Examen Diagnostico

1. Humberto’s students are going to take part in a speaking session on the topic “My favorite superhero.” First, Humberto does the following activities:

   • Humberto tells the students the name of his favorite superhero and mentions some information about him.

   • Next, he invites some students to share with the class some information about their favorite superhero.

2. Alternativas:

• • A. Follow-up

• • B. Warm-up

• • C. Wrap-up

After having worked on different activities on the topic “My favorite superhero,” Humberto wants his students to practice their speaking fluency. Which of the following activities is more appropriate to carry out?

• 1. A. The teacher writes the following prompts on the board: “My favorite superhero is...”, “He/She can...”, “He/She is able to…”, “He/She is a … person.” He asks the students to work individually to complete the prompts with the powers and qualities of their favorite superhero. Next, the teacher groups the students and asks them to share their ideas.

• 1. B. The teacher tells the students to write some sentences describing the powers and qualities of their favorite superhero in their notebooks. Then the teacher pairs up the students. He asks them to exchange ideas about their superheroes using the sentences they have written down.

• 1. C. The teacher asks the students to think of the powers and qualities of their favorite superhero for about some minutes. Then he tells them to stand up and share that information with at least five different classmates. He encourages the students to report their findings.

1. Marco’s students are going to read the article “Dealing with stress.” Marco wants to help them develop their Skimming skills. Given Marco’s goal, which of the following strategies is it appropriate to carry out?

• 1. A. The teacher tells the students to do a quick reading of the article. Then the students work in pairs in order to discuss what the general idea of the article is.

• 1. B. The teacher writes, on the board, some questions about stress. He tells the students to read the article and look for the information to answer those questions.

• 1. C. The teacher asks the students to read the article and circle the words they don’t understand. Then they try to deduce the meaning of those words from their context.

1. Lilian is going to teach the topic “Daily routines” using “Simple present tense.” She will use the Presentation-Practice-Production method (PPP). This is the sequence she has planned:

   • The teacher shows the video “A day in the life of my favorite singer.” Then she elicits the activities the singer typically does during the day and writes the new expressions on the board.

   • Next, the teacher describes the singer’s daily routine using the new expressions in simple present tense.

   • Then the teacher tells the students to write a short description of their daily routines following her example.

   • Finally, the teacher calls on volunteers to read their daily routines.

• 1. A. The Presentation stage

• 1. B. The Practice stage

• 1. C. The Production stage

1. Esteban’s students are going to have a round table discussion in groups. He will provide them with the following expressions to be used during the discussion:

   • What do you reckon about...?

   • We can’t deny that...

   • Where do you stand on...?

   • Without doubt...

• 1. A. Distrusting information

• 1. B. Expressing certainty

• 1. C. Inquiring someone

1. Mariela’s students are going to listen to a song of a famous singer. Here is the chorus of the song:

   • I love her so much. That’s what I feel.

   • I love the tenderly kisses my lover brings to me, they are more beautiful than anything else can be.

   • I know my love will last forever.

• 1. A. Apologizing

• 1. B. Complimenting

• 1. C. Speculating

1. After having worked on different activities using the song, Mariela would like her students to develop the listening skill Inferring attitude. Taking her purpose into account, which of the following strategies is appropriate to adopt?

• 1. A. Play the audio of the song and write the following questions on the board: “How does the singer feel?” and “How can you tell?” Ask the students to work in pairs and discuss those questions.

• 1. B. Play the audio of the song and ask the students to write down the verbs they hear. Pair up the students and have them identify the main idea of the song using the verbs they have written down.

• 1. C. Play the audio of the song and write the following sentences on the board: “When I listened to the song, I felt...” and “I liked/didn’t like the song because…” Ask the students to complete those sentences in their notebooks.

Now, Mariela wants her students to improve their productive skills through a post-listening task. Which of the following tasks is it least appropriate to use?

• 1. A. The students are given a copy of the song with some blanks to be filled in. They get in pairs and complete the blanks.

• 1. B. The students receive a copy of the song. The teacher asks them to choose their favorite verse and explain the reasons for their choice.

• 1. C. The students create a dialogue between the singer and his lover. The students practice their dialogue for some minutes and present it to the class.

1. Franco’s second graders have been practicing describing family relationships. He shows the students a picture of a family tree and tells them to describe the family relationships orally, using possessive nouns. The students practice in pairs, and then the teacher calls on volunteers. During the practice, one student comes up with the following example: “Homer is Lisa father.” Aware of the situation, Franco wants to use an appropriate technique to correct the student’s mistake on the spot. Given Franco’s goal, which of the following actions is most appropriate?

• 1. A. Indicate the mistake by saying “that’s not quite right” and call on another student to give the correct answer.

• 1. B. Echo the student’s sentence emphasizing the mistake to draw the learner’s attention to it. Then ask the student to say the sentence again.

• 1. C. Draw the student’s attention by asking, “Is Homer Lisa father?” and call on the student to self-correct.

1. Nina’s students are developing a project on the topic “Voluntary work.” The students are working in groups to prepare an oral report on their research. They will have to give a presentation to the rest of the class. In order to help her students succeed in their presentations, Nina provides the students with the following expressions:

   • “Now, let’s move to the next point…”

   • “Let me elaborate on that…”

   • “So far, we have discussed…”

• 1. A. Asking for clarification

• 1. B. Expressing viewpoints

• 1. C. Making transitions