Marta has developed the following sequence to help her students improve their speaking skills:

·        The teacher asks the students which birthday party they recently went to and what made it a wonderful birthday party. She creates a mind map of students’ ideas on the whiteboard.

·        The teacher tells students that they are going to plan a birthday party. She divides them in groups of 4 and gives them the instructions.  

·        The students plan the birthday party in groups. They have to decide four things: where it will be, which food they will serve, what activities there will be and how they will invite the guests. They prepare an oral presentation.

·        The students in groups present their party plan to the other students in the class.

·        Finally, the teacher helps the students to analyse the language used in the presentation.

Which teaching method is used by the teacher?

Marta has developed the following sequence to help her students improve their speaking skills:

·        The teacher asks the students which birthday party they recently went to and what made it a wonderful birthday party. She creates a mind map of students’ ideas on the whiteboard.

·        The teacher tells students that they are going to plan a birthday party. She divides them in groups of 4 and gives them the instructions.  

·        The students plan the birthday party in groups. They have to decide four things: where it will be, which food they will serve, what activities there will be and how they will invite the guests. They prepare an oral presentation.

·        The students in groups present their party plan to the other students in the class.

·        Finally, the teacher helps the students to analyse the language used in the presentation.

1   Which of the following is NOT an objective achieved in Marta’s lesson?

1.      Pedro’s students have been practicing describing places. In order for his students to develop their writing skills, he will ask them to compare two famous places. He has designed the following activity: 

·        Show the students pictures of two famous places in Peru and ask the students to describe them. Write the students’ ideas on the white board.  

·        Write a couple of sentences in comparative form using the ideas from the board: “Cusco is more beautiful than Arequipa.”, “Misti is higher than Machu Picchu.”

·        Stick pictures of other famous places in Peru on the white board.

·        Students write some comparisons following the teacher´s model. 

·         Students write a short paragraph comparing two of their favorite places in Peru.

·        Display the students’ finished writing on the wall.

In the sequence above, what teaching method is Pedro using?

   Carlos is teaching the topic “Daily routines” using “Simple present tense.”

He will use the Presentation-Practice-Production method (PPP). This is the sequence of his lesson:

·        The teacher shows the video “A day in the life of Guerrero.”

·        The teacher elicits the activities the football player typically does on Monday and writes the new expressions on the board.

·        The teacher describes the football player´s daily routine using the new expressions in simple present tense.

·        The students to write a short description of their daily routines following her example.  

·        The teacher calls on volunteers to read their daily routines.

Which of the PPP stages is missing in Carlos’ lesson?

     Pablo and his classmates enjoy doing tasks on the computer. Their English classes consist of face-to-face time with the teacher in the classroom and they work at home on an online platform with gives them additional reading, writing and listening practice to reinforce their skills.

Which approach is implemented by their teacher?

Yalina has asked her students to watch the video “Technology Addiction: Key Findings” on the British Council Teenage website and to take notes of the key information. They will use this information in the classroom to have a small group discussion.

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

Lily has planned the following teaching sequence to develop her fourth graders’ writing skills:

·        The teacher writes “Garbage is destroying nature in Peru” on the white board. He writes the question “What do you know about the problem?” on the left side and “How can we solve this problem?” on the right side.

·        The teacher divides the students in groups of 4.

·        The students discuss their answers to both questions in groups.

·        One student of each group goes to the white board and writes some of the group’s ideas for each question.

·        The teacher asks the students to look for additional information to add to their ideas.

·        The students go to the school library and take notes from books and websites.

·        The students return to the classroom and choose their best ideas to save Peru from garbage.

·        Finally, the teacher asks them to work on a short summary to present their ideas to the class.

  Based on the sequence above, which of the following teaching methods is involved in Lily’s sequence to develop writing?

Lily has planned the following teaching sequence to develop her fourth graders’ writing skills:

·        The teacher writes “Garbage is destroying nature in Peru” on the white board. He writes the question “What do you know about the problem?” on the left side and “How can we solve this problem?” on the right side.

·        The teacher divides the students in groups of 4.

·        The students discuss their answers to both questions in groups.

·        One student of each group goes to the white board and writes some of the group’s ideas for each question.

·        The teacher asks the students to look for additional information to add to their ideas.

·        The students go to the school library and take notes from books and websites.

·        The students return to the classroom and choose their best ideas to save Peru from garbage.

·        Finally, the teacher asks them to work on a short summary to present their ideas to the class.

  Which of the following is NOT an objective developed in Lily’s lesson?

Which of these is a presentation activity?

Lourdes is the 3rd grade English teacher and he is going to teach “Sports”. She asks her students what is their favourite sport.

Which part of the class is the teacher doing?

Jimmy asks his twenty-five students to stand in a line in alphabetical order based on the first letter of their first name. Then he divides them into equal size groups. Which part of the class is the teacher doing?

Diego has received a worksheet with 5 gap fill sentences which he has to complete with ‘do’ or ‘does’. What kind of practice is this?

   Rosario asks her 5^th grade students to write an invitation to invite their family and friends to graduation. They have to include the date, time and place. What kind of practice is this?

   Deysi is going to teach the topic “planning a vacation” using “going to”.

·        The teacher introduces the topic by entering the class wearing a sun dress, sun glasses and a hat and is pulling a small suitcase.

·        She is playing the song “Summer Holiday”.

·        She explains to the class that she is going to the beach this weekend.

What part of the class she is doing?

Jimmy is going to teach the topic “can and can’t for ability”. He will use the Presentation-Practice-Production approach (PPP). This is his planned lesson sequence:

·        The teacher tells to the students to watch a video which describes what different super heroes can do. Students write down the names of the superheroes.

·        Next, the teacher shows a PPT with images of the super heroes and asks students what they can and can’t do.  The teacher writes sentences with can and can’t on the whiteboard and explains the structure.

·        The teacher gives the students pictures of famous Peruvian people and a gap fill exercise. Students have to fill in the gaps with can or cant’t.

Which of the PPP stages is missing in Jimmy’s lesson?

Jimmy's students are going to listen to a short audio about candidates applying for different jobs. Before the students listen to the audio, the teacher does the following activities:

·        First, the teacher shows the students flashcards of jobs and elicits the job titles.

·        Next, the teacher pairs up the students and asks them to discuss what qualities are needed for those jobs.

·        Then the teacher calls for volunteers to share their answers with the class.

·        Finally, the teacher tells the students they will listen to an audio related to jobs.

Based on the activities presented, which stage of the lesson is Jimmy developing?

Jimmy's third-grade students have been talking about the best travel destinations. Now, he wants them to use language related to that topic in an oral communicative activity. He has thought of the three following strategies:

·        Strategy 1: Ask the students to get in pairs and talk about a place they have visited and that they have enjoyed. Invite some students to share their classmates' answers with the rest of the class.

·        Strategy 2: Ask the students to give an oral presentation on the best places to go on vacation. After the students finish their presentation, the audience asks a couple of questions and the presenter replies those questions.

·        Strategy 3: Ask the students to play the roles of a tourist that has just visited Peru and a school newspaper journalist. The journalist asks the tourist what the best places in Peru are and the tourist replies and gives reasons for his choices.

Which of the strategies Jimmy has thought of is least communicative?

Jimmy wants his students to develop their speaking skills through group discussions.

He has planned the following sequence:

·      First, the teacher plays an audio of a conversation between two friends giving each other recommendations on how to deal with stress. He asks the students to write down the language used to give recommendations.

·      Next, the teacher elicits the language the students identified and writes it on the board. He tells the students they will use that language in a further step.

·      Then he presents the following situation: Mario, a college student, attends daily classes for eight hours from Monday to Friday. He usually starts classes at 7:30 am and finishes at 6:30 pm. He has a fifteen-minute-break from 11 am to 11:15 am to have a little snack. At 1 pm, he has lunch and returns to his classroom at 1:30 pm.

·      After that, the teacher writes the following questions on the board: "What do you think about Mario's schedule?", "What consequences can this schedule bring to Mario's health?" and "What recommendations can you give Mario to help him deal with this situation?"

·      The teacher forms groups and asks them to discuss the questions. After some minutes, he invites some volunteers to share their answers with the rest of the class.

·      Next, he asks each group to make a list of recommendations to help Mario deal with his schedule. He encourages the students to use the language they identified at the beginning of the activity.

·      Then the members of the groups share the recommendations with the rest of the class.

·      Finally, the teacher asks the students to analyze the language they used during the activity.

Which of the following methods has mainly been applied in Jimmy's teaching sequence?

To continue working on her lesson, Karina has planned the following sequence:

First, the teacher tells the students that they are going to write their own survey taking into account the survey presented in the previous activity.

Then she forms groups of four students and gives the following instructions: “Each group has to write one survey. The survey has to include five questions that help you know the free time activities your classmates enjoy doing.”

The students work in their groups to decide what questions to include in the survey while the teacher monitors and provides help when necessary.

Next, the students use the survey they elaborated to interview peers from other groups and then report their findings to the class.

Finally, the teacher asks the students to analyze the kind of language used in their surveys (Wh-questions/Yes-no questions, adverbs of frequency, etc.). She also asks them in which other situations they can use that language.

Which of the following teaching methods has Karina applied in the sequence presented?