Answer the questions carefully and choose the correct alternative

1. Ricardo’s students are going to talk in pairs. He asks them to use the following expressions:

 How about …?
 My suggestion is to …
 You could try …
 Have you tried …?

Which of the following language functions corresponds to the expressions Ricardo wants his
students to practice?

a. Expressing wishes.
b. Giving advice.
c. Showing preferences.

2. Carla’s students are going to do a role play in pairs.

Student A and student B are friends and they are having a discussion about pollution. They have
to include language expressions such as:

 That’s true.
 That’s right.
 I also think that …
 I think so too.

Which language function is involved in this speaking activity?

a. Giving advice
b. Expressing wishes
c. Agreeing

3. Juan’s students are going to have a discussion in small groups. He will provide them with the
following expressions to improve their oral interaction:

 What do you think?

 What do you mean?
 That’s not the way I see it.
 I don’t think so.

Which of the following language functions is NOT involved in the expressions provided?

a. Asking for clarification

b. Disagreeing with someone
c. Giving advice
4. Karina wants to help her students improve their speaking skills. Before starting a speaking
practice, she provides them with the following expressions:

 How about …?
 Why don’t we …?
 Let’s …
 What about …?

Considering the expressions provided, which is the language function that Karina wants her
students to practice?

a. Making guesses
b. Making suggestions
c. Making generalisations

5. Carmen’s 4th graders have been talking about recycling during the past few sessions. Given that
context, she wants them to practice giving advice and suggestions.

In one of the activities, she wants to provide the students with grammatical structures to
develop the language function ‘Giving advice and suggestions’. Which of the following
grammatical structures is most appropriate for this language function?

a. adjectives with prefixes and suffixes (-ful, -re, etc.)

b. modal verbs (could, should)
c. phrasal verbs (to break down, to use up)

6. Nancy wants to help her students improve their writing skills by writing a letter to the school
principal in groups asking him to change the school uniform as they do not like it. She tells them to
use the following expressions:

 We suggest …
 Do you think you could consider …?
 Would it be possible …?
 We propose …

Which of the following language functions corresponds to the expressions Nancy wants her
students to practice?

a. Expressing opinions
b. Self-correcting
c. Negotiating

7. Julio’s year 5 students watched a documentary about the environmental problems of mining in
Cerro de Pasco and got really interested in the topic. He wants his students to learn more about
the topic and practise their reading skills. He has planned the following sequence:
  The teacher brings a four paragraph newspaper article about the environmental
problems in Cerro de Pasco. Each paragraph of the article refers to a specific aspect
of the topic, as follows:

- Paragraph 1: Description of the problem

- Paragraph 2: Causes

- Paragraph 3: Effects

- Paragraph 4: Solutions

 The teacher divides the class into four groups and gives each group a different
paragraph of the article.
 The teacher tells the students to read the paragraph and discuss what they
understood. He tells them to take notes of the most important ideas.
 After the students finish the discussion, the teacher takes all the paragraphs from
the students.
 He tells the students to form new groups. The new groups have to include one
member of each of the previous groups.
 Next, the students use their notes to share the information they gathered during the
reading with their new group.
 Finally, the teacher asks the groups to write their own version of the full article using
the information shared by each of their members.

Which teaching method to reading is developed in the sequence above?

a. Project-Based Learning
b. Problem-Based Learning
c. Content-Based Learning

8. Paula’s fourth graders have been working on different types of writing during the past few
months. She has planned the following sequence to reinforce her students’ writing skills:

 The teacher writes the following questions on the whiteboard: What

are the challenges facing Venezuelans in their country? and How could
you help Venezuelan refugees in your local community?
 In small groups of four, students share their ideas and make a list of all
the them. Then the teacher asks one volunteer per group to share the
groups’ ideas with the class.
 The teacher reminds the students of the different writing products they
have been working on such as brochures, posters and flyers. She asks
each group to select one of these formats to promote recycling.
 Groups are given some time to prepare their products.
 Finally, each group displays their final writing product in the school
hallway to create awareness of the refugee problems in Peru.
 Based on the sequence above, which of the following methods to teaching writing has Paula
adopted?
a. Task-based learning
b. Problem-based learning
c. Presentation-Practice-Production

9. Anna’s students like using computers and prefer being on the internet in their free time. Their
English classes consist of an online component which gives them more opportunities to do reading
and listening activities and grammar extension activities and reinforces what they studied face-to-
face in class. Which method is implemented by their teacher?

a. Task– based learning

b. Blended learning
c. Problem – based learning

10. A fifth-grade teacher wants his students to watch a National Geographic documentary on
destruction of the Amazonian jungle by logging at home before they have a classroom discussion
about it. They have to take notes in their notebook about the challenges of logging while they
watch the video.

Which strategy is the teacher applying to engage Sebastian in learning English?

a. The flipped classroom
b. Task-based learning
c. Project-based learning

11. The English coordinator and English teachers at IEP Los Jardines have decided that their students
learn better when learning is connected to English in the real world. They have decided to use the
following lesson sequence.

 The students listen to a dialogue between a mother and a daughter in which

the mother gives her daughter advice.
 The teacher elicits the language for giving advice and writes it on
the whiteboard.
 The teacher analyses the structure and models and drills the pronunciation
with the students.
 The students do gap fill exercises.
 The students in pairs write their own dialogue and present it to the class.

Which method are the teachers using?

a. Presentation-Practice-Production
b. Task-based learning
c. Project-based learning
12. Ana has developed the following sequence to help her students improve their speaking skills
through group work and expand their vocabulary:

 The teacher divides the students into small groups.

 The teacher dictates familiar words and phrases from a short authentic listening passage that
the students have to write down.
 Each group has to discuss the dictated words and phrases and predict a possible story by
creating sentences with the given language. They can use a dictionary if needed. The students
are allowed to use additional words and phrases of their choice.
 The spokesperson of each group presents their group’s story to the other groups.
 The groups compare their stories.
 The students watch a video containing all the vocabulary words and phrases.
 The students compare the video story to the stories they have created. They then have to
identify the familiar words and expressions in the video they have just viewed and check the
meaning and usage. The teacher provides support as needed.

Which teaching method is used by Ana?

a. Problem-based learning
b. Project-based learning
c. Task-based learning

13. Jorge has developed the following lesson sequence to help his students learn more about the
culture of their ancestors and practise English speaking and writing skills.

 The teacher talks to his students about the village where his grandparents lived
before they came to Lima.
 The teachers asks the students where their grandparents and great-grandparents
lived.
 The teacher forms small groups or pairs based on the regions the students
mentioned.
 The students have to search information in a variety of resources (magazines,
newspapers, the internet) and interview their grandparents about the region they
lived in and why they left.
 The students have to analyse the information they collected and create a final
product for their presentation such as a video interview, brochure, PPT etc.
 The students have to present their information in groups to the whole class and
evaluate each other’s presentations.

Which teaching method is used by Jorge?

a. Problem-based learning
b. Project-based learning
c. Task-based learning
14. During her last class, Martha has noticed that her students have difficulties to pronounce ‘ed’
endings. She wants her students to improve their pronunciation of those words in a meaningful
way. Given Martha’s purpose, which of the following activities is more appropriate?

a. The teacher writes the past participle of regular verbs (ed endings) on the whiteboard. She
models and drills the correct pronunciation and corrects students’ pronunciation on the spot.
b. The teacher brings cards past participle of regular verbs (ed endings) for students to practice.
She gives each student a set of cards. She pronounces the verbs and students have to mark the
pronunciation using phonemic scripts. At the end she asks students to try to pronounce the
verbs as they heard them. Then she checks that they are pronouncing them correctly.
c. The teacher shows a PPT with a popular song with past participle of regular verbs (ed endings).
The students listen to the song and sing along. Then she asks them to give her the verbs and
models and drills the pronunciation. Finally, the students add another verse to the song using
some of the past participles they found difficult to pronounce.

15. Ysabel’s year 5 students are going to do speaking in pairs. They are going to talk about future jobs.
At the beginning of the activity, she gives them the following instructions:
“Ask each other 5 questions about your dream job. Remember to ask wh-questions and to include
why. Answer your friend’s questions using full sentences.” Before the students begin the task, she
wants to check the students’ comprehension of her instructions.

Which of the following strategies is more appropriate for her purpose?

a. The teacher asks one strong student to explain the instructions in Spanish to her
classmates.
b. The teacher paraphrases the instructions several times until the students understand
what to do.
c. The teacher chooses two students to come to the front to model the activity.

16. Eric’s first graders have been practicing describing their daily routine to their partner in pairs. He
has given them some picture cards to remind them of the verbs they can use. After practising in
pairs, he asks volunteers to present their partner’s daily routine to the class . During the practice,
one student comes up with the following example: “Carmen wake up at 7 am.” Since the focus of
the lesson is on accuracy, Eric wants to use an appropriate technique to correct the student’s
mistake on the spot. Which of the following error correction techniques is the most appropriate in
this situation?
a. Repeat the students’ sentence emphasising the mistake to draw the student’s attention.
Then ask her to repeat the sentence.
b. Repeat the students’ sentence and say that’s not quite right. Then ask another student to
repeat the sentence correctly.
c. Continue with the activity until the end. Then write the sentence on the whiteboard and
highlight the ‘s’ for 3rd person singular verbs.
17. Nerio’s students have been talking about the impact of social media on students’ lives. Since the
students are very interested in the topic and it is linked to their daily life, he wants to use the topic
for a communicative activity to improve their oral communication skills. Given Nerio’s goal, which
activity is least appropriate?
a. The teacher tells the students to read the article about social media, underline difficult
vocabulary and look it up in the dictionary. Then they have answer questions about the
article and discuss their answers in pairs. Finally, they have to summarise the article orally
in pairs.
b. The teacher tells the students individually to make a list of the pros and cons of social
media. Then he creates small groups and tells them to discuss if there are more pros or
cons. Finally, he asks groups who say there are more pros and groups who believe there
are more cons to have a discussion.
c. The teacher writes some questions on the whiteboard e.g. “ Which social media do you
use?” “ What are some pros and cons of using social media?” He asks students to write
some notes. Then he puts the students in pairs and tells them to discuss their answers.
Finally, the students share their ideas with the whole class.

18. Julia’s fourth graders have been talking about going to the restaurant and ordering food during
the last class. Given that context, she wants them to practice polite requests. She has planned the
following sequence:

 The students listen to a dialogue between a waiter and a customer.

 The teacher puts the students in pairs and gives them a role card. Student A is the
waiter and student B has to order food.
 The students prepare the conversation.
 The teacher calls on volunteers to present the conversation to the whole class.
 Finally, the teacher asks the students to give her the phrases used for polite requests
and asks them to think about other contexts in which they can use these phrases.

Which approach to teaching grammar is Julia trying to promote?

a. Deductive approach
b. Inductive approach
c. Functional approach

19. Diego wants his grade 5 students to talk about hypothetical conditions and their probable results
using the “second conditional”. He has planned the following activity as the first step of his lesson:

 The teacher puts the students in pairs. Each pair received an envelope with if clause and main
clause cards, for example: If we won the lottery, / we would visit Paris.
 The students have to match the two cards to make a complete sentence.
When all the pairs have finished, the teacher elicits the possible sentences and writes some of
them on the board.
 The teacher writes the following questions on the board: How many clauses do you see?
 How does the “conditional clause” start? What tense is used in the conditional clause?
What tense is used in the “main clause”? When do we use this type of sentences?
 The students discuss their answers in pairs, then some volunteers share their ideas with the rest
of the class.
 Then the students do some exercises about hypothetical conditions using second conditional
sentences individually.
 Finally, the students create their own examples in groups.

Which approach is Diego trying to promote?

a. Inductive
b. Deductive
c. Functional

20. Nancy wants her grade 5 students to be able to write sentences in the passive voice. She has
planned the following activity as the first step of her lesson:

 The teacher gives the students a handout and they read some examples of the passive voice and
the explanation of the form and use.
 The teacher asks the students if they have any questions.
 Then the students do some fill in the gap exercises focusing on the form of the passive voice.
 Finally, the students create their own examples.

Which approach is Nancy trying to promote?

a. Inductive
b. Deductive
c. Functional
 21. Lorena wants to help her students improve their reading comprehension skills. She gives the
students the following story:

A shepherd boy took care of his master’s sheep near a dark forest not far from the village. Soon he found life in the fields
very boring. He only talked to his dog and played on his shepherd’s pipe.

One day as he was watching the sheep, and thinking what he would do should he see a Wolf, he thought of a plan to
have fun.

His master had told him to call for help if a Wolf attacked the flock, and the villagers would drive it away. So now, though
he had not seen anything that even looked like a Wolf, he ran toward the village shouting at the top of his voice, “Wolf!
Wolf!”

As he expected, the villagers who heard the cry dropped their work and ran to the fields But when they got there they
found the boy laughing as he had played a trick on hem.

A few days later the shepherd boy again shouted, “Wolf! Wolf!” Again the villagers ran to help him, only to be laughed at
again.

Then one evening as the sun was setting behind the forest and the shadows were creeping out over the pasture, a wolf
really did appear from the underbrush and it attacked the sheep.

Scared the boy ran toward the village shouting “Wolf! Wolf!” but the villagers heard the cry, and did not run to help him
as they had before. “He cannot fool us again,” they said.

The Wolf killed many of the boy’s sheep and then ran away into the forest.

After the students read the text the first time, the teacher writes the following questions on the board
for the students to answer them:

 Who are the characters in the story?

 What is the story about?

Which reading skill is the teacher trying to practise with her students?

a. Reading for global understanding

b. Reading for specific information
c. Reading to predict

22. Lorena puts her third-grade students in pairs. She tells them that in the fable the shepherd boy
learns a valuable lesson. She tells them to read the story again and to discuss what is the lesson
learned and if they agree with this lesson. What is the main purpose of this task?

a. To get students to infer meaning of new vocabulary from the context

b. To retrieve information from the story
c. To reflect on the content of the story.
 23. Lorena has planned to give her students a communicative post-reading task. Given the teacher’s
goal, which activity is least appropriate for her purpose?

a. The teacher asks the students to work in pairs to create a conversation between the
shepherd boy and the villagers after the wolf killed many sheep. They write the
conversation, practice it for some minutes and present it in front of the class.
b. The teacher tells the students to choose their favorite character and draw it on a piece
of paper. Then the teacher asks some volunteers to come to the front and describe the
drawings.
c. The teacher puts the students in small groups. She asks them to change the ending of
the story. The students discuss, put their ideas together and narrate the new ending of
the fable to the class.

24. Humberto’s students have just finished reading an article about different addictions. He wants
to check if his students have acquired a global understanding the text. Which of the following
instructions is the best for this purpose?

a. Close your books and discuss these two questions in pairs: ‘What is the text about’ and
‘Why do you think so?’.
b. Underline the phrases and words you don’t understand in the text. Try to infer the
meaning from the context. Check your answers with a partner.
c. The text focuses on three things which teenagers are specifically at risk for becoming
addicted to. Read the text again and underline the 3 addictions. Do you agree or disagree
with the author. Discuss with a partner.

Roberto has noticed that his fourth graders have difficulty listening to real audios. They need to improve
their listening skills. Therefore, Roberto will let them listen to a news report. He will use the following
news report:

Smokers can damage their eyes. Smokers are more likely to do this than non-smokers. Not many
people know smoking damages the eyes. There is a campaign to tell people that smoking damages
the eyes. It is called "Stub it out". This means, "stop smoking". Only 20% of people think smoking
damages the eyes.

Cigarette smoke gets in the eyes. Poison and metals in the smoke damage the eyes. Smoke can
cause cataracts. This is a problem where eyesight is cloudy. It needs an operation to remove the
cataracts. Smoke is bad for people with diabetes and can damage eye muscles. A health group
asked smokers to quit.

Source: https://breakingnewsenglish.com/1907/190704-eye-damage-0.html
25. Which of the tasks below is appropriate to identify the gist of the news report?
a. Ask the students to listen to the audio and take notes while they listen. Then ask them to
work pairs and use their notes to write a summary of the news.
b. Ask the students to listen to the audio and write down any words they hear that they
don’t know. Then ask them to compare the words they wrote with the classmate next to
them. Then give them the written text so they can find the words and try to guess their
meaning from context.
c. Ask the students to listen to the audio and write down one sentence to describe what the
news report is about. Ask them to compare their sentence in pairs.

26. Roberto then wants his students to do a post-listening task. Which of the following tasks is the
least suitable for this lesson?
a. In pairs the students choose a current health problem in Peru and research it in pairs.
Then they record their own news report about this health problem and present it to the
class.
b. The students answer wh-questions about the news report individually and check the
answers in pairs.
c. In small groups the students research the topic of the news report they listened to but
specifically in Peru. Then they make an oral presentation and present it to their
classmates.

27. Roberto’s students want to know the meaning of some words and phrases in the news report. He
wants to teach them a strategy that will help the students understand the meaning of those
words. Which of the following strategies is most appropriate for Roberto’s purpose?

a. Give a multiple-choice exercise for the students to choose the correct meaning of the words and
phrases. Then ask them to check their answers with a partner.
b. Give the students a dictionary and let them look up the words and phrases they don’t
understand in pairs and write them in a sentence.
c. Give the students the audio script of the new report and ask them to underline the words and
phrases they don’t understand. Tell them to use the context to discover the meaning.

28. Francesca’s students are going to listen to the audio of the fable of the lion and the mouse. She
wants to assess her students’ comprehension of the fable. Which of the following activities is not
appropriate to check students’ understanding of the story?

a. The teacher writes some questions on the whiteboard and the students read them. The
teacher plays the audio and the students listen. The students in pairs answer the
questions.
b. The teacher tells the students to listen to the audio and take notes. The students in pairs
recreate the fable using their notes and tell it to the class. They check if there are any
differences with the original story.
 c. The teacher plays the audio and the students listen to it carefully. They have to write
down some words they remember from the story.

29. Augusto’s students have been learning about the topic “Important jobs in my community.” In this
context, he wants his students to develop their writing skills with a meaningful activity. Which of
the following activities is the most suitable to achieve his goal?

a. The students read about a newspaper article about the most important careers globally.
They choose one of the careers and write a short description about it.
b. The students watch a short documentary about new jobs around the world. They choose
one of the jobs that interests them and write a short paragraph describing it.
c. The students choose one of the important jobs in their community and write a persuasive
paragraph why this job is important. They exchange their paragraph with a partner.

30. Nicole’s fifth graders have been working on comparisons. Now they will write about the pros and
cons of attending a public and a private university. Roxana has designed the following sequence,
for two lessons.

 The teacher tells the students they will write a paragraph about the pros and
cons of either public or private universities.
 The teacher gives the students some time to take notes about their ideas. She
reminds them to keep in mind the audience and the intention of the
paragraph.
 Then the students individually write the first version of their paragraph. She
tells them to try to make their work understandable but not to worry at this
point about making grammar or spelling mistakes.
 Next, the teacher asks the students to exchange their paragraphs. She gives
them a checklist to check and mark their partner’s writing for vocabulary,
grammar and spelling.
 Finally, they return each other’s paragraphs and write the final version.

Which writing skill has NOT been promoted adequately in the sequence above?
a. Planning
b. Drafting
c. Revising

31. Felipe wants to reinforce his students planning skills when writing. Since there have been a lot of
mini earthquakes lately and many people in the local community are concerned about being
prepared, he asks his students to make a brochure on how to prepare for an earthquake to
distribute to non-Spanish speakers living nearby. In this context, which of the following activities is
most appropriate for reinforcing his students’ planning skills?

a. The teacher tells the students to make a list of things they can do to prepare for an
earthquake which they can include in their brochure. Students discuss their ideas in
 groups. Then the asks some additional questions: “What’s the purpose of the brochure?”
and “ Which resources can you use to get more information?”. The students discuss the
questions in pairs and then share their answers with the whole class.

b. The teacher asks the students in whole class how they prepare for an earthquake and
writes the ideas on the WB. The students copy the ideas from the whiteboard and
organise them in their brochures.

c. The teacher draws three columns on the whiteboard: (1) step to prepare for potential
earthquake (2) how to implement the step (3) picture for each step. The teacher gives an
example for each column. Then the students copy the 3 columns in their notebook and
complete with additional information for their brochure.

32. Anita’s students have been learning how to describe people. She wants to help them reinforce their
oral skills through a communicative activity in which they describe someone in detail. Given this
goal, which of the following strategies is the least appropriate?

a. The teacher sticks the pictures of professionals e.g. police officer on the whiteboard. She
tells the students they have to describe their characteristics. They look at the picture for
several minutes and then the teacher asks them to participate.

b. The teacher puts the students in small groups. One student in the group picks a
vocabulary card and describes the characteristics of the professional on the card without
saying their job. The other members of the group try to guess what the job is, and then
they switch roles.

c. The teacher gives each student a picture of a professional and asks them to write a
description. The students read their description a loud to a partner who tries to correct
it.

33. Janet’s students have been learning about different hobbies in English class. She wants them to
develop their speaking skills through a communicative activity. Which of the following is the most
suitable activity to achieve the teacher’s goal?

a. The teacher tells one student to come to the front of the classroom and to sit on a chair
with his back to the classroom. The teacher writes a hobby on the board, and tells the
student to ask his classmates yes/no questions to try to guess the hobby. His classmates
must give short responses.

b. The teacher asks the students to bring an object related to their hobby to class. They sit in
small groups and one student shows his object to his peers and they ask him questions
such as: “Where did you get this?”, “Which hobby do you use it for?”, “Why do you like
this hobby?”, etc. The student answers his classmates’ questions. The students take turns
showing their object and answering questions.
 c. The teacher pastes a list with the names of different hobbies on the walls outside the
classroom. The students sit in pairs. One student runs outside, reads one word and runs
back to dictate the word to his partner. His partner writes the word and then they swap
roles. They stop when they’ve written all the words from the list.

Read the following teaching sequence and answer questions 34 and 35.

Nicolas is going to evaluate his fifth graders’ speaking skills through a final debate on the topic of using
mobile phones in class. He has planned the following lesson sequence:

 The students work in groups of three: one student in favor of using mobile phones in
class, one against, and one judge to evaluate the debaters’ participation.
 The teacher writes some useful expressions to be used during the debate such as: “Could
you say that again, please?”, “You may have a point there”, “Let me put it in another
way”, etc. After that, she gives the debaters some time to prepare their arguments
individually.
 Next, the students take turns expressing their ideas, while the judge pays attention to
their performance.
 The judge assigns a score to each debater based on his/her overall performance.
 Finally, the teacher asks the judge to report the scores.

34. Based on the sequence presented above, which of the following speaking subskills is NOT an
objective of Nicolas’ lesson?
a. Using non-verbal and paraverbal sources
b. Using language according to content, form and context
c. Communicating ideas fluently

35. Nicolas’ goal is to evaluate speaking skills. Which of the following criticisms of this sequence is
appropriate?

a. The students’ oral performance shouldn’t be evaluated by their peers as they cannot
judge. This evaluation should have been done by the teacher.
b. The debate shouldn’t be evaluated for speaking skills because debates are complex and
require high level speaking skills. The speaking assessment should be simple and easy.
c. The debaters shouldn’t have been assessed only on their overall performance. The judges
should have been provided with a rubric so they can assess different aspects of speaking.
ANSWER KEY

1.-B
2.-C
3.-C
4.-B
5.-B
6.-C
7.-C
8.-B
9.-B
10.-A
11.-A
12.-C
13.-B
14.-C
15.-C
16.-A
17.-A
18.-C
19.-A
20.-B
21.-A
22.-C
23.-A
24.-A
25.-C
26.-B
27.-C
28.-C
29.-C
30.-A
31.-A
32.-C
33.-B
34.-A
35.-C