SHARED QUESTION BANK · BALOTARIO COMPARTIDO
Practice and play · Practica y juega
Practica Speaking and oral interaction · Expresión e interacción oral con un modelo claro
Primero mira el ejemplo, identifica qué debes hacer y luego responde con tus propias palabras.
fluency · fluidez, turn-taking · turnos, clarification · aclaración, intonation · entonación, interaction · interacción. Relaciónalo con fluency, intelligibility and interaction strategies · fluidez, inteligibilidad y estrategias de interacción.
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.
Explica por qué elegiste tu respuesta y revisa si coincide con los datos.
Comprende el ejemplo de esta sesión
Speaking and oral interaction · Expresión e interacción oral
- fluency
- fluidez
- turn-taking
- turnos
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.
All activities use the same bank of 27 questions. Official items retain their original English wording and traceability. · Todas las actividades usan el mismo banco de 27 preguntas. Los ítems oficiales conservan su redacción original en inglés y su trazabilidad.
Guided practice · Práctica guiada27 questions with feedback · preguntas con retroalimentaciónOGA Trivia · Trivia OGA270 XP · no timer · sin cronómetroWord search · Pupiletras 8×8English words and Spanish meanings · palabras y significados
ASSESSMENT · EVALUACIÓN · 100 XP
Show what you know · Demuestra
Demuestra lo aprendido sobre Speaking and oral interaction · Expresión e interacción oral
Antes de entregar, comprueba que tu producto muestre el procedimiento y no solamente la respuesta final.
fluency · fluidez, turn-taking · turnos, clarification · aclaración, intonation · entonación, interaction · interacción. Relaciónalo con fluency, intelligibility and interaction strategies · fluidez, inteligibilidad y estrategias de interacción.
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.
Verifica que an evidence-based answer · una respuesta sustentada sea claro, completo y coherente con la consigna.
Así debe verse una evidencia completa
- Comprende: identifica qué pide la consigna.
- Resuelve: muestra datos, operaciones, procedimiento o evidencias.
- Explica: justifica la relación entre lo realizado y tu respuesta.
- Comprueba: revisa el resultado y corrige lo necesario.
Read the complete context, compare the options and review the bilingual feedback. · Lee el contexto completo, contrasta las alternativas y revisa la retroalimentación bilingüe.
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?
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?
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?
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?
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?
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?
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?
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?
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?
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?
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?
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?
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?
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?
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?
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?
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?
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?
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?
20. Which feedback best promotes learner autonomy? / ¿Qué retroalimentación promueve mejor la autonomía?
21. Which task shows transfer? / ¿Qué tarea evidencia transferencia?
22. Which closing question promotes metacognition? / ¿Qué pregunta de cierre promueve metacognición?
23. What should be prioritized in a communicative English lesson? / ¿Qué debe priorizarse en una sesión comunicativa de inglés?
24. Which resource best supports speaking and oral interaction / expresión e interacción oral?
25. What should the teacher observe while teaching speaking and oral interaction? / ¿Qué debe observar el docente mientras enseña expresión e interacción oral?
26. Which decision is coherent with fluency, intelligibility and interaction strategies? / ¿Qué decisión es coherente con fluidez, inteligibilidad y estrategias de interacción?
27. How can learners demonstrate fluency · fluidez in a new situation? / ¿Cómo pueden demostrar fluency · fluidez en una situación nueva?
Progreso: 0 de 27 preguntas revisadas.
LANGUAGE METACOGNITION · METACOGNICIÓN LINGÜÍSTICA
Close and reflect · Cierra y reflexiona
Explain which strategy improved your understanding and where you will use it again. · Explica qué estrategia mejoró tu comprensión y dónde volverás a utilizarla.
OGA recognition · Reconocimiento OGA
You completed the route by connecting communication, language and pedagogy. · Completaste la ruta relacionando comunicación, idioma y pedagogía.
RECURSO IMPRIMIBLE DEL CIERRE
Pupiletras 22 × 22
Repasa 27 palabras relacionadas con esta sesión. El archivo incluye la actividad y el solucionario en páginas separadas.