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PRÁCTICO ESPECIALIDAD LENGUA EXTRANJERA INGLÉS

RESUELTO 2024
ACCESO AL CUERPO DE MAESTROS Y NUEVAS ESPECIALIDADES
PROCESO SELECTIVO REPOSICIÓN

COMUNIDAD DE MADRID

1. ORAL COMPREHENSION. You will hear an extract of an interview twice. After that, complete the following
exercises.
1.1. Multiple Choice Questions.

1. At what age were Sean and Connor diagnosed with autism?

A) 2 years old
B) 3 1/2 years old
C) 4 years old
D) 5 years old
Correct answer: B

2. What was the reality that Speaker1 knew about Connor's job prospects after graduation?
A) It would be easy to find a job
B) It would be challenging, especially due to the pandemic
C) He would need to go back to school
D) He would immediately be successful
Correct answer: B

3. What support stopped for Connor when he went to university?

A) Financial support
B) Emotional support
C) The ECP plan
D) Housing support
Correct answer: C

4. Why was Speaker1 proud of Connor?

A) He got a job immediately after university
B) He completed his degree despite difficulties

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C) He decided to change his career path

D) He became a professional gamer
Correct answer: B

5. Why did Freddie not end up taking psychology as an A Level?

A) He changed his mind about the subject -
B) The subject was too difficult
C) It didn’t fit with his other subjects’ timetable
D) His parents advised against it
Correct answer: C

6. What does Speaker2 admire about Connor's career aspirations?

A) His willingness to take any job
B) His determination to stick to his chosen field
C) His interest in multiple career paths
D) His decision to go back to school
Correct answer: B

7. How does Speaker2 feel about Freddie’s lack of clear future plans?
A) Very stressed
B) Quite relaxed
C) Mildly concerned
D) Completely indifferent
Correct answer: B

1.2 - Open-ended Questions

1. How does Cheryl describe her feelings about her boys staying with her forever?
Cheryl says she would be very happy to have one stay forever, in the company of her cats.
2. What degree did Connor complete, and what was his expectation after graduation?
Connor earned a degree in game design and anticipated securing a job immediately after graduating.
3. Why was Freddie unable to pursue his first choice of A Level subjects?
Freddie's primary option, psychology, was incompatible with the schedules of his other selected subjects.

1.3. Complete the following extract with the right words or expressions.
And I kind of knew the __________: (1) particularly with the pandemic going on. Yeah, probably wouldn’t be as simple
as he thought it would be. And of course, it turned out not to be simple at all. My I __________ (2) for both of the boys
was that they would be kind of forgotten about and kind of left in their room playing video games day in, day out. Yeah.
And kind of __________(3) as I call it. Yeah. Because when Connor went to university, the ECP plan stopped because
it stops when they go into __________(4). So, umm, the university was then supposed to provide the support for
Connor, and Connor found those years really difficult for his degree, but he did it. He, you know, he managed it.
1- (…) reality of that (…)
2- (…) kind of nightmare (…)
3- (…) fall off the support tree (…)
4- (…)third level (…)
2. USE OF ENGLISH. READ THIS TEXT AND ANSWER THE FOLLOWING QUESTIONS

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Universal design for learning (UDL) is a set of principles for designing curriculum that provides all individuals with equal
opportunities to learn. UDL is designed to serve all learners, regardless of ability, disability, age, gender, or cultural and
linguistic background. UDL provides a blueprint for designing goals, methods, materials, and assessments to reach all
students including those with diverse needs.

Grounded in research of learner differences and effective instructional settings, UDL principles call for varied and
flexible ways to present or access information, concepts, and ideas (the "what" of learning), plan and execute learning
tasks (the "how" of learning) and get engaged—and stay engaged—in learning (the "why" of learning). UDL is different
from other approaches to curriculum design in that educators begin the design process expecting the curriculum to be
used by a diverse set of students with varying skills and abilities.

UDL is an approach to learning that addresses and redresses the primary barrier to learning inflexible, one-size-fits-all
curricula that raise unintentional barriers. Learners with disabilities are the most vulnerable to such barriers, but many
students without disabilities also find that curricula are poorly designed to meet their learning needs. UDL helps meet
the challenges of diversity by recommending the use of flexible instructional materials, techniques, and strategies that
empower educators to meet students’ diverse needs. A universally designed curriculum is shaped from the outset to
meet the needs of the greatest number of students, making costly, time-consuming, and after-the-fact changes to the
curriculum unnecessary.

The UDL framework is grounded in three principles: Multiple means of representation – using a variety of methods to
present information, provide a range of means to support. Multiple means of action and expression providing learners
with alternative ways to act skillfully and demonstrate what they know. Multiple means of engagement – tapping into
learners’ interests by offering choices of content and tools; motivating learners by offering adjustable levels of
challenge.

The term Universal Design refers to a movement in architecture and product development that aims to make places
and things more accessible to individuals with disabilities. Many adaptations for people with disabilities benefit a
variety of users. For example, ramps and curb cuts make it easier for parents with baby strollers, elderly people, and
delivery people to negotiate walkways and street. Similarly, closed captions on television and movies can be
appreciated not only by the deaf and hard of hearing, but by people who can read them in noisy environments. They
can also be used as support for listening comprehension by viewers learning the language. The concept that everyone
benefits when designs incorporate the needs of every user has become known as universal design. UDL extends this
concept to education by applying advances in the understanding of how the brain processes information to the design
of curricula that accommodates diverse learning needs.

The good news is that UDL is not in conflict with other methods and practices. It actually incorporates and supports
many current research-based approaches to teaching and learning, such as the following: cooperative learning (group
work), differentiated instruction, performance-based assessment, project-based learning, multisensory teaching,
theory of multiple intelligences, and principles of student-centered learning.

Adult students benefit from two major aspects of UDL: its emphasis on flexible curriculum, and the variety of
instructional practices, materials, and learning activities. All students, including those learning English, older students,
and those with disabilities appreciate the multifaceted ways content is presented, as well as options for demonstrating
what they know. UDL helps educators meet the challenge of serving those with special needs while enhancing learning
for all.

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Adult education classes do not always rely on textbooks only for curriculum material, but rather utilize realia and
authentic materials, instructors can be at an advantage when trying to incorporate principles of UDL. A common
example is the technique of using total physical response (TPR) exercises for adults English language learners. An
example in the ABE classroom might be a teach weights and measurement using real objects and a variety of
measurement tools. Show video clips to demonstrate measurement in various ways. Hands on activities and
demonstrations can help learners grasp the concept more readily than textbook readings and discussion. Have learners
demonstrate their understanding through created visuals, oral presentations or demonstrations, maps and charts, or
simulated tasks.
TEAL Teaching Excellence in Adult Learning

2.1 - Multiple Choice Questions

1. What is the primary goal of Universal Design for Learning (UDL)?
a) To provide equal opportunities for all learners to access curriculum
b) To design curricula specifically for students with disabilities
c) To eliminate standardized testing in schools
d) To increase the use of textbooks in classrooms
Correct answer: A

2. Which of the following is NOT one of the three principles of UDL?

a) Multiple means of representation
b) Multiple means of action and expression
c) Multiple means of assessment
d) Multiple means of engagement
Correct answer: C

3. What does UDL aim to address as the primary barrier to learning?

a) Lack of funding for education
b) Inflexible, one-size-fits-all curricula
c) Insufficient teacher training
d) Overcrowded classrooms
Correct answer: B

4. How does UDL differ from other approaches to curriculum design?

a) It focuses exclusively on students with disabilities
b) It expects the curriculum to be used by a diverse set of students from the beginning
c) It relies heavily on standardized tests to assess student learning
d) It is only applicable to primary and secondary education
Correct answer: B

5. Which movement is the term "Universal Design" originally associated with?**

a) Universal Design for Learning
b) Product development
c) Architecture
d) Special education

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Correct answer: C

2.2 - Briefly explain the following expression from the text.

- "......addresses and redresses the primary barrier to learning......"
Recognizes and navigates the initial obstacles encountered during the learning process.

- "......UDL provides a blueprint for designing goals......"

UDL assists by providing a framework that offers a comprehensive outline of each phase in the learning
process, encompassing both the evident and underlying aspects.

2.3 - Free Answer Questions. Do not copy from the text.

a. Discuss how the concept of Universal Design in architecture and product development relates to UDL in education.
Universal Design in architecture and product development focuses on creating environments and products
that are accessible to everyone, regardless of their abilities. Similarly, UDL applies this principle to education by
creating curricula that meet the needs of all learners, ensuring both accessibility and effectiveness from the start.
Just as features like ramps and curb cuts help a wide range of people beyond those with disabilities, adaptable
curricula benefit all students.

b. How does UDL help educators meet the challenges of diversity in the classroom? Provide specific examples.
UDL supports educators by incorporating adaptable teaching materials and methods that address the varied
needs of students such as neurodivergent ways of thinking, communicating and perceiving. For example, visual
learners can observe phenomena, auditory learners can listen to explanations, and kinaesthetic learners can interact
with virtual objects, enhancing engagement and understanding across diverse student needs. By providing multiple
avenues for accessing content and showcasing understanding, UDL guarantees that every student has a chance to
succeed.

c. Why might adult education classes be particularly well-suited for incorporating UDL principles?
Adult education classes frequently incorporate real-life objects and genuine materials, which are in line with
UDL's focus on adaptable and diverse teaching methods. This approach benefits adult learners, particularly those
studying English and older individuals, by offering a range of presentation and assessment methods. This enables
them to engage with the content in ways that align with their unique learning styles and requirements.

d. How can Total Physical Response (TPR) exercises be used to incorporate UDL principles in adult English language
learning?
Total Physical Response (TPR) exercises can effectively incorporate UDL principles by providing multiple
means of engagement, representation, and action. For instance, instructors can use TPR to engage learners through
physical movements, which caters to kinaesthetic learners. Visual learners benefit from observing demonstrations
and gestures, while auditory learners can follow spoken instructions, learning new language. Moreover, TPR allows
for flexible pacing and individualized responses, accommodating learners with diverse abilities and learning
preferences. By integrating TPR into lessons, educators create a dynamic and inclusive learning environment that
supports the UDL framework by ensuring all students can participate actively and effectively in the learning process.

2.4 - Word Formation Process. Analyse the following words.

1. DISABILITIES

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- Formation: dis-abilit(y)-ies
- Components:
- Prefix: "dis-" (negative)
- Root noun: "ability"
- Suffix: "-ies" (irregular plural formation)

2. SKILLFULLY
- Formation: noun(skill) + suffix to form an adjective (full) + suffix to form an adverb of manner
- Components:
- Root noun: "skill"
- Suffix to form adjective: "-ful" (forming "skillful")
- Suffix to form adverb of manner: "-ly" (forming "skillfully")

3. TPR
- Formation: acronym
- Components: Total Physical Response (an abbreviation for a specific teaching method).

4. WALKWAYS
- Formation: close compound word
- Components: "walk" + "ways"

5. MULTIFACETED
- Formation: prefix (multi) + noun (facet) + ending for past participles (-ed)
- Components:
- Prefix: "multi-" (indicating many)
- Root noun: "facet"
- Suffix for past participle: "-ed" (forming "multifaceted")

2.5. PHONICS. Write the phonetic transcription of the following words.

UK PHONETIC ALPHABET:
1. Regardless /rɪˈɡɑːrdləs/
2. Movement /ˈmuːvmənt/
3. Grounded /ˈɡraʊndɪd/

2.6. Sentences Transformation. Complete the second sentence so that it has a similar meaning to the first one
using the word given. Do not change the word given. You must use between three and six words including the
word given.

a. They left their car and almost immediately heard a deafening crash. **SOONER**
No ________________ I heard a deafening crash.
NO SOONER DID THEY LEAVE THEIR CAR THAN ALMOST IMMEDIATELY I HEAR A DEAFENING CRASH.

b. I am confident that he will be successful in his career. **CHANCES**

I am confident ________________ in his career.
I AM CONFIDENT OF/ABOUT HIS CHANGES OF SUCCESS IN HIS CAREER.

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c. If you feel stressed, breathing slowly should calm you down. **MAKE**
Breathing slowly ________________ calm you down.
BREATHING SLOWLY WILL MAKE YOU FEEL CALMER.

d. My application for the job was turned down because I didn’t have the right qualifications. **GROUNDS**
My application for the job was turned down ________________ I didn’t have the right qualifications.
MY APPLICATION FOR THE JOB WAS TURNED DOWN ON THE GROUNDS THAT I DIDN´T HAVE THE RIGHT
QUALIFICATION.

e. I am sorry that I didn’t help him. **REGRET**

I ________________ him.
I REGRET NOT HAVING HELPED HIM.

2.7. METHODOLOGY. Explain the following concepts. (100-125 words each).

- Project-based learning.
Definition:
Project-based learning (PBL) is a teaching method where students gain knowledge by working on long-term,
real-world projects. This approach involves solving complex problems, answering significant questions, and
exploring relevant topics. PBL promotes collaboration, critical thinking, and communication among students. It
integrates multiple subjects, allowing students to apply their learning in practical contexts. Teachers act as
facilitators, guiding students and providing necessary resources rather than direct instruction. This method helps
students develop a deeper understanding of the material and increases their motivation and engagement in the
learning process.

Practical application:
Open-ended answer.

2.8. NATURE OF GAMIFICATION. Read the following and give an example of an activity using gamification for 4th
year primary education students in the EFL class. (150-175 words)
According to Kapp gamification is "using game-based mechanics, aesthetics and game thinking to engage people,
motivate action, promote learning, and solve problems." (Kapp, 2012).
Gamification is the use of game thinking, approaches and elements in a context different from the games. Using game
mechanics improves motivation and learning in formal and informal conditions (GamifyingEducation.org).
Various definitions overlap and can be summarized as follows: Gamification is an integration of game elements and
game thinking in activities that are not games.

Practical application:
Open-ended answer.

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