ENGLISH TRAINING 2022

Trainer: Rosa Bertha Llontop Yaipen

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Type your name before the session.

Mute your microphone.

Turn off your camera.

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Use the chat box in zoom and
write your question,comment or opinion.

Use appropiate language .Be Kind.

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 PURPOSES

 To develop topics from Minedu exam.

 To review and solve case studies from different exams.
 To give you some tips to solve the exams.
 To give you emotional and pedagogical support .

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 CASE STUDIES
ASCENSO DE ESCALA 2021-MINEDU

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16.-During the discussion, most of the students came to the conclusion that
Mario has a really heavy schedule. As a follow-up activity, Stefano wants his
students to develop their writing skills through a persuasive piece of writing.
Which of the following writing tasks is appropriate to achieve Stefano’s
purpose?
A.-The students write a list of suggestions as if they were Mario’s
psychologist. They suggest Mario different ways to overcome stress. They
recommend relaxation techniques and simple exercises for him to practice
every day.
B.-The students write a letter to the college director as if they were Mario´s
classmates. They ask the director to adjust the schedule so that they can
have more breaks a day. They give reasons to support their request.
C.- The students write a diary entry as if they were Mario. They choose a
school day and describe all the activities he does during that day. They also
mention how stressed and tired Mario feels at the end of that day.
17.-Susana’s students have been practicing how to ask and answer information
questions.
However, some students still have problems formulating this kind of questions. Aware
of that, Susana wants to help her students improve their accuracy. She has thought
of the three following activities:
Activity 1
The teacher writes five incorrect information questions on the board. She pairs up
the students and asks them to identify the mistakes and correct them. Then the
students explain, to the rest of the class, the reasons for the corrections they made.
Activity 2
The teacher brings copies of a song that contains information questions and gives
each student a copy of it. She asks them to circle the information questions in the
song. Finally, the teacher plays the song and invites the students to sing it aloud.
Activity 3
The teacher pairs up the students and gives each pair a set of scrambled information
questions. The students unscramble the questions and share the correct order of the
questions with the whole class.
Which of the activities Susana has thought of is least
appropriate for her purpose?

A.-Activity 1.
B.-Activity 2.
C.-Activity 3
18.-During the past few sessions, Wilmer’s students have been practicing the
function “Greeting and introducing people.” Now, he wants them to use that function
through a speaking communicative activity. Given this goal, which of the following
activities is it more appropriate to carry out?

A.-The teacher elicits some expressions used to greet and introduce people, and
writes them on the board. Then he forms groups of three and sets a context for each
group: friends at a party, students in a new class, etc. He tells the students to
perform a conversation including some of the expressions written on the board.
B.-The teacher gives each student the copy of a conversation of two students
greeting and introducing themselves. He pairs up the students and asks them to
practice the conversation for some minutes. Then he invites some volunteers to
present the conversation in front of the class.
C.-The teacher gives the students a handout that contains expressions to greet and
introduce people. Then he asks the students to stand up and mingle in order to greet
a classmate using the expressions in the handout. Next, they continue to greet
different classmates for about five minutes.
19.-Daniela’s students have been practicing narrating events in the past.
Now, she wants her students to improve their writing skills through a free
activity. Taking the teacher’s purpose into account, which of the following
activities is it appropriate to carry out?

A.-The teacher provides the students with a short comic story. The comic
story shows only characters in different scenes without any text. The
teacher asks the students to write a short description for each scene using
past tense structures.
B.-The teacher gives the students the copy of a song with some blanks to
be filled in with verbs. The song mentions some events that took place in
the past. The teacher asks the students to fill in the blanks using verbs in
the past.
C.-The teacher asks the students to write a short report about an event
that has had a strong impact in their lives. The teacher asks the students
to describe that event using the language of their choice.
20.-Felipe’s students are describing family relationships. The teacher asks the
following question:
“What is your father’s name?” Marcia, one of the students, gives the following
answer: “Your father’s name is Marcos.” Noticing Marciaʼs mistake, Felipe wants
to correct her on the spot so that she can become aware of her mistake and
correct it herself.

Which of the following actions is more appropriate to achieve the teacher’s

purpose?

A.-The teacher writes, on the board, a list of pronouns and their possessive
adjectives and then asks Marcia: “What is the possessive adjective for the
pronoun I?”
B.-The teacher looks a little surprised, points at his own chest and says in a mild
tone: “My father’s name?” stressing the adjective my.
C.-The teacher gently says: “Are you sure your answer is ok?” Then he asks
another student what his father’s name is.
ANSWER KEY

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16.-B
17.-B
18.-A
19.-C
20.-B

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 LANGUAGE FUNCTIONS

Functions refer to what items of language actually do

in a real context, as opposed to what they might mean
literally. These include suggesting, criticising, refusing,
agreeing and disagreeing, enquiring, talking about the
past, and giving advice.

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Example
The phrase 'What time do you call this?' has a clear literal
meaning but its function is to ask 'Why are you late? I'm very
angry!'
In the classroom
It is important for learners to understand that one form may have
many different functions, and to see how functions work
in context, as the example above shows. Many forms have
sensitive functions and so their appropriacy, formality and degree
need to be considered.

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Learners’ language functions : Teacher’s and learners’ actions

The teacher enters the classroom

and the learners say ‘Good
Greeting morning’. The teacher hands out a
reading text and gives learners
instructions for the reading task.

The learners check the instructions

with the teacher by asking ‘Can you
Asking for clarification
explain that again please? What do
we have to do?’

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 The learners complete the
reading task individually. The
learners check their answers in
pairs. They say, e.g. ‘What
Checking information and
answer do you have for number
understanding
4? I don’t understand the
meaning of this word. Do you
know what it means?’ The
teacher checks the answers.

The lesson ends. The learners

Saying goodbye say ‘Goodbye’ to each other
and to the teacher.

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 Agreeing with an opinion
- To have the same opinion as someone else
You’re right,
I agree,
I think so too
yes
Of course/ Exactly
Quite / Absolutely
That´s right
I quite agree

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Apologizing and accepting apologies – To say sorry for something
I’m sorry
I’m terribly sorry,
Sorry about that.
I beg your pardon
Excuse me
I apologize
Don´t worry
It doesn’t matter
I'm sorry I'm late / I didn't do the homework etc.
I'm afraid I didn't listen / don't remember etc.

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Asking for repetition - To ask someone to say what they have
just said again.

What do you mean?

Sorry, I don’t understand
Sorry, could you say that again.
I didn’t hear that could you repeat it, please?
Can you repeat, please.
Can you say that again?

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ASKING FOR CLARIFICATION - To make clear
what you mean.

What I mean is ..
What I want to say is…
What are you trying to say?
What have you got in mind?
I’m sorry ,I don´t see what you mean
What do you mean by?
Sorry, I don’t understand
What are you trying to say
What have you got in mind?
I’m sorry, I don’t see what you mean

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•I didn't understand.
•Can you explain again, please?
•What's the difference between ... and ...
•Is it the same as ..

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Telling and explaining

It means not easy

It is the opposite / a synonym of ...
The it stands for ...
It's like ...
It's the same as ...

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Starting a task

Let's begin with ...

Who's first?
You go first.
I'll start.
OK. Do you want to start?

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Asking about / giving opinions
What do you think?
Tell me what you think.
I think it's ...
I don't think it's a good idea to ...

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Agreeing and disagreeing
I agree.
Yes, that's right.
Good idea!
I don't think it's ...
I'm not so sure.
Are you sure?

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Encouraging
Come on. Let's start.
You do one.
It's your turn.
We can do this!
That was good!

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Explaining

I thought it was ...

I didn't have time to ...
I didn't understand enough to ...
I haven't finished.
We haven't started yet.

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 .
Making complaints.

Complaints are expressions of "displeasure or annoyance" in

response to an action that is seen by the speaker as unfavorable.
Examples:
I have a complaint to make. Your pizza is just too salty.
I want to complain about the noise you are making.
I´m sorry to say this but…
I´m afraid I´ve got a complaint about
Look I´m sorry to trouble you,but…

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CASE STUDIES
PART I

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1.-Danny wants his students to use the following expressions in a
role-play:

• Would you like to…?

• I was wondering if you...?
• I’d love to, but…
• I wish I could, but…

Which of the following language functions is Danny trying to

promote with the expressions above?

A.-Asking politely / Agreeing to requests.

B.-Making invitations / Saying no politely.
C.-Asking for suggestions / Giving explanations.
2.-Graciela’s students are going to give an oral presentation about
“Plastic bags and ocean pollution.” She asks her students to build
their arguments using the following expressions:

• The reason is…

• The evidence shows that…
• There are many facts in favor of…

Which of the following language functions corresponds to the

expressions Graciela wants her students to practice?

A.-Making comparisons.
B.-Expressing certainty.
C.-Justifying opinions.
3.-Here is a fragment of the radio interview:
Interviewer: If you had to choose between movies or theater, which
one would you choose?
Stephanie: That’s a very difficult question! I guess, if I had to
choose one, it would be theater.
Which of the following language functions is used in the fragment
above?

A.-Expressing preferences.
B.-Asking for and giving advice.
C.-Hypothesizing and speculating.
4.-Renzo’s students are going to work in pairs in order to talk about
challenging situations they have gone through. After Renzo has
assigned each student a role and given instructions for the activity, he
writes the following expressions on the board:

• What a shame!
•That’s too bad.
• What a let-down!

Considering the expressions above, which of the following language

functions is Renzo going to promote with his activity?
A.-Expressing disappointment.
B.-Expressing uncertainty.
C.-Expressing necessity.
5.-Eugenia wants her students to discuss the following question:
“Are video games one of the leading causes of violence among
teenagers?” During the discussion, Eugenia wants her students to
use the following expressions:

• Chances are that…

• My guess is that…
• I wouldn’t be surprised if…

Which of the following language functions is mostly involved in the

expressions above?

A.-Making speculations.
B.-Making suggestions.
C.-Making requests.
6.-Paulina wants to help her students improve their speaking skills
through a round table discussion. She tells her students to use the
following expressions:

• Let’s just move on, shall we?

• Let’s drop it.
• I think we are going to have to agree to disagree.
Which of the following language functions corresponds to the
expressions Paulina wants her students to use?
A.-Drawing conclusions.
B.-Settling an argument.
C.-Agreeing with an opinion.
ANSWER KEY
1.-B
2.-C
3.-A
4.-A
5.-A
6.-B

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CASE STUDIES
PART II

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1.-Emmy has given the following instructions for a role play in pairs:
“Student A is having a party and student B is a guest that arrived early.
Student A asks student B to help him/her with the music and the
organization of the place. Don’t forget to include language expressions
such as ‘Would you mind…?’, ‘Do you mind...?’, ‘Not at all’, ‘Oh, no
problem’.”
Which are the two language functions involved in this speaking activity?
A.-Asking politely / agreeing to requests.
B.-Asking for suggestions / giving short responses.
C.-Making offers or promises / showing interest or surprise.

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2.-To ask for an explanation of what a speaker means.
A.-Making complaints.
B.-Ask for clarifications.
C.-Expressing opinions

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3.-Irene would like her students to perform a roleplay, within the context of
two language functions. For this purpose, she provides them with these
expressions:
• What happened? How are you feeling?
• Are you ok? You look worried.
• Is everything under control?
• Before you move on, I’d like to say…
• Can I just add something here?
Which two language functions are the ones Irene would like her students
to practice?

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A.-Complimenting someone / establishing guidelines.
B.-Expressing concern / interrupting another speaker politely.
C.-Asking about other people’s opinions / clarifying or arranging one’s
ideas.

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4.-Zulema wants her students to use the following expressions in a
conversation: “What a bummer!”, “I was so looking forward to…”, “Is that
it?” and “Why didn’t you…?”
Which of the following language functions is Zulema trying to promote?
A.-Expressing wishes.
B.-Expressing preferences.
C.-Expressing disappointment.

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5.-. Yolanda wants to help her students improve their speaking skills.
Before starting a speaking practice, she provides them with the following
expressions: “That’s exactly how I feel” / “That’s so true” / “You’re
absolutely right” / “You have a point there.”
Considering the expressions provided, which is the language function
that Yolanda wants her students to practice?
A.-Making suggestions.
B.-Persuading someone.
C.-Expressing agreements.

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6.-Milena wants to help her students improve their speaking skills
through a short discussion. She tells them to use the following
expressions: “Speaking personally…”/ “In my view...”/ “The way I see it…”
What language function corresponds to the structures Milena wants her
students to practice?
A.-Making complaints.
B.-Giving clarifications.
C.-Expressing opinions.

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7.-Ivan wants his students to practice the following expressions in a
communicative way: “Excuse me, but there seems to be a problem here”,
“Perhaps there was a misunderstanding but…”, “Can I give you a hand?”,
“What can I do for you?”
Which of the following language functions are these structures most
suitable for?
A.-Expressing doubt/giving advice.
B.-Making complaints/offering help.
C.-Demanding explanations/explaining.

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8.-Martin wants to help his students improve their speaking skills. Before
starting a speaking practice, he provides them with the following
expressions: “I wouldn’t be surprised if…” / “Knowing him, he’ll…” / “I
bet…”
Considering the expressions provided, which is the language function that
Martin wants his students to practice?
A.-Making guesses.
B.-Making complaints.
C.-Making generalizations.

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9.-Estela’s students are going to write a short paragraph. She asks them
to use the following expressions:
• It is obvious that…
• Knowing the trends, …
• We can establish that…
• According to the information I got…
• The way in which the information was compiled…

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Which of the following language functions corresponds to the
expressions Estela wants her students to practice?
A.-Interpreting data.
B.-Expressing wishes.
C.-Showing preferences.

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10.-Esteban’s students are going to have a round table discussion in
groups. He will provide them with the following expressions to improve
their oral interaction:
• What do you reckon about...?
• We can’t deny that...
• Where do you stand on...?
• Without doubt...

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Which of the following language functions is NOT involved in the
expressions provided?
A.-Distrusting information.
B.-Inquiring someone.
C.-Expressing certainty.

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11.-Manuela’s students are going to give an oral presentation about
“global warming and its possible consequences on the planet.” She
asks her students to build their arguments using the following
expressions:
It is likely to…
They won’t be…
There might be…
There will definitely be…
Which of the following language functions corresponds to the
expressions Manuela wants her students to practice?
A.-Making predictions.
B.-Making comparisons.
C.-Making generalizations 60
12.-Karina has planned the following activity:
Give each student the following survey for them to mark their answers
individually:
Free time activities
Read the questions and check all the answers that apply
What do you enjoy doing in your free time?
Play sports
Listen to music
Watch movies
Others: ___________
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Do you do these activities on your own or with others?
On my own
With others
Both
How often do you do these activities?
Frequently
Once a week
Rarely

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Give the students the following instructions:
“In groups, compare your answers. Find similarities and differences
between the activities you and your classmates enjoy doing.”
Which of the following language functions can best be promoted with
the activity presented by Karina?
A.-Expressing preferences.
B.-Approving and disapproving.
C.-Expressing degrees of certainty.

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13.-Augusto’s students are going to work in pairs in order to practice
how to make invitations. After Augusto assigns each student a role and
gives instructions for the activity, he provides the students with the
following expressions:.
Unfortunately, now is not the best time for me.
Normally, I would say it’s great, but…
I would love to help you, but…
Considering the expressions provided, which of the following language
functions is mainly going to be promoted in Augusto’s activity?

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A.-Saying no politely.
B.-Giving clarifications.
C.-Expressing uncertainty.

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ANSWER KEY
1.-A
2.-B
3.-B
4.-C
5.-C
6.-C
7.-B
8.-A
9.-A
10.-A
11.-A
12.-A
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13.-A