SESSION · SESIÓN 3 · OGA TRAINING · ENTRENAMIENTO

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Guided practice · Práctica guiada

Complete 22 questions with feedback. · Resuelve 22 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: 12 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 11

2. 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

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 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

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. 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

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 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

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. 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

7. 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 30

8. 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 34

9. 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. Before listening to the radio spot, Florencia wants to activate her students’ prior knowledge on the topic in a communicative way. Which of the following strategies is it appropriate to carry out?

a) Bring a word search puzzle with some words related to the Pan American and Parapan American Games. Give the students some minutes to find the words in the word search puzzle. Finally, ask the students to get in pairs and compare the words they found.b) Give each student a worksheet with a matching exercise about the Pan American and Parapan American Games. The exercise has two columns with phrases under each column. Tell the students to choose one phrase from each column and connect them in order to make a sentence.c) Write the title “Pan American and Parapan American Games 2019” on the board. Provide the students with prompts such as: “I think that…,” “Some sports played at this event are…,” etc. Ask the students to stand up, find a peer and start a dialogue about the games using the prompts provided.

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

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. 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 36

11. 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. Now, the students listen to the radio spot again and write down the sports mentioned in the audio. Which of the following listening skills is being developed through this activity?

a) Paraphrasing.b) Detecting connectors.c) Listening for specific information.

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

12. 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.

OGA · English / Inglés · Session / Sesión 3 · Item / Ítem 1

13. A teacher works on listening comprehension / comprensión auditiva. Which first action is most appropriate? / ¿Qué primera acción es la más pertinente?

a) Activate the topic and predict. / Activa el tema y predice.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 3 · Item / Ítem 2

14. In this situation / En esta situación: “Before an audio, learners predict its content; while listening, they identify purpose and evidence. / Antes de un audio, los estudiantes predicen su contenido; durante la escucha, identifican propósito y evidencias.” What shows meaningful learning? / ¿Qué evidencia un aprendizaje significativo?

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

15. 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 3 · Item / Ítem 4

16. 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 3 · Item / Ítem 5

17. 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 3 · Item / Ítem 6

18. 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 3 · Item / Ítem 7

19. Which resource best supports listening comprehension / comprensión auditiva?

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 3 · Item / Ítem 8

20. What should the teacher observe while teaching listening comprehension? / ¿Qué debe observar el docente mientras enseña comprensión auditiva?

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 3 · Item / Ítem 9

21. Which decision is coherent with gist, details, inference and listening strategies? / ¿Qué decisión es coherente con idea general, detalles, inferencia y estrategias de escucha?

a) Listen first for the main idea. / Escucha primero la idea principal.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 3 · Item / Ítem 10

22. How can learners demonstrate gist · idea general in a new situation? / ¿Cómo pueden demostrar gist · idea general 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.