Oposiciones secundaria lengua y literatura

seneca teacher’s notebook. part 1. categories of

The area of foreign languages in the curriculum. Criteria to be reflected in the educational project of the center and in the curricular project of the center. 21. Criteria for the sequence and timing of contents and objectives. Selection of the methodology to be used in the learning and assessment activities.22.-Variables to take into account in the organization of the French language class: grouping of students, distribution of space and time, selection of methodologies, role of the teacher, etc. FEBRUARY

4.- The ordinary center and the response to the specific needs of the students. The educational project and the didactic programs. Action plans in relation to these students.5.- The specific center of EE: characteristics of the educational project and the didactic programs. Basic references and criteria for its elaboration.6.- Guidance in the educational process of students with n.e.e. Structure and organization and function of the guidance of these students.DECEMBER7.- Material and personal resources for the attention of students with n.e.e.. School resources. External resources of the school. Collaboration between the specific services and the ordinary services.8.- The Special Education teacher. Functions. Modalities of intervention. Relationship of the Special Education teacher with the rest of the teachers of the center and with the support services external to the school.

los conectores

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fonético, morfológico, léxico, sintáctico

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john locke’s theory of knowledge

Our trainer, Sandra Illán Larruquert has a degree in Teaching from the University of Granada and is currently studying a degree in Psychology at the UNED. She is a specialist in the optimization of time to prepare for competitive examinations, where she obtained a 10 in all phases of opposition in 2009.

4.- The regular center and the response to the specific needs of the students. The specific center of EE: characteristics of the educational project and the didactic programs. 6. The material and personal resources for the attention of the students with specific educational needs. 7. Basic concepts about communication and language.8.- Anatomical, physiological and neurological bases of language.

The SEN of students with hearing impairment.12.- Identification of the SEN of students with hearing impairment.13.- The intervention of the teacher of hearing and language with students with hearing impairment.14.

The SEN of the students with motor impairment. The intervention of the teacher of Hearing and Language with students with motor deficiency.16.- The SEN of the students with mental deficiency.17.- The intervention of the teacher of Hearing and Language with students with mental deficiency.18. The intervention of the AL teacher in students with autism or severe developmental disorders.20.- The SEN of students with speech disorders.21.- Identification of the SEN of students with speech disorders.22.- The intervention of the Hearing and Language teacher in students with speech disorders.23.