SESSION · SESIÓN 12 · OGA TRAINING · ENTRENAMIENTO

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Guided practice · Práctica guiada

Complete 24 questions with feedback. · Resuelve 24 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: 14 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 2

1. During a meeting about the implementation of universal design for learning (UDL), the lead teacher offers some suggestions about resources that can be used to support students in the classroom. Below is one of those suggestions: “When designing a learning session, it is necessary that the resources we use respond to the characteristics of our students. This way, we can offer texts, graphics, or audiovisual materials so that the students can learn without feeling limited by those resources.” Which of the following UDL principles is reflected in the suggestion above?

a) Provide multiple means of engagement.b) Provide multiple means of representation.c) Provide multiple means of action and expression.

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 9

2. During the past few sessions, Ursula’s students have been talking about actions that started in the past but continue up to the present. During a semi-controlled group activity, she overhears a couple of students say: “I have been to the movies last Saturday” and “My mother has visited Piura last year”. Aware of the students’ mistakes, Ursula wants to help her students correct their mistakes. Which of the following strategies is appropriate to carry out?

a) The teacher makes a pause and draws a timeline on the board. Then she elicits examples of activities the students have done recently and writes them on the timeline. Next, she asks the students to say when the actions started and if they have finished or not. Also, they analyze if it is important to specify the time. After that, the students retake the activity and say the sentences again correcting their mistakes.b) The teacher stops the activity for a moment. Then she asks the students to pay attention to their peers’ sentences and try to identify when they make mistakes using the target language. She tells them that every time a student identifies a mistake, they should correct it. Next, the students continue working on the activity. The teacher approaches the groups in order to provide help if needed.c) The teacher approaches the students who have made mistakes and kindly explains to them how to use the target language correctly. After that, she gives the students some minutes to write, in their notebooks, some sentences using the target language correctly. Next, the students read their sentences aloud. Finally, the students go back to the task and continue with the group work.

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

3. Shared situation for questions 11, 12, 13, 14, 15: Josefina wants her fourth-grade students to improve their speaking skills through a class discussion. In order to achieve her purpose, she has planned the following teaching sequence: • First, the teacher asks her students what ideas come to mind when they listen to the word “e-mail hacking.” The students brainstorm ideas and the teacher writes some of them on the board. • Next, she presents the following situation on the board: “Two weeks ago, my e-mail account was hacked. I was shocked at first, so I did not take further action. A few days later, I opened a new e-mail account with a different password. Did I take the best action? Why/Why not? In your opinion, what could have been the ideal actions to take in that situation?” • Then the teacher writes the following expressions on the board: “It seems to me that …,” “To my mind, …,” “As far as I understand, …,” and “From my perspective,...” • After that, the teacher forms groups of four students to discuss the questions shown in the situation. She encourages the students to use the expressions provided on the board, as well as the ideas they brainstormed at the beginning of the class. • The students have some minutes to discuss their ideas while the teacher walks around the class monitoring the activity. • Then the teacher gives a flipchart paper and markers to each group and asks them to make two lists: “Actions to protect our e-mail accounts from hacking” and “Suggestions on what to do when an e-mail is hacked.” • Next, each group presents their lists to the class: Two members of the group present the actions, and the other two present the suggestions. The audience asks further questions if they need clarification. Which of the following teaching methods is NOT involved in Josefina’s sequence?

a) Presentation - Practice - Production.b) Problem - Based Learning.c) Task - Based Learning.

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 18

4. Margarita’s students are going to participate in a school presentation about the importance of keeping streets clean. She groups the students to practice their speeches for the presentation. While they are practicing, Margarita notices that her students hesitate quite often and start using Spanish fillers such as “bueno” and “este.” Thus, she wants to help her students sound more natural while they present their speeches. Which of the strategies below would be more appropriate for this purpose?

a) Approach the students who use Spanish fillers in a sentence and gently provide them with a proper filler in English such as “Well...,” “I mean…,” “You know…,” and some others. Then ask the students to repeat their sentence using the filler provided.b) Write, on the board, some common fillers in English and tell the students they can use them whenever they forget how to continue an idea. Next, encourage the students to use those fillers as they practice their speeches if necessary.c) Tell the students to avoid using fillers as they make them sound less fluent when speaking or talking to others. Also, give the students more time for them to practice as many times as necessary until they know their speeches well enough.

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 28

5. Shared situation for questions 26, 27, 28, 29: Romina wants to help her students develop their reading skills using the following text: Weekends at grandma's Ben loved spending his weekends at his grandma's house. Every Saturday morning, Ben's parents would take him to spend all the weekend with grandma. Her place was a cozy house with different plants and trees. Every Saturday, as soon as Ben arrived, he would run outside to look at the plants. He loved picking fruit such as strawberries, grapes and apples, as well as playing with grandma's cat inside the house. In the afternoon, grandma would cook with Ben’s help. He always helped her prepare lunch. Grandma was an excellent and renowned cook in town, so every dish was awesome. During the evening, they would spend their time drawing pictures, playing games, and going for walks. Later, on Saturday night, Ben and grandma would make a delicious dinner and watch old movies together before going to bed. On Sunday, grandma would take Ben to the nearby park to feed the doves together. Then they would have some street food before Ben’s parents pick him again. All in all, Ben cherished these wonderful memories with grandma and she loved sharing her passion for food with someone she loved so dearly. Adapted from ESLFast.com.(n.d.).Weekends at Grandma's. Retrieved July 10, 2025, from https://n9.cl/3pkuw2 Once the students have practiced different reading skills, Romina wants her students to work on a post-reading task. Which of the following activities is appropriate to achieve her purpose?

a) Ask the students to think of some questions to know more information about the characters. Next, group the students and ask them to work together to come up with the possible answers for those questions. Finally, tell the students to share their questions and answers with the class.b) Stick a piece of flipchart paper with some expressions used to summarize information. Then pair up the students and ask them to say what the content of the text was by using some of the expressions provided. Finally, invite some volunteers to share their summaries with the rest of the class.c) Write, on the board, some comprehension questions to be answered with information from the text. Ask the students to answer the questions individually. Group the students and tell them to compare their answers; then call some volunteers to read their answers to the whole class.

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 29

6. Shared situation for questions 26, 27, 28, 29: Romina wants to help her students develop their reading skills using the following text: Weekends at grandma's Ben loved spending his weekends at his grandma's house. Every Saturday morning, Ben's parents would take him to spend all the weekend with grandma. Her place was a cozy house with different plants and trees. Every Saturday, as soon as Ben arrived, he would run outside to look at the plants. He loved picking fruit such as strawberries, grapes and apples, as well as playing with grandma's cat inside the house. In the afternoon, grandma would cook with Ben’s help. He always helped her prepare lunch. Grandma was an excellent and renowned cook in town, so every dish was awesome. During the evening, they would spend their time drawing pictures, playing games, and going for walks. Later, on Saturday night, Ben and grandma would make a delicious dinner and watch old movies together before going to bed. On Sunday, grandma would take Ben to the nearby park to feed the doves together. Then they would have some street food before Ben’s parents pick him again. All in all, Ben cherished these wonderful memories with grandma and she loved sharing her passion for food with someone she loved so dearly. Adapted from ESLFast.com.(n.d.).Weekends at Grandma's. Retrieved July 10, 2025, from https://n9.cl/3pkuw2 Finally, Romina wants her students to work on an extensive task as homework. Which of the following tasks is appropriate to assign?

a) The teacher asks the students to write a similar text, but using their own information. Also, she mentions that they have to include five or six linking words to connect their ideas. Finally, they will read their texts to the whole class during the following session.b) The teacher brings copies of a text about people visiting someone loved. The text has some blanks in it for the students to complete with words that fit the context of the text. Finally, during the following session, the students compare their answers with a peer.c) The teacher encourages the students to read a brief text related to the topic. She points out that they can choose the text they prefer. In the following session, the students will say if they liked the text they read or not and explain why.

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 31

7. Shared situation for questions 31, 32: Mario wants his fourth-grade students to improve their reading skills. He has planned a session about product reviews. After having done some reading comprehension activities, Mario tells the students to paraphrase, orally, the review of the microwave oven, which is the following: I’m sorry to say I’m very disappointed with this microwave oven. It’s big, awful and very heavy, so I can’t carry it. It’s also very difficult to use. So overall, it’s definitely not worth the money and it’s very poor value. Also, it was nearly two weeks late. My advice is don’t buy it. Jen Swift Retrieved from Hugues, J. & Wood, K. (2019). Navigate Elementary. Unit 5 p 53. Oxford University Press. These are some of the students’ samples. Which one shows paraphrasing skills?

a) Juan says: “Jen is very mad at the company that sent her the product. I think the product is ugly and big so I wouldn’t buy it. It was too expensive and didn’t arrive on time. In my opinion, the product is terrible and the company, too.”b) Alicia says: “Jen is really unhappy with a product. The product is large, horrible, weighty and not easy to operate. In general, it is not good value for money. Besides, it arrived two weeks late approximately. She recommends not buying it.”c) Lucia says: “Jen is very disappointed with this product. It’s big, awful, and very heavy so she can’t carry it. It’s also very difficult to use. It is definitely not worth the money and it’s poor value. Also, it was nearly two weeks late. Her advice is don’t buy it.”

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 32

8. Shared situation for questions 31, 32: Mario wants his fourth-grade students to improve their reading skills. He has planned a session about product reviews. Mario wants his students to work on a meaningful extension activity in which they will write a product review. He has thought of three different activities. Which of the activities Mario has thought of is appropriate to achieve his purpose?

a) The teacher brings cards with the name of different products in each one. He asks the students to randomly pick a card. After that, they write a review of the product.b) The teacher gives the students a review of a product. He asks them to highlight the key words in it. Then they rewrite the review substituting the key words.c) The teacher tells the students to think about the products they have at home. He asks them to choose one of those products. Next, they write a review of it.

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 33

9. Daniel’s fourth-grade students are going to give an oral presentation about pollution effects in the environment. He provides the students with a list of expressions to be used during the presentation. Here are some of those expressions: • I’d like to put the situation into some kind of perspective. • I’d like you to think about the significance of this figure here. • Whichever way you look at it, the underlying trend is clear. Which of the following language functions is involved in the expressions provided by the teacher?

a) Highlighting information.b) Introducing the topic.c) Sequencing events.

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 37

10. 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. Next, the teacher wants her students to work on a post-listening task to develop their speaking skills. Which of the following tasks is appropriate to achieve the teacher’s purpose?

a) Ask the students to record their own radio spot for a sports event in their community. Tell them to include some features of the spot they have just listened to such as speaker’s intonation and adjectives. Encourage the students to add other relevant information like prices, locations, schedules, etc.b) Play the radio spot again and ask the students to write as much information as possible in their notebooks. Tell them to use their notes to write a new version of the spot but using their own words. Invite some volunteers to read their own versions of the spot aloud.c) Give each student a worksheet that contains the radio spot with some blanks in it. Ask the students to listen carefully and fill in the blanks with the appropriate words. Pair up the students and ask them to compare their answers for some minutes.

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 40

11. Marlon’s students have been talking about movies using present perfect and simple past tenses. Now, he wants his students to develop their oral fluency in a freer way. He carries out the following sequence: • First, the teacher elicits some vocabulary related to movies and writes it on the board. Additionally, he elicits which forms are used to talk about recent past events. • Next, the teacher pairs up the students and tells them to ask each other questions to get information about the movie they have seen recently. • After the students have talked for some minutes, they stand up and look for a different classmate and repeat the procedure. • While the students are working, the teacher monitors. When he notices a student makes a mistake, he corrects the student on the spot. • Finally, on the board, the teacher writes some of the mistakes the students made during the activity and elicits the correct form from the students. Given the teacher’s purpose, which of the following criticisms of this sequence is appropriate?

a) The teacher shouldn’t have corrected the students’ mistakes while they were performing the task.b) The teacher shouldn’t have written, on the board, the mistakes the students made during the activity and elicited the correct form.c) The teacher shouldn’t have recycled vocabulary related to the topic and reminded the structures used to talk about recent past events.

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 41

12. Shared situation for questions 41, 42, 43: Basilio wants his students to write a text about the places they can find in their towns using the task-based learning method. He has planned the following activities. As a first step of the session, Basilio does the following activities: • First, the students watch a video of interesting towns around the world. • Then the students write down the places and things they see in these towns such as buildings, parks, shops, etc. • Finally, the students work in small groups and take turns describing the towns from the video. Which of the following purposes is mainly involved in Basilio’s activity?

a) Working on students' writing skills.b) Familiarizing students with the topic.c) Setting up the context of the activity.

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 42

13. Shared situation for questions 41, 42, 43: Basilio wants his students to write a text about the places they can find in their towns using the task-based learning method. He has planned the following activities. Now, for the while-task stage, Basilio’s students are going to write their text. Which of the following activities is appropriate to carry out at this stage?

a) Give each student a sample text describing a town. Ask the students to identify the elements found in the text and then elicit the answers. Next, ask the students to write about their own town using the sample as a model.b) Ask the students to think about the places in their towns. Then give the students five minutes to write a paragraph describing those places. Finally, ask the students to revise their paragraph and make some improvements if necessary.c) Have the students work in pairs and create a flyer about their town. Ask them to include information about what their towns have or don’t have. When they finish, tell them to exchange their flyers with another pair in order to give each other suggestions on how to improve their flyers.

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 43

14. Shared situation for questions 41, 42, 43: Basilio wants his students to write a text about the places they can find in their towns using the task-based learning method. He has planned the following activities. During the post-task stage, Basilio collects his students’ writings in order to provide feedback. Which of the following strategies displays reflective feedback?

a) Give guiding comments such as “Make sure the verb and noun agree in number,” “What could be the best way to say this idea using plural?,” and some others. Then ask the students to make improvements to their texts using the comments as guidelines.b) Focus on the positive characteristics of the writings to encourage and motivate the students. Use phrases such as “Well done! You have included lots of interesting ideas,” “Your sentences are very clear. Keep up the good work!,” and some others.c) Show the list of correction codes to the students and explain what they mean. Then mark all the grammar, vocabulary and spelling mistakes using these codes and ask the students to rewrite their texts following the corrections made.

OGA · English / Inglés · Session / Sesión 12 · Item / Ítem 1

15. A teacher works on projects and collaborative tasks / proyectos y tareas colaborativas. Which first action is most appropriate? / ¿Qué primera acción es la más pertinente?

a) Define purpose, audience and product. / Define propósito, público y producto.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 12 · Item / Ítem 2

16. In this situation / En esta situación: “Teams prepare an English campaign for responsible consumption aimed at the school community. / Los equipos preparan una campaña en inglés sobre consumo responsable dirigida a la comunidad escolar.” What shows meaningful learning? / ¿Qué evidencia un aprendizaje significativo?

a) Repeating a rule without using it. / Repetir una regla sin usarla.b) Using project · proyecto to complete the task and explain the choice. / Usar project · proyecto 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 12 · Item / Ítem 3

17. 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 12 · Item / Ítem 4

18. 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 12 · Item / Ítem 5

19. 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 12 · Item / Ítem 6

20. 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 12 · Item / Ítem 7

21. Which resource best supports projects and collaborative tasks / proyectos y tareas colaborativas?

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 12 · Item / Ítem 8

22. What should the teacher observe while teaching projects and collaborative tasks? / ¿Qué debe observar el docente mientras enseña proyectos y tareas colaborativas?

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 12 · Item / Ítem 9

23. Which decision is coherent with planning, roles, language use and public products? / ¿Qué decisión es coherente con planificación, roles, uso del idioma y productos públicos?

a) Assign meaningful roles. / Asigna roles significativos.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 12 · Item / Ítem 10

24. How can learners demonstrate project · proyecto in a new situation? / ¿Cómo pueden demostrar project · proyecto 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.