propuesto ... 1 puntos

Se evaluará el conocimiento de la lengua extranjera como lengua de enseñanza-aprendizaje: corrección en el uso y

adecuación al contexto.

8
 TOPICS
CONTENT

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TYPES OF TEXTS.

- Narrative: stories with characters and plot. They develop a conflict in a specific time and
space. Example: novels, story tales.
- Descriptive: represent the features of something or someone. Example: technical
descriptions.
- Argumentative: present an idea and defend their vality with arguments. Example: essay,
debates, etc.
- Expositive: expose information clearly and precisely. Example: academic essays, reports.
- Instructions: give instructions step by step. Example: techniques, manuals, etc.

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TEXT STRUCTURE.

Topics follow the struture of descriptive, argumentative and expositive texts.

The correction criteria showed in previous processes considered:

-Scientific knowledge of the matter.
-Structure and organization of the essay.
-Language control: correcteness and appropiacy.
-Presentation: neat and clear.

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 INDEX.
TOPICS The index shows the elements included in the essay and
how they are structured.
It must contain the contents mentioned in the topic
statement and the subcontents related to them.
It must show the page number.

You can also use a more detailed scheme which may help
Topics are structured in 5 parts: you to remember all the contents to be mentioned.
TITLE
-Index. 1.Introduction
2. Main idea
-Introduction. 2.1. Secondary idea
-Body text. Development. 2.2. Secondary idea
2.2.1. Detail
-Conclusión. 2.2.2. Detail
-Bibliography. 2.3. Secondary idea
3. Main idea
3.1. Secondary idea
4. Main idea
4.1. Secondary idea
4.1.1. Detail
5. Conclusion
6. Bibliography 12
TOPICS INTRODUCTION:

The introduction is the first paragraph the board

will read.

It should:
Topics are structured in 5 parts:
-Call the board’s attention. Personal style.
-Index. -Settle a frame for the topic. Legal and theoretical.
-Justify the importance of the topic and its
-Introduction.
contents.
-Body text. Development. -Present the topic structure.
-Conclusión.
-Bibliography. Remember!
You may design a common introduction for some
topics according to their common contents but
make sure you include some reference to the
specific topic.

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TOPICS

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TOPICS BODY TEXT. DEVELOPMENT.

The body text should explain the points

exposed in the topic statement and the
scheme presented in the index.
Topics are structured in 5 parts:
REMEMBER:

-Index. -Include all the contents stated in the topic.

-Introduction. -Show a balanced explanation of the
-Body text. Development. contents.
-Conclusión. -Present the ideas so they are interrelated
-Bibliography. even if they are exposed in different points.
-Include your personal teaching practice
and show your first hand knowledge in
innovative methodologies, resources and
teaching approaches.
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 CONCLUSION.
TOPICS
Conclusion, same as introduction, is relevant as
it closes our essay and provides a final argument
to reinforce all the ideas exposed in the topic.

DONT’s:
Topics are structured in 5 parts:
-Repeat the ideas exposed in the topic.
-Index. -Use common ideas which do not match
-Introduction. specifically the topic.

-Body text. Development. DOs:

-Conclusion.
-Bibliography. -Emphasize the key points related to the teaching
practice.
-Include a final reference to specific aspects of
interest in the topic: inclusion, digital resources,
innovative approaches, meaningful L2 learning.

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 BIBLIOGRAPHY.
TOPICS The topic is supported with quotes from books,
articles, web pages,om books,
The bibliography includes the references where the
quote comes from.

The way to name the bibliography should follow

criteria established by APA 7th edition.
Topics are structured in 5 parts: Asociación Americana de Psicología (APA)
- Libro de un autor
-Index. Apellidos, Iniciales nombre autor. (Año de
publicación). Título del libro en cursiva (en textos
-Introduction. manuscritos, como sucede en un tema de
-Body text. Development. oposición, subrayado). Editorial.
-Conclusion. - Artículo en web/blog
Apellidos, Iniciales nombre autor. (Fecha de
-Bibliography. publicación). Título del artículo/post. Nombre del
blog/web en cursiva (en textos manuscritos, como
sucede en un tema de oposición, subrayado). URL
del recurso.
https://uc3m.libguides.com/c.php?g=46390
1&p=4890505#s-lg-box-wrapper-18108559 17
DIDACTIC UNIT
CONTENT

18
 DIDACTIC UNIT.
DIDACTIC UNITS
Contextualization:

1. Introduction. Levels of curriculum.

2. Justification.
Didactic Units are structured in 2 3. Legal frame.
main parts: 4. Context.
5. EFL in the curriculum.
6. Connection with the Annual Plan:
-Contextualization. -Elements in the curriculum:
-General objectives.
-Didactic Unit Design.
-Crosscurricular themes.
7. Methodology.
8. Attention to Individual Differences.
Inclusion.
9. Assessment.
10. Bibliography
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 DIDACTIC UNIT.
DIDACTIC UNITS

The didactic unit chart should include:

Didactic Units are structured in 2
main parts: -Key competences with operative
descriptors (Exit profile)
-Specific competences.
-Contextualization. -Evaluation criteria.
-Didactic Unit Design. -Learning situations: activities and
tasks.
-Marking criteria.
-Basic knowledge. Contents.

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21
22
23
PRACTICAL CASE.
CONTENT

24
TEACHING PRACTICE
Depending on the Autonomous Community you will be required:
1. CASE: To provide a proposal for a specific teaching –learning situation (caso práctico)
2. To answer questions about a reading / listening exercise related to the teaching practice. (CAM)

1.CASE:
The first step is to read the question carefully underlining the most important data, so we can focus
our attention on specific features and write a detailed answer.
To give a complete answer to these questions, always considering the matter they are referring to,
these aspects should be included:
- Legal frame: a short reference to the law/laws which provide a legal support to our answer.
Name the laws, orders, or royal decrees which mention aspects related to the case: students
with special needs, curriculum, reading plan, etc.
-Theoretical framework: mention authors, approaches, methodologies, etc. which defend
and justify our answer. Relate the case with the topics and the different authors whose studies
support your proposal. Themes to be mentioned in L2 cases are usually the communicative
approach, the four skills, difference between language learning and language acquisition, etc.
25
TEACHING PRACTICE

-Proposal: In some cases, you are requested to give a personal proposal or remedial plan.
The points to include depend on the case given. Some elements to mention are:
-Objectives: Aims to be achieved with our plan considering the General Stage Objectives.
-Knowledge / Contents: Those we will work on. They may be included in the instructions. We should
extend the contents and refer them to the specific situation in order to provide a more complete
action plan.
-Pedagogical principles / Methodology: Strategies to be used to achieve our aim including grouping,
materials, resources, ICT, timing, remedial procedures, etc.
-Learning situations: Do not include just a list of activities but include them in a class programme.
Explain how and why you would choose these activities and support your choice with the legal and
theoretical framework.
-Evaluation: Explain what, when and how you are going to evaluate the achievements and the
success of your proposal. Do not forget to include how you are going to evaluate your teaching
practice.
26
TEACHING PRACTICE
-Other aspects: Depending on the question, we should mention specific information.
According to the current legal frame, the aspects we should NOT forget to mention are:
-Inclusion / Attention to diversity.
-Tutorial action.
- Evaluation and improvement of our teaching practice.
-School project and plans.
-Competences and cross-curricular themes.
-Global integrated learning.
-Innovative methodologies. Theoretical frame.
-Digital resources. Teacher’s Digital Competence.
-2030 agenda and its 17 Sustainable Development Goals.
-Universal Design for Learning (UDL/ DUA)
-Conclusion: A short summary of your proposal and important data to support your plan.
-Bibliography.
27
TEACHING PRACTICE
Common errors to avoid:

ERROR ALTERNATIVE
Write the answer as a topic essay. The answer Try to support your action plan with your personal arguments.
should be explained as an example of your teaching Theories and laws are mentioned as a help to justify your decisions.
practice.
Describe the situation in general terms according to a Explain a realistic proposal. Mention the obstacles that you may have to
“perfect” school. overcome.
Take for granted that your option will be successful. Sound convenient without forgetting that your success depends on
many other factors such as resources, coordination, etc. and it is based
on a theoretical and legal frame.
Give an answer only about the aspects requested Your answer should provide a complete action plan and this includes
(e.g. give examples of activities to work o ….) objectives, contents, methodology, activities, evaluation criteria. Give
special importance to the aspect requested but do not forget to
mention all the elements.
Write your answer as a list of ideas that come to your Help the board to understand your proposal designing an answer
head. according to a previous outline.

28
TEACHING PRACTICE
Depending on the Autonomous Community you will be required:
1. CASE: To provide a proposal for a specific teaching –learning situation (caso práctico)
2. To answer questions about a reading / listening exercise related to the teaching practice. (CAM)

2. QUESTIONS ABOUT THE TEACHING PRACTICE.

They will be proposed as extension of reading/ listening exercises. Time is limited so a quick and
efficient answer is expected.
-Read the question carefully to identify the teaching knowledge required.
-Include an introductory paragraph providing a legal and theoretical frame.
-Provide a consistent proposal based on the teaching practice mentioning:
-Competece learning. Multidisciplinary / Cross curricular themes.
-Inclusion. Attention to individual differences.
-Digital resources.
-Coordination: School project / teachers / support team.

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LANGUAGE

30
GENERAL ASPECTS
- Show a suitable control of the English language accoding to the level expected (C1/C2 in the CEFRL)

- Both British an American English are accepted. Make sure that you use one in all the process.

-Ellaborate your topics and answers following the standards of:

-Coherence: The ideas are exposed according to a communicative aim following a structure to make
communication effective.
-Cohesion: The ideas presented are linked and follow a suitable sequence which enhances understanding.

-Ease Reading:
-Care your handwriting.
-Check presentation: margins, underlining, capital letters (according to the instructions)
-Expose your ideas according to paragraphs. Too long paragraphs may be hard to read and based on
translation.

-Check the spelling:

-Revise the spelling and make sure it does not imply a gramar mistake. (e.g. practice / practise)

-Save some time for revising your essay.

31
GRAMMAR
English must be used correctly and accurately in respect to gramar, lexis and style.

-Avoid translation and interference from Spanish. Examples:

-Passive voice: It is expected that teachers….. / Teachers are expected to….

-Modal verbs: Cases can appear…. / Cases may appear…
Children must….Children have to… / Children should….
-Sentence structure: Choose the appropiate structure to express your ideas clearly. Too long
sentences full of subordinates sound translated and redundant and may hinder reading.
-Choose the correct discourse maker to give your essay consistency.
https://aliciateacher2.wordpress.com/grammar/discourse-markers/
-Try to back up each point you make with clear arguments and/or quotations.
-Name the legal documents completely as they are stated by law in the introduction or legal
frame point. You can include a shorter form to name them in the rest of the essay:
Royal Decree 157/2022,March 1st, by which the organization and minimum teaching in Primary
Education are established (hencefore RD 157/2022)
32
SPELLING
-British and American spelling are accepted. Make sure that you use the same all along your essay.
(colour/color, programme/program, centre/center, analyze/analyse)

-Do not use contractions as your essay should be written in formal language.

-Spelling mistakes: capital letters, doble consonants, misspelling, etc.

https://dictionary.cambridge.org/grammar/british-grammar/spelling

-Punctuation marks: commas, stops, inverted commas, semicolon, parenthesis, etc.

https://dictionary.cambridge.org/grammar/british-grammar/punctuation

-Be careful with the spelling mistakes which may imply a grammar mistake: practice/practise.

CRITERIOS DE CORRECCIÓN – MINORACIÓN POR FALTAS

Se penalizarán los errores de escritura que evidencien confusión o falta de conocimiento del léxico utilizado. (Ejemplo:
“I am writting”). 0,10 décimas por error.
Los errores gramaticales se penalizarán con 0,10 décimas. (Ejemplo: errores de régimen preposicional “look him”,
errores de régimen verbal: “I don’t mind go”).
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VOCABULARY

Choose words and terms which match a formal style for an academic essay.

-Be precise with the terminology: impairment, retard, strategy, task, approach…
-Some terms do not correspond with a supposed translation: overtalented / high
capacities.
-Avoid the use of false friends: course, college....
-Synonyms: students, pupils, learners, children, observers, readers, schoolmate…
enhance, foster, promote, increase, encourage, boost…
(See document “Vocabulary for language skills”. Week 10)
-If you do not include a complete quote or reference use (…)

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IMPROVING STYLE

Compare these sentences:

1. -It is expected that teachers know the childrens’ way of learning.

-Teachers are expected to be aware of the students’ learning styles.

2. –Parents must understand the teacher’s work.

-Families should get involved in the school life and share its pedagogical approach.

3. –Chomsky said that communication is based on the need to communicate.

As Chomsky stated,(…) the communicative act is effective when it involves the need to
transfer a message.

4. -Children learn better a language when they are motivated.

Motivation is a key element to enhance the students’ language acqusition.

5. -Teachers have to design the activities correctly for the lesson.

A thoughtful design of learning situations by teachers will result in the lesson success.
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Now is your turn:

1. When they are planning, teachers have to consider all the elements in the curriculum.

2. Many authors have explained the importance of motivation for learning.

3. All the students have moments of change along the school year.

4. Good materials help the teacher in their lessons.

5. Learning a second language can have an interference with the mother tongue.

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RESOURCES

Academic English English aula

Your dictionary. Complex sentences. English current

Exam English Engxam

FloJoe sample tests English revealed

Advanced Grammar in Use Oxford Grammar Practice

English Grammar Speak speak

37
CELIA PRIETO SÁNCHEZ
[email protected]
913 080 032
38