SESSION · SESIÓN 10 · OGA TRAINING · ENTRENAMIENTO

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Guided practice · Práctica guiada

Complete 28 questions with feedback. · Resuelve 28 preguntas con retroalimentación.

Read the complete context before choosing. · Lee el contexto completo antes de elegir.
Feedback remains visible. · La retroalimentación permanece visible.
Official items and OGA exercises are clearly identified. · Los ítems oficiales y ejercicios OGA están diferenciados.

Fuente del balotario: 18 ítems oficiales verificables; cada uno conserva concurso, forma e ítem.

Accesibilidad DUATexto 100%

PRÁCTICA GUIADA

Balotario completo de la sesión

Responde a tu ritmo y revisa la explicación de cada alternativa.

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✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 6

1. Shared situation for questions 6, 7: Emilio would like to work on his students’ writing skills by using a blog entry about amazing experiences. Here’s the input he will use: Pedro Padilla - My Amazing Jet Ski Experience Posted 3:17 pm We went to Mirror Lake for our summer vacation. Our first day was so busy! People were sailing boats and water skiing, and there were a lot of jet skis and windsurfers. We were watching some jet skiers, and then suddenly my mom said, "Let's try the jet skis!" I was so excited! An instructor from the jet ski school explained how to ride the jet skis. Then we practiced near the beach. Toni and I learned how to go over waves, and after ten minutes, we were riding really fast! Then I rode with my mom, and my sister rode with my dad. It was such a memorable experience! Then we saw some dolphins. They're such awesome animals! They were swimming next to us. I’m looking forward to coming back again! 4 comments Adapted from Styring J. & Tims, N. (2017). Metro 2. Oxford University Press. After Emilio’s students read the text, he would like them to scan some information. Which of the following set of questions is appropriate for this purpose?

a) • Is this experience happening now or in the past? • Is Pedro’s mother an adventurous person? Why? • Who is Toni?b) • Where was the holiday? • Who is the blog’s writer? • What activities did they do?c) • Did they have a good day? • How did they feel doing the activities? • Did they feel tired at the end of the day? Why?

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 30

2. Eulogio wants his third-grade students to infer information from the audio of a story. Which of the following activities develops that skill appropriately?

a) Ask the students to pay attention to the expressions the characters used in the story. Encourage the students to say if the characters know each other and explain why.b) Ask the students to take notes on the most important ideas included in the story. Encourage the students to write a summary including that information.c) Ask the students to choose the moment from the story they liked or didn’t like the most. Encourage the students to support their ideas.

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 35

3. Shared situation for questions 34, 35, 36, 37: Florencia wants her fourth-grade students to develop their listening skills using a radio spot in English of the Pan American and Parapan American Games 2019. With that purpose in mind, she has designed different activities. Florencia asks her students to listen to the following radio spot: “The Pan American and Parapan American Games are about to start. There will be athletes from different countries such as USA, Brazil, Mexico, Canada, Cuba, Argentina, Colombia, Chile, Peru, Ecuador, Venezuela, Jamaica and some others. Don’t miss this opportunity to see sports like basketball, handball, bowling, boxing, badminton, baseball and many more. Look for information about venues, ticket prices, dates and schedules at Lima2019.pe!” Then she asks the students to come up with a phrase or sentence that expresses what the audio is about. Which of the following listening skills is being developed through this activity?

a) Listening for gist.b) Predicting content.c) Listening for details.

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 46

4. Cloze context — The Buy Nothing movement. Complete blank (46) in the official passage: Social media, magazines, and shop windows (46) _________ people daily with things to buy.

a) batterb) assaultc) bombard

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 47

5. Cloze context — The Buy Nothing movement. Complete blank (47) in the official passage: Major brands offer (47) _________ cheap clothes that they can be treated like disposable items.

a) sob) suchc) enough

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 48

6. Cloze context — The Buy Nothing movement. Complete blank (48) in the official passage: In Britain, the average person spends more than £1,000 (48) _________ new clothes a year.

a) inb) onc) around

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 49

7. Cloze context — The Buy Nothing movement. Complete blank (49) in the official passage: That figure (49) _________ two far more worrying trends for society and for the environment.

a) hidesb) repressesc) extinguishes

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 50

8. Cloze context — The Buy Nothing movement. Complete blank (50) in the official passage: Not only are people spending money they do not have, (50) _________ they are using it to buy things they do not need.

a) sob) butc) although

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 51

9. Cloze context — The Buy Nothing movement. Complete blank (51) in the official passage: People might not realize they are part of the disposable clothing problem (51) _________ they donate their unwanted clothes to charities.

a) because ofb) due toc) since

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 52

10. Cloze context — The Buy Nothing movement. Complete blank (52) in the official passage: Huge quantities (52) _________ being thrown away.

a) end upb) turn outc) result in

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 53

11. Cloze context — The Buy Nothing movement. Complete blank (53) in the official passage: A different trend is springing up in opposition to (53) _________ —the ‘buy nothing’ trend.

a) consumingb) consumptionc) consumerism

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 54

12. Cloze context — The Buy Nothing movement. Complete blank (54) in the official passage: The idea moved to the US, where it became a (54) _________ of the overspending and overconsumption of Black Friday and Cyber Monday.

a) denialb) rejectionc) contradiction

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 55

13. Cloze context — The Buy Nothing movement. Complete blank (55) in the official passage: On Buy Nothing Day people organize various types of protests and (55) _________ their credit cards.

a) cut inb) cut upc) cut off

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 56

14. Cloze context — The Buy Nothing movement. Complete blank (56) in the official passage: The trend (56) _________ influencers on social media who usually share posts of products they recommend.

a) reachesb) reachedc) has reached

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 57

15. Cloze context — The Buy Nothing movement. Complete blank (57) in the official passage: Some YouTube stars now (57) _________ their viewers not to buy anything at all for periods as long as a year.

a) encourageb) compelc) drive

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 58

16. Cloze context — The Buy Nothing movement. Complete blank (58) in the official passage: Two friends in Canada completed a year of reduced consumption. In one year, they (58) _________ $55,000.

a) had savedb) have savedc) have been saving

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 59

17. Cloze context — The Buy Nothing movement. Complete blank (59) in the official passage: If everyone followed a similar plan, the results (59) _________ be impressive.

a) willb) shallc) would

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 60

18. Cloze context — The Buy Nothing movement. Complete blank (60) in the official passage: Buy Nothing groups send a clear message that people are no longer (60) _________ to accept the environmental and human cost of overconsumption.

a) unsureb) willingc) reluctant

OGA · English / Inglés · Session / Sesión 10 · Item / Ítem 1

19. A teacher works on learning strategies and autonomy / estrategias de aprendizaje y autonomía. Which first action is most appropriate? / ¿Qué primera acción es la más pertinente?

a) Define the learning goal. / Define la meta.b) Give the final answer immediately. / Entregar inmediatamente la respuesta final.c) Ask learners to memorize isolated definitions. / Pedir que memoricen definiciones aisladas.

OGA · English / Inglés · Session / Sesión 10 · Item / Ítem 2

20. In this situation / En esta situación: “After completing a difficult task, learners identify which strategy helped and where else it could be used. / Después de una tarea desafiante, los estudiantes identifican qué estrategia ayudó y dónde podrían volver a utilizarla.” What shows meaningful learning? / ¿Qué evidencia un aprendizaje significativo?

a) Repeating a rule without using it. / Repetir una regla sin usarla.b) Using strategy · estrategia to complete the task and explain the choice. / Usar strategy · estrategia para resolver la tarea y explicar la decisión.c) Copying the teacher's model word for word. / Copiar literalmente el modelo docente.

OGA · English / Inglés · Session / Sesión 10 · Item / Ítem 3

21. Which feedback best promotes learner autonomy? / ¿Qué retroalimentación promueve mejor la autonomía?

a) A guiding question linked to a clear criterion. / Una pregunta orientadora vinculada con un criterio claro.b) Only the final score. / Únicamente el puntaje final.c) A complete answer to copy. / Una respuesta completa para copiar.

OGA · English / Inglés · Session / Sesión 10 · Item / Ítem 4

22. Which task shows transfer? / ¿Qué tarea evidencia transferencia?

a) Repeating the same example. / Repetir el mismo ejemplo.b) Listing vocabulary without context. / Enumerar vocabulario sin contexto.c) Applying the strategy in a new communicative situation and explaining why it works. / Aplicar la estrategia en una nueva situación comunicativa y explicar por qué funciona.

OGA · English / Inglés · Session / Sesión 10 · Item / Ítem 5

23. Which closing question promotes metacognition? / ¿Qué pregunta de cierre promueve metacognición?

a) Who finished first? / ¿Quién terminó primero?b) Which strategy helped you, what evidence shows it, and where could you use it again? / ¿Qué estrategia te ayudó, qué evidencia lo demuestra y dónde podrías volver a utilizarla?c) How many words did you copy? / ¿Cuántas palabras copiaste?

OGA · English / Inglés · Session / Sesión 10 · Item / Ítem 6

24. What should be prioritized in a communicative English lesson? / ¿Qué debe priorizarse en una sesión comunicativa de inglés?

a) A meaningful purpose, interaction and understandable language support. / Un propósito significativo, interacción y apoyo lingüístico comprensible.b) Translation of isolated sentences only. / Solo la traducción de oraciones aisladas.c) Correction before learners express any idea. / Corregir antes de que expresen una idea.

OGA · English / Inglés · Session / Sesión 10 · Item / Ítem 7

25. Which resource best supports learning strategies and autonomy / estrategias de aprendizaje y autonomía?

a) A resource selected for the purpose and learners’ needs. / Un recurso seleccionado según el propósito y las necesidades de los estudiantes.b) The longest worksheet regardless of the goal. / La ficha más larga sin considerar la meta.c) A resource that prevents learners from making decisions. / Un recurso que impide tomar decisiones.

OGA · English / Inglés · Session / Sesión 10 · Item / Ítem 8

26. What should the teacher observe while teaching learning strategies and autonomy? / ¿Qué debe observar el docente mientras enseña estrategias de aprendizaje y autonomía?

a) Evidence of participation, understanding and the need for an adjustment. / Evidencias de participación, comprensión y necesidad de ajuste.b) Only silence and speed. / Solo silencio y rapidez.c) Whether every learner uses exactly the same strategy. / Si todos usan exactamente la misma estrategia.

OGA · English / Inglés · Session / Sesión 10 · Item / Ítem 9

27. Which decision is coherent with planning, monitoring, strategy selection and transfer? / ¿Qué decisión es coherente con planificación, monitoreo, selección de estrategias y transferencia?

a) Select a suitable strategy. / Selecciona una estrategia pertinente.b) Ignore the communicative purpose. / Ignorar el propósito comunicativo.c) Assess a product unrelated to the task. / Evaluar un producto que no corresponde a la tarea.

OGA · English / Inglés · Session / Sesión 10 · Item / Ítem 10

28. How can learners demonstrate strategy · estrategia in a new situation? / ¿Cómo pueden demostrar strategy · estrategia en una situación nueva?

a) By using it to communicate and explaining the decision. / Usándolo para comunicarse y explicando la decisión.b) By copying a model without adapting it. / Copiando un modelo sin adaptarlo.c) By naming the concept without applying it. / Nombrando el concepto sin aplicarlo.