25 Jun 2019 Ejercicio práctico oposiciones primaria inglés 2019

Ejercicio práctico primaria inglés

Oposiciones 2019

Hi there,

¡Madre mía! Las oposiciones como siempre nos sorprenden, y no suele ser para bien. En el Salón de Idiomas llevamos preparando el ejercicio práctico de inglés para las Oposiciones de Primaria desde septiembre del 2018. Han hecho falta 3 profesoras, unas 9 horas semanales y muchas ganas de crear 41 modelos de examen diferentes desde septiembre 2018 a junio 2019.

Modelos del ejercicio práctico maestros primaria

Con mucho énfasis en el Listening, en los 41 modelos nos enfocamos en todos los aspectos de esta prueba (Listening, Reading e Use of English, didáctica y lingüística). Escuchamos también a nuestros alumnos que siempre nos dieron ideas buenas para personalizar los exámenes. Por cierto, ¡no! no vendemos los modelos. Pero hace meses regalábamos unos aquí:

Modelo ejercicio práctico inglés

Sinceramente, muchos de los Listenings que usamos eran un poco más complicados, algunos con el mismo nivel que el de ésta convocatoria y otros un pelín más llevaderos, pero siempre relacionados con la educación. La sección de Reading, Use of English y lingüística son muy parecidos (de hecho algunos de nuestros alumnos estarán sorprendidos de ver las similitudes. Por ejemplo, precisamente el modelo 41 trataba de la gamificación en la parte de la didáctica o del campo léxico en la parte de semántica/lingüística). Así que nos damos una palmadita en el hombro.

 Ejercicio práctico oposiciones primaria inglés 2019

En el Salón dedicamos un montón horas en buscar, encontrar y a veces crear Listenings complicados, dignos de un examen de oposiciones (creemos que lo conseguimos pues más de un alumno lloraba con ellos), siempre ceñidos de alguna manera a la educación y llega el día 22 de junio para poner una escucha sobre…. la Piedra Rosseta.

Pero ya lo sabemos, ¡a partir del próximo curso os sorprenderemos con modelos más curiosos aún! De momento os dejamos el modelo ejercicio práctico 2019 al que los maestros de inglés tuvieron que enfrentarse.

Listening Piedra Rosseta

LISTEN TO THE SPEAKER AND ANSWER THE FOLLOWING QUESTIONS

1. Why was Greek officially spoken and used in Egypt for a millennium? (0,4)
2. Which was the Ptolemies’ most important contribution to geographical organization of Egypt? (0,4)
3. What year was Ptolemy V appointed to throne? (0,4)
4. Why was his coronation postponed? (0,4)
5. Why does the author say the Rosetta Stone is not so singular? (0,4)
6. What year, according to the speaker, did the knowledge of how to read and write hieroglyphs disappear? (0,4)
7. What did the Treaty of Alexandria consist of? (0,4)

FILL IN THE GAPS

1. Ptolemies I and II created the famous ______________ lighthouse. (0,2)
2. It was in these _____________ circumstances that Ptolemy V issued the Rosetta Stone. (0,2)
3. Romans, Byzantines, Persians, Muslim Arabs and Ottoman Turks, all had _________________ of rule in Egypt. (0,2)
4. Soldiers re-building fortifications in Rosetta ______________ the stone. (0,2)

METHODOLOGY. DEFINE GAMIFICATION (0,25). READ THE TEXT AND WRITE 3 SPECIFIC IDEAS TO GAMIFY YOUR SIXTH-YEAR STUDENT CLASSROOM BEFORE VISITING THE MENTIONED MUSEUM. (0,75)

“The Rosetta Stone has been on display in the British Museum since 1802, with only one break. Towards the end of the First World War, in 1917, when the Museum was concerned about heavy bombing in London, they moved it to safety along with other, portable, ‘important’ objects. The iconic object spent the next two years in a station on the Postal Tube Railway 50 feet below the ground at Holborn. Today, you can see the Rosetta Stone in Room 4 (the Egyptian Sculpture Gallery). You can touch a replica of it in Room 1 (the Enlightenment Gallery).”

USE OF ENGLISH. READ THIS TEXT AND ANSWER THE QUESTIONS.

If you’re not old enough to know what life was like in the thirties for the unemployed and hard up, take a trip to London’s Mortimer Street Labour Exchange at six in the morning. This is where the casual catering workers queue for work amid the smell of stale urine, broken glass and squashed beer cans. It’s first come first served, so some wait all night. About 7 a.m. an official arrives and takes the names of those who have been waiting so that they can leave and get a cup of tea.

So a second queue builds up steadily, its members unaware of how many other people there are in front of them until just before 8 a.m. when men and women drift back in twos and threes and stand around preparing for the scrum which develops when the doors open at 8:15.

The queues include youngsters from the North in search of work of any kind, winos wearing a few bob for the next bottle of oblivion, those who do not like to talk or to be seen, those who have always worked in this way.

The women’s bitter complaint was that the catering industry was taking on students, especially foreign students who were prepared to work for any kind of money. A blitz by the Government Wages Inspectorate in the autumn last year showed in the areas investigated that 30 per cent of licensed restaurants paid less than the legal wages council rate, 22 per cent of pubs did the same and 47.8 per cent of unlicensed cafes investigated paid below the legal minimum. Yet there were only a handful of prosecutions.

However, most of the women need work whatever the money and most are frightened to talk about what they earn not to be considered trouble-makers. Jean was different. “I’ve a job in the evenings and I come down here too. I pay 30 pounds a week for a little flat for me, me boyfriend and me kids. The catering business is the worst of all. It’s rubbish money and everybody knows it”. Ivy chimed in and agreed. “Jean’s better off than me, she can cook. I can only was up and clear tables.

You get a job after waiting and then you find it’s in Liverpool Street or something. By the time you get out there and back you’ve spent twelve bob in fares. They give you two or three quid for the day’s work and if you complain and say it’s less than the Labour told you, they say: “There’s plenty more where you came from.”

It’s a hard life. Well represented in the queue are the mother of one-parent families, standing by the side of the moonlighters like Jean who needs two jobs to pay the rent, and the pensioners desperate for a bit extra. After the doors open the names of the lucky few are called out and can get out of the café and find that the job has already been filled and the employer hasn’t told Mortimer Street or he’d left it on the books anyway to cover himself.

When I came away the first time I looked at the queue of tired, listless people, not just dossers, winos and misfits. I saw the mad scramble to get through the door for what jobs were available. I imagined the hours most would spend on their feet for a few pence an hour. And I thought of “Down and Out in Paris and London”, deciding that not much had changed since George Orwell’s time.

EXPLAIN THE MEANING OF THE UNDERLINED TERMS IN THE CONTEXT OF THE ARTICLE.

1. For the unemployed and hard up (paragraph one) (0,2)
2. The scrum which develops when the doors open at 8:15 (paragraph two) (0,2)
3. The next bottle of oblivion (paragraph three) (0,2)
4. A blitz by the Government’s Wages inspectorate (paragraph four) (0,2)
5. Ivy chimed in and agreed (paragraph five) (0,2)
6. The moonlighters (paragraph six) (0,2)
7. Not just dossers, winos and misfits (paragraph seven) (0,2)

FOR EACH OF THE SENTENCES BELOW, WRITE A NEW SENTENCE AS SIMILAR AS POSSIBLE IN MEANING TO THE ORIGINAL SENTENCE, BUT USING THE WORD GIVEN IN CAPITAL LETTERS. THIS WORD MUST NOT BE ALTERED IN ANY WAY.

1. The Government’s decision to invest in new technologies was partly prompted by fear.

STEMS …………………………………….. (0,2)

1. Orwell says that in the thirties many of the unemployed felt they were responsible for their lack of work.

BLAME ……………………………………. (0,2)

1. The Social Security pamphlet told me all about the benefits I could claim.

ENTITLED …………………………………….. (0,2)

1. We finally managed to persuade him to take the job.

SUCCEEDED ……………………………………… (0,2)

1. The people who get there first get all the jobs.

SERVED …………………………. (0,2)

1. Many of the unemployed refuse to think about their future until they are made to.

ONLY ………………………….. (0,2)

PRAGMATICS, SEMANTICS, MORPHOLOGY AND PHONETICS.

1. FIND IN THE TEXT FOUR SEMANTICALLY RELATED WORDS THAT BELONG TO THE LEXICAL FIELD OF “MONETARY UNITS” (0,2)
2. BRIEFLY EXPLAIN WHAT YOUR STUDENTS SHOULD KNOW ABOUT THE BRITISH MONETARY SYSTEM. (0,6)
3. “I PAY 30 POUNDS A WEEK FOR A LITTLE FLAT FOR ME, ME BOYFRIEND ANDME KIDS” WHY IS THIS SENTENCE FROM THE TEXT MORPHOLOGICALLY REMARKABLE? (0,3)
4. WRITE THE PHONETIC TRANSCRIPTIONS OF THE FOLLOWING WORDS:

• Urine (0,1)
• Prosecution (0,1)
• Labour (0,1)

5. CHOOSE FROM THE FIVE WORDS OR PHRASES GIVEN AFTER THE FOLLOWING SENTENCES THE ONE WHICH MOST APPROPRIATELY COMPLETES THEM. (0,6)

1. Two hundred people were made ……………………………… when the factory closed.

A abundant   B dispensable   C obsolete   D redundant   E expendable

1. For some workers people joining the …………………… queue is a humiliating experience.

A grant   B ration   C dole   D insurance   E benefit

1. Many people who are paid below the legal minimum are frightened to complain in case they are …………………. as trouble-makers.

A accused   B branded   C called   D imprinted   E slandered

1. Concern about unemployment ………………………. with the number of unemployed.

A vibrates   B fluctuates   C oscillates   D swings   E vacillates

1. Owing to a strike in Birmingham the Cowley plant is being forced to ………………… men, because there are no parts for them to assemble.

A throw away   B send off   C put off   D lay off   E put out

1. The problem in accepting a job abroad is the resulting ………………………. for the family concerned.

A revolution   B havoc   C eruption   D wreck   E upheaval

Modelo ejercicio práctico primaria oposiciones 2017

Aquí puedes consultar la prueba de inglés de las Oposiciones de maestros primaria del 2017 (el del Libro de la Jungla).

Oposiciones maestros primaria – ejercicio práctico

That’s all, folks!

Esperemos que hayáis tenido suerte en el examen y, sino, pues estamos aquí para ayudarte.

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Oposiciones maestros primaria – ejercicio práctico inglés Habilitación lingüística por EOI Fonética en inglés vocales