SESSION · SESIÓN 2 · OGA TRAINING · ENTRENAMIENTO

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Guided practice · Práctica guiada

Complete 27 questions with feedback. · Resuelve 27 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: 17 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 5

1. Marlene’s students are going to have a group discussion on the following question: “What are some challenges the next generation will face?” She asks her students to use some of the following expressions: • What’s more, … • Not to mention that … • You also have to consider… Which of the following language functions corresponds to the expressions Marlene wants her students to practice?

a) Adding an argument.b) Introducing a point of view.c) Expressing degrees of certainty.

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 7

2. 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. At the following stage of the lesson, Emilio wants his students to work on the intensifiers “so” and “such” included in the text, since the students will use them later in their own writings to express intensity. He has planned three strategies to achieve his purpose. Which of the strategies Emilio has planned follows the inductive approach?

a) The teacher writes, on the board, some of the sentences from the text that have the intensifiers “so” and “such.” Then he pairs up the students and asks them to share ideas about when and why those intensifiers are used. Next, the teacher elicits the students’ ideas orally. Finally, each pair creates their own examples.b) The teacher displays a piece of flipchart that contains some sentences with the intensifiers “so” and “such” and explains how to use them. Then he asks the students to write some sentences using those intensifiers. After that, the students compare their sentences with a partner. Finally, some volunteers read their sentences aloud.c) The teacher gives the students a worksheet about the intensifiers “such” and “so.” In the worksheet, there are two examples of each intensifier and sentences with blanks in them. The students analyze the examples provided and then fill in the blanks with the correct intensifier. Finally, the students check their answers in pairs.

✓ 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 12

4. 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 speaking skills is least promoted in Josefina's sequence?

a) Communicating ideas fluently.b) Using nonverbal and paraverbal sources.c) Interacting with different speakers effectively.

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 13

5. 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. In the teaching sequence, Josefina presents the following situation: “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?” What is Josefina’s main purpose when presenting the situation above?

a) Set the scene of the activity.b) Promote the students’ analysis of a situation.c) Familiarize the students with language related to the topic.

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 14

6. 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. In the teaching sequence, Josefina writes the following expressions on the board: • It seems to me that … • To my mind, … • As far as I understand, … • From my perspective,... Which of the following language functions is she trying to promote with those expressions?

a) Being vague.b) Stating facts.c) Expressing opinions.

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 15

7. 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. Finally, Josefina wants to wrap-up her lesson. Which of the following activities is better to achieve the teacher’s purpose?

a) Tell the students to mention the most important things they have learned about e-mail hacking. Ask the students to share the solutions they consider more effective from the ones their classmates have presented.b) Narrate the activities the students have done during the lesson so that they know the different steps they have followed. Mention the accomplished objectives of the lesson and the language they have learned.c) Ask the students to think of another experience of e-mail hacking they have heard or read about recently. Invite some of the students to share the experience with the rest of the class.

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 17

8. Leopoldo’s third-grade students have been doing several listening comprehension exercises using an audio about two people discussing the pros and cons of allowing students to use cell phones in school. Now, Leopoldo wants his students to develop their critical thinking skills. Which of the following activities is least appropriate to achieve his purpose?

a) The teacher asks the students to recognize how the speakers in the audio feel about the topic of allowing students to use cell phones in school. The students have to support their answers using keywords from the audio.b) The teacher asks the students to decide if the ideas about the use of cell phones in school mentioned by the speakers are evident in their school as well. The students have to give examples based on their own experiences.c) The teacher asks the students to mention whether they agree or disagree with the speakers’ arguments for and against the use of cell phones in school. The students have to support their ideas and react to what their classmates have said.

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

9. 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 20

10. Tina’s students have been talking about their favorite dish. Now, she wants them to participate in a communicative oral activity using that topic. Which of the following strategies is it more appropriate to carry out?

a) The students write the recipe of their favorite dish in their notebooks. Next, they read it aloud to the whole class. Finally, the teacher invites some volunteers to recall the ingredients mentioned in the recipe.b) The students record a video in which they give instructions to prepare their favorite dish. The teacher asks the students to use simple language for their classmates to understand the instructions given. Finally, the teacher plays some of the videos in class.c) The students ask five peers what their favorite dish is, why they like it and what ingredients it is made of. Then they compare and analyze the answers they got in order to find out similarities and differences. Finally, the students share their findings with the class.

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 24

11. Marcelo’s first-grade students are practicing a conversation in which they are sharing personal information such as name, telephone number and e-mail address. He notices that some students have difficulties pronouncing phonemes such as b/v, c/z, m/n, a/e, i/y, and so on when spelling words. He wants to help his students pronounce those phonemes better. Which of the following strategies is appropriate to achieve the teacher’s purpose?

a) Have the students use linking sounds.b) Have the students recognize minimal pairs.c) Have the students practice contrastive stress.

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

12. 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 33

13. 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

14. 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 38

15. Fernanda’s students are having a conversation in which they are using the following expressions: • Hey, what happened? • I swear I didn’t mean to be late. • Did you miss the bus or something? • I hope you didn’t wait for a long time. Which language function is NOT involved in the expressions provided?

a) Asking for explanations.b) Offering apologies.c) Making promises.

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 39

16. Alejandro’s fifth-grade students are going to write a paragraph on “The advantages and disadvantages of working out.” He wants his students to follow the process writing approach. Here is the sequence he has designed: • The teacher plays a video of people working out at a gym. In the video, a reporter interviews those people. The teacher writes the following questions on the board: - How often do the interviewees work out? - What are the advantages and disadvantages of working out that they mentioned? • Then the teacher pairs up the students and tells them to discuss the questions on the board. • After the students discuss the questions, some volunteers share their ideas with the whole class. • Next, the teacher tells the students to draw a chart in their notebooks. The chart should contain two labels: “advantages” and “disadvantages” of working out. Individually, the students write some ideas under each label. • The teacher tells the students to write a paragraph using the ideas from their charts. Once the students are done writing, the teacher pairs them up. • After that, the teacher asks the students to exchange their paragraphs, check whether the message is clear and whether the purpose has been achieved. Additionally, the students identify misspelled words, punctuation mistakes, etc. Then they give each other oral feedback on how to improve their paragraphs. • Finally, they return each other’s paragraphs and make the improvements they consider necessary. Then they submit their paragraphs for correction. Which writing stage has been best promoted in the sequence above?

a) Planning.b) Drafting.c) Revising.

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

17. 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.

OGA · English / Inglés · Session / Sesión 2 · Item / Ítem 1

18. A teacher works on speaking and oral interaction / expresión e interacción oral. Which first action is most appropriate? / ¿Qué primera acción es la más pertinente?

a) Set a real communicative purpose. / Define un propósito comunicativo real.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 2 · Item / Ítem 2

19. In this situation / En esta situación: “Students discuss challenges future generations may face and use expressions to agree, disagree and clarify. / Los estudiantes dialogan sobre los desafíos de las futuras generaciones y usan expresiones para acordar, discrepar y aclarar.” What shows meaningful learning? / ¿Qué evidencia un aprendizaje significativo?

a) Repeating a rule without using it. / Repetir una regla sin usarla.b) Using fluency · fluidez to complete the task and explain the choice. / Usar fluency · fluidez 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 2 · Item / Ítem 3

20. 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 2 · Item / Ítem 4

21. 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 2 · Item / Ítem 5

22. 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 2 · Item / Ítem 6

23. 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 2 · Item / Ítem 7

24. Which resource best supports speaking and oral interaction / expresión e interacción oral?

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 2 · Item / Ítem 8

25. What should the teacher observe while teaching speaking and oral interaction? / ¿Qué debe observar el docente mientras enseña expresión e interacción oral?

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 2 · Item / Ítem 9

26. Which decision is coherent with fluency, intelligibility and interaction strategies? / ¿Qué decisión es coherente con fluidez, inteligibilidad y estrategias de interacción?

a) Provide useful language support. / Brinda apoyo lingüístico útil.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 2 · Item / Ítem 10

27. How can learners demonstrate fluency · fluidez in a new situation? / ¿Cómo pueden demostrar fluency · fluidez 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.