INDEX

Question 1

1. La lengua como comunicación: lenguaje oral y lenguaje escrito. Factores que definen una situación comunicativa: emisor, receptor, funcionalidad y contexto.

Answer 1

1. LANGUAGE AS COMMUNICATION: ORAL AND WRITTEN LANGUAGE
   
   1. 1.Definition of communication
   2. 2. Oral language
   3. 3. Written language
   4. 4. Similarities and differences between oral and written languages
   5. 5. Non-verbal communication
2. FACTORS DEFINING A COMMUNICATIVE SITUATION
   
   2. 1. Elements of communication
   3. 2. Functions of communication
   4. 3. Context
3. TEACHING COMMUNICATION: PRINCIPLES IN LANGUAGE TEACHING METHODS
4. DIDACTIC APPLICATION: COMMUNICATION IN THE ENGLISH LESSON

Question 2

2. La comunicación en la clase de lengua extranjera: comunicación verbal y no verbal. Estrategias extra-lingüísticas: reacciones no verbales a mensajes en diferentes contextos.

Answer 2

1. COMMUNICATION IN THE FOREGN LANGUAGE LESSON: VERBAL AND NON-VERBAL COMMUNICATION
2. 1. Definition of communication
3. 2. Communication in the foreign language lesson
4. 3. Verbal communication
5. 4. Non-verbal communication
6. 5. Communicative competence
7. NON-LINGUISTIC STRATEGIES: NON-VERBAL REACTIONS TO MESSAGES EMITTTED IN DIFFERENT CONTEXTS
8. 1 Classification of non-verbal strategies
9. 2. Non-verbal reactions to messages emitted in different contexts
10. 3. Different context for non-verbal reactions in classroom
11. DIDACTIC APPLICATION: VERBAL AND NON-VERBAL COMMUNICATION IN THE ENGLISH LESSON
12. CONCLUSION

Question 3

3. Desarrollo de las destrezas lingüísticas: comprensión y expresión oral, comprensión y expresión escrita. La competencia comunicativa en inglés.

Answer 3

1. LANGUAGE SKILLS DEVELOPMENT.
2. 1. Oral comprehension (listening)
   2. 1.1. Methodological Guidelines
   3. 1.2. Listening activities and subskill
3. 2. Oral production (speaking)
   3. 2.1. Methodological Guidelines
   4. 2.2. Speaking acquisition process
4. 3. Written comprehension (reading)
   4. 3.1. Reading teaching and acquisition
   5. 3.2. Reading activities and subskill
5. 4. Written production (writing)
   5. 4.1. Writing acquisition approach
   6. 4.2. Writing acquisition process
6. COMMUNICATIVE COMPETENCE IN ENGLISH

Question 4

4. Valoración del conocimiento de las lenguas extranjeras como instrumento de comunicación entre las personas y los pueblos. Interés por la diversidad lingüística a través del conocimiento de una nueva lengua y su cultura.

Answer 4

0. Introduction
1. Appreciation of knowledge of foreign languages as an instrument of communication among people and countries
2. 1. A language history
3. 2. The triumph of English?
4. 3. Pluricultural and plurilungual competences
5. 4. Sociocultural knowledge
6. Interest in linguistic diversity by means of the knowledge of a new language and the culture that represents
7. 1. Institutional framework
8. 2 Sociocultural aspects in the curriculum
9. 3. Sociocultural competence
10. 4. How to work on sociocultural aspects?
11. Conclusion
12. References

Question 5

5. Marco geográfico, histórico y cultural de los países de habla inglesa. Aplicación didáctica de los aspectos geográficos, históricos y culturales más significativos.

Answer 5

1. GEOGRAPHICAL, HISTORICAL AND CULTURAL FRAMEWORK OF ENGLISH-SPEAKING COUNTRIES
2. 1. The United Kingdom of Great Britain and Northern Ireland
   2. 1.1. Geographical Framework
   3. 1.2. Historical Framework
   4. 1.3. Cultural Framework
3. 2. The United States of America
   3. 1.1. Geographical Framework
   4. 1.2. Historical Framework
   5. 1.3. Cultural Framework
4. DIDACTIC APPLICATIONS OF THE MOST RELEVANT GEOGRAPHICAL, HISTORICAL AND CULTURAL ASPECTS
5. 1. Sociocultural aspects in our curriculum
6. 2. Sociocultural competence
7. 3. Didactic transposition

Question 6

6. Aportaciones de la lingüística a la enseñanza de las lenguas extranjeras. El proceso de aprendizaje lingüístico: semejanzas y diferencias entre la adquisición de la primera lengua escolar y de la lengua extranjera.

Answer 6

1. CONTRIBUTIONS OF LINGUISTIC TO FOREIGN LANGUAGE TEACHING
2. 1. Contributions of the Linguistic Field
3. 2. Contributions of the Psycholinguistic Field
4. 3 Contributions of the Sociolinguistic Field
5. 4. Contributions of the Neurolinguistic Field
6. LINGUISTIC LEARNING PROCESS: SIMILARITIES AND DIFFERENCES BETWEEN FIRST AND SECOND LANGUAGE ACQUISITION
7. 1. The mother tongue
8. 2. Differences between first and second language acquisition
9. 3. Factors that affect second language acquisition

Question 7

7. La lengua extranjera oral. La complejidad de la comprensión del sentido global en la interacción oral: de la audición a la escucha activa y selectiva. La toma de palabra: de la reproducción imitativa a la producción autónoma.

Answer 7

1. THE ORAL ENGLISH LANGUAGE
   
   1. 1. General methodological guidelines: process to follow and materials
   2. 2. Oral language characteristics
   3. 3. Communicative competence
2. LISTENING: FROM HEARING TO ACTIVE AND SELECTIVE LISTENING
   
   2. 1. Methodological Guidelines
   3. 2 Listening activities and subskill
3. SPEAKING FROM IMITATIVE REPRODUCTION TO AUTONOMOUS PRODUCTION
   
   3. 1. Methodological Guidelines
   4. 2. Speaking acquisition process
4. INNOVATION
5. CONCLUSION

Question 8

8. La lengua extranjera escrita. Aproximación, maduración y perfeccionamiento del proceso lecto-escritor. La comprensión lectora: técnicas de comprensión global y específica de textos. La expresión escrita: de la interpretación a la producción de textos.

Answer 8

1. THE ORAL ENGLISH LANGUAGE
   
   1. 1. General methodological guidelines: process to follow and materials
   2. 2. Written language characteristics
   3. 3. Communicative competence
2. APPROXIMATION, MATURING AND IMPROVEMENT OF READING AND WRITING
3. 1. Synthetic and global methods
4. 2. Stages of reading and writing acquisition
5. READING COMPREHENSION: TECHNIQUES OF GLOBAL AND SPECIFIC READING
   
   3. 1. Reading teaching and acquisition
   4. 2. Reading activities and subskill
6. WRITING: FROM INTERPRETATION TO PRODUCTION
   
   4. 1. Writing acquisition approach
   5. 2. Writing acquisition process
7. CONCLUSION

Question 9

9. Descripción del sistema fonológico de la lengua inglesa. Modelos y técnicas de aprendizaje. Percepción, discriminación y emisión de sonidos, entonaciones, ritmos y acentos. La corrección fonética.

Answer 9

1. DESCRIPTION OF THE ENGLISH PHONOLOGICAL SYSTEM
2. 1. Phonetics and phonology
3. 2. Segmental phonology
      
      1. 2.1. Vowels
      2. 2.2. Semi-vowels
      3. 2.3. Consonants
      4. 2.4. Glides and diphtongs
4. MODELS AND TECHNIQUES OF LEARNING
5. 1. Models
6. 2. Techniques in classroom
7. PERCEPTION, DISCRIMINATION AND PRODUCTION OF SOUNDS, INTONATION, RHYTHM AND STRESS
8. 1. Perception, discrimination and production of sounds
9. 2. Suprasegmental phonology: intonation, rhythm and stress
10. PHONETIC CORRECTION
11. 1. Errors and mistakes
12. 2. Correction techniques

Question 10

10. Los códigos ortográficos de la lengua inglesa. Relación sonido-grafía. Propuestas para la didáctica del código escrito. Aplicaciones de la ortografía en las producciones escritas.

Answer 10

1. ENGLISH LANGUAGE ORTHOGRAPHIC CODE
2. 1. The Challenge of English Spelling
3. 2. English spelling rules
4. 3. British and American spelling
5. PHONEME-GRAPHEME RELATIONSHIPS
6. 1. Evolution of the relationship of English phoneme-grapheme
7. 2. Sound-spelling: consonantal phonemes
8. 3. Sound-spelling: vocalic phonemes
9. DIDACTIC PROPOSAL FOR THE WRITTEN CODE
10. 1. Methods to teach the written code
11. 2. Writing acquisition process
12. SPELLING APPLIED TO WRITTEN PRODUCTIONS

Question 11

11. Campos léxicos y semánticos en lengua inglesa. Léxico necesario para la socialización, la información y la expresión de actitudes. Tipología de actividades ligadas a la enseñanza y el aprendizaje del léxico en la clase de lengua extranjera.

Answer 11

1. LEXICAL AND SEMANTIC FIELDS OF ENGLISH LANGUAGE
2. 1. The Lexicon
3. 2. The Semantic field
4. 3. The study of words and sentences from a semantic point of view
5. NECESSARY VOCABULARY FOR SOCIALIZATION, INFORMATION AND EXPRESSION OF ATTITUDE
6. 1. Vocabulary for socialization
7. 2. Vocabulary for asking information
8. 3. Vocabulary for expressing attitude
9. TYPOLOGY OF ACTIVITIES TO TEACH AND LEARN VOCABULARY IN ENGLISH LANGUAGE LESSON
10. 1. Teaching principles
11. 2. Introduction of new words
12. 3. Practice of learnt vocabulary
13. 4. Consolidation and revision of learnt vocabulary

Question 12

12. Elementos esenciales de morfosintaxis de la lengua inglesa. Estructuras comunicativas elementales. Uso progresivo de las categorías gramaticales en las producciones orales y escritas para mejorar la comunicación.

Answer 12

1. ESSENTIAL MORPHOSYNTACTIC ELEMENTS OF THE ENGLISH LANGUAGE
2. 1. Morphemes
3. 2. Words
   3. 2.1. Word formation
   4. 2.2. Word classes
4. 3. Syntax
5. ELEMENTARY COMMUNICATIVE STRUCTURES
6. PROGRESSIVE USE OF GRAMMATICAL CATEGORIES TO IMPROVE ORAL AND WRITTEN COMMUNICATION
7. 1. Grammar in Foreign Language Lessons
8. 2. Sequencing of grammatical categories acquisition

Question 13

13. Historia de la evolución de la didáctica de las lenguas extranjeras: de los métodos de gramática-traducción a los enfoques actuales.

Answer 13

1. TRADITIONAL METHODS
2. 1. The Grammar-Translation method
3. 2. The Direct Method
4. 3. The Audiolingual method
5. 4. The Oral Situational method
6. MODERN APPROACHES
7. 1. The cognitive approach
8. 2. The Humanistic approach
9. 3. The comprehension-based approach
10. 4. The communicative approach
11. 5. The action based approach
12. INNOVATIVE TRENDS
13. 1. The Silent way
14. 2. The Community Language Learning
15. 3. Desuggestopedia
16. 4. The Natural approach
17. 5. The Total Physical Response
18. 6. Computer Assisted Language Learning (CALL)
19. 7. Educative innovations

Question 14

14. Métodos y técnicas enfocados a la adquisición de competencias comunicativas. Fundamentos metodológicos específicos de la enseñanza del inglés.

Answer 14

1. WHAT IS COMMUNICATIVE COMPETENCE?
2. METHODS AND TECHNIQUES FOCUSED ON THE ACQUISITION OF COMMUNICATIVE COMPETENCE
3. 1. The cognitive approach: silent way method
4. 2. The Humanistic approach: Community Language Learning and Dessugestopedia
5. 3. The Comprehension-based approach: Natural and Total Physical Response method
6. 4. Communicative approach
7. 5. The Action Based approach
8. 6. Innovation
9. SPECIFIC METHODOLOGICAL PRINCIPLES OF ENGLISH TEACHING

Question 15

15. Épocas, autores y géneros literarios más adecuados para su aplicación didáctica en clase de inglés. Tipologías de textos.

Answer 15

1. APPROPIATE PERIODS, AUTHORS AND LITERARY GENRES TO APPLY IN THE ENGLISH LESSON
2. 1. Children literature in foreign language teaching
3. 2. Periods and authors
4. 3. Literary genres
5. TEXT TYPOLOGY
6. 1. Types of texts
7. 2. Text selection criteria
8. DIDACTIC APPLICATIONS OF CHILDREN LITERATURE IN THE ENGLISH LESSON
9. 1. Children literature to improve the linguistic skills
10. 2. Lesson planning

Question 16

16. La literatura infantil en lengua inglesa. Técnicas de aplicación didáctica para acceder a la comprensión oral, iniciar y potenciar los hábitos lectores y sensibilizar en la función poética del lenguaje

Answer 16

1. CHILDREN LITERATURE IN ENGLISH
2. 1. Children literature in foreign language teaching
3. 2. Periods and authors
4. 3. Literary genres
5. 4. Text selection criteria
6. DIDACTIC IMPLICATION AND TECHNIQUES TO DEVELOP DIFFERENT SKILLS
7. 1. Listening comprehension techniques
8. 2. Techniques to promote and develop reading habits
9. 3. Techniques to sensitize in the poetic function of language
10. 4. Innovation

Question 17

17. La canción como vehículo poético y como creación literaria en la clase de inglés. Tipología de canciones. Técnicas del uso de la canción para el aprendizaje fonético, lexical y cultural.

Answer 17

1. SONGS AS A POETIC VEHICLE AND LITERARY CREATION IN THE ENGLISH LESSON
2. 1. Methodology procedures to use songs
3. 2. Criteria for the selection of songs
4. SONGS TYPOLOGY
5. TECHNIQUES FOR USING SONGS TO TEACH PHONETIC, LEXICAL AND CULTURAL ASPECTS
6. 1. Techniques with song-based activities to teach
   2. 1.1. Phonetic aspects
   3. 1.2. Lexical aspects
   4. 1.3. Cultural aspects
7. 2. List of songs to teach the English language
8. 3. Use of Information and Communication Technologies

Question 18

18. Funciones del juego y de la creatividad en el aprendizaje de las lenguas extranjeras. Definición y tipología de juegos para el aprendizaje y el perfeccionamiento lingüístico. El juego como técnica lúdico-creativa de acceso a la competencia comunicativa en lengua extranjera.

Answer 18

1. FUNCTIONS OF PLAYING AND CREATIVITY IN FOREIGN LANGUAGE LEARNING
2. 1. Functions of playing in foreign language learning
3. 2. Advantages of games
4. 3. Creativity
5. 4. Useful methodology to teach creativity
6. DEFINITION AND TYPOLOGY OF GAMES FOR LINGUISTIC LEARNING AND IMPROVEMENT
7. 1. Definition of games
8. 2. Typology of games for linguistic learning
9. GAMES AS CREATIVE PLAY TECHNIQUE TO ACCESS COMMUNICATIVE COMPETENCE IN THE FOREIGN LANGUAGE

Question 19

19. Técnicas de animación y expresión como recurso para el aprendizaje de las lenguas extranjeras. La dramatización de situaciones de la vida cotidiana y la representación de cuentos, personajes, chistes, etc. El trabajo en grupos para actividades creativas. Papel del profesor.

Answer 19

1. ENTERTAINMENT AND EXPRESSION TECHNIQUES AS A RESOURCE
2. DRAMATIZATION OF EVERYDAY LIFE SITUATIONS
3. 1. The role play
   2. 1.1. The importance of roleplay
   3. 1.2. Types of role play and types of language
   4. 1.3. Organization and development of a role-play
   5. 1.4. Common problems and error correction
4. 2. Performance of tales
5. 3. Performance of plays (drama or theatre)
6. 4. Telling jokes
7. GROUPINGS FOR CREATIVE ACTIVITIES
8. ROLE OF THE TEACHER

Question 20

20. El área de lenguas extranjeras en el currículo. Criterios a reflejar en el proyecto educativo de centro y en el proyecto curricular de centro.

Answer 20

1. THE AREA OF FOREIGN LANGUAGES IN THE CURRICULUM
2. 1. ROYAL DECREE 126/2014, OF FEBRUARY 28TH
   2. 1.1. Introduction
   3. 1.2. Key Competences
   4. 1.3. Objectives
   5. 1.4. Evaluation criteria
3. 2. ORDER OF JANUARY 15TH, 2021
   3. 2.1. Objectives
   4. 2.2. Contents
   5. 2.3. Evaluation criteria
   6. 2.4. Methodological guidelines
4. 3. ROYAL DECREE 984/2021, OF NOVEMBER 16TH
5. CRITERIA TO BE PRESENT IN THE SCHOOL EDUCATIONAL PROJECT AND IN THE SCHOOL CURRICULAR PROJECT
6. 1. The school plan
   2. 1.1. The educational project
   3. 1.2. The managerial project
   4. 1.3. Regulation of Organization and Functioning
7. 2. Area curricular project

Question 21

21. La programación del área de lenguas extranjeras: unidades de programación. Criterios para la secuencia y temporización de contenidos y objetivos. Selección de la metodología a emplear en las actividades de aprendizaje y de evaluación.

Answer 21

1. PLANNING THE ENGLISH LANGUAGE AREA: UNITS OF WORK
2. 1. Advantages to Plan lessons
3. 2. The Didactic Units
   3. 2.1. Elements in the Didactic Unit
   4. 2.2. The Introduction of Competences into the curriculum
4. CRITERIA FOR THE SEQUENCING AND TIMING OF OBJECTIVES AND CONTENTS
5. 1. The sequencing and timing of objectives
6. 2. The sequencing and timing of contents
7. CHOOSING THE METHODOLOGY FOR LEARNING AAND EVALUATION ACTIVITIES
8. 1. Methodology in the learning process
9. 2. Evaluation activities

Question 22

22. Variables a tener en cuenta en la organización de la clase de lengua inglesa: agrupación del alumnado, distribución del espacio y tiempo, selección de metodologías, papel del profesor, etc.

Answer 22

0. Introduction
1. Variables to bear in mind in the organisation of the English classroom
   
   1. 1. Grouping students
   2. 2. The use of the space
   3. 3. Time management
   4. 4. Methodology
   5. 5. The role of the teacher
2. Managing class discipline and motivations
   
   2. 1. Disruptive behaviour
   3. 2. Causes of discipline problems
3. Conclusion

Question 23

23. La elaboración de materiales curriculares para la clase de inglés. Criterios para la selección y uso de los libros de texto. Documentos auténticos y documentos adaptados: limitaciones de su uso. La colaboración de los alumnos en el diseño de materiales.

Answer 23

1. PRODUCTION OF ENGLISH LANGUAGE CURRICULAR MATERIALS
2. 1. Teachers: the main “material”
3. 2. Classification of materials
4. CRITERIA FOR THE SELECTION AND USE OF TEXTBOOKS
5. 1. Benefits and restrictions in the use of textbooks
6. 2. Criteria for the selection of textbooks
7. 3. How to use the textbooks?
8. AUTHENTIC AND ADAPTED MATERIALS
9. 1. Authentic materials
10. 2. Adapted materials
11. STUDENT COLLABORATION IN DESIGNING MATERIALS

Question 24

24. Aspectos tecnológicos y pedagógicos de la utilización de los materiales audiovisuales (el periódico, la TV, el magnetófono, el vídeo, etc.). El ordenador como recurso auxiliar para el aprendizaje y perfeccionamiento de las lenguas extranjeras.

Answer 24

1. TECHNOLOGICAL AND PEDAGOGICAL ASPECTS OF THE USE OF AUDIOVISUAL MATERIALS
2. 1. Classification of materials
   2. 1.1. Audiovisual materials
   3. 1.2. Aural materials
   4. 1.3. Visual materials
3. 2. Technological and pedagogical aspects on its use
4. COMPUTERS AS AN AUXILIARY RESOURCE IN FOREGN LANGUAGE LEARNING AND IMPROVEMENT
5. 1. Advantages of technology
6. 2. The use of the computer
7. 3. The interactive whiteboard
8. 4. List of useful apps to be used in the English lesson
9. 5. The use of the Internet and web safety
10. 6. Attention to diversity through computers

Question 25

25. El proceso de enseñanza y aprendizaje en la lengua extranjera centrado en el alumno: fundamentos y aplicaciones. La identificación de las motivaciones y actitudes ante la lengua inglesa. Aplicaciones prácticas.

Answer 25

1. THE STUDENT-CENTRED APPROACH IN THE FOREIGN LANGUAGE AREA
2. 1. Student-Centred Approach fundamentals
3. 2. Principlles of student-centred learning
4. IDENTIFYING MOTIVATION AND ATTITUDES TOWARDS ENGLISH
5. 1. Children’s characteristics
6. 2. Children’s motivation
7. 3. Children’s attitude
8. DIDACTIC APPLICATION: Teacher planning following the SCA