SHARED QUESTION BANK · BALOTARIO COMPARTIDO
Practice and play · Practica y juega
Practica Listening comprehension · Comprensión auditiva con un modelo claro
Primero mira el ejemplo, identifica qué debes hacer y luego responde con tus propias palabras.
gist · idea general, detail · detalle, inference · inferencia, prediction · predicción, speaker · hablante. Relaciónalo con gist, details, inference and listening strategies · idea general, detalles, inferencia y estrategias de escucha.
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.
Explica por qué elegiste tu respuesta y revisa si coincide con los datos.
Comprende el ejemplo de esta sesión
Listening comprehension · Comprensión auditiva
- gist
- idea general
- detail
- detalle
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.
All activities use the same bank of 22 questions. Official items retain their original English wording and traceability. · Todas las actividades usan el mismo banco de 22 preguntas. Los ítems oficiales conservan su redacción original en inglés y su trazabilidad.
Guided practice · Práctica guiada22 questions with feedback · preguntas con retroalimentaciónOGA Trivia · Trivia OGA220 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 Listening comprehension · Comprensión auditiva
Antes de entregar, comprueba que tu producto muestre el procedimiento y no solamente la respuesta final.
gist · idea general, detail · detalle, inference · inferencia, prediction · predicción, speaker · hablante. Relaciónalo con gist, details, inference and listening strategies · idea general, detalles, inferencia y estrategias de escucha.
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.
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. 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?
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?
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?
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?
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?
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?
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?
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?
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?
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?
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?
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?
13. A teacher works on listening comprehension / comprensión auditiva. Which first action is most appropriate? / ¿Qué primera acción es la más pertinente?
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?
15. Which feedback best promotes learner autonomy? / ¿Qué retroalimentación promueve mejor la autonomía?
16. Which task shows transfer? / ¿Qué tarea evidencia transferencia?
17. Which closing question promotes metacognition? / ¿Qué pregunta de cierre promueve metacognición?
18. What should be prioritized in a communicative English lesson? / ¿Qué debe priorizarse en una sesión comunicativa de inglés?
19. Which resource best supports listening comprehension / comprensión auditiva?
20. What should the teacher observe while teaching listening comprehension? / ¿Qué debe observar el docente mientras enseña comprensión auditiva?
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?
22. How can learners demonstrate gist · idea general in a new situation? / ¿Cómo pueden demostrar gist · idea general en una situación nueva?
Progreso: 0 de 22 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 28 palabras relacionadas con esta sesión. El archivo incluye la actividad y el solucionario en páginas separadas.