SESSION · SESIÓN 4 · OGA TRAINING · ENTRENAMIENTO

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Guided practice · Práctica guiada

Complete 52 questions with feedback. · Resuelve 52 preguntas con retroalimentación.

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

1. A teachers’ meeting regarding pedagogical management documents is being held in a school. In this context, the teachers are sharing their ideas about school management that considers the values of the inclusive approach. Which of the following teachers’ comments aligns with those values?

a) "The school should help the students with disabilities achieve similar performances to those of their peers who do not have that condition."b) "The school should ensure that the students with disabilities have the same opportunities to learn as any other student."c) "The school should promote that the students with disabilities receive both specialized treatment and pedagogical attention."

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 2

2. 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 4

3. Alberto has noticed that some of his fourth-grade students write paragraphs that lack coherence, so he wants to help his students understand what coherence is. Which of the following activities is appropriate to achieve Alberto’s purpose?

a) The teacher pairs up the students and hands out a paragraph to each pair. The paragraph has missing punctuation marks and misspelled words. The teacher asks the students to add the right punctuation and correct the misspelled words; then he invites some volunteers to read their answers aloud.b) The teacher writes five pairs of simple sentences on the board. He pairs up the students and asks them to connect the sentences using conjunctions such as “before,” “after,” “when,” and “while.” Next, some students go to the board to connect each pair of sentences using the appropiate conjunction.c) The teacher pairs up the students and provides them with an envelope containing strips of paper with written sentences taken from a paragraph. He asks the students to put the strips in the correct order so that the paragraph segments are logically connected. Then the teacher checks the correct order with the whole class.

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 6

4. 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. After Emilio’s students read the text, he would like them to scan some information. Which of the following set of questions is appropriate for this purpose?

a) • Is this experience happening now or in the past? • Is Pedro’s mother an adventurous person? Why? • Who is Toni?b) • Where was the holiday? • Who is the blog’s writer? • What activities did they do?c) • Did they have a good day? • How did they feel doing the activities? • Did they feel tired at the end of the day? Why?

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

5. 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 8

6. Berenice is preparing her lesson for a reading session. She has noticed that the text for the next session is a recipe for a dish that is not popular in the students’ community, so she has decided to make the text more meaningful for her students. Which of the following activities is more appropriate to carry out in order to achieve the teacher’s purpose?

a) The teacher adapts the text by deleting some words the students may find difficult to understand before she gives a copy of it to each student. Next, the students read the text individually. Finally, the teacher calls on some volunteers to explain to the class what they have understood.b) The teacher brings pictures that show the ingredients for the recipe mentioned in the text and sticks the pictures on the board. Next, the teacher elicits the names of the ingredients and writes them next to their corresponding picture. Finally, the teacher asks the students to read the text quickly and circle the ingredients.c) The teacher asks the students to read the text and answer the following questions: Have you ever tried this dish? Would you like to try it? Why/Why not? Is there a similar dish in your country? How similar or different is it? Next, the students discuss the questions in pairs. Finally, some students share their answers aloud.

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

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

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

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

8. 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 20

9. 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 21

10. During a reading session, Oswaldo’s students are giving the text a first reading. While reading, a student raises his hand and asks the teacher for the meaning of the phrasal verb “back up.” Which of the following actions is better for the teacher to carry out?

a) Tell the student that, at this point, it is important to understand the general idea. Then point out that there will be a moment to check vocabulary as a whole class. When the students finish reading, ask them to circle the words they don’t understand in order to clarify their meaning.b) Tell the student that the phrasal verb “back up” is similar in meaning to “support” or “confirm,” but that it’s more informal. Then give the student an example using “back up.” After that, encourage the student to think of another situation in which he could use that phrasal verb.c) Tell the student what a phrasal verb is and explain the meaning of “back up” in English. If the student doesn’t understand the meaning of that phrasal verb, translate it into Spanish. Finally, ask the student if he has problems with the meaning of other words in the text.

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 22

11. Stefano’s students are going to write a review of a movie they have seen recently. First, the teacher wants the students to get familiar with the elements of a movie review. Which of the following activities is most appropriate to achieve his purpose?

a) The teacher groups the students and gives each group two samples of movie reviews and a chart with the following labels: title, genre, actors and director, music, photography, and plot. Then the students read the samples and complete the chart listing the elements found.b) The teacher hands each student a copy of a word search puzzle that contains a list of words related to the elements of a movie review. Then the students look for the words on the puzzle, circle them and compare their answers in pairs.c) The teacher pairs up the students and asks them to answer the following questions: “What’s a movie review?” and “What elements does it have?” Then the teacher elicits the answers from the students and clarifies doubts if necessary.

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 23

12. Hugo’s first-grade students are reading a short poem. Here is an excerpt of the poem: Up in the apple tree there is an apple so big and round… Climb up the tree and hold on tight Pick that round apple and take a big bite. Which of the following grammatical structures is the teacher mainly trying to promote with the poem?

a) Adverbs.b) Quantifiers.c) Imperatives.

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 25

13. Victor’s third-grade students have written a text in which they give advice to a friend. Now, the teacher is correcting the students’ texts. Here is a comment he has written in one of the students’ texts: “This is a great text. You have included really useful pieces of advice to help your friend solve a problem. However, you could have used more of the expressions to give advice we studied in our previous sessions.” Based on the comment above, what was Victor’s feedback focus?

a) Organization.b) Accuracy.c) Range.

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 26

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

a) Group the students and provide each group with a set of cards. Each set of cards has some expressions from the text, as well as some pictures that depict those expressions. Ask the groups to match each expression with a picture. Next, provide each student with a copy of the text, ask them to read it and highlight the expressions they have seen some minutes ago.b) Stick on the board some pictures related to the text. Ask the students to get in pairs and tell them to discuss what the story will be about based on those pictures. Then give each student a copy of the text and ask them to read it for a few minutes. Finally, encourage the students to say whether their guesses were right or wrong.c) Write on the board a list of adjectives extracted from the text. Provide each student with a copy of the text with gaps in it to be filled with adjectives from the board. Next, pair up the students and ask them to fill in the gaps. Finally, ask some volunteers to share their answers with the whole class.

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 27

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

a) The teacher writes, on the board, five incomplete sentences and under each sentence three possible transitions to complete that sentence. Next, in pairs, the students have some minutes to choose the correct answer for each sentence. Finally, some volunteers say their answers aloud, and the teacher corrects if necessary.b) The teacher pairs up the students and provides each pair with a list of other transitions. Next, she asks the students to replace the transitions from the text with some of the words from the list. Finally, the students compare their answers, and some volunteers read the texts to the whole class.c) The teacher asks the students to circle all the transitions they see in the text. Then she pairs up the students and asks them to discuss what the purpose of each transition within sentences is. Finally, some students share their answers with the whole class, and the teacher clarifies doubts if needed.

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

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

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

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

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

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

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 30

18. 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 31

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

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

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

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

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

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

21. 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 39

22. 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 41

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

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

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

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

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

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

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

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

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 44

26. Zaira’s students are about to read the text “The next wave of social media.” Before the students start reading, she wants to make sure they are familiar with key lexical items that appear in the text. Which of the following activities is most appropriate to carry out?

a) The teacher writes, on the board, a list of words that will appear in the text and adds their meaning next to them. Then she reads the words aloud one by one and asks the whole class to pronounce after her. Next, she calls on some volunteers to read the words. Finally, she corrects some mispronounced words if necessary.b) The teacher pairs up the students. Next, she provides each pair with a worksheet in which there are words from the text that have some missing letters. She gives the students some minutes to fill in the missing letters. Finally, the students compare their answers with another pair and then read the words aloud for the whole class.c) The teacher sticks, on the walls, six pictures that depict vocabulary to understand the text. Then she gives each student some post-it notes for them to describe the pictures using words or phrases. Next, the students stick the post-it notes next to each picture. Finally, the whole class, with the help of the teacher, defines the content of the pictures shown.

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 45

27. Roberto’s fifth-grade students are going to design a timeline in pairs about their favorite singer’s life. Roberto has already given instructions on how to design the timeline and now, the students are working in pairs. While monitoring, he overhears the following dialogue: Ana says: Did you understand the teacher’s instructions? Carmen says: Yes! If I got it right, we have to make a timeline about our favorite singer’s life. Ana says: Does it mean we have to include all the information about the singer in the timeline? Carmen says: Not exactly. In fact, we have to organize the events of the singer’s life in a logical sequence and in a concise way. Ana says: Ok, I got it! We have to focus on relevant events of the singer´s life. Carmen says: Yes, that’s right! Which of the following language functions are the expressions in bold related to?

a) Asking for repetition.b) Clarifying information.c) Summarizing information.

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 46

28. Cloze context — The Buy Nothing movement. Complete blank (46) in the official passage: Social media, magazines, and shop windows (46) _________ people daily with things to buy.

a) batterb) assaultc) bombard

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 47

29. Cloze context — The Buy Nothing movement. Complete blank (47) in the official passage: Major brands offer (47) _________ cheap clothes that they can be treated like disposable items.

a) sob) suchc) enough

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 48

30. Cloze context — The Buy Nothing movement. Complete blank (48) in the official passage: In Britain, the average person spends more than £1,000 (48) _________ new clothes a year.

a) inb) onc) around

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 49

31. Cloze context — The Buy Nothing movement. Complete blank (49) in the official passage: That figure (49) _________ two far more worrying trends for society and for the environment.

a) hidesb) repressesc) extinguishes

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 50

32. Cloze context — The Buy Nothing movement. Complete blank (50) in the official passage: Not only are people spending money they do not have, (50) _________ they are using it to buy things they do not need.

a) sob) butc) although

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 51

33. Cloze context — The Buy Nothing movement. Complete blank (51) in the official passage: People might not realize they are part of the disposable clothing problem (51) _________ they donate their unwanted clothes to charities.

a) because ofb) due toc) since

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 52

34. Cloze context — The Buy Nothing movement. Complete blank (52) in the official passage: Huge quantities (52) _________ being thrown away.

a) end upb) turn outc) result in

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 53

35. Cloze context — The Buy Nothing movement. Complete blank (53) in the official passage: A different trend is springing up in opposition to (53) _________ —the ‘buy nothing’ trend.

a) consumingb) consumptionc) consumerism

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 54

36. Cloze context — The Buy Nothing movement. Complete blank (54) in the official passage: The idea moved to the US, where it became a (54) _________ of the overspending and overconsumption of Black Friday and Cyber Monday.

a) denialb) rejectionc) contradiction

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 55

37. Cloze context — The Buy Nothing movement. Complete blank (55) in the official passage: On Buy Nothing Day people organize various types of protests and (55) _________ their credit cards.

a) cut inb) cut upc) cut off

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 56

38. Cloze context — The Buy Nothing movement. Complete blank (56) in the official passage: The trend (56) _________ influencers on social media who usually share posts of products they recommend.

a) reachesb) reachedc) has reached

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 57

39. Cloze context — The Buy Nothing movement. Complete blank (57) in the official passage: Some YouTube stars now (57) _________ their viewers not to buy anything at all for periods as long as a year.

a) encourageb) compelc) drive

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 58

40. Cloze context — The Buy Nothing movement. Complete blank (58) in the official passage: Two friends in Canada completed a year of reduced consumption. In one year, they (58) _________ $55,000.

a) had savedb) have savedc) have been saving

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 59

41. Cloze context — The Buy Nothing movement. Complete blank (59) in the official passage: If everyone followed a similar plan, the results (59) _________ be impressive.

a) willb) shallc) would

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 60

42. Cloze context — The Buy Nothing movement. Complete blank (60) in the official passage: Buy Nothing groups send a clear message that people are no longer (60) _________ to accept the environmental and human cost of overconsumption.

a) unsureb) willingc) reluctant

OGA · English / Inglés · Session / Sesión 4 · Item / Ítem 1

43. A teacher works on reading comprehension / comprensión lectora. Which first action is most appropriate? / ¿Qué primera acción es la más pertinente?

a) Define why you are reading. / Define para qué leerás.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 4 · Item / Ítem 2

44. In this situation / En esta situación: “Students read a text about social media and select evidence that supports the author’s purpose. / Los estudiantes leen un texto sobre redes sociales y seleccionan evidencias que sustentan el propósito del autor.” What shows meaningful learning? / ¿Qué evidencia un aprendizaje significativo?

a) Repeating a rule without using it. / Repetir una regla sin usarla.b) Using skimming · lectura global to complete the task and explain the choice. / Usar skimming · lectura global 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 4 · Item / Ítem 3

45. 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 4 · Item / Ítem 4

46. 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 4 · Item / Ítem 5

47. 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 4 · Item / Ítem 6

48. 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 4 · Item / Ítem 7

49. Which resource best supports reading comprehension / comprensión lectora?

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 4 · Item / Ítem 8

50. What should the teacher observe while teaching reading comprehension? / ¿Qué debe observar el docente mientras enseña comprensión lectora?

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 4 · Item / Ítem 9

51. Which decision is coherent with purpose, main ideas, details and inference? / ¿Qué decisión es coherente con propósito, ideas principales, detalles e inferencia?

a) Preview and predict. / Revisa y predice.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 4 · Item / Ítem 10

52. How can learners demonstrate skimming · lectura global in a new situation? / ¿Cómo pueden demostrar skimming · lectura global 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.