SHARED QUESTION BANK · BALOTARIO COMPARTIDO
Practice and play · Practica y juega
Practica Vocabulary in context · Vocabulario en contexto con un modelo claro
Primero mira el ejemplo, identifica qué debes hacer y luego responde con tus propias palabras.
meaning · significado, collocation · colocación, word family · familia léxica, register · registro, context clue · pista contextual. Relaciónalo con lexical meaning, collocation and word choice · significado léxico, colocaciones y elección de palabras.
Before reading, students infer key words from images and sentences, then verify them in the text. · Antes de leer, los estudiantes infieren palabras clave mediante imágenes y oraciones, y luego las verifican en el texto.
Explica por qué elegiste tu respuesta y revisa si coincide con los datos.
Comprende el ejemplo de esta sesión
Vocabulary in context · Vocabulario en contexto
- meaning
- significado
- collocation
- colocación
Before reading, students infer key words from images and sentences, then verify them in the text. · Antes de leer, los estudiantes infieren palabras clave mediante imágenes y oraciones, y luego las verifican en el texto.
All activities use the same bank of 57 questions. Official items retain their original English wording and traceability. · Todas las actividades usan el mismo banco de 57 preguntas. Los ítems oficiales conservan su redacción original en inglés y su trazabilidad.
Guided practice · Práctica guiada57 questions with feedback · preguntas con retroalimentaciónOGA Trivia · Trivia OGA570 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 Vocabulary in context · Vocabulario en contexto
Antes de entregar, comprueba que tu producto muestre el procedimiento y no solamente la respuesta final.
meaning · significado, collocation · colocación, word family · familia léxica, register · registro, context clue · pista contextual. Relaciónalo con lexical meaning, collocation and word choice · significado léxico, colocaciones y elección de palabras.
Before reading, students infer key words from images and sentences, then verify them in the text. · Antes de leer, los estudiantes infieren palabras clave mediante imágenes y oraciones, y luego las verifican en el texto.
Verifica que an evidence-based answer · una respuesta sustentada sea claro, completo y coherente con la consigna.
Así debe verse una evidencia completa
- Comprende: identifica qué pide la consigna.
- Resuelve: muestra datos, operaciones, procedimiento o evidencias.
- Explica: justifica la relación entre lo realizado y tu respuesta.
- Comprueba: revisa el resultado y corrige lo necesario.
Read the complete context, compare the options and review the bilingual feedback. · Lee el contexto completo, contrasta las alternativas y revisa la retroalimentación bilingüe.
1. During a meeting about the implementation of universal design for learning (UDL), the lead teacher offers some suggestions about resources that can be used to support students in the classroom. Below is one of those suggestions: “When designing a learning session, it is necessary that the resources we use respond to the characteristics of our students. This way, we can offer texts, graphics, or audiovisual materials so that the students can learn without feeling limited by those resources.” Which of the following UDL principles is reflected in the suggestion above?
2. 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?
3. Marlene’s students are going to have a group discussion on the following question: “What are some challenges the next generation will face?” She asks her students to use some of the following expressions: • What’s more, … • Not to mention that … • You also have to consider… Which of the following language functions corresponds to the expressions Marlene wants her students to practice?
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. Amanda wants the students in her class to use the following expressions in a dialogue: • I’d rather go to … • It’s very kind of you, but… • Actually, I think I’m going to pass on it. • Let me sleep on it. Which of the following language functions is Amanda trying to promote with the expressions above?
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. Leopoldo’s third-grade students have been doing several listening comprehension exercises using an audio about two people discussing the pros and cons of allowing students to use cell phones in school. Now, Leopoldo wants his students to develop their critical thinking skills. Which of the following activities is least appropriate to achieve his purpose?
13. Antonia’s students are going to debate on the statement “Junk food should be banned in schools.” She wants her students to use the following expressions while debating: • I beg your pardon? • Sorry to butt in, but… • I don’t quite see what you mean. • Can I add something here? Which two language functions does Antonia want her students to practice?
14. 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?
15. 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?
16. Marcelo’s first-grade students are practicing a conversation in which they are sharing personal information such as name, telephone number and e-mail address. He notices that some students have difficulties pronouncing phonemes such as b/v, c/z, m/n, a/e, i/y, and so on when spelling words. He wants to help his students pronounce those phonemes better. Which of the following strategies is appropriate to achieve the teacher’s purpose?
17. 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?
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 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?
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 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?
20. 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?
21. 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?
22. Eulogio wants his third-grade students to infer information from the audio of a story. Which of the following activities develops that skill appropriately?
23. 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?
24. Daniel’s fourth-grade students are going to give an oral presentation about pollution effects in the environment. He provides the students with a list of expressions to be used during the presentation. Here are some of those expressions: • I’d like to put the situation into some kind of perspective. • I’d like you to think about the significance of this figure here. • Whichever way you look at it, the underlying trend is clear. Which of the following language functions is involved in the expressions provided by the teacher?
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. 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?
26. 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?
27. Fernanda’s students are having a conversation in which they are using the following expressions: • Hey, what happened? • I swear I didn’t mean to be late. • Did you miss the bus or something? • I hope you didn’t wait for a long time. Which language function is NOT involved in the expressions provided?
28. 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?
29. 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?
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. 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?
33. 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.
34. 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.
35. 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.
36. 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.
37. 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.
38. 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.
39. Cloze context — The Buy Nothing movement. Complete blank (52) in the official passage: Huge quantities (52) _________ being thrown away.
40. 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.
41. 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.
42. 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.
43. 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.
44. 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.
45. 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.
46. Cloze context — The Buy Nothing movement. Complete blank (59) in the official passage: If everyone followed a similar plan, the results (59) _________ be impressive.
47. 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.
48. A teacher works on vocabulary in context / vocabulario en contexto. Which first action is most appropriate? / ¿Qué primera acción es la más pertinente?
49. In this situation / En esta situación: “Before reading, students infer key words from images and sentences, then verify them in the text. / Antes de leer, los estudiantes infieren palabras clave mediante imágenes y oraciones, y luego las verifican en el texto.” What shows meaningful learning? / ¿Qué evidencia un aprendizaje significativo?
50. Which feedback best promotes learner autonomy? / ¿Qué retroalimentación promueve mejor la autonomía?
51. Which task shows transfer? / ¿Qué tarea evidencia transferencia?
52. Which closing question promotes metacognition? / ¿Qué pregunta de cierre promueve metacognición?
53. What should be prioritized in a communicative English lesson? / ¿Qué debe priorizarse en una sesión comunicativa de inglés?
54. Which resource best supports vocabulary in context / vocabulario en contexto?
55. What should the teacher observe while teaching vocabulary in context? / ¿Qué debe observar el docente mientras enseña vocabulario en contexto?
56. Which decision is coherent with lexical meaning, collocation and word choice? / ¿Qué decisión es coherente con significado léxico, colocaciones y elección de palabras?
57. How can learners demonstrate meaning · significado in a new situation? / ¿Cómo pueden demostrar meaning · significado en una situación nueva?
Progreso: 0 de 57 preguntas revisadas.
LANGUAGE METACOGNITION · METACOGNICIÓN LINGÜÍSTICA
Close and reflect · Cierra y reflexiona
Explain which strategy improved your understanding and where you will use it again. · Explica qué estrategia mejoró tu comprensión y dónde volverás a utilizarla.
OGA recognition · Reconocimiento OGA
You completed the route by connecting communication, language and pedagogy. · Completaste la ruta relacionando comunicación, idioma y pedagogía.
RECURSO IMPRIMIBLE DEL CIERRE
Pupiletras 22 × 22
Repasa 28 palabras relacionadas con esta sesión. El archivo incluye la actividad y el solucionario en páginas separadas.