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Ceneval EGAL-EIN - Licenciatura en Enseñanza del Inglés study materials
Ceneval EGAL-EIN - Licenciatura en Enseñanza del Inglés study resources

Ceneval EGAL-EIN - Licenciatura en Enseñanza del Inglés practice questions

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Question 1Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

In a communicative lesson on ordering food, the teacher wants learners to practise a transactional exchange. Which task type most directly develops this competence?

  1. Learners complete a gap-fill using the past simple of 'to order'.
  2. The teacher reads a recipe aloud while learners take dictation.
  3. Learners memorise a list of twenty restaurant vocabulary items.
  4. Pairs role-play a waiter and customer using a menu and a price list. Correct answer.

Explanation

Transactional competence is developed by rehearsing the whole exchange in a realistic situation, so a role-play with a menu and prices requires learners to negotiate meaning, request, confirm and pay. Gap-fills, vocabulary lists and dictation work on isolated forms rather than on the interactive purpose of the exchange.

Question 2Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

A teacher plans a reading lesson following the standard receptive-skills sequence. Which order of stages is pedagogically coherent?

  1. Post-reading discussion, then gist reading, then pre-reading vocabulary, then detailed reading.
  2. Pre-reading prediction, then gist reading, then detailed reading, then post-reading response. Correct answer.
  3. Detailed reading, then pre-reading prediction, then post-reading discussion.
  4. Gist reading, then post-reading response, then pre-reading prediction, then detailed reading.

Explanation

Receptive-skills methodology moves from establishing context and purpose (pre-reading) to global comprehension (gist), then to closer interpretation (detailed reading), and finally to a response that links the text to the learner. Each stage prepares the cognitive work of the next, so reversing the order removes the support learners need.

Question 3Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

During a speaking activity, a learner says 'He don't like coffee'. The teacher notes the error and addresses the third-person -s in a later focused stage. This decision best illustrates which principle?

  1. Immediate correction to prevent fossilisation of the error.
  2. Replacing the task with a grammar-translation exercise.
  3. Delayed correction to preserve fluency in a communicative task. Correct answer.
  4. Ignore the error because grammar is not part of speaking.

Explanation

Postponing correction until after a fluency-focused task protects the communicative purpose of the activity while still attending to accuracy later. This is the rationale for the fluency-then-accuracy staging common in communicative methodology.

Question 4Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

Which activity is designed primarily to develop learners' ability to infer the meaning of unknown words from context?

  1. Learners listen to a recording and write down every word they hear.
  2. Learners translate a paragraph word by word into Spanish.
  3. Learners copy definitions of new words from a bilingual dictionary.
  4. Learners read a short narrative with two unfamiliar words glossed nowhere and choose likely meanings from surrounding clues. Correct answer.

Explanation

Inferring from context requires learners to use surrounding linguistic and semantic clues to construct a plausible meaning, which is exactly what the narrative task demands. Dictionary copying, translation and dictation do not require inferential processing of context.

Question 5Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

A teacher wants to assess learners' ability to write a formal email of complaint. Which instrument gives the strongest direct evidence of that ability?

  1. A 150-word email written to a given scenario and scored with an analytic rubric. Correct answer.
  2. A multiple-choice test on formal email conventions.
  3. A vocabulary matching exercise on complaint lexis.
  4. An oral interview about the learner's last holiday.

Explanation

Direct assessment of a writing ability requires learners to produce the target genre under specified conditions and to be judged against explicit criteria, which an analytic rubric applied to a real email provides. The other instruments test recognition, isolated lexis, or an unrelated oral skill.

Question 6Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

Which statement best describes the role of the affective filter in second language acquisition?

  1. It describes the physical filtering of sounds in the auditory canal.
  2. It determines the order in which grammatical morphemes are acquired.
  3. It is the stage at which learners transfer first-language syntax.
  4. It explains how comprehensible input is converted into intake when anxiety and motivation are favourable. Correct answer.

Explanation

The affective filter is a metaphorical barrier: low anxiety, high motivation and good self-confidence allow input to reach the language acquisition device, while high anxiety blocks it. It therefore conditions how much comprehensible input becomes intake.

Question 7Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

In a task-based lesson, which element most clearly distinguishes the task phase from a traditional presentation stage?

  1. Learners repeat sentences chorally after the teacher.
  2. The teacher explains the target structure before learners use it.
  3. Learners complete a worksheet on the present perfect.
  4. Learners work towards a non-linguistic outcome, such as agreeing on a class trip itinerary, using whatever language they have. Correct answer.

Explanation

In task-based methodology the task is defined by a real-world outcome achieved through language, and the language focus comes afterwards based on what emerged. Teacher pre-explanation, choral repetition and form-focused worksheets belong to presentation-oriented approaches.

Question 8Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

A teacher selects a listening text in which speakers talk about a familiar school routine at near-natural speed. Which factor most improves learners' chances of understanding the text?

  1. Playing the recording only once with no preparation.
  2. Setting a comprehension purpose before listening, such as identifying who has which class. Correct answer.
  3. Reading the transcript aloud before the first listening.
  4. Asking learners to transcribe the recording word for word.

Explanation

Setting a purpose before listening activates relevant schemata and directs attention to the information needed, which supports top-down processing. Transcription, unprepared single play and pre-reading the transcript either overload working memory or remove the listening challenge.

Question 9Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

Which pair correctly matches a language teaching approach with its central principle?

  1. Grammar-translation: meaning is negotiated through authentic interaction.
  2. Audio-lingualism: habit formation through repetition and drills. Correct answer.
  3. Total physical response: explicit analysis of syntactic rules.
  4. Communicative language teaching: translation of literary texts as the main goal.

Explanation

Audio-lingualism drew on behaviourist learning theory and treated language learning as habit formation, hence pattern drills and repetition. The other pairings misrepresent their approaches' core principles.

Question 10Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

A learner at CEFR B1 level can 'deal with most situations likely to arise while travelling'. This descriptor belongs to which skill area in the CEFR?

  1. Written production.
  2. Reading comprehension.
  3. Spoken interaction. Correct answer.
  4. Phonological control.

Explanation

The CEFR descriptor about coping with most travel situations refers to managing spoken encounters, which is classified under spoken interaction. Written production, reading and phonological control have their own separate descriptor scales.

Question 11Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

In a lesson on the present perfect, the teacher contrasts 'I have lived here for five years' with 'I lived there for five years'. Which technique is being used?

  1. Concept-checking questions about a single form.
  2. Contrastive analysis of two forms to highlight a meaning difference. Correct answer.
  3. Elicitation of vocabulary through pictures.
  4. A fluency activity with no focus on form.

Explanation

Placing two forms side by side so learners notice how the choice changes meaning is a contrastive, form-focused technique that supports noticing. It is not a single-item concept check, nor vocabulary elicitation, nor a purely fluency activity.

Question 12Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

Which feedback move is most consistent with a process approach to writing?

  1. The teacher corrects every surface error in red ink on the final draft.
  2. Peers and the teacher respond to content and organisation between drafts, with revision expected. Correct answer.
  3. Learners copy a model essay and submit it unchanged.
  4. Learners receive only a final grade with no comments.

Explanation

A process approach values multiple drafts and formative response that guides revision, so feedback between drafts on content and organisation is central. Error-only marking of a final draft, grade-only feedback and copying a model treat writing as a single product.

Question 13Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

A test contains items that consistently produce similar scores on repeated administrations, but it measures only recognition of isolated grammar items. Which quality does the test clearly lack?

  1. Objectivity of scoring.
  2. Practicality of administration.
  3. Reliability.
  4. Construct validity for communicative ability. Correct answer.

Explanation

Consistent scores indicate reliability, but if the construct of interest is communicative ability, a test of isolated grammar recognition does not measure it, which is a validity problem. Reliability and objectivity are present, and nothing in the description suggests impractical administration.

Question 14Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

Which activity best exemplifies a information-gap task that requires genuine communication?

  1. Learners read the same timetable and answer true/false questions.
  2. Learners copy the timetable into their notebooks.
  3. Learners repeat the days of the week in chorus.
  4. Each learner holds half of a split timetable and must ask a partner to complete the missing entries. Correct answer.

Explanation

An information-gap task works because each learner holds information the other needs, creating a genuine reason to exchange messages. Sharing the same complete timetable, choral repetition and copying remove that gap and the communicative need it creates.

Question 15Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

A teacher wants to develop learners' strategic competence in speaking. Which classroom procedure targets this most directly?

  1. Learners complete a worksheet on irregular verb forms.
  2. Learners listen to a lecture on grammar rules.
  3. Learners practise circumlocution and paraphrasing when they cannot recall a word. Correct answer.
  4. Learners memorise a dialogue and perform it verbatim.

Explanation

Strategic competence is the ability to overcome communication breakdowns, so practising paraphrase and circumlocution trains learners to keep meaning going when lexis fails. Memorised performance, verb worksheets and lectures do not address strategies for managing breakdowns.

Question 16Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

Which statement about the role of the first language in the English classroom reflects current mainstream methodology?

  1. First-language use should replace English whenever learners feel confused.
  2. Judicious use of the first language can support comprehension, classroom management and metacognitive discussion. Correct answer.
  3. The first language should be banned absolutely at all levels and in all activities.
  4. The first language should be the main medium of instruction for advanced learners.

Explanation

Contemporary methodology treats the first language as a resource that can support comprehension and reflection when used purposefully, while maximising meaningful exposure to English. Absolute bans and wholesale substitution both oversimplify the issue.

Question 17Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

A teacher writes the following objective: 'By the end of the lesson, learners will be able to describe their daily routine using the present simple with at least five different verbs.' Which feature makes this a well-formed learning objective?

  1. It names a specific observable performance and a criterion for success. Correct answer.
  2. It states the topic of the lesson without specifying learner behaviour.
  3. It lists the materials the teacher will use.
  4. It describes the teacher's actions during the lesson.

Explanation

A well-formed objective specifies observable learner behaviour, the conditions and a criterion, which this statement does by naming the task, the target structure and a measurable minimum. Topic labels, materials lists and teacher actions do not define learner outcomes.

Question 18Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

During a group discussion, the teacher notices that one learner dominates while others stay silent. Which intervention best supports equitable participation without abandoning the communicative aim?

  1. Cancel the discussion and return to whole-class grammar practice.
  2. Publicly reprimand the dominant learner in front of the class.
  3. Allow the pattern to continue because fluency matters more than participation.
  4. Assign rotating roles with speaking turns and monitor to ensure quieter learners contribute. Correct answer.

Explanation

Structuring group work with roles and turn-taking distributes participation while preserving the communicative purpose of the discussion. Cancelling the task, public reprimand and passive acceptance either sacrifice the aim or harm the classroom climate.

Question 19Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

Which technique is most appropriate for presenting the meaning of the word 'crowded' to elementary learners?

  1. Asking learners to write the word ten times.
  2. Giving the dictionary definition orally.
  3. Translating the word once and moving on.
  4. Showing two contrasting pictures of a bus and asking learners which is crowded. Correct answer.

Explanation

Concrete lexis is most efficiently conveyed through visuals and contrast, which let learners construct the meaning before the form is labelled. Dictionary definitions, single translations and repetition do not establish meaning securely.

Question 20Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

A learner consistently pronounces 'very' as 'berry' and 'vote' as 'boat'. Which area of phonology should the teacher prioritise?

  1. Intonation patterns in questions.
  2. Contrast between /v/ and /b/. Correct answer.
  3. Connected speech features such as elision.
  4. Word stress placement.

Explanation

The substitutions described involve confusion between the labiodental fricative /v/ and the bilabial plosive /b/, so minimal-pair work on that contrast is the priority. Stress, intonation and connected speech are separate phonological systems.

Question 21Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

Which assessment practice best illustrates formative assessment?

  1. A final examination that determines the course grade.
  2. A short exit ticket at the end of a lesson used to plan the next lesson. Correct answer.
  3. A placement test administered before the course begins.
  4. A standardised proficiency certificate awarded at graduation.

Explanation

Formative assessment gathers evidence during learning in order to adjust teaching, which is precisely the function of an exit ticket used to plan the next lesson. Final exams, placement tests and certificates serve summative or administrative purposes.

Question 22Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

A teacher wants learners to notice the difference between 'I used to play tennis' and 'I am used to playing tennis'. Which procedure best promotes noticing?

  1. The teacher explains both forms and learners copy the rules.
  2. Learners examine a short text containing both forms, classify the examples and explain the difference to a partner. Correct answer.
  3. Learners translate both sentences into Spanish.
  4. Learners memorise the two sentences by heart.

Explanation

Noticing is promoted when learners themselves identify and analyse target forms in context and articulate the contrast, which the classification-and-explanation task requires. Teacher explanation with copying, translation and memorisation keep learners passive.

Question 23Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

In the context of teaching English as a foreign language, which description best characterises the learners' exposure to the target language?

  1. English is the dominant language of the surrounding community.
  2. Learners never receive any instruction in English.
  3. English is studied mainly in the classroom with limited authentic contact outside it. Correct answer.
  4. Learners acquire English naturally from birth in the home.

Explanation

A foreign-language setting is defined by limited everyday contact with the target language, so classroom exposure carries most of the learning burden. Dominant community use and natural home acquisition describe second-language or bilingual settings.

Question 24Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

A teacher adapts a textbook unit by adding a local news story and replacing a culturally distant reading. This decision is best described as:

  1. Materials evaluation leading to adaptation for relevance. Correct answer.
  2. Summative assessment of the textbook.
  3. A change in the learners' proficiency level.
  4. A failure to follow the syllabus.

Explanation

Adapting published materials to make them more relevant and accessible to a particular group is a recognised part of materials evaluation and development. It does not alter the learners' level or constitute a failure to follow the syllabus when objectives are preserved.

Question 25Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

Which activity most effectively integrates reading and writing in a single sequence?

  1. Learners read a text and answer ten multiple-choice questions.
  2. Learners read a short opinion column and then write a reply expressing their own view. Correct answer.
  3. Learners write a list of ten irregular verbs.
  4. Learners listen to a song and sing along.

Explanation

Integration occurs when the product of one skill becomes the input or purpose for another, as when a reading provides content and model for a written response. Comprehension questions, verb lists and singing keep the skills separate.

Question 26Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

In a lesson focused on developing oral fluency, the teacher plans a 'pyramid discussion' in which pairs first reach agreement, then pairs merge into fours, and finally the whole class negotiates one position. Which feature of this procedure most directly supports fluency development in the target language?

  1. It provides repeated opportunities to restate and negotiate meaning with different interlocutors. Correct answer.
  2. It replaces communicative interaction with explicit instruction in discourse markers.
  3. It requires learners to repeat the same fixed dialogue several times with accurate pronunciation.
  4. It guarantees that each learner produces grammatically perfect utterances before moving on.

Explanation

Fluency grows when learners reuse language across successive interactions, recycling the same meanings with new partners and adding negotiation as the group grows. The pyramid structure multiplies meaningful repetition without turning the activity into mechanical drilling or accuracy gatekeeping.

Question 27Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

A teacher wants to check learners' understanding of the instruction 'Open your books at page twelve and underline the verbs in the dialogue' before they begin. Which checking procedure is most appropriate?

  1. Asking 'Does everyone understand?' and continuing when nobody answers.
  2. Writing the instruction on the board and translating it into the first language.
  3. Asking a learner to demonstrate the action on the page while the class observes. Correct answer.
  4. Asking one strong learner to repeat the instruction aloud to the class.

Explanation

Instruction checking should yield observable evidence that learners can perform the action, and a demonstration shows whether the sequence of steps is understood. Yes/no questions and single-student repetition give weak or ambiguous evidence of comprehension.

Question 28Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

A teacher plans a unit around the school canteen. Learners interview staff, collect data on food waste, write a short report with recommendations, and present it to the canteen manager. Which curricular model does this sequence most closely reflect?

  1. A project-based approach culminating in an authentic outcome. Correct answer.
  2. A test-teach-test cycle centred on discrete-item assessment.
  3. A synthetic structural syllabus organised by grammar points.
  4. Content and language integrated learning focused on a subject syllabus.

Explanation

The unit is driven by a real problem, integrates research, writing and presentation, and ends in a product addressed to an authentic audience. That combination of process and genuine outcome is the defining pattern of project-based work.

Question 29Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

Which statement best describes the purpose of a 'pre-reading' stage in an English lesson built around a short article?

  1. It replaces the while-reading stage when the text is short and the class is large.
  2. It tests learners' comprehension of the article before they read it so that the teacher can set the level.
  3. It requires learners to translate the whole text so that no unknown vocabulary remains.
  4. It activates relevant schemata and pre-teaches key lexis so that learners can engage with the text more successfully. Correct answer.

Explanation

Pre-reading prepares learners cognitively and linguistically, activating background knowledge and dealing with blocking vocabulary so that the main reading can proceed. It is preparation for comprehension, not a substitute for reading or a translation exercise.

Question 30Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

A teacher wants to assess learners' ability to use linking devices in an argumentative paragraph. Which scoring approach is most suitable?

  1. An analytic rubric with a criterion for cohesion and coherence applied to the paragraph. Correct answer.
  2. A dictation of ten sentences containing connectors.
  3. A word-count requirement that rewards longer paragraphs.
  4. A multiple-choice test on the definitions of individual linking words.

Explanation

An analytic rubric states criteria for cohesion and coherence and applies them to the actual written product, which is what the objective targets. Recognition items and dictation measure knowledge about connectors rather than their use in connected discourse.

Question 31Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

Which procedure most directly develops learners' ability to infer the meaning of unknown words from context while reading?

  1. Asking learners to underline every word they do not know and copy the definitions.
  2. Modelling how to use surrounding clauses and word-formation clues, then having learners apply the strategy to further items. Correct answer.
  3. Providing a bilingual glossary for every unfamiliar word in the text.
  4. Reading the text aloud to the class before they read it silently.

Explanation

Strategy instruction works by modelling the inferencing process, then transferring responsibility to learners who practise it on new items. Glossaries and copying definitions remove the need to infer, and reading aloud does not teach the strategy.

Question 32Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

A teacher wants to recycle previously taught vocabulary in a new context without turning the activity into a memorisation quiz. Which task design best achieves this?

  1. A matching exercise pairing each word with its Spanish translation.
  2. A spelling test on the target words administered at the start of the lesson.
  3. A ranking task in which learners discuss and order items using the target lexis in a new scenario. Correct answer.
  4. A gap-fill in which every sentence is taken verbatim from the original presentation.

Explanation

Recycling in a new context requires learners to retrieve and use the lexis for a fresh communicative purpose, which a discussion and ranking task provides. Verbatim gap-fills, spelling tests and translation matching keep the items at recognition level in the original frame.

Question 33Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

In a lesson on countable and uncountable nouns, a teacher presents 'There are some apples' and 'There is some milk'. Which presentation technique most efficiently makes the grammatical contrast salient to beginner learners?

  1. Explaining the rule in the first language and asking learners to memorise it.
  2. Asking learners to find the rule in a grammar reference and report back.
  3. Showing two sets of real objects or pictures and eliciting the contrasting sentences alongside them. Correct answer.
  4. Writing both sentences on the board and asking learners to translate them.

Explanation

Visual anchoring of countable and uncountable referents lets beginners perceive the contrast in meaning before the form is named. Eliciting the two sentence patterns beside the objects connects grammar to observable quantity.

Question 34Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

A teacher notices that learners can produce the target structure accurately in controlled exercises but not in free discussion. Which explanation is most consistent with current second language acquisition research?

  1. Learners have declarative knowledge of the rule but have not yet proceduralised it for real-time use. Correct answer.
  2. Free discussion tasks should be postponed until accuracy is permanently established.
  3. The structure is too easy and therefore demotivating in communicative tasks.
  4. Controlled practice should be abandoned because it prevents any learning.

Explanation

Knowing a rule explicitly does not guarantee access to it under the processing pressure of real-time communication, so transfer requires gradual proceduralisation through supported use. Controlled practice is a stage in that development, not an obstacle to be removed.

Question 35Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

Which activity is best described as a 'jigsaw reading'?

  1. Learners read a text and then cut it into strips for a colleague to reassemble.
  2. The class reads a text aloud in turn, one sentence per learner.
  3. Each group reads the same short text and answers identical comprehension questions.
  4. Different groups read different sections of a text and then combine their information to complete a whole picture. Correct answer.

Explanation

Jigsaw reading divides information across groups, creating an information gap that must be closed through exchange. The interdependence of the parts is what distinguishes it from uniform reading or text-reconstruction tasks.

Question 36Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

A teacher wants learners to become more independent in monitoring their own spoken errors during pair work. Which procedure best supports this goal?

  1. The teacher collects written work and returns it with all errors underlined.
  2. Learners record a short pair task, transcribe a segment, and identify one or two errors to work on next lesson. Correct answer.
  3. The teacher corrects every error immediately during the pair activity.
  4. Pairs are asked to speak only in complete, perfectly formed sentences.

Explanation

Self-monitoring develops when learners notice their own output, and recording plus transcription makes that noticing concrete and manageable. Selecting a small number of errors keeps the task focused and links it to future action.

Question 37Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

A teacher has a mixed-ability class and wants to differentiate a reading task without creating visibly different materials for different learners. Which approach is most appropriate?

  1. Use one text with tiered tasks: core comprehension questions for all, with extension questions requiring inference and evaluation. Correct answer.
  2. Let learners choose whether to do the reading task or a vocabulary worksheet.
  3. Give weaker learners a translation of the text and stronger learners the original.
  4. Give all learners the same text and the same questions so that standards remain equal.

Explanation

Tiered tasks on a shared text differentiate the cognitive demand while keeping the class on the same content, which supports both access and challenge. It avoids labelling learners through visibly different materials.

Question 38Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

Which statement best characterises the role of 'teacher talk time' in a communicative English lesson?

  1. It should be maximised because learners acquire language mainly by listening to accurate models.
  2. It should match learner talk time in a strict fifty-fifty ratio in every lesson.
  3. It should be eliminated entirely so that learners hear only each other.
  4. It should be reduced where possible, but used purposefully for instruction, modelling and feedback. Correct answer.

Explanation

Communicative lessons prioritise learner interaction, yet teacher talk remains necessary for clear instruction, modelling and feedback, so the aim is purposeful rather than minimal or maximal use. A rigid ratio ignores the varying demands of different stages.

Question 39Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

A teacher wants to introduce the concept of register to intermediate learners. Which task most effectively makes the concept concrete?

  1. Learners compare two emails making the same request, one to a friend and one to a headteacher, and identify the differences. Correct answer.
  2. Learners complete a gap-fill using the present simple in a formal letter.
  3. Learners list ten formal words and their informal equivalents from a dictionary.
  4. Learners memorise a list of polite phrases for use in examinations.

Explanation

Register becomes concrete when learners see the same communicative purpose realised differently according to audience and relationship. Comparing parallel texts makes those choices visible and discussable.

Question 40Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

Which pronunciation focus is most appropriate for a class whose first language does not mark final consonant clusters, such as '-sks' in 'asks'?

  1. A grammar explanation of third-person singular endings.
  2. A reading passage containing many words with the cluster.
  3. A spelling rule explaining when 's' is silent.
  4. Contrastive listening and controlled production of words with and without the final cluster. Correct answer.

Explanation

When a cluster is absent from the first language, learners first need to perceive the difference and then practise producing it in controlled conditions. Contrastive listening plus focused production targets both perception and articulation.

Question 41Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

A teacher wants to develop learners' ability to write a formal complaint letter. Which sequence best reflects a genre-based approach?

  1. Learners complete a gap-fill of connectives before writing a narrative.
  2. Learners study a list of formal adjectives and then write freely on any topic.
  3. Learners analyse a model to identify its moves and language, co-construct a text with the teacher, then write independently. Correct answer.
  4. Learners write a complaint letter first, then compare it with a model and rewrite it.

Explanation

Genre pedagogy moves from deconstruction of a model through joint construction to independent construction, making the target moves and language explicit. This gradual release of responsibility distinguishes it from trial-and-error writing.

Question 42Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

Which classroom arrangement best supports a 'mingle' activity in which each learner must find a partner who matches a description on a card?

  1. A whole-class teacher-fronted question-and-answer session.
  2. Rows of desks facing the board with learners remaining seated.
  3. Learners standing and moving around the room to interview different classmates. Correct answer.
  4. Pairs working at fixed desks with the same partner throughout.

Explanation

A mingle requires learners to circulate and interact with multiple partners, so free movement around the room is integral to the task. Fixed seating or teacher-fronted formats would prevent the intended multiple exchanges.

Question 43Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

A teacher uses a 'running dictation' in which one learner reads a short text on the wall and dictates it to a seated partner who writes it down. Which language skill does this activity primarily integrate?

  1. Reading and writing only, with no oral component.
  2. Listening and speaking only, with writing done later at home.
  3. Reading, speaking, listening and writing in a single collaborative task. Correct answer.
  4. Grammar accuracy measured through a final written test.

Explanation

The reader must read and hold the text, then speak it; the writer must listen and write, and the pair negotiate meaning throughout. Running dictation therefore integrates all four skills in one collaborative procedure.

Question 44Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

A teacher wants to check whether learners can use the past simple and past continuous together to narrate a story. Which assessment task provides the strongest evidence?

  1. A translation of five sentences from Spanish into English.
  2. A multiple-choice exercise choosing between the two tenses in isolated sentences.
  3. A list of ten past simple verbs to be memorised.
  4. A short oral or written narrative in which learners recount an event using both tenses appropriately. Correct answer.

Explanation

The objective concerns using the two tenses together in narration, so assessment must require connected discourse where the background and foreground relationship is expressed. Isolated items and memorisation do not show that integrated ability.

Question 45Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

Which statement best describes the function of 'concept checking questions' (CCQs) in a grammar lesson?

  1. They replace the need for any controlled practice of the new structure.
  2. They confirm that learners have understood the meaning of the target structure rather than its form. Correct answer.
  3. They test learners' ability to spell the target structure correctly.
  4. They measure learners' general proficiency level for placement purposes.

Explanation

CCQs are designed to verify comprehension of meaning, for example by asking about time or speaker attitude, rather than to drill form. They are a checking stage within presentation, not a placement instrument or a substitute for practice.

Question 46Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

A teacher wants to encourage learners to use English for classroom management, such as asking to borrow a pen or open the window. Which approach is most likely to succeed?

  1. Correcting learners sharply whenever they use the first language for these purposes.
  2. Ignoring classroom language entirely and focusing only on the syllabus content.
  3. Requiring learners to write the phrases ten times each for homework.
  4. Displaying and regularly practising a small set of classroom phrases, and responding positively when learners use them. Correct answer.

Explanation

Classroom language becomes habitual when it is displayed, rehearsed and reinforced through genuine use in routine situations. Positive response encourages uptake, whereas punishment or copying does not build communicative habits.

Question 47Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

A teacher is planning the first lesson with a new group and wants to establish routines that support speaking. Which combination is most coherent?

  1. Clear signals for starting and ending pair work, assigned roles, and a predictable slot for a short speaking task each lesson. Correct answer.
  2. A seating plan that changes weekly, no fixed signals, and spontaneous activities.
  3. Silent individual work for most of the lesson to keep noise low.
  4. Teacher-fronted questioning for the whole lesson to maintain control.

Explanation

Predictable signals and roles reduce transition time and make pair work efficient, while a regular speaking slot normalises oral interaction. Coherence comes from routines that consistently enable rather than restrict learner talk.

Question 48Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

Which statement best explains why a teacher might use a 'notice-the-gap' task before explicit grammar explanation?

  1. Explicit explanation is unnecessary if learners have seen enough examples.
  2. Encountering examples and noticing a pattern prepares learners to understand an explicit explanation. Correct answer.
  3. Noticing tasks are only suitable for advanced learners who already know the rule.
  4. Learners remember rules better when they are told the rule before seeing any examples.

Explanation

Noticing tasks direct attention to form in context, creating a cognitive readiness that makes a subsequent explanation more meaningful. The explanation then labels and consolidates a pattern learners have already observed.

Question 49Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

A teacher wants learners to develop the ability to give a short, structured presentation. Which support is most appropriate at the planning stage?

  1. An instruction to speak for five minutes without any preparation.
  2. A full script written by the teacher for learners to memorise.
  3. A list of fifty presentation idioms to be learned by heart.
  4. A planning frame with slots for opening, main points and closing, plus a rehearsal with a partner. Correct answer.

Explanation

A planning frame scaffolds the rhetorical structure while leaving language choices to learners, and rehearsal provides low-stakes practice. This support develops the ability to organise a talk rather than to reproduce someone else's text.

Question 50Conocimientos y habilidades para la enseñanza del inglés (dominios no enumerados en la fuente)

A teacher notices that learners avoid using relative clauses in free writing even after focused practice. Which follow-up is most likely to promote transfer?

  1. Repeating the original controlled exercises until performance is error-free.
  2. Telling learners that relative clauses will appear in the next examination.
  3. Setting a writing task with a communicative need for relative clauses, such as describing a person or place to a reader who does not know it. Correct answer.
  4. Asking learners to copy ten model sentences containing relative clauses.

Explanation

Transfer is supported when the target form serves a genuine communicative purpose that makes its use necessary rather than optional. A task that requires identification of a person or place creates that need.