Idioma extranjero

Franco’s students 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 draw 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.

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 generalizations.

Freddy’s students have been practicing the topic “Places 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 students 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 answers 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.

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 about it on the board and plays the audio again. This time, the students answer the 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.

Roxana’s students have been working on comparisons. Now they will write on the pros and cons of attending a public or a private university. Roxana has designed the following sequence, which will be developed in two sessions: • The teacher pairs up the students and tells them to discuss the following questions: “Would you like to attend a public or a private university? Why?” • The students discuss the questions for some minutes, then some volunteers share their ideas with the whole class. • Next, the teacher tells the students they will write a paragraph about the pros and cons of either public or private universities. • The teacher gives the students some time to organize their ideas. She reminds them to keep in mind the audience and the intention of the paragraph. • Then the students write the first versions of their paragraphs. She tells them to try to make their work understandable but not to worry at this point about making grammar or spelling mistakes. • Next, the teacher asks the students to exchange their paragraphs, look for misspelled words in their classmates’ writings and circle them. • Finally, they return each other’s paragraphs and write the final version. Which writing skill has NOT been promoted adequately in the sequence above?. Planning. Drafting. Revising.

Read the following teaching sequence and answer questions 57 and 58. Brenda’s students have been talking about “Health problems” during the past few sessions. Given that context, she wants them to practice Giving advice and suggestions. She has planned the following sequence • The teacher pairs up the students and gives each one a role. Student A is the doctor and student B is the patient. Student B has to describe the symptoms of a health problem he is experiencing such as a stomachache, a headache, a cough, etc., and student A has to give him advice to get better. • The students work for some minutes and then the teacher calls on volunteers to present the conversation. • Finally, the students reflect on the language related to advice and suggestions used during the activity and the teacher elicits other situations in which they can use that language. . Which approach to teaching grammar is Brenda trying to promote?. Inductive approach. Deductive approach. Functional approach.

Brenda’s students have been talking about “Health problems” during the past few sessions. Given that context, she wants them to practice Giving advice and suggestions. She has planned the following sequence: The teacher pairs up the students and gives each one a role. Student A is the doctor and student B is the patient. Student B has to describe the symptoms of a health problem he is experiencing such as a stomachache, a headache, a cough, etc., and student A has to give him advice to get better. • The students work for some minutes and then the teacher calls on volunteers to present the conversation. • Finally, the students reflect on the language related to advice and suggestions used during the activity and the teacher elicits other situations in which they can use that language. In her activity, Brenda wants to provide the students with grammatical structures to develop the language function Giving advice and suggestions. Which of the following grammatical structures is most appropriate for this language function?. Modal verbs (should, had better). Descriptive adjectives (contagious, painful). Compound nouns (stomachache, headache).

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 appropriate?. 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.

Read the following situation and answer questions 60, 61 and 62. The Fox and the Crow A Fox once saw a Crow fly off with a piece of cheese in its beak and settle on a branch of a tree. “That’s for me, as I am a Fox,” said Master Reynard, and he walked up to the foot of the tree. “Good day, Mistress Crow,” he cried. “How well you are looking today: how glossy your feathers; how bright your eye. I feel sure your voice must surpass that of other birds, just as your figure does; let me hear but one song from you that I may greet you as the Queen of Birds.” The Crow lifted up her head and began to caw her best, but the moment she opened her mouth the piece of cheese fell to the ground, only to be snapped up by Master Fox. “That will do,” said he. “That was all I wanted. In exchange for your cheese I will give you a piece of advice for the future: ‘Do not trust flatterers.’” After the students read the text, the teacher writes the following questions on the board for the students to answer them: • What type of text is this? • Who is this text written for? • What is the story about? Which reading skill is the teacher trying to promote with her questions?. Predicting content. Reading for specific information. Reading for global understanding.

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.

Sophia has planned to give her students a communicative post-reading task. Given the teacher’s goal, which 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.

John’s students are talking about “Likes and dislikes.” At the beginning of an activity, he gives them the following instruction: “Ask each 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.

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 oral skills through a 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.

Miranda’s students have just finished reading a text 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.”.

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 the 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.

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?. The teacher draws three columns on the board and labels them as follows: (1) first aid 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.

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...”/ “I strongly believe...” Which of the following language functions corresponds to the expressions Isabel wants her students to practice?. Negotiating. Self-correcting. Expressing opinions.

Roberta’s students have been working on different kinds of writing products during the past few months. She has planned the following sequence to reinforce her students’ writing skills: • The teacher writes the following questions on the board: “How do you recycle things at school?” and “How could you promote recycling in your school community?” She gives the students some time to reflect on their answers individually. • Next, the teacher asks the students to get in groups to share their ideas on the proposed topic. Then some volunteers comment their points of view to the rest of the class. • The teacher reminds the students of the different writing products they have been working on: brochures, posters and flyers. She asks the groups to select one of these formats to promote recycling. They are given some time to write their products. • Finally, the students display their products in the school premises to create awareness on the importance of recycling in the school community. Based on the sequence above, which of the following methods to teaching writing has Roberta adopted?. Task-Based Learning. Problem-Based Learning. Presentation-Practice-Production.

A CEBA 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 four words related to the audio: “adventure”, “trip”, “water” and “rapids.” In pairs, the students use those words to discuss the possible context in 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 board.

Read the following situation and answer questions 71, 72 and 73. Brando has noticed that his students need to improve their listening skills when they are exposed to real audios. For that purpose, Brando will expose them to a news report. He will use the following news report: “For many cancers, diagnosis is a difficult process. A new blood test, however, could offer a simpler and more effective diagnostic technique. CancerSEEK is a test that has the potential to identify eight cancer types from one blood sample. In the new study, researchers reveal how the blood test demonstrated high sensitivity and specificity for cancer detection in more than 1,000 people with the disease. Early diagnosis is key to fight against this illness; the earlier the disease is diagnosed, the higher the chances of treatment success. Many cancers are not caught until the later stages, and this is largely due to a lack of fast and effective diagnostic tools. However, the test CancerSEEK could bring us closer to a quick, simple way to detect cancer in its early stages.” Which of the tasks below is appropriate to identify the gist of the news report?. Ask the students to listen to the audio and write down as much information as they can. Then ask them to get in pairs and use their notes to reconstruct the news report they just heard. Ask the students to listen to the audio and write down a phrase that gives a general idea of what the news report is about. Then ask them to compare answers with the classmate next to them. Ask the students to listen to the audio and write down all the adjectives they can identify in it. Then ask them to work in pairs and use those adjectives to make sentences about the news report.

Now, Brando wants to work on a post-listening task. Which of the following tasks is it least appropriate to carry out?. The students work in pairs answering comprehension questions about the news report. Then they explain their answers to the rest of the class. The students do some research on the topic of the news report. Then they make a presentation to inform the class about the latest information related to that topic. The students choose a topic similar to the topic of the news report they listened to in class. Then they record their own news report about the topic chosen and present it to the class.

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 classmates. 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.

Braulio wants to reinforce his 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 flyers will be distributed within the school premises.

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.

Read the following teaching sequence and answer questions 76 and 77. Elsa is going to evaluate her students’ speaking skills through a final debate on the topic “School homework.” In this context, she has planned the following sequence: • The students work in groups of three: one student in favor of school homework, one against, and one judge to evaluate the debaters’ participation. • The teacher writes some useful expressions to be used during the debate such as: “Could you say that again, please?”, “You may have a point there”, “Let me put it in another way”, etc. After that, she gives the debaters some time to prepare their arguments individually. • Next, the students take turns expressing their ideas, while the judge pays attention to their performance. Based on the debaters’ arguments, the judge asks one question to each debater. • The debaters are given some minutes to prepare their answers to the question. • Then the debaters give their answers and the judge assigns a score to each debater based on his/her overall performance. • Finally, the teacher asks the judge for the scores given. Based on the sequence presented above, which of the following speaking subskills is NOT an objective of Elsa’s lesson?. Communicating ideas fluently. Using nonverbal and paraverbal sources. Using language according to content, form and context.

Given the teacher’s goal of evaluating speaking skills, which of the following criticisms of this sequence is appropriate?. The students’ oral performance shouldn’t have been evaluated by their peers because evaluations need pretty accurate judgment. This evaluation should have been done by the teacher. The setting for this oral sequence shouldn’t have been a debate because debates are complex and require high command of the language. The setting for assessments should be simple and easy. The debaters shouldn’t have been assessed only on their overall performance. The judges should have been provided with an assessment tool that helps them evaluate different aspects of the debaters’ performance.

Renzo’s students watched a video about the pollution of the main river in their city and got really interested in the topic. He wants to take advantage of that context to help his students develop their reading skills. He has planned the following sequence: • The teacher brings a four-paragraph article about the pollution of the rivers. Each paragraph of the article makes reference to a specific aspect of the topic, as follows: - Paragraph 1: Description of the problem - Paragraph 2: Causes - Paragraph 3: Effects - Paragraph 4: Solutions • The teacher divides the class into four groups and gives a different paragraph of the article to each group. • The teacher tells the students to read the paragraph they got and discuss what they understood about it. He tells them to write down the ideas they find the most important. • After the students finish the discussion, the teacher picks up all the paragraphs he gave them at the beginning of the sequence. • He tells the students to stand up to form new groups. The new groups have to include one member of each of the previous groups. • Next, the students use their notes to share with their new group the information they gathered during the reading. • Finally, the teacher asks the groups to write their own version of the full article using the information shared by each of their members. Which teaching method to reading is developed in the sequence above?. Project-Based Learning. Content-Based Learning. Problem-Based Learning.

Delia’s students are going to practice their listening skill Inferring attitude after listening to the following dialogue: Martha: Can you come to my house later? Susana: I have to visit my grandma. Martha: And tomorrow? Susana: Movies with my neighbors. Martha: Then when can you come? Susana: Hmmm…next week. I will let you know. Martha: Oh, come on! Delia asks the following questions: “What is Martha’s attitude towards the invitation?” and “What about Susana’s attitude towards going to Martha’s house?” She asks the students to write down their answers and discuss them with a classmate for some minutes before they share their ideas with the class. These are the ideas of three volunteer students: Luis: “Martha invites Susana to her house. Susana says she will let her know. They have different personalities.” Andres: “They want different things but Martha convinced Susana. Susana accepted because they are friends.” Tulio: “Martha is persistent and doesn’t give up. Susana is giving a lot of excuses, maybe she is not interested.” Which of the students’ opinions provides more evidence that the listening skill Inferring attitude has been developed?. Luis'. Andres'. Tulio's.

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... Which of the following language functions is NOT involved in the expressions provided?. Distrusting information. Inquiring someone. Expressing certainty.

Choose one of the alternatives to complete the given sentence with the correct verb form. Sentence: I _______ to the party if you don’t come with me. You promised you’d go. don’t go. won’t go. not going.

Choose one of the alternatives to complete the given sentence with the correct preposition. Sentence: Is the restaurant far from here? Sentence: Not really. We have to walk ______ the end of the block and turn right. until. Up to. Upon.

Choose one of the alternatives to complete the given sentence with the correct verb. Sentence: I ______ that I arrive on time to the theater. I don’t want to miss the beginning of the play. Wait. Hope. Expect.

Choose one of the alternatives to complete the given sentence with the correct verb. Sentence: The alarm _____ off three times this morning, but I wasn’t able to wake up. Set. Put. Rang.

Choose one of the alternatives to complete the idiom within the sentence. Sentence: Forget about the argument we had! It’s ________ under the bridge now. Water. Problem. Everything.

Choose one of the alternatives to complete the given sentence with the correct phrasal verb. Sentence: The couple ______the child ______ after his parents had that accident. Back- out. Took- off. Brought- up.

Read the first sentence and choose the correct alternative to complete the second sentence so that it means the same as the first. Sentence 1: Stop interrupting me all the time! Sentence 2: I wish you _____________ me. don’t interrupt. wouldn’t interrupt. shouldn’t interrupt.

Choose one of the alternatives to complete the given sentence with the correct relative pronoun. Sentence: Look! That’s the house in _________ I lived as a child. That. Where. Which.

Choose one of the alternatives to complete the given fragment with a verb in the correct tense. Fragment: When we entered our living room, the toys were all over the floor. The kids __________ but they were finally asleep. Played. Were playing. Had been playing.

Choose one of the alternatives to complete the given sentence with the correct verb tense. Sentence: I _________________ a meeting with the school’s principal, but it was cancelled. Had had. Would have. Was going to have.