SHARED QUESTION BANK · BALOTARIO COMPARTIDO
Practice and play · Practica y juega
Practica Writing coherent texts · Producción de textos coherentes con un modelo claro
Primero mira el ejemplo, identifica qué debes hacer y luego responde con tus propias palabras.
purpose · propósito, coherence · coherencia, cohesion · cohesión, draft · borrador, revision · revisión. Relaciónalo con planning, coherence, cohesion and revision · planificación, coherencia, cohesión y revisión.
Learners reorder sentences, justify the sequence and revise a paragraph for a real audience. · Los estudiantes ordenan oraciones, justifican la secuencia y revisan un párrafo destinado a un público real.
Explica por qué elegiste tu respuesta y revisa si coincide con los datos.
Comprende el ejemplo de esta sesión
Writing coherent texts · Producción de textos coherentes
- purpose
- propósito
- coherence
- coherencia
Learners reorder sentences, justify the sequence and revise a paragraph for a real audience. · Los estudiantes ordenan oraciones, justifican la secuencia y revisan un párrafo destinado a un público real.
All activities use the same bank of 41 questions. Official items retain their original English wording and traceability. · Todas las actividades usan el mismo banco de 41 preguntas. Los ítems oficiales conservan su redacción original en inglés y su trazabilidad.
Guided practice · Práctica guiada41 questions with feedback · preguntas con retroalimentaciónOGA Trivia · Trivia OGA410 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 Writing coherent texts · Producción de textos coherentes
Antes de entregar, comprueba que tu producto muestre el procedimiento y no solamente la respuesta final.
purpose · propósito, coherence · coherencia, cohesion · cohesión, draft · borrador, revision · revisión. Relaciónalo con planning, coherence, cohesion and revision · planificación, coherencia, cohesión y revisión.
Learners reorder sentences, justify the sequence and revise a paragraph for a real audience. · Los estudiantes ordenan oraciones, justifican la secuencia y revisan un párrafo destinado a un público real.
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. 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?
2. Shared situation for questions 6, 7: Emilio would like to work on his students’ writing skills by using a blog entry about amazing experiences. Here’s the input he will use: Pedro Padilla - My Amazing Jet Ski Experience Posted 3:17 pm We went to Mirror Lake for our summer vacation. Our first day was so busy! People were sailing boats and water skiing, and there were a lot of jet skis and windsurfers. We were watching some jet skiers, and then suddenly my mom said, "Let's try the jet skis!" I was so excited! An instructor from the jet ski school explained how to ride the jet skis. Then we practiced near the beach. Toni and I learned how to go over waves, and after ten minutes, we were riding really fast! Then I rode with my mom, and my sister rode with my dad. It was such a memorable experience! Then we saw some dolphins. They're such awesome animals! They were swimming next to us. I’m looking forward to coming back again! 4 comments Adapted from Styring J. & Tims, N. (2017). Metro 2. Oxford University Press. 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?
3. 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?
4. 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?
5. 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?
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. Which of the following teaching methods is NOT involved in Josefina’s sequence?
7. Shared situation for questions 11, 12, 13, 14, 15: Josefina wants her fourth-grade students to improve their speaking skills through a class discussion. In order to achieve her purpose, she has planned the following teaching sequence: • First, the teacher asks her students what ideas come to mind when they listen to the word “e-mail hacking.” The students brainstorm ideas and the teacher writes some of them on the board. • Next, she presents the following situation on the board: “Two weeks ago, my e-mail account was hacked. I was shocked at first, so I did not take further action. A few days later, I opened a new e-mail account with a different password. Did I take the best action? Why/Why not? In your opinion, what could have been the ideal actions to take in that situation?” • Then the teacher writes the following expressions on the board: “It seems to me that …,” “To my mind, …,” “As far as I understand, …,” and “From my perspective,...” • After that, the teacher forms groups of four students to discuss the questions shown in the situation. She encourages the students to use the expressions provided on the board, as well as the ideas they brainstormed at the beginning of the class. • The students have some minutes to discuss their ideas while the teacher walks around the class monitoring the activity. • Then the teacher gives a flipchart paper and markers to each group and asks them to make two lists: “Actions to protect our e-mail accounts from hacking” and “Suggestions on what to do when an e-mail is hacked.” • Next, each group presents their lists to the class: Two members of the group present the actions, and the other two present the suggestions. The audience asks further questions if they need clarification. Which of the following speaking skills is least promoted in Josefina's sequence?
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. 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?
9. 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?
10. 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?
11. It is almost the end of the school year, so Gabriel wants his fifth-grade students to write a speech for their graduation ceremony. Before the students write their speeches, he asks them the following questions: • Is a speech formal, semi-formal or informal? • What sequence markers should you use to organize your speech? • What words or phrases can you use to connect with the audience? What kind of questions is Gabriel using?
12. Margarita’s students are going to participate in a school presentation about the importance of keeping streets clean. She groups the students to practice their speeches for the presentation. While they are practicing, Margarita notices that her students hesitate quite often and start using Spanish fillers such as “bueno” and “este.” Thus, she wants to help her students sound more natural while they present their speeches. Which of the strategies below would be more appropriate for this purpose?
13. 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?
14. 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?
15. 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?
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 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?
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 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?
18. 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?
19. 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?
20. Eulogio wants his third-grade students to infer information from the audio of a story. Which of the following activities develops that skill appropriately?
21. 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?
22. 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?
23. 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?
24. 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?
25. 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?
26. 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?
27. Marlon’s students have been talking about movies using present perfect and simple past tenses. Now, he wants his students to develop their oral fluency in a freer way. He carries out the following sequence: • First, the teacher elicits some vocabulary related to movies and writes it on the board. Additionally, he elicits which forms are used to talk about recent past events. • Next, the teacher pairs up the students and tells them to ask each other questions to get information about the movie they have seen recently. • After the students have talked for some minutes, they stand up and look for a different classmate and repeat the procedure. • While the students are working, the teacher monitors. When he notices a student makes a mistake, he corrects the student on the spot. • Finally, on the board, the teacher writes some of the mistakes the students made during the activity and elicits the correct form from the students. Given the teacher’s purpose, which of the following criticisms of this sequence is appropriate?
28. 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?
29. 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?
30. 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?
31. 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?
32. A teacher works on writing coherent texts / producción de textos coherentes. Which first action is most appropriate? / ¿Qué primera acción es la más pertinente?
33. In this situation / En esta situación: “Learners reorder sentences, justify the sequence and revise a paragraph for a real audience. / Los estudiantes ordenan oraciones, justifican la secuencia y revisan un párrafo destinado a un público real.” What shows meaningful learning? / ¿Qué evidencia un aprendizaje significativo?
34. Which feedback best promotes learner autonomy? / ¿Qué retroalimentación promueve mejor la autonomía?
35. Which task shows transfer? / ¿Qué tarea evidencia transferencia?
36. Which closing question promotes metacognition? / ¿Qué pregunta de cierre promueve metacognición?
37. What should be prioritized in a communicative English lesson? / ¿Qué debe priorizarse en una sesión comunicativa de inglés?
38. Which resource best supports writing coherent texts / producción de textos coherentes?
39. What should the teacher observe while teaching writing coherent texts? / ¿Qué debe observar el docente mientras enseña producción de textos coherentes?
40. Which decision is coherent with planning, coherence, cohesion and revision? / ¿Qué decisión es coherente con planificación, coherencia, cohesión y revisión?
41. How can learners demonstrate purpose · propósito in a new situation? / ¿Cómo pueden demostrar purpose · propósito en una situación nueva?
Progreso: 0 de 41 preguntas revisadas.
LANGUAGE METACOGNITION · METACOGNICIÓN LINGÜÍSTICA
Close and reflect · Cierra y reflexiona
Explain which strategy improved your understanding and where you will use it again. · Explica qué estrategia mejoró tu comprensión y dónde volverás a utilizarla.
OGA recognition · Reconocimiento OGA
You completed the route by connecting communication, language and pedagogy. · Completaste la ruta relacionando comunicación, idioma y pedagogía.
RECURSO IMPRIMIBLE DEL CIERRE
Pupiletras 22 × 22
Repasa 27 palabras relacionadas con esta sesión. El archivo incluye la actividad y el solucionario en páginas separadas.