SESSION · SESIÓN 6 · OGA TRAINING · ENTRENAMIENTO

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Guided practice · Práctica guiada

Complete 31 questions with feedback. · Resuelve 31 preguntas con retroalimentación.

Read the complete context before choosing. · Lee el contexto completo antes de elegir.
Feedback remains visible. · La retroalimentación permanece visible.
Official items and OGA exercises are clearly identified. · Los ítems oficiales y ejercicios OGA están diferenciados.

Fuente del balotario: 21 ítems oficiales verificables; cada uno conserva concurso, forma e ítem.

Accesibilidad DUATexto 100%

PRÁCTICA GUIADA

Balotario completo de la sesión

Responde a tu ritmo y revisa la explicación de cada alternativa.

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✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 4

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?

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 12

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 speaking skills is least promoted in Josefina's sequence?

a) Communicating ideas fluently.b) Using nonverbal and paraverbal sources.c) Interacting with different speakers effectively.

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 21

3. 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 23

4. 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 40

5. 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?

a) The teacher shouldn’t have corrected the students’ mistakes while they were performing the task.b) The teacher shouldn’t have written, on the board, the mistakes the students made during the activity and elicited the correct form.c) The teacher shouldn’t have recycled vocabulary related to the topic and reminded the structures used to talk about recent past events.

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

6. 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 46

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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 6 · Item / Ítem 1

22. A teacher works on grammar in context / gramática en contexto. Which first action is most appropriate? / ¿Qué primera acción es la más pertinente?

a) Read the complete sentence and passage. / Lee la oración y el pasaje completos.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 6 · Item / Ítem 2

23. In this situation / En esta situación: “Learners complete a text about responsible consumption and justify each grammatical choice. / Los estudiantes completan un texto sobre consumo responsable y justifican cada elección gramatical.” What shows meaningful learning? / ¿Qué evidencia un aprendizaje significativo?

a) Repeating a rule without using it. / Repetir una regla sin usarla.b) Using form · forma to complete the task and explain the choice. / Usar form · forma 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 6 · Item / Ítem 3

24. 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 6 · Item / Ítem 4

25. 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 6 · Item / Ítem 5

26. 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 6 · Item / Ítem 6

27. 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 6 · Item / Ítem 7

28. Which resource best supports grammar in context / gramática en contexto?

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 6 · Item / Ítem 8

29. What should the teacher observe while teaching grammar in context? / ¿Qué debe observar el docente mientras enseña gramática en contexto?

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 6 · Item / Ítem 9

30. Which decision is coherent with form, meaning and communicative use? / ¿Qué decisión es coherente con forma, significado y uso comunicativo?

a) Identify the intended meaning. / Identifica el significado buscado.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 6 · Item / Ítem 10

31. How can learners demonstrate form · forma in a new situation? / ¿Cómo pueden demostrar form · forma 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.