Examen Habilitación Lingüística Madrid

¿Eres profesor o maestro y te urge la habilitación lingüística? ¿Necesitas el C1 para las oposiciones? En el Salón de Idiomas sabemos que esta es una prueba que se debe preparar a consciencia, por eso, hemos preparado un artículo súper completo para no dejar nada fuera.

Qué encontrarás:

• 1. Cómo conseguir la Habilitación Lingüística
• 2. Cómo es el examen de la Habilitación Lingüística: Fases
• 3. Cómo expresarte para hacer un buen examen
• 4. Ejemplo examen Habilitación Lingüística PARTE ESCRITA
  • 4.1 Listening Habilitación Lingüística
  • 4.2 Reading Habilitación Lingüística
  • 4.3 Writing Habilitación Lingüística
• 5. Estructura examen Habilitación Lingüística PARTE ORAL
• 6. Ejemplo examen Habilitación Lingüística PARTE ORAL
• 7. 50 Preguntas de exámenes anteriores
• 8. Nuestros tips para hacer un buen examen

1. ¿Cómo conseguir la Habilitación Lingüística en Madrid?

En Madrid puedes conseguir la Habilitación Lingüística de dos formas: superando la prueba específica de la Comunidad de Madrid o presentando un certificado oficial de inglés reconocido. Esta segunda opción suele ser la más rápida y cómoda, ya que evitas la prueba oral ante un tribunal y además el título te sirve para otros objetivos profesionales.

👉 Conoce la lista actualizada de exámenes aceptados para la Habilitación Lingüística en Madrid

2. ¿Cómo es el examen de la Habilitación Lingüística?

En caso de optar por no presentar un examen oficial reconocido y decidir presentarte directamente ante un tribunal evaluador, el examen de Habilitación Lingüística tiene como objetivo principal acreditar que el docente posee el nivel de competencia en inglés necesario para impartir clases.

El examen está diseñado para evaluar de manera integral las habilidades lingüísticas del candidato y se estructura en dos fases diferenciadas.

Fase 1: parte escrita

En esta primera parte del examen de la Habilitación Lingüística se evalúan las principales destrezas del idioma, para comprobar que el candidato posee el nivel de inglés necesario.

La prueba suele incluir ejercicios de:

• Listening (comprensión auditiva)
• Reading (comprensión lectora)
• Writing (expresión escrita)
• Grammar y Use of English (gramática y uso del idioma)

El objetivo de esta fase es comprobar que el docente tiene una base sólida de inglés equivalente a un nivel avanzado.

Solo los candidatos que superan esta primera parte pueden pasar a la siguiente fase.

Fase 2: prueba oral ante tribunal

Una vez superada la prueba previa, el candidato debe realizar una prueba oral de nivel C1.

Esta parte consiste en una exposición y una interacción en inglés delante de un tribunal formado normalmente por docentes de centros públicos. Durante la prueba se evalúa la capacidad del candidato para:

➡  Expresarse con fluidez y corrección en inglés

➡ Explicar ideas o temas educativos con claridad

➡ Mantener una conversación natural y estructurada

El objetivo de esta prueba es comprobar que el docente tiene la competencia lingüística suficiente para impartir asignaturas en inglés dentro de los programas bilingües.

Por este motivo, muchos profesores optan por obtener la habilitación lingüística presentando directamente un certificado oficial de inglés, evitando así tener que realizar la prueba oral ante un tribunal.

3. Cómo expresarte en el examen de la Habilitación Lingüística

En Salón de Idiomas siempre insistimos en que nuestros alumnos no solo aprueben, sino que destaquen y consigan la sorpresa grata del examinador. Para ello es importante cuidar la forma en la que te expresas, utilizar buenas estructuras gramaticales y demostrar un Use of English avanzado.

a. Domina las estructuras gramaticales avanzadas

En el examen de la Habilitación Lingüística es fundamental tener un buen dominio de la gramática y diferenciar correctamente los distintos tiempos verbales en inglés (por ejemplo, usar correctamente el present perfect). También es recomendable emplear estructuras más naturales en inglés como las siguientes.

Veamos algunos ejemplos de respuesta a la pregunta:

How do you deal with bullying in your school?

Ejemplo de respuesta 1:

👉 Usa “would rather” (preferiría)

I would rather there weren’t any bullying at school, yet sometimes children behave badly.

Ejemplo de respuesta 2:

👉  “to be / get used to” (estar acostumbrado / acostumbrarse)

I always encourage respect among my pupils and make them get used to empathizing with all their classmates.

Ejemplo de respuesta 3:

👉 “the more… the more” (cuanto más… más)

The more they connect to each other, the more tolerance and respect there is.

b. Sorprende con el Use of English

Otra forma de destacar en el examen de la Habilitación Lingüística es utilizando phrasal verbs, expresiones idiomáticas, binomios o locuciones habituales del inglés. De hecho, algunas de las clases más divertidas en Salón de Idiomas consisten en hablar utilizando el mayor número posible de expresiones típicas del inglés en el menor tiempo posible. También puedes hacer tu propia lista y practicarlas en casa.

Esto te interesa:

• Use of English C1 C2

Veamos algunos ejemplos de respuesta a la pregunta:

What do you do in order to improve your English level and not to fall behind on it?

Ejemplo de respuesta 1:

👉 Usa “keep up with” (mantener el ritmo)
“either…or” (o…, o…)

In order to keep up with my English I am constantly in touch with it, either by listening and reading, or taking private English lessons.

 Ejemplo de respuesta 2:

👉 Usa “on and off” (de vez en cuando)

Besides, I on and off travel abroad.

Ejemplo de respuesta 3:

👉 Usa “single-handedly” (por mi cuenta, solo), “as long as” (siempre que)

One can always learn and improve English single-handedly, as long as they are really willing to.

c. Varía tu vocabulario y utiliza conectores

Otro aspecto clave es variar el léxico y dominar los conectores (linking words).

Los conectores son una de las formas más sencillas de organizar tus ideas, mantener un discurso fluido y demostrar un nivel alto de inglés, incluso si en algún momento te falla la memoria.

Si te has fijado, en los ejemplos anteriores aparecen conectores como:

• yet (aun así)
• besides (además)
• in order to (para)

En el blog de Salón de Idiomas ya publicamos un listado completo de conectores útiles para la habilitación lingüística.

Además, es muy importante aprender vocabulario específico de tu campo educativo y practicarlo en tus respuestas.

Seguro te interesa:

• Vocabulario de educación en Inglés
•  Sinónimos de «very» en inglés
• Idioms en inglés

d. Ejemplo de respuesta sobre motivación en el aula

Veamos ahora cómo podrías responder a otra pregunta típica del examen:

How do you boost your pupils to be motivated in class?

👉Usa “hands-on” (participativo, práctico)

Ejemplo:
I make sure they are always involved in hands-on activities and games.

👉Usa“due to the fact” (debido a que); “keen on” (apasionado por)

Ejemplo:
Due to the fact they’re always keen on playing.

👉Usa“actually” (realmente)
“look forward to” (esperar con ganas)
“spur” (motivar)
“definitely” (sin duda)
“willingness” (deseo)

Ejemplo:
I can actually see they are looking forward to the following class. Having fun is definitely the best way of spuring their motivation and willingness.

En Salón de Idiomas te enseñamos a variar tu vocabulario, utilizar estructuras naturales del inglés y responder con seguridad en el examen. Y lo mejor: puedes empezar a practicarlo desde tu propio salón.

4. Ejemplo examen Habilitación Lingüística PARTE ESCRITA

El contenido de todos los ejercicios de la primera fase del procedimiento (la también llamada “parte escrita del examen” –porque luego está la “parte oral”, la realmente difícil) versan en torno a la educación. Todas las destrezas desde la comprensión lectora, expresión escrita, comprensión auditiva a la parte de gramática y vocabulario tratan sobre vuestra profesión: la educación.

Echa un ojo a este artículo 👉  Vocabulario de educación en inglés

4.1 Listening habilitación lingüística (examen por la Comunidad de Madrid)

En el Lsitening del examen de la Habilitación Lingüística sueles encontrar 2 audios que se escuchan un par de veces. Aunque pueden variar según la convocatoria, el tipo de ejercicio suele ser opción multiple, verdadero o falso o rellenar los huecos con la palabra correcta. Recuerda que la puntuación correcta la tienes siempre que (por ejemplo en fill in the gaps) no haya errores de ningún tipo (spelling mistakes).

Exercise 1

Listen to the speaker. Decide whether the next statements are true or false.

TRUE/FALSE: When girls and boys are taught together, the results are always better.

TRUE/FALSE: Single sex schools avoid distractions because boys will not compete for girls’ attention.

TRUE/FALSE: Mixed schools enable boys and girls interactions and that’s a crucial aspect for socializations.

TRUE/FALSE: Girls gossip more when they are learning in single sex schools.

TRUE/FALSE: The lack of girls and boys interaction early in life could lead to problems later in life.

Answers:

When girls and boys are taught together, the results are always better.  False (singe sex schools are usually more expensive so the results might be better).

Single sex schools avoid distractions because boys will not compete for girls’ attention. True

Mixed schools enable boys and girls interactions and that’s a crucial aspect for socializations. True

Girls gossip more when they are learning in single sex schools. False (it doesn’t say so).

The lack of girls and boys interaction early in life could lead to problems later in life. True

Exercise 2

You are going to hear part of a speech about literature in the classroom. Complete the text with a word or a phrase according to what you hear.

We shouldn’t be 1. ……..…..classic texts for contemporary stories, students need a blend of past and present to develop crucial skills, says English teacher Sally Law.

When introducing literature to a new class I ask two questions: «Why do we study it and what can we learn from it?» Now, if you’re a teacher you’ll know that it’s not always a smooth 2. ..…………… to the final destination, which is all part of the fun, but the answer we usually get to. Albeit with teacher sat-nav 3. ….……………, is that through literature, we can visit cultures impossible for us to experience ourselves. From our reading, we can begin to understand what it must have been like to live in a particular time, under certain conditions, in different parts of the world. But the best 4. ……….……. is that we can do all this while honing those oh-so-necessary and desired critical-thinking skills.

And that’s the point: that the study of literature in the contemporary classroom is, perhaps, even more relevant today than it has ever been.

At a time when the common aim of those in education, certainly the majority of us, is to prepare pupils for a world that evolves at the speed of fibre-optics, the role of literature and its importance in 5. …………… our pupils for the future has never been more apt.

But just what are the benefits to teaching literature to the young ‘uns these days?

From the linguistic perspective, studying classic literature from the Western canon (Shakespeare, Dickens, Orwelland so on) affords students of English the opportunity to 6. …………………………….language quite different from their own. Structures, trends in punctuation and in the way we speak 7. ……………………….… through the ages and being aware of these developments really helps us to understand better, language in its current context.

If we didn’t read and study texts from the past, and only looked to the best seller list, how would we know of this evolution? In my experience, pupils’ creativity runs 8. …………………….. when they can remix particular structures and styles with their own writing to lend authenticity to character, story and setting.

One of the challenges teachers face is the need to edge learners beyond their comfort zones but in doing so, we challenge their thinking and we bolster their confidence to become even more 9. ……………….. in the use of their own language. Or as the CBI (Confederation of British Industry) might say, we’re equipping them with essential skills for the real world.

There are more benefits to the study of literature. Understanding a story through the experiences of a character 10. …………. to feel what it could have been like and helps us consider the impact of events, significant or otherwise, on ordinary people. Gaining a broad view of society, through the eyes of another, 11. ……………. understanding, tolerance and empathy and the value of these capacities cannot be underestimated in today’s world.

Understanding the past does, we hope, prevent us from repeating the mistakes of our predecessors but, 12. ……………, it helps us appreciate how attitudes have changed over time. This, in turn, promotes a deeper understanding of why we are who we are today.

While we must safeguard the teaching of classic literature or risk depriving our young people of the 13. …………….. of knowledge, enjoyment and sense of heritage and history to be gained from our classics, we should also be open to the idea that more contemporary texts, of varying titles and formats, have a justifiable place in the curriculum too.

Any text, if 14. …………….…. well, will engage on some level or another.
A few years ago I received a thank you card from a student at the end of her school career but it didn’t convey the usual gratitude for helping her complete the course, or for getting her through the exam. It simply read: «Thank you for introducing me to beautiful literature – I have learned so much from it.» And that golden moment is enough to convince me that great literature, from any time, is something that all our young people should be 15. ………to. That’s the point.

Fuente: The Guardian

Answers:

1. ditching, 2. ride, 3.switched on, 4. bit, 5.equipping, 6.understand, analyse and evaluate, 7. have evolved, 8. rampant, 9. skilled, 10. enables us, 11. Fosters, 12. more than that, 13.wealth, 14. taught, 15.entitled.

4.2 Reading habilitación lingüística Madrid

Los ejercicios del Reading del examen de la Habilitación Lingüística pueden variar. Pueden salir multiple choice, fill in the gaps, paraphrasing synonyms text o matching headings. Vamos a ver qué tal con los siguientes ejercicios. Ready?

1. Paraphrasing synonyms text

Match the underlined words in the text below (items 7-11) with a word that has a similar meaning in this context (options A-F).  There is one option you do not need.

School reports “not tough enough”

1. aim, B. honest, C. behaviour, D. abilities, E. shortcomings, F. face-to-face, G. learners, H. boost, I. forte, J. discipline, K. reinforcement

School reports are often not 1. accurate enough and give parents the wrong impression of their children’s 2. skills according to a study published in the journal Education Today. The authors of the study say teachers sometimes do not know how to write reports as apparently most of them don’t understand the 3. purpose of the report.

School reports should help students 4. enrich their work but many teachers do not give a clear picture of the pupil’s 5. strengths and 6. weaknesses. “Many reports are too positive and 7. students often think that their grades  are better than they really are”. There is a problem at both primary and secondary school where teachers need more 8. support with how to write reports.

Teachers discuss children’s marks with parents but it is difficult to be honest 9. in person. Not only do children fail to do well on tests but they also have 10. upbringing problems.

Answers: 1.B, 2.D, 3.A, 4.H, 5.I, 6.E, 7.G, 8.k, 9. F, 10. J.

2. Multiple choice

Read the text below quickly and choose the best answer (A, B, or C) for the following items.

Some years ago I was in Zimbabwe, visiting a friend who was a teacher. He was there «to help Africa», as he put it, but what he found in his school shocked him. The school consisted of four large brick rooms side by side, each with nothing more than a blackboard and a few pieces of chalk. There were no textbooks or no exercise books, and the former headmaster had gone off with the few funds the school had had.

The pupils’ ages ranged from six to 26, because some who did not get schooling as children were there to make it up. Some pupils walked many miles every morning, rain or shine and across rivers. The girls had to fetch water and cook before they set off for school and when they got back. They struggled to do homework because there was no electricity in the villages; you can’t study easily by the light of a burning log. But what I noticed most was a real desire to learn and a longing to read. The school ‘library’ was half a room with nothing more than an encyclopaedia and a few old paperbacks. Each of these had been read and re-read a thousand times, and they wanted more. «Please send us books when you get back to London,» one man said. «They taught us how to read but we have no books.» Everybody I met, everyone, begged for books. Some time later I gave a talk at a school in North London, a very good school with beautiful buildings and gardens. The children there had a visit from some well-known person every week: these might be fathers, relatives, even mothers of the pupils; a visit from a celebrity was not unusual for them. Afterwards I asked the teachers how the library was, and if the pupils read. I heard what I always hear when I go to such schools and even universities. «You know how it is,» one of the teachers said. «A lot of the boys have never read at all, and the library is only half used.»

Sadly, we do know how it is. We are in a culture where it is common for young men and women, who have had years of education, to know nothing of the world, to have read nothing, knowing only some speciality or other, for instance, computers. We are in the middle of a revolution brought on by computers and the internet and TV. It is an amazing revolution, but it is also dangerous. The internet has already seduced a whole generation with its stupidities, so that even quite reasonable people can become addicted and find it hard to cut free. But perhaps more importantly, the internet has stopped a whole generation from reading books. Until recently, everyone would respect learning, education and our great treasure house of literature, going back to the Egyptians, the Greeks, the Romans. It is all there, this wealth of literature, to be discovered again and again. But if we ever lost all interest in these books, it would be as if they didn’t exist. And then how impoverished, how empty we would be.

1. The text was written in order to:

A. trace the history of education in Africa. B. sensitize people to a problem. C. highlight the problems in London schools.

2. The writer appears

A. critical. B. neutral. C. positive.

3. The best title for the text would be

A. A Hunger for Books. B. London Schools. C. African Storytellers

4. The writer’s friend was shocked by

A. the lack of teachers B. the lack of resources C. the attitude of the other teachers.

5. The students at the school

A. varied considerably in age. B. all had part time jobs. C. were unable to do any homework.

6. The library at the school in Zimbabwe

A. was rarely used by the students. B. had very few books. C. did not allow students to take books out.

7. How did the students at the London school feel about the writer’s visit?

A. They wanted to hear more about Zimbabwe. B. They were enthusiastic about attending her talk. C. They were not particularly excited.

8. When she heard about the library in the London school, the writer was

A. shocked. B. disappointed. C. not surprised

9. The writer is particularly angry about the effects of

A. TV. B. computers. C. the internet.

10. The writer feels we would be impoverished if we

A. were no longer interested in reading. B. no longer studied ancient cultures. C. spent less money on education

Answers: 1.B, 2.A, 3.A, 4.B, 5.A, 6.B, 7.C, 8.C, 9.C, 10.A

3. Matching headings

Read the following text and decide what heading match each paragraph. There one extra heading.

Writing your teaching philosophy

Teaching philosophies express your values and beliefs about teaching. They are personal statements that introduce you, as a teacher, to your reader. As such, they are written in the first person and convey a confident, professional tone. When writing a teaching philosophy, use specific examples to illustrate your points. You should also discuss how your values and beliefs about teaching fit into the context of your discipline.

1^st Heading:

What do you mean by learning? What happens in a successful learning situation? Note what constitutes «learning» or «mastery» in your discipline.

2^nd Heading:

What are your values, beliefs, and aspirations as an educator? Do you wish to encourage mastery, competency, transformational learning, lifelong learning, general transference of skills, critical thinking? What does a perfect teaching situation look like to you and why? How are the values realized in classroom activities? You may discuss course materials, lesson plans, activities, assignments, and assessment instruments.

3^rd Heading:

What skills should students obtain as a result of your teaching? Think about your ideal student and what the outcomes of your teaching would be in terms of this student’s knowledge or behaviour. Address the aims you have for specific classes or curricula and that rational behind them (i.e., critical thinking, writing, or problem solving).

4^th Heading:

What strategies will you consider to reach these aims and objectives? What are your beliefs regarding learning theory and specific techniques you would use, such as case studies, group work, simulations, and interactive lectures? You might also want to include any new ideas or strategies you want to try.

5^th Heading:

What are you attitudes towards advising and mentoring pupils? How would an observer see you connect with students? Why do you want to work with students?

6^th Heading:

How will you assess student growth and performance? What are your beliefs about grading? Do you grade students on a percentage scale (criterion referenced) or on a curve (norm referenced)? What different types of assessment will you use (i.e. traditional tests, projects, portfolios, presentations) and why?

7^th Heading:

How will you continue cultivating yourself as a teacher? What goals do you have for yourself and how will you reach them? How have your attitudes towards teaching and learning changed over time? How will you use student evaluations to improve your teaching? How might you learn new skills? How do you know when you’ve taught effectively?

Answers:

1^st: Your concept of learning, 2^nd: Your concept of teaching, 3^rd: Your goals for students, 4^th: Your teaching methods, 5^th: Your interaction with students, 6^th: Rating learning, 7^th: Professional growth, EXTRA: your beliefs about teaching and learning

Fill in the gaps

Read the following text and decide which word fits better in each gap.

There are many ways I believe that COVID could change the future of school—for the better.

The pandemic has seen a 1) ________ of articles with titles like “How to help students navigate this Social-Emotional Rollercoaster” and “Leaning into SEL amid the COVID-19 crisis.”

While normal classes are 2) ________ by COVID, SEL is becoming the primary work for many educators. One teacher in Minnesota put it well to me in an email: “During this time, social-emotional learning work isn’t just another thing to add to an educator’s plate. This is the plate.”

There’s 3) _________ acknowledgement that we must pay greater attention to the social-emotional needs of our students because they’re suffering. When we get back to school, teachers and students will have to process their parents’ lost jobs, their tough times with their families at home, and how this crisis affects their future when it comes to college. If school 4) _________ and this work isn’t prioritized, students will feel like schools really don’t get it and are out of 5) _______ with their needs.

Project Wayfinder, the organization I founded and currently run, specializes in SEL with curricula focused on supporting young people cultivate a sense of purpose. Right now, we’re seeing a swarm in demand for our services as schools prepare to go back to school next year in the wake of COVID. Savvy school administrators are already thinking about how to 6) _______ their staff are ready to 7) _______ students’ emotional and psychological, post-pandemic needs.

This is on the minds of school leaders across the country, including Michael Gayles, the founding principal of IGNITE Middle School in Dallas. IGNITE is a 8) _________ school that prioritizes the SEL needs of its scholars. In a recent email, Gayles wrote, “Meaning. Belonging. Connectedness. Emotional Health. COVID has amplified our awareness of these needs for our students. The crisis will pass, but my hope is that all school leaders will make these higher priorities.”

I share Gayles’s hope that this work proves not to be a checkbox or temporary crisis management, but rather a more transformational integration of SEL into our education system.

Answers: 1.B, 2.C, 3.A, 4.A, 5.D, 6.C, 7.B, 8.D.

4.3 Writing examen Habilitación Lingüística Madrid

En el Writing del examen de la Habilitación Lingüística normalmente tienes dos opciones (por ejemplo, entre un essay y un article). Te dejamos dos enunciados.

Option A) write an article giving you opinion about the pros and cons of pupils having homeworks.

Option B) write an essay explaining what you would show to you pupils if they took a school trip to the city centre of Madrid.

Esto te interesa:

• Cómo redactar un artículo en inglés
• Cómo redactar un essay en inglés
• Cómo conseguir el C1
• Inversiones en inglés nivel avanzado

Grammar and vocabulary habilitación lingüística

Answers: 1. C, 2. C, 3 A, 4. A, 5. C, 6. C, 7. B, 8. 2, 9. A, 10. C, 11. B, 12. B, 13. C, 14. B, 15. B, 16. C, 17. A, 18. B, 19. C, 20. A, 21. B, 22. C, 23. B, 24. A, 25. A

1. Select a word from the list that has the most similar meaning to the word on the left.

1. demonstrate
2. comprehend
3. encourage
4. carry out
5. direct

a.ensure, b.film, c.show, d.make, e.instruct, f.organize, g. listen, h. grasp, i.read, j. paint, k. foster

Answers: 1.C, 2.H, 3.K, 4.D, 5.E

2. Complete each definition using a word from the list. Use each word once only. You will not need five of the words.

1. To gain knowledge is to
2. To evaluate a student’s performance is to
3. To look over something carefully is to
4. To put things in their correct place is to
5. To exchange information by speaking is to

1. learn, b.advertise, c.teach, d.review, e. write, f.write, g.stop, h.communicate, i.keep, j.unclutter, k.assess, l.sweep

Answers: 1.A, 2.K, 3.D, 4.J, 5.H

3. Finish each sentence using a word from the list. Use each word once only. You will not need five of the words.

1. Last school year and following the bilingual programme, we implemented CLIL________ at our school.
2. Every Friday, the students take a short _______ to see if they understood the week’s concepts.
3. It is important for kids to play in team sports so that they learn __________.
4. The new technology course does not have a ___________ All material is online.
5. We have plenty of ________ on the shelves for indoor activities when it rains.

a.puzzles, b.curriculum, c.textbook, d.evaluation, e.cooperation, f.method, g.quiz, h.tiles, i.reflection, j. progress, k. skill

Answers: 1. F, 2.G, 3. E, 4. C, 5. A

4. Select a word from the list that has the most similar meaning to the word on the left.

1. independent
2. rewarding
3. enhance
4. strategy
5. achievement

a.success, b. improve, c.injury, d.technique, e.failure, f.satisfying, g.free, h. self-sufficient, i.apart, j. money, k. exclusive.

Answers: 1. H, 2. F, 3. B, 4- D, 5. A

5. Select a word from the list that is most often used with the word on the left. Use each word once only. You will not need five of the words.

1. learning
2. academic
3. Master’s
4. staff
5. final

a.room, b.attire, c.song, d.behaviour, e.process, f.quiz, g.degree, h. staircase, i.exam, j. run, k. university.

Answers: 1.E, 2.D, 3.G, 4.A, 5.I

5. Estructura examen Habilitación Lingüística: PARTE ORAL

El examen oral de la Habilitación Lingüística en Madrid está diseñado para evaluar tu competencia comunicativa en inglés como docente. A continuación, te explicamos cómo suele ser:

✔ Duración

El examen tiene una duración aproximada de 10-15 minutos por candidato, aunque puede variar según el número de examinadores y la organización del examen.

✔ Estructura general

👉 Presentación personal: se te pedirá que hables brevemente sobre ti, tu experiencia docente o tu centro educativo.

Objetivo: comprobar tu fluidez, pronunciación y capacidad de expresarte con naturalidad.

👉 Situaciones o role-play: se simulan situaciones típicas de aula o de comunicación con alumnos.

Ejemplos: explicar un concepto, corregir un error de un alumno, dar instrucciones.
Evaluación: claridad, adecuación del lenguaje y uso de recursos pedagógicos.

👉 Preguntas abiertas / debate: los examinadores pueden hacer preguntas sobre temas educativos o situaciones hipotéticas.

Evaluación: capacidad de argumentar, usar vocabulario avanzado y estructurar ideas correctamente.

👉 Feedback o reflexión final (opcional): en algunos casos, se te puede pedir que comentes cómo mejorarías la clase o cómo abordarías un problema concreto.

✔ Lo que evalúan

• Fluidez y coherencia: hablar de manera continua y organizada.
• Pronunciación y entonación: comprensible para nativos.
• Gramática y vocabulario: correcto y variado, adecuado al nivel esperado (B2/C1 según el caso).
• Capacidad de comunicación pedagógica: explicar ideas de forma clara y adaptada a los alumnos.

6. Ejemplo examen Habilitación Lingüística PARTE ORAL

Ejemplo pregunta 1:

Tell me about yourself and why you think you’ll make a good teacher?

Ejemplo de cómo se podría responder:

“Well, I am an overly passionate teacher who decided to get into this profession because of the skills and qualities I possess that are a match for the role. I am hard-working, I always put the well-being and education of my pupils at the core of everything I do. Furthermore, I guess I make a good  educator because I have the ability to grab my pupils’ attention build strong relationships with them. Apropos personality, I am told to be friendly, patient and caring, and over all, I am devoted to this profession which I feel will be a positive influence on my style of teaching and the results that it brings.”

❗ Tip: Aquí puedes hablar tanto de tus cualidades como de tu estilo de enseñar y tu experiencia.

¡Alerta! No estudies ésta respuesta tal cual, haz una adaptación.

Ejemplo pregunta 2:

How do you evaluate your students?

Ejemplo de cómo podrías responder:

«Actually, I assess students with formal and informal methods, including quizzes and tests. I also grade in-class activities like reports, recitations, desk work, and group activities to get a better glimpse of their performance besides the summative assessment. For instance, one student, (you can name him/her), showed a strong grasp of concepts during in-class activities, but performed poorly during testing. Through working closely with him/her, I uncovered an undiagnosed reading problem. I focused on his weakness, assigned him/her more activities aimed to improve his/her reading skills and eventually his/her academic behaviour improved significantly.»

❗ Tip: como ves, aquí puedes hacer referencia a un caso en concreto y, de paso, contar lo bien que lo has hecho.

Ejemplo pregunta 3:

How would you motivate a special needs pupil who doesn’t want to complete his/her work?

Cómo podrías responder:

«I have been working for several years with SEN students and I have learned ways to approach them that work with flying colors. I understand that depending on the situations you can adopt different positive approaches. For examen, you can encourage them with rewarding charts and stickers, create a friendly and teamwork environment or just listen to the student to get to know what might make them reluctant to carry out what they are asked to do. Other strategies are simpler. For example, having a ‘buddy’ for a dyspraxic child who is new to the class and gets lost easily will help him settle in, or saying the name of a child with Asperger’s when asking ‘everybody’ to do something, so they understand they are included.»

❗Tip: no se trata únicamente de mostrar que hay diferentes estrategias para diferentes tipos de niño, sino también de dar ejemplos de experiencias personales.

Ejemplo pregunta 4:

What are the drawbacks of cooperative learning?

Cómo podrías responder:

«As a matter of fact, not all ages are appropriate for carrying out cooperative learning: the older the students, the more likely they are to perform accordingly in these kind of activities. Another disadvantage that this educational approach can bring along is the difficulty of conducting an assessment. It’s nothing of a doodle to evaluate all the students or groups and there are several aspects to be borne in mind when doing so. Yet, I am keen on using this approach to foster collaboration, teamwork, entertainment and social skills among my students, no matter the drawbacks.»

❗Tip: Cuando te pidan ventajas/desventajas, menciona al menos 2 de cada una.

Ejemplo pregunta 5:

What is the difference between public and private schools?

Cómo podrías responder:

«There are several aspects that make a difference between public and private schools. On one hand, private schools are self-governing and have a greater say on their contents (even though they have to comply with the same curriculum). Plus, they have better facilities and, sometimes, fewer pupils per class.

On the other hand, public schools are free and educators are said to have better qualifications and training as all of them had to pass the civil service exam. Public school grant you quality and equality and diversity.»

❗Tip: menciona al menos 2 aspectos de cada parte.

7. 50 Preguntas de exámenes anteriores

Por fin. Un listado casi completo de posibles preguntas que han aparecido en el examen de la Habilitación Lingüística de años anteriores. Muchas son recopiladas por nuestros alumnos profesores y maestros. ¿Falta alguna? ¿Quieres participar y añadir alguna más que sabes que ha salido? Puedes escribir un comentario al final del listado. Así nuestro vocabulario específico crece más y vosotros tenéis más frentes cerrados de cara a éste examen.

Las preguntas de habilitación lingüística se parecen bastante a las de una entrevista normal de trabajo de inglés. Tenemos 50 preguntas ni más ni menos. Pero el listado puede crecer. Es importante que domines las recomendaciones que hacemos al principio de este artículo, de ésta manera puedes reciclar buen vocabulario y buen Use of English en varias de las preguntas que te pudieran hacer (recuerda que en inglés NO decimos do/make a question, sino ASK).

Como podrás observar hay algunas preguntas simples, sobre todo se suelen hacer al principio y al final, las llamadas breaking-the-ice questiones, para que te relajes un poco. Es importante que nunca bajes la guardia y que tu registro siga alto.

Preguntas habilitación lingüística

1. Tell me something about yourself.
2. What do you like to do in your free time?
3. Have you ever been abroad?
4. How did you learn English?
5. What do you do in order to improve your English level and not to fall behind on it?
6. What school do you work at? (private, public, bilingual, etc.)
7. Which are the diferences between a private and a public school regarding education?
8. What’s the difference between a faith school -colegio religioso- and a secular one?
9. Should schools control their own admissions?
10. What is BEDA program?
11. Does your school belong to the BEDA program?
12. Describe an ordinary day at your school.
13. How do you feel towards using daily trips as a pedagogical strategy?
14. What metodology do you use when teaching English?
15. What subject do you find easy to teach in English?
16. How do you make sure your students understand you if you speak in English?
17. Tell us a way you use to boost your pupils and make them be motivated in class?
18. How do you motivate your pupils to speak in English?
19. What tasks do you do to improve linguistic production?
20. Is there any English assistant in your class/school?
21. Why do you need/are you doing this exam -habilitación lingüística-?
22. Which are the reasons why you want to do the civil servant exam -oposiciones-?
23. You said you don’t you want to prepare for the civil servant exam-oposiciones-, why?
24. Can you describe the current educational system?
25. How can you, as a teacher, improve the present educational system?
26. How do you foresee the future of the educational system in Spain?
27. What is the bilingual education?
28. Why do we need bilingual schools?
29. How many bilingual schools do you know?
30. What does a school need in order to become bilingual?
31. Which subjects will be taught in bilingual schools? Will they be effectively taught? why?
32. Do you believe Spain can have a fully integrated bilingual education system?
33. Are Spanish teachers currently trained and prepared enough to be teaching in English?
34. Will children from bilingual schoos have different educational needs?
35. Tell us how you promote multiculturalism in your class.
36. How do you integrate foreign students in your class?
37. What is bullying?
38. Is there any kind of bullying in your class?
39. How do you behave when there is an act of bullying in class?
40. What can you do in order to avoid bullying?
41. How do you deal with troublesome -problemáticos- children?
42. Do you know your pupil’s needs? How do you make sure you understand their needs?
43. How do you work around angry or troublesome parents?
44. Do you usually get on with your collegues/other teachers?
45. Tell me about the importance of homework.
46. How much homework should students have?
47. Should reading be compulsory? What kind of reading do you promote?
48. What would you have done if you hadn’t been a teacher?
49. Describe your favorite movie, book, actor, singer..?
50. How do you relax after a stressful day?

8. Nuestras recomendaciones como expertos en esta prueba

Practica mucho

Obviamente, debes saber de qué hablas y que el idioma no sea un motivo para decir incoherencias. Prepárate las preguntas, una por una, con respuestas parecidas a las que vimos arriba y repite, repite, repite hasta hartarte. Grábate. Escúchate. Escribe tus respuestas en un papel. Díselas a tu pareja. Repite de nuevo.

Para ensayar la prueba oral de la habilitación lingüística, los alumnos tienen que contestar de pie durante 20 minutos, sin bajar de registro -no lo permitimos- a preguntas hechas por un tribunal de profesores y alumnos. Éstos últimos hacen de evaluadores y están siempre pendientes de posibles fallos, incoherencias o vocabulario pobre. Así mismo, los evaluadores recalcan todo lo positivo de la exposición. Al final el tribunal del Salón de Idiomas decide si el candidato ha superado la habilitación lingüística o no. Pasando ya por el miedo y la incomodidad, tu prueba será a piece of cake -pan comido.

Amplía el léxico

Ampliar tu vocabulario relacionado con la educación is a must!  En el examen de la Habilitación Lingüística necesitas decorar tu lenguaje. Y es que, aunque pienses que tienes buen nivel…C’mon! ¡Casi todos los que se presentan a la prueba tienen buen nivel y fluidez! Pero, ¿sabes expresarte en condiciones, de forma elocuente y con un léxico acertado?

Te dejamos algo de vocabulario útil que vamos a usar en nuestras posibles respuestas.

• style of teaching
• pupils’ performance
• grab attention
• SEN students
• academic behaviours

Utiliza varias fórmulas de nivel avanzado

No vamos a entrar en detalles sobre qué fórmulas concretas podrás usar peeeero sí que te dejamos varios enlaces con aspectos útiles de la lengua inglesa que puedes introducir en tus respuestas para hacerlas sonar mejor. De hecho, en nuestras clases del examen de la habilitación lingüística parte oral usamos estos enlaces.

• Expresiones idiomáticas
• Inversiones de nivel avanzado
• Use of English C1 C2
• Phrasal verbs C1       
• Phrasal verbs C2
• Conectores nivel C1

Trucos Prácticos para el examen de la Habilitación Lingüística

• Prepárate bien las respuestas para los temas de bullying y bilingualism /bailingualísssam/, es muy probable que te hagan preguntas relacionadas con éstos tema.
• Recuerda que cada pregunta tiene un propósito. La 48 tiene como objetivo ver si dominas el 3er condicional. Ésta pregunta es frecuente.
• Apréndete temas concretas como el porqué de las siglas BEDA.
• Idea una respuesta imparcial para preguntas como la 7 u la 8.
• Memoriza vocabulario especializado de tu tema. Hemos creado un artículo sólo para eso.
• Varía tus razonamientos y respuestas y no contestes con los mismos argumentos a lo largo de la entrevista.
• Evita las respuestas cortas ni te andes por las ramas, en ambos casos incitas a que te pregunten más.
• No te pases de listo en tus respuestas, pero tampoco seas demasiado humilde.
• Sonríe y mira a cada uno de los interlocutores.
• Formula bien tus preguntas cuando no te has enterado de algo: can you repeat that?

Would you mind repeating that again? could you run over that again? I beg your pardon, I didn’t get your question.

El examen de habilitación lingüística no solo evalúa conocimientos, sino la capacidad de usar el inglés con fluidez, precisión y naturalidad en contextos reales. Para superarlo, es clave practicar estructuras avanzadas y mantener un nivel consistente en todas las partes de la prueba. En Salón de idiomas, somos expertos en esta prueba con muchos años de experiencia preparando a docentes para conseguir sus objetivos. Si quieres ir a lo seguro, contáctanos y trazaremos un plan para que tengas te saque la Habilitación Lingüística.