SHARED QUESTION BANK · BALOTARIO COMPARTIDO
Practice and play · Practica y juega
Practica Grammar in context · Gramática en contexto con un modelo claro
Primero mira el ejemplo, identifica qué debes hacer y luego responde con tus propias palabras.
form · forma, meaning · significado, use · uso, sentence · oración, context · contexto. Relaciónalo con form, meaning and communicative use · forma, significado y uso comunicativo.
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.
Explica por qué elegiste tu respuesta y revisa si coincide con los datos.
Comprende el ejemplo de esta sesión
Grammar in context · Gramática en contexto
- form
- forma
- meaning
- significado
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.
All activities use the same bank of 31 questions. Official items retain their original English wording and traceability. · Todas las actividades usan el mismo banco de 31 preguntas. Los ítems oficiales conservan su redacción original en inglés y su trazabilidad.
Guided practice · Práctica guiada31 questions with feedback · preguntas con retroalimentaciónOGA Trivia · Trivia OGA310 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 Grammar in context · Gramática en contexto
Antes de entregar, comprueba que tu producto muestre el procedimiento y no solamente la respuesta final.
form · forma, meaning · significado, use · uso, sentence · oración, context · contexto. Relaciónalo con form, meaning and communicative use · forma, significado y uso comunicativo.
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.
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 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?
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?
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?
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?
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?
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.
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.
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.
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.
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.
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.
13. Cloze context — The Buy Nothing movement. Complete blank (52) in the official passage: Huge quantities (52) _________ being thrown away.
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.
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.
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.
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.
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.
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.
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.
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.
22. A teacher works on grammar in context / gramática en contexto. Which first action is most appropriate? / ¿Qué primera acción es la más pertinente?
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?
24. Which feedback best promotes learner autonomy? / ¿Qué retroalimentación promueve mejor la autonomía?
25. Which task shows transfer? / ¿Qué tarea evidencia transferencia?
26. Which closing question promotes metacognition? / ¿Qué pregunta de cierre promueve metacognición?
27. What should be prioritized in a communicative English lesson? / ¿Qué debe priorizarse en una sesión comunicativa de inglés?
28. Which resource best supports grammar in context / gramática en contexto?
29. What should the teacher observe while teaching grammar in context? / ¿Qué debe observar el docente mientras enseña gramática en contexto?
30. Which decision is coherent with form, meaning and communicative use? / ¿Qué decisión es coherente con forma, significado y uso comunicativo?
31. How can learners demonstrate form · forma in a new situation? / ¿Cómo pueden demostrar form · forma en una situación nueva?
Progreso: 0 de 31 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.