Forma

EM-I(19)

Instrumento de Conocimientos Específicos y Pedagógicos

Inglés
Educación Media
Científico Humanista

Nombre:

RUT: b b

EM
 Inglés
Instrumento de Conocimientos Específicos y Pedagógicos

Estructura general del instrumento

El instrumento de evaluación tiene dos secciones.

· La primera sección está compuesta por 2 preguntas abiertas.

· La segunda sección tiene 58 preguntas cerradas, de las cuales 16 están asociadas a audios
que se encuentran en el mp3 entregado.

Instrucciones generales

· Para contestar, por favor, utilice el lápiz que se le proporcione.

· Si necesita hacer marcas o comentarios, solo puede utilizar este cuadernillo.
· No puede utilizar teléfono celular, diccionario o calculadora.
· No se permiten consultas una vez que se dé inicio a la aplicación del instrumento.
· El tiempo disponible para responder es de 2 horas y 30 minutos.
Preguntas abiertas
A continuación se presentan las preguntas abiertas.

Conteste solo en el espacio asignado de la hoja de

respuesta de cada pregunta abierta. Recuerde que
lo que quede fuera de los márgenes indicados no
podrá ser corregido.

Use el lápiz que se le proporcionó y responda con

letra clara.

Considere que estas preguntas pueden demandarle

más tiempo que las preguntas cerradas. Tenga
en cuenta esta información para administrar
adecuadamente su tiempo.
1 Read the following lesson plan and then answer the questions below:

Mr. Castro, a teacher of English in 11th Grade, is working on the unit “Customs and Traditions Around
the World.” The learning objective is “To write a brief and simple descriptive text of approximately 150
words.” Next, you will find his lesson plan to work the preceding objective:

1. Students listen to a 3-minute audio text where three university students —one Chilean, one
English and one German— are having a drink at a Chilean pub and exchanging ideas about the
typical customs and traditions of their corresponding countries/cities.

2. Students’ comprehension of the audio text is checked by means of oral questions.

3. Students are asked to pretend they have to write an e-mail to a foreign student they have
met through the different social networks where they have to describe the most representative
customs and traditions of Chile covering the northern, central and southern regions of it.

4. Though most students have already written e-mails in their daily lives in Spanish, they are
explained how to go about writing one in English where something is described, the steps
to write it correctly and, afterwards, they are shown a sample e-mail where they are able to
visualize its important parts highlighted and how they are put together. Next, they are given a
guideline with what has to be included in their descriptive e-mails.

5. Students write an e-mail addressed to a foreign student who is willing to visit our country
as part of a student-exchange next semester, in which they describe the main customs and
traditions of our country, trying to cover different customs and traditions according to the
region they are referring to.

6. Students write their texts following the steps of the writing process and using appropriate
connectors and punctuation.

7. Once finished, each student hands in his/her description to a partner for him/her to correct
it. Corrections are incorporated with the teacher’s supervision.

Considering the preceding lesson plan and its learning objective:

A. Which three activities could be considered as representative of the Communicative Approach of

language learning? State them in the following table.

B. Support your choices, each with one argument. Give them in the provided table, next to the
corresponding activity.

Conteste en inglés en la siguiente página

1
HOJA DE RESPUESTAS Preguntas Abiertas

Nombre:

Rut: b b
Forma:

Respuesta Pregunta N◦ 1
2 Mr. Díaz, a 10th Grade teacher of English, has been working with his students on Unit 2: “Technology
and Its Effects.” The objective is to write a letter to the school headmaster commenting on the impact
technologies have had in school life, following the steps of the writing process: organizing, writing,
editing and publishing. In order to assess students’ level of achievement of the preceding objective,
they had to write a letter related to the topic making use of the vocabulary and structures learnt
throughout the year, showing correct spelling and grammar. The following is a sample letter written by
one of the students in the class, representative of the type of mistakes made by most of them.

Dear Headmaster,
Our world is full of technology, that is why I think it is important in the classroom. In my opinion a classroom
require access to technology because it give people information. Technology help students learn, sometimes,
better than a textbook. I believe technology in the classroom is very important. We live in a digital era. It
is important that in our school we students can use computers and the Internet, etc. in the classrooms, so
we will be better for jobs after we graduate from high school. I say this because me, personally, I pay more
attention in class when there is some electronic device in front of me but then, also, because it improve
communication and peer work. I hope you consider my suggestion.
Sincerely,
Juan Pablo Z.

Even though most of his students achieved the objective of the lesson, Mr. Díaz is concerned about
the fact that they are still making elementary grammar mistakes, though they do not interfere with
comprehension of the letter.

Based on the preceding pedagogical situation:

A. Write two questions you would ask these students to help them identify and reflect on their
mistakes in order to improve them.

B. Design an activity to help these students overcome these recurrent mistakes.

This activity should:

1. Include prompts for students to do metacognitive work in relation to the mistakes made.
2. Be consistent with its objective.
3. Be student-centered.
4. Be in accordance with the approach promoted by the Chilean Curricular Bases.

Conteste en inglés en la siguiente página

3
HOJA DE RESPUESTAS Preguntas Abiertas

Nombre:

Rut: b b
Forma:

Respuesta Pregunta N◦ 2
A

1.

2.

B
Preguntas cerradas
A continuación se presentan las preguntas cerradas:

Para responder esta sección:

1. Desprenda la hoja de respuestas. Complete toda la
información que se solicita en la primera parte: nombre completo,
Rut, y el código de la sala donde está rindiendo el instrumento.

Recuerde marcar con una X cada casilla correspondiente a los

números de su Rut.

2. Luego se presenta el listado de preguntas con las cuatro

opciones de respuesta (A, B, C, D). Marque con una X la opción
que considere correcta.

3. Si en alguna pregunta quiere cambiar su respuesta raye

hasta llenar completamente la casilla que marcó inicialmente.
Después marque con una X la casilla de la opción que
considere correcta. Fíjese muy bien antes de hacer un cambio,
porque una vez que elimine una opción ya no podrá volver a
usarla como alternativa. Usted no podrá usar corrector.

4. Considere que hay preguntas asociadas a audiciones. En esos

casos usted debe escuchar la audición o track que se señala en
la pregunta y que encontrará en el reproductor de MP3 que ha
recibido junto con el cuadernillo.
Listen to text N° 1, Ebola. Then answer questions 1 to 4.

1 What type of text is this audio?

A A radio broadcast.

B A documentary.

C A roundtable.

D A piece of news.

2 According to the text, what can be said about the Ebola virus and the flu?

A It is easier to prevent the transmission of the flu virus than the Ebola virus.

B It is more difficult to stop the spread of the Ebola virus than the flu virus.

C It is simpler to be infected by flu than by the Ebola virus.

D It is more possible to die from the flu virus than from the Ebola virus.

3 According to the text, what can be said about the Ebola tests run in the state of Illinois?

A Both samples are analyzed locally reducing the time of disease detection to hours.

B One sample is analyzed locally whereas the other sample is analyzed in the CDC reducing the
time of disease detection to hours.

C Both samples are sent by courier to the CDC to be analized in the state public lab taking a few
days to confirm the disease.

D One sample is analyzed in the state public lab whereas the other sample is sent to the CDC
confirming the disease in a few hours.

6
 4 What is this text mainly about?

A Ebola outbreak and its consequences in the US.

B Measures taken to prevent Ebola cases in the US.

C Risks medical staff faces with Ebola cases in the US.

D Proper tests run to patients to detect Ebola cases in the US.

Listen to text N° 2, Food and Mood. Then answer questions 5 to 11.

5 Which of the following is one reason to consider the register of this audio as formal?

A Participants are well-informed experts on the topic.

B The oral exchanges include terminology from a specific field.

C Participants show a respectful attitude towards their guest.

D The message recipients are part of a medical community.

6 Which of the following best explains the concept mood booster that we hear in the audio?

A Food that avoids many physical diseases.

B Nutrients that turn a person’s mood stronger.

C Nutrients that help protect your body bacteria.

D Neurotransmitters that control depression and people’s mood.

7
7 Which of the following corresponds to an opinion given by one of the participants?

A Fast food can raise a person’s mood.

B Women are more affected by depression than men.

C Food plays an essential role in cardiovascular diseases.

D Nutritional Psychiatry is a growing field of study.

8 How does the presenter feel about the topic of the conversation?

A She feels relaxed and makes jokes about food.

B She is concerned about the topic and depression rates in America.

C She feels puzzled about it because she does not manage information on it.

D She is interested in it and asks a few questions on nutrition.

9 According to the oral text, what is the meaning of Nutritional Psychiatry?

A The notion that food plays an essential role in depression rates.

B The idea that controlling food can increase the body’s well-being.

C The notion that food has a direct impact on mental health improvement.

D The idea that dietary patterns have always been part of mental health studies.

8
10 What is the main communicative purpose of the audio text?

A To explain how people’s diet can affect their mood.

B To inform about how neurotransmitters work in your brain after eating.

C To describe healthy dietary patterns and anti-depressive diets in general.

D To describe the implications of Nutritional Psychiatry.

11 Considering the contextual situation, what does high-quality fuel refer to?

A Food that carries the nutrients the body needs.

B Regular food required by the body for metabolic processes.

C Probiotics and prebiotics which are building block creators.

D Healthy food that improves neurotransmitters’ functioning.

Listen to text N° 3, Edinburgh. Then answer questions 12 to 16.

12 According to the audio, what is “Hogmanay”?

A Edinburgh’s International Festival.

B National holidays’ celebrations.

C New Year’s celebrations.

D Edinburgh’s ghost tour.

9
13 Which of the following options is used in the audio to refer to something “frightening”?

A Spectral.

B Ghostly.

C Ghoulish.

D Spooky.

14 Which buildings can you see if you walk down the Royal Mile?

A Saint John’s Cathedral and Gladstone’s land.

B Holyrood Palace and the old Parliament.

C The new Parliament building and Holyrood Palace.

D Edinburgh Castle and Saint John’s Cathedral.

15 Read the following sentence:

“The National Museum of Scotland features artefacts relating to Scottish antiquities, culture and history.”

According to the audio text, which of the following options can replace the underlined word?

A shows.

B preserves.

C enhances.

D maintains.

10
16 According to the audio text, what do the new and old town have in common?

A Both of them are world heritage sites.

B Both of them have Georgian architectural sites.

C Neither of them has historical features.

D Neither of them is listed as a commercial site.

11
Read the following text and answer questions 17 to 20.

Tbilisi

In the Georgian capital of Tbilisi, residents have redrawn the map and come up with innovative ways for locals
to congregate in their ancient and fast-changing city. A boxing ring was built on a bridge. Next to it, architects
installed art to amuse commuters as they hurried over the river. The grimy gaps between garages were turned into a
“stadium” where locals could face off over dominoes. Inside the disused garages, bakeries, barbers and beauty salons
plied their trade. It is not how most cities do public spaces, but Tbilisi, which stands at the crossroads of Europe and
Asia, has a long history shaped by diverse masters, all of whom left their architectural imprint on the Caucasus. As
the city shakes off decades of Soviet rule and reinvents itself again, developers have bent once-tight planning rules
and a building boom is underway, one that is changing the face of the city and jeopardizing the open areas where
Georgians meet. The DKD-Bridge, which connects two Soviet-era residential districts, is a perfect example of how
locals adapted centrally-imposed urban design to fit their own suburban needs. The bridge building was part of an
outdoor exhibition created for the Tbilisi Architecture Biennial earlier this year. The event —the first since Georgia
regained independence in 1991— brought together experts to study the city’s rapid transformation and to involve
locals in the debate. In parts of the city, such as Saburtalo and Didi Digomi, the community is slowly mobilizing
against the privatization of public spaces amid a drive to keep them free and accessible. “People know what happens
in Europe and are asking for more organised, clean urban spaces,” said architect Nikoloz Lekveishvili, co-founder
of Timm Architecture, an international network stretching from Milan to Moscow, Istanbul to Tbilisi.

Taken and adapted from: www.voanews.com/a/boxing-on-a-bridge-tbilisi-reinvents-its-public-spaces/4724808.html

17 What is the main topic of the text?

A Georgians’ architectural improvement of public spaces.

B Tbilisi’s concern about Europe’s architectural changes.

C Georgians’ impressions against architectural privatization of public spaces.

D Tbilisi’s innovative architectural program to rebuild a devastated city.

12
18 What was exhibited at the Tbilisi Architecture Biennial?

A A bridge building.

B A local stadium.

C A boxing ring.

D A residential district.

19 According to the text, what does Nikoloz Lekveishvili want to stress?

A Georgians believe that public spaces need to be redesigned using public as well as private
funding.

B Georgians are nowadays aware of the modern urban changes needed and want a plan to
rearrange their public spaces.

C Georgians fully understand that Europe and Asia are changing, therefore the architectural
models need to change too.

D Georgians consider public spaces a state problem that must be discussed among communities
before asking for private funding.

20 Which of the following is a correct synonym for the word plied used in this text?

A Shown.

B Advertised.

C Practiced.

D Displayed.

13
Read the following text and answer questions 21 to 24.

Strategy or execution?

Which is more important: strategy or execution? The vanilla answer is “both,” which you’ll get from people who
also follow (and like!) the popular posts on LinkedIn that claim the secrets to getting hired, promoted, living long
and/or being wealthy are to be kind, work hard and avoid hitting bosses in the face.
You need to make a choice. Do you know why? Because strategy is all about choices. Leadership is about motivating.
Management is about organizing and controlling. Strategy is about one thing and one thing only: making choices.
Making choices is the hardest thing in the world for successful companies because it means not doing something,
and that sounds emergency-siren-blaring risky. People are afraid to make a mistake and cause their success to come
crashing to an end. Refusing to choose —“covering all the bases”— seems so much safer.
People who think strategy and execution are equally important don’t tell you that they really think strategy is
overrated and execution is extremely hard. That’s why they spend three seconds on strategy and fret endlessly
about “New Package! Same Great Taste!”
They might be right, but that’s only when the strategy is a mere continuation of the current strategy with a tactical
tweak here or there. And that’s what often passes at Corporate for strategy.
The vast majority of employees —99.99937 percent to be exact and scientific (we checked)— are dedicated to
execution. That is, by definition, the role of employees and managers but not leaders. In a typical Corporate unit,
that translates into thousands, tens of thousands, hundreds of thousands of people who toil day and night and often on
the weekends and during vacations to implement their company’s strategy. If 100,000 employees putting checkmarks
on tasks accomplished, meetings attended, quotas met, emails sent and vendors contracted can’t execute, who can?
So, why do managers think execution is hard and strategy is easy? Probably because no one gathers them to take
a break from the relentless execution for one day and think strategically. When someone does, managers are often
shocked at how hard strategy is. The crux of the issue isn’t actually what’s harder. The crux is the underlying belief
that if execution were just a bit better (or actually, perfect), the company will prosper, competition will shrivel and
peace will dawn on Earth. That underlying belief fits well with the knee-jerk response to stagnation or decline:
Circle the wagons and execute the wrong strategy harder!

14
21 According to the preceding text, what is the meaning of the phrase: New Package! Same Great
Taste!?

A To maintain the work using longstanding methods.

B To endure work using the same old practices.

C To remain working as it has been done before.

D To keep working with only a few adjustments.

22 According to the text, which of the following is the correct meaning of the word stagnation?

A A state of sluggishness.

B A period of lethargy.

C A situation with no development.

D A condition of slow movement.

23 Who is this text mainly addressed to?

A Strategists.

B LinkedIn users.

C Entrepreneurs.

D Employees.

15
24 What is the communicative purpose of the text?

A To explain readers how to plan a good strategy at work.

B To motivate readers to execute their work tasks.

C To convince readers about the importance of designing strategies before execution.

D To warn readers about the risks of not using strategies at work.

16
Read the following text and answer questions 25 to 29.

Cell phone plans

1. I started shopping for a new cell phone plan this year and my head quickly filled up with information on things
like data caps and line access fees. It became so overwhelming that I had to take a three-month-long breather
just to process everything. Maybe that’s the reason why so many of us stick with one carrier for life.
2. If you’re ready to switch cell phone companies but want to avoid the head-spinning gush of information, keep in
mind that with exceptional coverage and speed ratings plus a host of extras, Verizon’s Beyond Unlimited cell phone
plan earns the top spot. Check out any well-known wireless performance ratings, and you’ll see Verizon at or near
the top for coverage, speed, and overall performance. My personal experience: my friend’s Verizon phone was the
only one with a signal out in the Utah Desert.
3. In this modern age of technology, you deserve HD streaming. For those of you who love watching videos on
YouTube or need to catch up on the latest season of your favourite sitcom on Netflix, Beyond Unlimited is worth
the extra money each month for HD streaming. Another downside to many cheaper unlimited plans is you could
experience slower data speeds at any time. The Beyond Unlimited plan lets you avoid those slower speeds, or
throttling that means you can go crazy uploading photos to Instagram. It also comes with 15 GB of unthrottled
mobile hotspot data that zooms along at 4G LTE speeds. So if your internet goes down in the middle of a work
project, you can just hop onto your hotspot and keep crushing it like nothing happened.
4. Nevertheless, Verizon’s amazing coverage and speed come at a price. If you’re looking for a cheap unlimited cell
phone plan, you might have to do a trade-off. If you are not sure the Verizon Beyond Unlimited plan is the one for
you, check out other top picks for cell phone plans like T-Mobile Simply Prepaid plan that is low price for 10 GB of
data and it has a good performance on networks, but watch out for not-so-great customer service.
5. Another option is family plans that are all about saving money, and that’s exactly what you get with Sprint. When
you combine the price point, unlimited data, and good-enough coverage, you get the most value with Sprint family
plans. You can sweeten the deal by opting for autopay and you can add a third, fourth, and fifth line for free for one
year.

Taken and adapted from: www.reviews.org

17
25 Why does the narrator think Verizon is the best cell phone company?

A Because of the speed provided in rural areas.

B Because of its vast rural coverage.

C Because of its efficient urban performance.

D Because of its urban provision of extras.

26 Which of the following represents the main purpose of paragraph four?

A To highlight that T-Mobile plan has certain advantages compared to Verizon’s.

B To stress the importance of customer service while choosing a cell phone provider.

C To point out the benefits of choosing a low-in-price cell phone provider as T-Mobile.

D To make clear that Verizon plan is expensive and has a good customer service.

27 Which of the following represents a conclusion derived from the text?

A There are many family plans much better than overall plans.

B If you need to switch from Sprit or T-Mobile, Verizon is the best option.

C There are several factors when choosing a cell phone provider.

D If you need to switch your cell phone model, Verizon is the best option.

18
28 What does the author mean by saying: I had to take a three-month-long breather just to
process everything?

A I had to take time to evaluate pros and cons.

B I had to reconsider the buying process.

C I had to feel confident about my decision.

D I had to get informed in advance.

29 According to the text, what does the word gush mean?

A A number of something.

B An effusive display of something.

C Something deserving clarification.

D Something deserving importance.

19
Read the following text and answer questions 30 to 33.

Craigslist

I used to share the cynicism common to many nerds: that people are frequently malicious and opportunistic. But,
of course, you don’t get treated well wearing a plastic pocket protector and thick, black glasses taped together, and
now, I get that. Years of customer service have changed the way I think about people.
2. Now I believe that people are overwhelmingly trustworthy and deeply OK. I don’t want to sound sanctimonious
or syrupy, but for the past seven years, I’ve been doing full-time customer service for Craigslist, interacting with
thousands of people. I see that most people share a similar moral compass: they play fair, they give each other break
and they generally get along. I see that pretty much everyone operates by that Golden Rule thing.
3. When Katrina hit, for instance, people figured out what other people needed. They didn’t ask for permission to
repurpose our New Orleans site. They just turned it into a bulletin board for people to find friends and loved ones.
Others offered housing for survivors, and soon, jobs were being offered to survivors.
4. Many of us have lost a sense of neighborhood and community, and we really crave that. In today’s culture,
sometimes we can find that on the Web. Like, it’s easy to connect with someone who’s just trying to sell a used sofa,
and it’s really hard to hate a person who’s trying to do that. To be clear, there are bad guys out there and they’re
drawn to any trust-based democratic system, like our site. For example, I spend a lot of time dealing with just a
few apartment rental brokers in New York who might be, let’s say, ethically challenged. A few seem to feel that if
others are being sleazy, it’s OK for them to do the same. Under pressure from Craigslist community, though, they
are forced to behave. We reason with brokers, explaining our principles, and that usually works.
5. I started my site to help people help each other. I created the original platforms and then I got out of the way. The
people who run our site really are the people who use it. They are worthy of trust, and I believe in them.
Independently produced for All Things Considered by Jay Allison and Dan Gediman with Emily Botein and Viki Merrick

30 What example does the author quote to support his thesis?

A Costumer services.

B The New Orleans site.

C New York rental brokers.

D The Craigslist community.

20
31 Which of the following statements is supported by the text?

A Costumer service is mostly ineffective.

B People do not have a sense of community.

C Internet is a useful platform for building community.

D There are tools for ethical control in Internet communities.

32 What does the author conclude about people in general?

A People share a different moral compass.

B People have different moral backgrounds.

C Most people are trustworthy and generally OK.

D In times of distress, a sense of community arouses among people.

33 What is the author’s thesis statement in the text?

A People are overwhelmingly trustworthy and deeply OK.

B Years of customer service have changed the way of thinking about people.

C Many people have lost their sense of neighborhood and community.

D People are frequently malicious and opportunistic.

21
34 Which of the following options best completes the gaps?

I’m a lecturer myself and I believe you will get either a good or bad outcome depending the
empathy you achieve with your . So I just can’t get how rude the lecturer was to
the people the other day at PTM speech.

A of - audience - over

B on - public - through

C on - people - through

D on - audience - over

35 Complete the following question with the best option.

Could you just stand there quietly without a sound?

A producing

B doing

C causing

D making

36 What is the function of the underlined words in the following sentence?

After breakfast one Saturday morning I returned to the dormitory and saw the house parent chasing the
beautiful monarch butterflies who lived by the hundreds in the azalea bushes strewn around the orphanage.

Taken from the short story “Butterflies”, by Roger Dean Kiser

A Clauses.

B Nouns.

C Adverbs.

D Adjectives.

22
37 Read the following sentence:

If he doesn’t feel well, then he should stay home.

What kind of clause does the preceding sentence illustrate?

A Independent clause.

B Noun clause.

C Adverb clause.

D Verbal clause.

38 Which of the following statements is an example of the causative verb form?

A He has been to California many times.

B Sam has been awarded a prize.

C Helen has her hair done every month.

D She has had many opportunities.

39 Which of the following verbal forms best communicates the idea of completing an action some time in
the future?

A He will celebrate his birthday.

B He will have finished high school by 2021.

C He will be sitting for the PSU in two years’ time.

D He can become an engineer.

23
40 Read the following sentence:

Robert eating late at night.

Which of the following options best completes the preceding sentence?

A used to

B agreed to

C has agreed to

D must be used to

41 Mrs. Salazar wants to check her 10th Grade students’ reading comprehension skills of short authentic
newspaper articles about “Sustainable Houses in the World.” She is working on devising an instrument
that can show her students’ personal progress in reading comprehension.

Considering the previous classroom situation, which option represents the most coherent instrument
to check her students’ reading comprehension skills?

A A written reading comprehension test, which results can be used to create a class reading
performance ranking.

B A multiple choice written quiz, which results can be used to place students in three different
reading comprehension levels.

C A standard-based assessment rubric, which results can provide students with key aspects
achieved as well as those they need to improve.

D A self-evaluation checklist, which results can help students realise by themselves the main
features they have to improve concerning reading.

24
42 9th Grade students have been working on the learning objetive: “To identify in oral texts purpose,
relevant ideas, specific ideas, key details related to people, their actions and opinions, places and
time.” They have been dealing with this objective for the last two months, time during which they
have had to answer oral and written comprehension questions, comment on a given expression, take
notes on some ideas listened to, identify places and time of the oral text, etc. During all these lessons
the teacher has been paying close attention to students’ level of understanding, learning styles, main
weaknesses, strengths and difficulties, in general, giving them comments on their learning processes
and outcomes.

Which of the following do the previous activities most accurately correspond to?

A Judging.

B Evaluating.

C Correcting.

D Assessing.

43 Mr. Fernández, an English teacher in 11th Grade, has spent quite a lot of time correcting and marking
language mistakes made by his students when writing a descriptive two-paragraph text on “Voluntary
Jobs” they see themselves doing in a near future. He has been much more time than planned
revising these writings and overtly correcting common mistakes such as the use of wrong prepositions,
omission of articles, prepositions, and “s” in the third person singular, confusion of make and do, say
and tell, etc. Furthermore, when he handed back the marked written works to his students most of
them felt disappointed with the results.

Based on the previous findings, which of the following would have been a correct approach for Mr.
Fernández to revise his students’ writings?

A To focus on meaning rather than on accuracy.

B To correct students’ writings during the lesson.

C To keep on correcting as usual so that students do not go over the same mistakes again.

D To wait until the lesson is over and hand in the corrected works to students individually, to
explain recurrent mistakes.

25
44 Mrs. Rojas works at a public school in Robinson Crusoe Island and she is working on a project called
“Global Classroom.” She has set some agreements with an American teacher in Portland, so that
American students can tell Chilean students about fishermen routines there. As Portland is famous
by its lobster fishing, students can find similarities with Robinson Crusoe’s fishing activities. First,
Mrs. Rojas has exposed her students to meaningful language and then they have toured around
Robinson Crusoe Island with a native tour guide who provided the kids with meaningful vocabulary
related to lobster fishing. After that, Chilean students had to prepare a presentation to their American
counterpart, an Skype session on the Global Classroom Project.

Which of the following stages did Mrs. Rojas expose students to in her class?

A Motivation, Development and Closure.

B Input, Intake and Output.

C Pre-, While- and Post-Activities.

D Presentation, Practice and Production.

45 An English teacher in 11th Grade shows a picture of herself with thought bubbles of lots of money, a
sports car, a big house and a world map. She asks her students what she is thinking about and then
introduces the target language: “If I had a lot of money, I would buy a sports car and a big house”.
She practices and drills the sentence orally before writing it on the board (positive, negative, question
and short answer). Then, she focuses on form by asking her students questions such as “What do we
use after if ?” and on meaning by asking the students questions to check that they have understood
the concept (e.g. “Do I have lots of money?” “No”. “What am I doing?” “I am imagining”).

Considering the preceding classroom situation, which of the following is it most accurately referring
to?

A Presentation.

B Intake.

C Practice.

D Input.

26
46 A student’s family is moving away from school, so his English teacher sees this as an opportunity to
develop speaking skills with the class. He prepares an activity which involves the throwing of a farewell
party. First, he asks the students to brainstorm the type of party they would throw for a person who
is leaving and what they would need for that. Second, he prepares some cards that contain food and
drinks they might need for the party. Students pick a card and list the rest of the supplies they might
need and move around the classroom collecting information about who is bringing each of the items
in the list.

Once they finish, the teacher divides the class in small groups to start planning the actual party. For
this second stage, he assigns the children a number of questions to resolve, such as the time, presents
or anything else they consider should be added to the previous list.

At the end, each group presents its party plan and altogether decide which the best planned party is.

Which of the following would represent the approach the teacher is using in the preceding situation?

A Task-based learning.

B Group-based learning.

C Vocabulary-based approach.

D Presentation-Practice-Production.

27
47 Mr. Miranda is preparing his lesson for his new group of 16-year-old boys who are going to be electronic
technicians. He is aware that in the future his students will have to deal with written manuals and
technical documents in English to find details and information about machines and how to repair
them. He wants to include in each lesson reading strategies to train his students to find this type of
information as fast as they can in order to read efficiently.

Based on the previous situation, which option represents an activity Mr. Miranda can include in his
lessons in order to achieve this objective?

A To find a name, date or definition in a written text.

B To predict information based on the title of a written passage.

C To create a semantic map after reading a text, at least twice.

D To identify literal and implied meaning of words in a written text.

28
48 Mr. Opazo invited seven of his best 12th Grade students to participate in the Regional Debate
Competition about the use of social networking sites among teenagers. He selected those students
because they had the best grades, they were highly motivated students and openly said that they
enjoyed learning English. He was aware that he had to train his students; therefore, he prepared a
selection of articles related to the debate topic that they had to read and he arranged a week meeting
where they had to answer a set of questions orally about the read texts. Mr. Opazo was sure that his
students would succeed. Nevertheless, in the debate, when they had to express their ideas providing
examples or supporting their statements, students were unable to produce coherent messages and
they were dismissed in the first round.

Considering the previous situation, which of the following could represent the most important reason
for these students’ failure?

A Mr. Opazo forgot to train in his students their linguistic competence; therefore, their messages
were inaccurate.

B Mr. Opazo forgot to train in his students their sociolinguistic competence; consequently, they
used inappropriate language for a debate.

C Mr. Opazo forgot to train in his students their discourse competence; therefore, they were unable
to produce cohesive and coherent speeches.

D Mr. Opazo forgot to train in his students their grammar competence; consequently, they were
able to answer questions but only with isolated words.

29
49 Mrs. Martínez is preparing a lesson of the unit “Communication and Globalization” for her 10th Grade
A. The lesson goal is “To identify the main idea in a written text about the effects of Internet in a
globalized world”. To do so, she is going to start her lesson by asking students what they know about
the concepts Internet and globalization. Then, she plans to have students brainstorm ideas to be
written down on the board. Then, she is going to complement those ideas with a presentation of
relevant vocabulary supported by images. After that, she is going to divide the class in groups and
give each one a short text about Internet in Chile. She is going to read the text aloud and write down
on the board some comprehension questions that students are going to answer in groups and then
share on the classroom board in order to check the text understanding.

Based on the previous classroom situation, which option represents a consistent activity to evaluate
the lesson goal?

A To select key words and produce new sentences with them.

B To rewrite a title for the article using key words of the lesson.

C To produce more comprehension questions using the previous ones as models.

D To complete a given short paragraph using key words of the lesson.

50 Students in 12th Grade have just handed in an answered questionnaire by means of which they have
been drilling their ability to show comprehension of main ideas and relevant information on an article
named “Youth Rights and Duties”. Their teacher has spent a good amount of time correcting them as
well as writing different notes on each of the students’ questionnaire to guide them on how to improve
their reading comprehension skills.

Which of the following teacher’s comments, found among these questionnaires, is most accurately
what is known as “effective feedback”?

A You made a few mistakes. Keep practicing and you’ll succeed.

B You’ve got to review the concepts involved in this questionnaire before re-answering it.

C Excellent job! I’m so satisfied by your outstanding level of comprehension. You are getting it!

D Most of your answers are developed with precise vocabulary and suitable expressions. Keep it
up!

30
51 Mr. Rosas is working in Unit 2: “Technology and its Effects” the learning objective to use the language
in written texts, to describe hypothetical and/or imaginary situations, as well as giving advice. He
presented the structure of the second conditional type and had students practice by completing
sentences with the correct conjugation of verbs, matching sentences, writing the missing clauses,
etc. Students ended up mastering the exercises very well.

However, when the teacher asked them to invent a game using hypothetical or imaginary situations,
they were not able to cope with the task because they failed to relate the structure with its use.

According to some theories of language learning, which of the following can best describe the reason
why students could not use hypothetical utterances in the game?

A The input was not comprehensible.

B The drilling stage was not accurate.

C The practice stage was not complete.

D The intake was wrongly internalized.

52 Mr. Pérez is working with his 9th Grade students the learning objective “To show comprehension of
general ideas and explicit information in authentic and non-authentic literary and non-literary texts
of different types (oral reports, conversations, descriptions, instructions, songs, etc.) about varied
topics.” This group of students is motivated to listen to a text consisting of a series of instructions
on how to care for a dog. Next, they listen to it three times using some information gap exercises
which assess their level of understanding. Once their teacher has assessed that students have had an
average level of understanding of the text, they begin drilling the structures used to give instructions
outloud. Finally, students engage in the production stage of the lesson.

Which of the following would be the most coherent activity for this post-listening activity?

A To create and say instructions on how to care for a cat.

B To plan a set of directions on how to prepare the food for a cat.

C To list the steps to feed a baby-dog.

D To listen to another oral text on how to wash a bigger type of dog.

31
53 Mrs. Gálvez wrote on Tomás’ essay the following comments to improve his writing skills: Your report
wouldn’t convince a reader who didn’t agree on citizens’ rights and duties. You included facts that
support some of your arguments, but what is their source? Remember that each paragraph should
have a main idea and that idea goes in the topic sentence. Please check the use of simple past tense
and modal verbs. Some of your spelling mistakes are unacceptable for the level.

Three weeks later, Tomás submitted his second essay about pet owners’ duties. Mrs. Gálvez was
surprised that he committed lots of mistakes concerning grammar and spelling.

Which of the following is one of the drawbacks of Mrs. Gálvez’s feedback?

A Mrs. Gálvez’s feedback avoided positive comments on Tomás’ achievements.

B Mrs. Gálvez’s feedback focused on the content problems of the essay.

C Mrs. Gálvez’s feedback lacked clarity and specificity and had inadequate word choice.

D Mrs. Gálvez’s feedback did not include comments about the coherence of the essay.

32
54 Mr. Gómez has planned a lesson to develop reading comprehension skills with his 10th graders with the
objective of “Showing comprehension of the vocabulary and phrases related to the Unit Globalization
and Communication.” He chose a magazine article related to the effects globalization has had in their
lives. First, he asked students to look at the title and the picture and predict what the article would be
about, writing their predictions on the board. Then he asked them to scan the text for names, places,
dates, or numbers to complete sentences related to the text.

After that, he asked them to read in silence and, while they were reading, they had to underline
words and phrases related to globalization. They confirmed their predictions and shared the words
and phrases they found in the text. They discussed their meaning and worked in pairs to answer some
true/false statements about the text.

Which of the following would be a coherent post-reading activity for this lesson?

A To make statements on globalization.

B To match a list of headings with its corresponding paragraph.

C To create an interview using key words and phrases from the text.

D To revise different articles extracting vocabulary and expressions on the topic.

33
55 9th Grade students are working on the learning objective: “To show comprehension of non-literary
texts looking for keys words, idioms, and vocabulary on education and lifelong learning.” One of the
activities their English teacher has asked them to carry out is the following:

You have become fond of the latest tendencies about nutrition and one of your friends tells you she
has found a perfect website where you can read excellent articles and tips on the topic. You look for
the site, open it and begin to read looking for:

- The healthiest organic food.

- Which is better: low carb or low fat?
- Healthy food you may want to rethink.

What type of reading technique is the preceding activity drilling?

A Inference.

B Scanning.

C Skimming.

D Reflection.

56 Which of the following falls into the category of a foreign language class activity as compared to a
second language class activity?

A Arrange a get-together with native English speakers.

B Do written grammar exercises on common students’ mistakes.

C Plan and carry out a field trip to a museum where the guide speaks English.

D Have students write a letter to the newspaper complaining about one of the latest political
issues.

34
57 One of the learning objectives in English in 11th Grade is “To express oneself orally by means
of monologues of about three-minute extension and dialogues of about sixteen brief and simple
exchanges that incorporate communicative functions of previous years and the function of informing
what has been said by others, expressing a purpose.” While evaluating this objective achievement,
students in this level are asked to present a dialogue in groups of four in which they have to make use
of a given set of vocabulary words, expressions and with a given purpose. Each time a group performs
its dialogue, Mr. Fuentes, their teacher of English, stops the conversation to correct grammar and/or
pronunciation mistakes made by the students.

According to the specific evaluative orientations stated for this level study program, why would Mr.
Fuentes not be acting in conformity to them?

A Because today’s learning theories state that oral expression is better developed within a relaxed
environment.

B Due to the fact that interrupting a student’s speech for correction inhibits the communicative
purpose of the task.

C Since foreign students would always make pronunciation mistakes and they would never
eliminate them completely.

D Because making mistakes is part of every learning process and students should be given
chances to express themselves freely.

58 An English teacher has asked his students to read a text quickly and then to answer the following
question: “What is the main idea of the text?”

Which of the next reading strategies is the teacher asking his students to drill?

A Scanning.

B Skimming.

C Active reading.

D Intensive reading.

35
Inglés Educación Media Científico Humanista

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