1- Franco's second graders have been practicing describing family relationships. He shows the students a picture of a family tree and tells them to describe the family relationships orally using possessive nouns. The students practice in pairs, and then the teacher calls on volunteers. During the practice, one student comes up with the following example: "Homer is Lisa father".
Aware of the situation, Franco wants to use an appropriate technique to correct the student's mistake on the spot. ¿Given Franco's goal, which of the following actions is most appropriate? Indicate the mistake by saying "that's not quite right." Then ask another student to say the correct form Echo the student's sentence emphasizing the mistake to daw the learner's attention to it. Then ask the student to say the sentence again Ignore the student's mistake and let him finish. Then when all the students finish participating remind them the use of the apostrophe to indicate possession.
2- Martin wants to help his students improve their speaking skills. Before starting a speaking practice, he provides them with the following expressions: "I wouldn't be surprised if..." / "Knowing him, he'll..." / "I bet..."
Considering the expressions provided, ¿which is the language function that Martin wants his students to practice? Making guesses Making complaints Making generalization.
3- Freddy's students have been practicing the topic "place in the community." In this context, he wants his students to develop their writing skills through a meaningful activity. ¿Which of the following activities is more appropriate to achieve the teacher's purpose? The students read a magazine about tourist places in town. using this information, they write a paragraph about the most popular tourist spots in town The students watch a video about public places in the city. they identify the places and then, in their notebooks, they write a short paragraph describing those places The students draw a map of their neighborhoods displaying the two places they like the most. Next, they write a paragraph giving directions to go from their home to those places.
The teacher wants her fourth graders to develop their oral skills through the topic "life experiences." She has thought of three strategies to achieve her purpose. ¿Which of the following strategies she has thought of is more meaningful for her students? The teacher has the students answer a questionnaire about life experiences. She asks them to exchange it with a classmate and read the classmate's answer for some minutes. Then the teacher calls on volunteers to report some of their classmate's answers aloud The teacher tells the students to use the question "¿have you ever...?" to interview their classmates. She tells the students to ask follow-up questions to get details about their peers' experiences. Finally, the teacher calls on volunteers to report their findings to the class The teacher puts the students in groups and gives them biographic information about famous singers. She tells the students to read the information and decide which singer has had the most interesting experiences. Finally, the students report the singer's experiences to the class.
5- Marisa's students are going to listen to the audio of a fable. She wants to assess her students' comprehension of the fable. Given the teacher's goal, which of the following activities is NOT appropriate? The teacher plays the audio of the fable once and tells the students to listen to it. Then she writes some questions The teacher plays the audio of the fable a couple of times and the students listen to it carefully. Then she gives the students a word search puzzle. She tells them to find the words they remember from the audio The teacher plays the audio of the fable and tells the students to listen to it. Then she gives the students a fill-in-the-blank worksheet with excerpts from the fable. She tells them to fill in the missing information while she plays the audio again.
6- Katherine's students have been dealing with the topic "Personal belongings." She wants them to develop their speaking skills through a communicative activity. Given the teacher's goal, ¿which of the following activities is appropiate? The teacher tells one student to come to the front of the classroom and sit down, facing his classmates. The teacher writes the name of a personal belonging on the board, and tells the student to ask his classmates yes/no questions to try to guess the name of the object. His classmates must give short responses The teacher asks the students to bring a personal belonging. They sit in groups and one student shows his object to his peers and they ask him questions such as: "¿How did you get the object?", "Why do you like it?", "When did you get it?", etc. the student answers his classmates' questions. Once there are no more questions, they swap roles The teacher pastes a list with the names of different kinds of personal belongings on the walls outside the classroom. The students sit in pairs. One student runs outside, reads one word and runs back to dictate the word to his partner. His partner writes the word and then they swap roles. They stop when they've written all the words from the list.
7- Sophia pairs up the students and tells them the following: "In the fable, the fox gives the crow this piece of advice: "Do not trust flatterers. ¿Do you agree with this advice? ¿Why? ¿Why not?" The students work for some minutes to exchange their opinions. ¿What is Sophia ́s main purpose with her questions? She wants the students to infer meaning from the text She wants the students to reflect on the content of the text
She wants the students to retrieve information from the text.
8- Sophia has planned to give her students a communicative post-reading task. Given the teacher's goal, ¿witch activity is least appropriate for her purpose? The teacher tells the students to choose their favorite character and draw it on a piece of paper. Then the teacher asks some volunteers to come to the front and describe the drawings The teacher asks the students to work in pairs to create a conversation between the fox and the crow. They write the conversation, practice it for some minutes and present it in front of the class The teacher groups the students and tells them to change some details of the story in order to make a new version of it. The students discuss, put their ideas together and narrate the new version of the fable to the class.
9- John' students are talking about "likes and dislikes". At the beginning of an activity, he gives them the following instruction: "Ask other the question" "What's your favorite hobby?" as well as other wh-questions to get additional information." Before the students begin the task, he wants to check the students' comprehension of his instruction. ¿Which of the following strategies is more appropriate for his purpose? The teacher repeats the instruction as many times as necessary until the students know what to do The teacher chooses some students to come to the front of the class and help him model the activity The teacher calls one volunteer to explain to his classmates, in Spanish, what the instruction for the task is.
10- Mario's students have been talking about "Social networking." Since the students got interested in that topic, he wants to use that context to have them improve their roal skills through communicative activity. ¿Given Mario's goal, which activity is it least appropriate to carry out? The teacher tells the students to make a list of either the pros or cons of social networking and add some arguments such as examples or opinions to support their ideas. Then he asks two students with different points of view to get together. Finally, he asks them to have a short discussion on the topic The teacher writes the title "social networking" on the board. then he asks as many students as possible to go to the board and write words related to that title finally, the teacher pairs up the students and tells them to take turns to speak about social networking for one minute using the words from the board The teacher writes the following questions on the board: "¿What social networking sites do you use?", "¿What information do you have on those sites?" and "¿What are some good/bad points about social networking?" Then he puts the students in groups and tells them to discuss their answers. Finally, the students share their findings with the class.
11- Miranda's students have just finished reading a tex about different ways to deal with stress. Now Miranda wants to check if her students have acquired a global understanding of it. ¿Which of the following instructions can be delivered for that purpose? "Look for the expression 'pamper yourself' and tell me what you think it means. you can't use a dictionary." "Close your books and discuss the following questions in pairs: '¿What is the text about?' '¿Why do you think so?'" "The text mentions six relaxation techniques. '¿Which are those techniques?' Take a look at the article again and underline the techniques".
12- During her last class, Lucrecia has noticed that her students have difficulties to pronounce some words. She wants her students to improve their pronunciation of those words in a meaningful way. Given Lucrecia's purpose, ¿Which of the following strategies is it more appropriate to adopt? The teacher brings bingo cards with words she wants the students to practice. She gives a bingo card to each student and reads the words aloud for the students to mark them down, in their cards. Finally, she asks the students to pronounce the words as they have heard them some minutes ago The teacher writes on the board the words she wants the students to practice and reads them while trying to emphasize their correct pronunciation. After that, she asks the students to repeat each word after her. Finally, she points at the words randomly and all the students pronounce them at the same time The teacher writes three tongue twisters on the board. She reads them aloud and has the students repeat them after her. Then she puts the students in pairs and asks them to practice those tongue twisters. Finally, they make their own tongue twister using some of the words they find more difficult to pronounce and present it to the class.
13- Sergio wants his students to reinforce their planning skills for writing. Since the World Red Cross day is coming. Sergio asks his students to make a brochure on first aid techniques to distribute it at school. In this context, ¿which of the following strategies is most appropriate for Sergio's purpose of reinforcing his students' planning skills? A) The teacher draws three columns on the board and labels them as follows: (1) first ald technique, (2) steps to apply it and (3) pictures to include in the brochure. The teacher elicits some ideas to complete the first column. Next, the students complete the other columns with information related to the topic The teacher inquires the students about first aid techniques they know and how to put them into practice. On the board, he summarizes the students' ideas using words and phrases. Then the students write complete sentences using the information written on the board. Next, in pairs, the students organize the sentences in their brochures The teacher tells the students to make a list of first aid techniques they are familiarized with to be included in their brochures. Then he asks the following questions: "What's the purpose of your brochure?", "Who is it written for?" and "What sources can you use?" The students discuss the questions and share their answers with the rest of the class.
14- Isabel wants to help her students improve their speaking skills through a group discussion. She tells them to use the following expressions: "Speaking personally..."/ "In my view..." / "Istrongly believe..."
¿Which of the following language functions corresponds to the expressions Isabel wants her students to practice?
Negotiating Self-correcting Expressing opinions.
15- A fifth grade teacher wants his students to predict content in a communicative way. He is going to play the audio of an adventure trip. Before he plays the audio, ¿Which of the following strategies is it more appropriate to apply to help his students predict the content of the audio? The teacher pastes three titles for the story on the board: "The most exciting adventure ever", "The scariest experience in my life" and "the most difficult activity I have done." Next, he asks the students to work in pairs to select one of the titles as a guess for the listening they are about to hear The teacher writes on the board fourd words related to the audio: "adventure", "trip", "water" and "rapids." In pairs, the students use those words to discuss the possible context int which the story they are about to hear will take place. Then the teacher asks the students to present their ideas to the rest of the class The teacher sticks a picture of a person doing bungee jumping and writes two questions on the board: "What activity is the person doing?" and "Do you think the activity is safe or dangerous?" Next, the students have one minute to think about possible answers. Finally, the teacher elicits the students' answers and writes the most common ones on the aboard.
16- Brando's students want to know the meaning of some words included in the audio of the news report. He wants to use a strategy that will help the students understand the meaning of those words. ¿Which of the following strategies is most appropriate for Brando's purpose? Present a matching exercise for the students to connect the words they don ́t understand with their definitions. Then ask the students to stand up and compare their answers with at least five different classmate Show the students the tape script of the news report and ask them to highlight the words they don't understand. Tell them to focus on the context in which those words appear to find out their meaning Organize the students in groups and give them a dictionary. Ask them to work together on two activities: (1) look up the meaning of the words they do not understand from the audio of the news report and (2) make two sentences using each word.
17- Braulio wants to reinforce his fourth grade students' writing skills by having them work on a persuasive piece of writing. He will take advantage of the school anniversary. In this context, ¿Which of the following activities is more appropriate for his purpose? Have the students write a speech on the way a teacher has influenced their academic and personal life. Ask them to include examples of how they have become better persons thanks to that teacher. The best speeches will be read at the anniversary ceremony Have the students write an essay about the things they like most about their school. Ask them to describe good memories such as anecdotes, celebrations, school trips, etc. Some of their final products will be posted on the school bulletin board Have the students write a flyer to motivate the school community to participate in the anniversary ceremony. Ask them to include arguments and appealing information. The flyer will be distributed within the school premises.
18- Estela's students are going to write a short paragraph. She asks them to use the following expressions:
- It is obvious that...
- Knowing the trends, ...
- We can establish that...
- According to the information I got...
- The way in which the information was compiled...
¿Which of the following language functions corresponds to the expressions Estela wants her students to practice? Interpreting data Expressing wishes Showing preferences.
19- Esteban's students are going to have a round table discussion in groups. He will provide them with the following expressions to improve their oral interaction:
- ¿What do you reckon about...? - ¿We can't deny that...?
- ¿Where do you stand on...?
- Without doubt...
¿Wich of the following language functions is NOT involved in the expressions provided? Distrusting information Inquiring someone Expressing certainty.
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