PRÁCTICO INGLÉS (COMUNIDAD VALENCIANA 2026)

PRÁCTICO DE INGLÉS (COMUNIDAD VALENCIANA 2026)

¿A quién va dirigido?

Este curso está dirigido a todas aquellas personas que necesitan formación para realizar los supuestos prácticos y el USE of English según la nueva convocatoria de oposiciones de la Comunidad Valenciana (2026).

¿Qué incluye?

• 4 Supuestos prácticos resueltos con la grabación de la explicación de la necesidad educativa.
• Los enunciados de los supuestos se detallan a continuación:

  • You work in a public primary school located in the northern area of the Comunitat Valenciana, in a neighbourhood with a low socio-cultural level.

    The school is committed to health promotion and emotional well-being as a whole-school approach (healthy lifestyles, mental health and prevention), in line with the actions promoted in the educational environment by the regional health services.

    As the English teacher of a 6th grade group, you are dealing with interpersonal conflicts among students. They seem to be linked to a private WhatsApp group shared by most of the class (exclusion, rumours, disrespectful messages, possible cyberbullying).

    Design an intervention promoting conflict-resolution strategies keeping the school’s emphasis on healthy habits in mind (emotional self-regulation, balanced screen time, respectful communication…). The intervention must include at least one activity that promotes family involvement.

    Additionally, there is a newly arrived student who does not speak Spanish/Valencian or English. Include specific measures to ensure this student can access, participate and progress in every phase of the intervention (communication, tasks, grouping and assessment).

  • You are an English teacher in 3rd of Primary Education. Your class is made up of 24 pupils with different levels of English.

    You aim to promote oral communication in the English classroom, encouraging pupils to interact with each other and to use English more frequently as the language of communication in daily classroom routines.

    Design a teaching proposal to foster oral interaction in English in this classroom taking into account that there is one of student who has has Down syndrome.

  • You are an English teacher in 2nd year of Primary Education. In your class there is a student with hearing impairment.

    Design a proposal to teach English phonetics using active methodologies.

    Provide examples of activities and explain how you ensure accessibility and participation following the UDL-A (Universal Design for Learning with a focus on Accessibility) principles.

  • Classroom grouping strategies and the use of varied materials are essential elements to foster students’ communicative competence in the English classroom. You are an English teacher in 5th year of Primary Education, working with a diverse group of learners with different characteristics and proficiency levels, including a student with moderate visual impairment.

    Design a teaching proposal in which you illustrate how different types of grouping and a variety of material resources can be implemented to promote meaningful learning. Provide practical examples and explain how you ensure inclusion and participation for all students, taking into account current educational legislation.

¿Qué voy a aprender?

1. Saber elaborar supuestos prácticos

2. Conocer diferentes realidades educativas

3. Conocer diferentes necesidades específicas de apoyo educativo

4. Tener seguridad en tus casos prácticos

5. Coger práctica y aprender a realizar el apartado del Use of English

¿Durante cuánto tiempo tengo acceso a este material?

Durante un año.

Si elaboro un supuesto, ¿Alguien me lo podría corregir?

Sí, aunque este servicio está sujeto a disponibilidad.