The document presents various teaching strategies and activities targeting writing, speaking, listening, and reading skills for different grade levels, focusing on context-driven lessons. Numerous case studies are provided, detailing specific teacher objectives and suitable activities to enhance student engagement and learning outcomes. Each case addresses a different aspect of language acquisition, emphasizing interactive and communicative learning methods.

1. ENGLISH TRAINING 2021
Trainer: Rosa Bertha Llontop Yaipen

2. How much do you remember?
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3. CASE STUDIES
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4. 1.-Braulio wants to reinforce his fourth grade students’ writing skills
by having them work on a persuasive piece of writing. He will take
advantage of the school anniversary. In this context, which of the
following activities is more appropriate for his purpose?
4

5. A.-Have the students write a speech on the way a teacher has
influenced their academic and personal life. Ask them to include
examples of how they have become better persons
thanks to that teacher. The best speeches will be read at the
anniversary ceremony.
B.-Have the students write an essay about the things they like most
about their school. Ask them to describe good memories such as
anecdotes, celebrations, school trips, etc.
Some of their final products will be posted on the school bulletin
board.
C.-Have the students write a flyer to motivate the school community to
participate in the anniversary ceremony. Ask them to include
arguments and appealing information. The
flyers will be distributed within the school premises.
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6. 3.-Freddy’s students have been practicing the topic “Places in
the community.” In this context, he wants his students to
develop their writing skills through a meaningful activity.
Which of the following activities is more appropriate to
achieve the teacher’s purpose?
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7. A.-The students read a magazine about tourist places in
town. Using this information, they write a paragraph about
the most popular tourist spots in town.
B.-The students watch a video about public places in the
city. They identify the places and then, in their notebooks,
they write a short paragraph describing those places.
C.-The students draw a map of their neighborhoods
displaying the two places they like the most. Next, they
write a paragraph giving directions to go from their home
to those places.
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8. 4.-The teacher wants her fourth graders to develop their oral
skills through the topic “Life experiences.” She has thought of
three strategies to achieve her purpose. Which of the following
strategies she has thought of is more meaningful for her
students?
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9. A.-The teacher has the students answer a questionnaire about life
experiences. She asks them to exchange it with a classmate and
read the classmate’s answers for some minutes. Then the teacher
calls on volunteers to report some of their classmate’s answers
aloud.
B.-The teacher tells the students to use the question “Have you
ever…?” to interview their classmates. She tells the students to
ask follow-up questions to get details about their peers’
experiences. Finally, the teacher calls on volunteers to report their
findings to the class.
C.-The teacher puts the students in groups and gives them
biographic information about famous singers. She tells the
students to read the information and decide which singer has had
the most interesting experiences. Finally, the students report the
singer’s experiences to the class.
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10. 5.-Katherine’s students have been dealing with the topic “Personal
belongings.” She wants them to develop their speaking skills
through a communicative activity. Given the teacher’s goal, which
of the following activities is appropriate?
A.-The teacher tells one student to come to the front of the
classroom and sit down, facing his classmates. The teacher writes
the name of a personal belonging on the board, and tells the
student to ask his classmates yes/no questions to try to guess the
name of the object. His classmates must give short responses.
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11. B.-The teacher asks the students to bring a personal belonging.
They sit in groups and one
student shows his object to his peers and they ask him questions
such as: “How did you get the object?”, “Why do you like it?”,
“When did you get it?”, etc. The student answers his classmates’
questions. Once there are no more questions, they swap roles.
C.-The teacher pastes a list with the names of different kinds of
personal belongings on the walls outside the classroom. The
students sit in pairs. One student runs outside, reads one word
and runs back to dictate the word to his partner. His partner writes
the word and then they swap roles. They stop when they’ve written
all the words from the list.
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12. 6.-During her last class, Lucrecia has noticed that her students
have difficulties to pronounce some words. She wants her
students to improve their pronunciation of those words in a
meaningful way. Given Lucrecia’s purpose, which of the following
strategies is it more appropriate to adopt?
12

13. A.-The teacher brings bingo cards with the words she wants the
students to practice. She gives a bingo card to each student and reads
the words aloud for the students to mark them down in their cards.
Finally, she asks the students to pronounce the words as they have
heard them some minutes ago.
B.-The teacher writes on the board the words she wants the students to
practice and reads them while trying to emphasize their correct
pronunciation. After that, she asks the students to repeat each word
after her. Finally, she points at the words randomly and all the students
pronounce them at the same time.
13

14. C.-The teacher writes three tongue twisters on the board. She reads
them aloud and has the students repeat them after her. Then she puts
the students in pairs and asks them to practice those tongue twisters.
Finally, they make their own tongue twister using some of the words
they find more difficult to pronounce and present it to the class.
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15. 7.-A fifth grade teacher wants his students to predict content in a
communicative way. He is going to play the audio of an adventure trip.
Before he plays the audio, which of the following strategies is it more
appropriate to apply to help his students predict the content of the
audio?
A.-The teacher pastes three titles for the story on the board: “The most
exciting adventure ever”, “The scariest experience in my life” and “The
most difficult activity I have done.” Next, he asks the students to work in
pairs to select one of the titles as a guess for the listening they are
about to hear.
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16. .
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B.-The teacher writes on the board four words related to the audio:
“adventure”, “trip”, “water” and “rapids.” In pairs, the students use
those words to discuss the possible context in which the story they
are about to hear will take place. Then the teacher asks the
students to present their ideas to the rest of the class.
C.-The teacher sticks a picture of a person doing bungee jumping
and writes two questions on the board: “What activity is the person
doing?” and “Do you think the activity is safe or dangerous?” Next,
the students have one minute to think about possible answers.
Finally, the teacher elicits the students’ answers and writes the
most common ones on the board.

17. .
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8.-Karla has planned the following strategy in order to help her
students develop their oral fluency:
• First, the teacher puts the students in pairs and reminds them of
vocabulary related to holidays and structures used to talk about
future plans.
• Next, the teacher shows the students pictures of tourist attractions
and tells them to imagine they are going to visit those places during
the holidays. They will describe to their classmate what they plan to
eat and do in those places.
• Afterwards, the students talk to each other while the teacher
monitors. When she identifies grammar mistakes, she interrupts
kindly and corrects them.
• Finally, the teacher has the students practice the pronunciation of
some mispronounced words.

18. .
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Given the teacher’s purpose, which of the following criticisms of
this sequence is appropriate?
A.-The teacher shouldn’t have corrected the students’ grammar
mistakes.
B.-The teacher shouldn’t have had the students practice the
mispronounced words.
C.-The teacher shouldn’t have reminded the students of the
vocabulary related to holidays.

19. .
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9.-.-Julian’s students have trouble when they try to get the gist of
audios. Therefore, Julian will ask his students to listen to a song in
English to help them practice that skill. Taking Julian’s purpose into
account, which of the following aspects is it more important to
consider when choosing the song?
A.-There must be vocabulary the students do not know.
B.-The main idea must be clear for the students to understand it.
C.-The students must be familiar with the verb tenses included.

20. 10.- Alberto’s students are expressing their thoughts about the
text. Here is what Camilo expressed:
“Wedding traditions in Peru are different. For example, in my
community, brides throw a bouquet and other girls try to catch it.
The winner is supposed to get married.”
Which of the following reading skills is Camilo mainly applying in
his intervention?
a.-Skimming
b.-Contextualizing
c.-Inferring meaning
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21. 11.-After listening to the conversation, one student raises his
hand and asks: “Teacher, what are queues?” Which of the
following actions is it more appropriate for Manuel to carry out?
a.-Tell the student the definition of “queue” in English. If he
doesn’t understand it, translate the word “queue” into Spanish.
b.-Explain to the students that queue is a British word and its
synonym in American English is row. Ask the student if he got
the idea or not.
c.-Ask four students to come to the front and line up one behind
the other. Ask the whole class what their peers are doing and
where people usually stand like that.
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22. 12.-Edward’s third graders have been learning the topic “Birthday
celebrations” and he wants to take advantage of that topic to evaluate
his students’ oral skills in a communicative way. He has thought of
three different speaking strategies for that purpose.
Strategy 1: Have the students give a short oral presentation on how
people celebrate birthdays in different countries. Then they answer
questions from their peers.
Strategy 2: Have the students ask and answer questions, in pairs, on
the topic “My dream birthday party.” Call on volunteers to present their
findings in front of the class.
Strategy 3: Have the students practice a conversation from the book
about birthday celebrations. Then call on volunteers to present the
conversation in front of the class.
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23. Which of these assessment strategies is NOT communicative?
a.-Strategy 1.
b.-Strategy 2.
c.-Strategy 3.
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24. 13.-Pedro intends to teach the language function “Giving instructions”
focusing on the language the students need to use to make the recipe
of their favorite dish. Which of the following grammatical structures is
least suited to the language function “Giving instructions”?
a.-Phrasal verbs (chop up, cut out, boil over).
b.-Descriptive adjectives (new, small, delicious).
c.-Imperative forms (empty the bin, pass the fries).
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25. 25
14.-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.

26. 26
Which of the following teaching methods has
Karina applied in the sequence presented?
A.-Task – Based Learning
B.-Content – Based Learning
C.-Presentation – Practice – Production

27. 15.- Angela wants her students to work on the function
Expressing possibility through a speaking activity. Which of
the following structures is appropriate for the language
function Angela wants her students to work on?
A.-Modal verbs
B.-Stative verbs
C.-Action verbs

28. 16.-.-Robert’s year 5 students watched a documentary about
the environmental problems of mining in Cerro de Pasco and
got really interested in the topic. He wants his students to learn
more about the topic and practise their reading skills. He has
planned the following sequence:
The teacher brings a four paragraph newspaper article about the
environmental problems in Cerro de Pasco. Each paragraph of the
article refers to a specific aspect of the topic, as follows:
- Paragraph 1: Description of the problem
- Paragraph 2: Causes
- Paragraph 3: Effects
- Paragraph 4: Solutions
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29. The teacher divides the class into four groups and gives each group a
different paragraph of the article.
The teacher tells the students to read the paragraph and discuss what
they understood. He tells them to take notes of the most important
ideas.
After the students finish the discussion, the teacher takes all the
paragraphs from the students.
He tells the students to form new groups. The new groups have to
include one member of each of the previous groups.
Next, the students use their notes to share the information they gathered
during the reading with their new group.
Finally, the teacher asks the groups to write their own version of the full
article using the information shared by each of their members.
29

30. Which teaching method to reading is developed in the sequence
above?
A.-Project-Based Learning
B.-Problem-Based Learning
C.-Content-Based Learning
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31. 17. Ana’s fourth graders have been working on different types of
writing during the past few months. She has planned the following
sequence to reinforce her students’ writing skills:
The teacher writes the following questions on the whiteboard: What are
the challenges facing Venezuelans in their country? and How could you
help Venezuelan refugees in your local community?
In small groups of four, students share their ideas and make a list of all
the them. Then the teacher asks one volunteer per group to share the
groups’ ideas with the class.
The teacher reminds the students of the different writing products they
have been working on such as brochures, posters and flyers.
Groups are given some time to prepare their products.
Finally, each group displays their final writing product in the school
hallway to create awareness of the refugee problems in Peru.
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32. Based on the sequence above, which of the following
methods to teaching writing has Ana adopted?
A.-Task-based learning
B.-Problem-based learning
C.-Presentation-Practice-Production
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33. 18.-Diego wants his grade 5 students to talk about hypothetical conditions and
their probable results using the “second conditional”. He has planned the following
activity as the first step of his lesson:
 The teacher puts the students in pairs. Each pair received an envelope
with if clause and main clause cards, for example: If we won the lottery, /
we would visit Paris.
 The students have to match the two cards to make a complete sentence.
▰When all the pairs have finished, the teacher elicits the possible sentences and
writes some of them on the board.
 The teacher writes the following questions on the board: How many clauses do
you see?
▰How does the “conditional clause” start? What tense is used in the
conditional clause? What tense is used in the “main clause”? When do we
use this type of sentences?
 The students discuss their answers in pairs, then some volunteers share
their ideas with the rest of the class.
 Then the students do some exercises about hypothetical conditions
using second conditional sentences individually.
 Finally, the students create their own examples in groups. 33

34. Which approach is Diego trying to promote?
A.-Inductive
B.-Deductive
C.-Functional
34

35. 19.-Nancy wants her grade 5 students to be able to write
sentences in the passive voice. She has planned the following
activity as the first step of her lesson:
 The teacher gives the students a handout and they read some
examples of the passive voice and the explanation of the form
and use.
 The teacher asks the students if they have any questions.
 Then the students do some fill in the gap exercises focusing on the
form of the passive voice.
 Finally, the students create their own examples.
Which approach is Nancy trying to promote?
A.-Inductive
B.-Deductive
C.-Functional
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36. 20.-Brenda’s fourth graders have been talking about “Health
problems” during the past few sessions. Given that context, she
wants them to practice Giving advice and suggestions. She has
planned the following sequence:
• The teacher pairs up the students and gives each one a role.
Student A is the doctor and student B is the patient. Student B has
to describe the symptoms of a health problem he is experiencing
such as a stomachache, a headache, a cough, etc., and student A
has to give him advice to get better.
36

37. • The students work for some minutes and then the teacher calls
on volunteers to present the conversation.
• Finally, the students reflect on the language related to advice
and suggestions used during the activity and the teacher elicits
other situations in which they can use that language.
Which approach to teaching grammar is Brenda trying to
promote?
A.-Inductive approach.
B.-Deductive approach.
C.-Functional approach.
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38. 21.-Gabriel has noticed that when his fourth graders practice a dialogue,
they focus on the language, but not on the nonverbal and paraverbal
resources they can use to express ideas effectively. Before his students
start practicing a dialogue about their vacation plans, Gabriel wants to give
them an appropriate instruction to help them focus more on those
resources
Which of the following instructions is the best for his purpose?
A.-“Organize your ideas well and use different linking words to connect
them properly. You have to follow a coherent sequence in your dialogue.”
B.-“Try to be as fluent as possible while talking to your classmate and
continue the dialogue without gaps in it. You have to practice the dialogue
several times.”
C.-“Stress the relevant phrases you want to point out in the dialogue and
make pauses when necessary. You have to take into account that facial
expressions matter.”
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39. 39
22.-Ursula is going to use important historical events of the
21st century to provide the context for her writing class.
Because of this, she would like to know what information
students have on that topic, so that she can adapt her lesson
plan to their needs if necessary. She gives the
following instructions:
Based on the teacher’s purpose and the instructions given,
which of the following types of assessment is she carrying
out?
A.-Final assessment.
B.-Process assessment.
C.-Diagnostic assessment.

40. 40
23.-Choose one of the alternatives to complete the given sentence
with the correct modal verb.
Sentence: I have no time. I_________ leave now if I don’t want to
miss the bus.
A.-may
B.-might
C.-must

41. 41
24. What would you do if it ________ on your wedding
day?
a.-rained
b.-will rain
c.-would rain
25.-. If she comes, I _____ call you.
a.-will
b.-would
c.-would have

42. 42
26. If they had not _____ the car, I would have
driven you.
a.-take
b.-taken
c.-would take
27. If it snows, ________ still drive to the coast?
a.-will you
b.-would you
c.-would you have

43. explainingexplainin
28.-Irene would like her students to perform a roleplay, within the context
of two language functions. For this purpose, she provides them with
these expressions:
• What happened? How are you feeling?
• Are you ok? You look worried.
• Is everything under control?
• Before you move on, I’d like to say…
• Can I just add something here?
Which two language functions are the ones Irene would like her students
to practice?
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44. explainingexplainin
A.-Complimenting someone / establishing guidelines.
B.-Expressing concern / interrupting another speaker politely.
C.-Asking about other people’s opinions / clarifying or arranging one’s
ideas.
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45. explainingexplainin
29.-Zulema wants her students to use the following expressions in a
conversation: “What a bummer!”, “I was so looking forward to…”, “Is that
it?” and “Why didn’t you…?”
Which of the following language functions is Zulema trying to promote?
A.-Expressing wishes.
B.-Expressing preferences.
C.-Expressing disappointment.
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46. explainingexplainin
30.-. Yolanda wants to help her students improve their speaking skills.
Before starting a speaking practice, she provides them with the following
expressions: “That’s exactly how I feel” / “That’s so true” / “You’re
absolutely right” / “You have a point there.”
Considering the expressions provided, which is the language function
that Yolanda wants her students to practice?
A.-Making suggestions.
B.-Persuading someone.
C.-Expressing agreements.
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47. explainingexplainin
31.-Milena wants to help her students improve their speaking skills
through a short discussion. She tells them to use the following
expressions: “Speaking personally…”/ “In my view...”/ “The way I see it…”
What language function corresponds to the structures Milena wants her
students to practice?
A.-Making complaints.
B.-Giving clarifications.
C.-Expressing opinions.
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48. explainingexplainin
32.-Ivan wants his students to practice the following expressions in a
communicative way: “Excuse me, but there seems to be a problem
here”, “Perhaps there was a misunderstanding but…”, “Can I give you
a hand?”, “What can I do for you?”
Which of the following language functions are these structures most
suitable for?
A.-Expressing doubt/giving advice.
B.-Making complaints/offering help.
C.-Demanding explanations/explaining.
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49. explainingexplainin
33.-Martin wants to help his students improve their speaking skills.
Before starting a speaking practice, he provides them with the following
expressions: “I wouldn’t be surprised if…” / “Knowing him, he’ll…” / “I
bet…”
Considering the expressions provided, which is the language function
that Martin wants his students to practice?
A.-Making guesses.
B.-Making complaints.
C.-Making generalizations.
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50. explainingexplainin
34.-Estela’s students are going to write a short paragraph. She asks
them to use the following expressions:
• It is obvious that…
• Knowing the trends, …
• We can establish that…
• According to the information I got…
• The way in which the information was compiled…
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51. explainingexplainin
Which of the following language functions corresponds to the
expressions Estela wants her students to practice?
A.-Interpreting data.
B.-Expressing wishes.
C.-Showing preferences.
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52. explainingexplainin
35.-Esteban’s students are going to have a round table discussion in
groups. He will provide them with the following expressions to improve
their oral interaction:
• What do you reckon about...?
• We can’t deny that...
• Where do you stand on...?
• Without doubt...
52

53. explainingexplainin
Which of the following language functions is NOT involved in the
expressions provided?
A.-Distrusting information.
B.-Inquiring someone.
C.-Expressing certainty.
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54. 54
ANSWER KEY
1.- C 11.- C
2.- C 12.-C
3.- C 13.- B
4.- B 14.- A
5.- B 15.-A
6.- C 16.- C
7.- B 17.- B
8.- A 18.-A
9.-B 19.-B
10.- B 20.- C

55. 55
ANSWER KEY
21.- C
22.- C
23.- C
24.- A
25.- A
26.- B
27.- A

56. 56
ANSWER KEY
28.-B
29.-C
30.-C
31.-C
32.-B
33.-A
34.-A
35.-A