Documentos de Académico
Documentos de Profesional
Documentos de Cultura
A. El desarrollo del pensamiento crítico puede permitir que los ciudadanos actúen
cooperativamente para la resolución de problemas en común.
C. Dejar en claro que una formación integral y sólida debe fomentar la convivencia
entre personas que tienen distintas tradiciones religiosas.
C. Conocimientos sobre los diversos grupos étnicos que conforman las naciones .
B. Los niños y las niñas muestran una curiosidad natural que debe ser
aprovechada para fomentar el diálogo y el respeto por las distintas tradiciones
del mundo.
C. Las interacciones humanas están mediadas por normas como las del mercado,
que consideran a las personas como instrumentos para generar.
Texto 2:
El litio es un metal alcalino blanco y muy liviano, empleado para almacenar energía.
Si bien puede contribuir a la reducción del uso de combustibles perjudiciales para el
ambiente, también es posible que ponga en riesgo a todo el ecosistema de las zonas
de donde se extrae. Así lo ha hecho notar Borja Heredia, director de la Unidad de Aves
de la Convención de las Especies Migratorias (CEM) de las Naciones Unidas, quien
explica que la gran biodiversidad del altiplano peligra por la extracción de litio.
Los flamencos son las aves más afectadas, debido a que, en épocas de calor, emigran
hacia las lagunas y pantanos ubicados a 4000 metros de altura en el denominado
“triángulo de litio”, ubicado entre Argentina, Bolivia y Chile.
Desde el descubrimiento de las minas de litio, los gobiernos de dichos países se
enfrentan a una intrincada situación aún sin visos de solución en el corto plazo. Según
acuerdos internacionales, la conservación de los hábitats de especies naturales, como
el hábitat de los flamencos, debe ser una prioridad. No obstante, e incluso tomando
en cuenta que la minería de litio es muy agresiva por los recursos hídricos que
consume, no pueden perderse de vista los beneficios que genera, por ejemplo, en la
producción de vidrio y cerámica, así como en la industria automotriz y de los fármacos.
Así, urge que los países involucrados asuman el compromiso de proteger los hábitats
naturales; sobre todo, si tenemos en cuenta que las salmueras (repositorios de agua
con alta concentración de sal) de donde se obtiene el litio están rodeadas de acuíferos
de agua dulce que constituyen un sistema hidrogeológico único en el mundo. En el
proceso de extracción, se generan vacíos en la tierra que se llenan con el agua de los
acuíferos aledaños que dan vida a las zonas que habitan los flamencos. El resultado
es que la minería del litio lleva consigo consecuencias muy graves: por una parte, la
gran cantidad de agua dulce que consume y, por otra, la gran concentración salina de
la salmuera ya sin litio (10 veces mayor que la del agua de mar), que queda como
residuo.
Heredia no cuestiona que el litio, en la actualidad, sea fundamental para abordar la
transición energética y frenar el cambio climático. Lo que solicita es que se investigue
y se encuentren métodos para emplear menos agua dulce, y que la sobrante sea
recuperable al final del proceso. El experto afirma que se necesitan investigaciones
exhaustivas del sistema de acuíferos del altiplano. Hasta el momento, se extrapolan
los resultados de una zona de extracción a las demás, algo inútil desde el punto de
vista de Heredia, quien asevera que cada zona es única, y requiere estudios
detallados y específicos. Además, se necesitan modelos matemáticos para predecir a
largo plazo la longevidad de los yacimientos. El litio es un material no renovable, por
lo que, si se extrae indiscriminadamente, en veinte años, se puede terminar con las
reservas.
Asimismo, Heredia destacó la necesidad de mejorar los mecanismos legales para
reducir el impacto ambiental. Con esto, puede superarse la falta de rigor con la que
los gobiernos enfrentan este problema y el hecho de que sean las propias empresas
extractoras de litio las que financian los estudios de impacto ambiental. Lo cierto es
que, “aunque nadie se cuestione sobre la necesidad de abandonar los combustibles
fósiles para frenar el cambio climático, la transición energética tampoco debe
entenderse como un cheque en blanco para extraer el litio a costa de la biodiversidad
de la zona”, afirma Heredia. De lo contrario, se corre el riesgo de esquilmar las
reservas de litio y de arrasar con un ecosistema único en el mundo.
(Adaptado de “Las víctimas del litio: los flamencos andinos”, Patricia Jiménez Angulo).
6. ¿A qué se refiere la autora del texto cuando afirma que los países del
“triángulo de litio” se enfrentan a una intrincada situación?
A. A que carecen de investigaciones sobre el litio que les permitan saber cómo
abordar una adecuada transición energética.
C. A que necesitan un marco legal para evitar que las empresas extractoras de
litio financien los estudios sobre impacto ambiental.
7. ¿Cuál es la idea principal del primer párrafo del texto?
A. El litio es un metal alcalino blanco, muy liviano, usado para almacenar energía.
¿Cuál de las siguientes palabras tiene el mismo sentido que “esquilmar” en este
fragmento?
A. Acabar.
B. Destruir.
C. Malgastar.
“Me parece que, hoy en día, no existe información imparcial sobre las graves
consecuencias ambientales de la extracción de litio en el altiplano. Las investigaciones
que se pueden consultar al respecto están sesgadas”.
A. Cuestionar a los gobiernos por su desinterés para proteger a las especies del
altiplano.
B. Explicar el procedimiento que se sigue para la extracción de litio en el altiplano.
C. Dar a conocer los riesgos ecológicos que implica extraer litio en el altiplano.
11. María visitó un orfanato y regaló un juguete diferente a cuatro niños: una
bicicleta, un carrito, una patineta y una pelota, y ningún niño recibió más de un
regalo. Respeto del regalo recibido, cada niño dijo:
Si solo uno de ellos miente y los otros tres dicen la verdad, ¿qué juguete recibió
Leandro?
A. Bicicleta.
B. Carrito.
C. Patineta.
12. Tito gasta todos los días la mitad de lo que posee más S/.10, al cabo de 3
días ha gastado todo, ¿cuánto tenía al inicio?
A. S/. 140
B. S/. 90
C. S/. 100
A. 1/10
B. 2/15
C. 1/30
14. Andrés, Brenda, Carlos, Diego y Emily están sentados alrededor de una
mesa redonda. Se sabe que cuatro de ellos siempre mienten y el otro siempre
dice la verdad. Cada uno de ellos hizo las siguientes afirmaciones:
A. Carlos y Andrés
B. Diego y Emily
C. Carlos y Emily
15. Un obrero gasta diariamente las dos terceras partes de su jornal para su
mantenimiento y la quinta parte en otras atenciones. En abril ha economizado
S/.50 habiendo dejado de trabajar dos días. ¿Cuál es el jornal del obrero?
A. 20
B. 25
C. 30
16. Filemón es un tipo muy mentiroso, solo dice la verdad un día a la semana.
Durante tres días seguidos dijo:
A. lunes
B. martes
C. miércoles
17. En una tienda se ofrecen 3 tipos de descuentos para escoger, uno del 35%,
otro equivalente a dos descuentos sucesivos del 10% y 25% ó el equivalente a
tres descuentos sucesivos del 5%, 20% y 10%. ¿Cuál es el más conveniente?
A. Son iguales
B. El primero
C. El segundo
Si solo uno de ellos cometió el crimen y solo uno de ellos dice la verdad. ¿Cuál(es) de
las siguientes afirmaciones es(son) falsa(s)?
I. Elías culpable
II. Renzo dice la verdad
III. Tomás cometió el crimen
IV. Tomás dice la verdad
A. Solo III
B. I y II
C. I y IV
20. Pedro emplea 2/5 del día para trabajar; 1/7 del día en comer y los 3/7 del día
los emplea para dormir. ¿Qué fracción del día lo dedica a otras cosas?
A. 3/35
B. 1/35
C. 7/35
21. Tres amigos escalan una montaña. Luis se encuentra más arriba que Miguel.
Carlos está más arriba que Luis, ¿cuál de ellos está ubicado en el segundo lugar?
A. Luis
B. Miguel
C. Carlos
A. 84
B. 72
C. 66
23. Daniel interroga a cuatro sospechosos de haber robado un reloj muy valioso,
las afirmaciones de estos fueron:
Daniel sabe que por lo menos uno de ellos está diciendo la verdad y que el culpable
es uno de los que dicen la verdad. ¿Quién sustrajo el reloj?
A. Jorge
B. Tomás
C. Henry
24. En un edificio de 4 pisos viven 4 hermanos. Arturo vive en el 1er piso, Mario
vive más abajo que Jorge, y Willy un piso más arriba que Mario. ¿En qué piso
vive Willy?
A. 1ero
B. 2do
C. 3ro
25. Se vendió los 2/7 de una tela y los 3/8 del resto. Si el precio de la fracción de
tela que queda sin vender es de 35 nuevos soles, halle el precio de toda la tela.
A. S/. 78,4
B. S/. 84,2
C. S/. 64,4
Conocimientos de Especialidad
Read the following situation and answer questions 26, 27 and 28.
Brando has noticed that his fourth graders need to improve their listening skills when
they are exposed to real audios. For that purpose, Brando will expose them to a news
report. Hewill use the following news report:
26. Which of the tasks below is appropriate to identify the gist of the news report?
A. Ask the students to listen to the audio and write down as much information as
they can. Then ask them to get in pairs and use their notes to reconstruct the
news report they just heard.
B. Ask the students to listen to the audio and write down a phrase that gives a
general idea of what the news report is about. Then ask them to compare
answers with the classmate next to them.
C. Ask the students to listen to the audio and write down all the adjectives they can
identify in it. Then ask them to work in pairs and use those adjectives to make
sentences about the news report.
27. Now, Brando wants to work on a post-listening task. Which of the following
tasks is it leastappropriate to carry out?
A. The students work in pairs answering comprehension questions about the news
report. Then they explain their answers to the rest of the class.
B. The students do some research on the topic of the news report. Then they make
a presentation to inform the class about the latest information related to that
topic.
C. The students choose a topic similar to the topic of the news report they listened
to in class. Then they record their own news report about the topic chosen and
present it to the class.
28. Brando’s students want to know the meaning of some words included in the
audio of thenews report. He wants to use a strategy that will help the students
understand the meaningof those words. Which of the following strategies is
most appropriate for Brando’s purpose?
A. Present a matching exercise for the students to connect the words they don’t
understand with their definitions. Then ask the students to stand up and
compare their answers with at least five different classmates.
B. Show the students the tape script of the news report and ask them to highlight
the words they don’t understand. Tell them to focus on the context in which
those words appear to find out their meaning.
C. Organize the students in groups and give them a dictionary. Ask them to work
together on two activities: (1) look up the meaning of the words they do not
understand from the audio of the news report and (2) make two sentences using
each word.
29. Braulio wants to reinforce his fourth grade students’ writing skills by having
them work on apersuasive 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?
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.
30. Estela’s students are going to write a short paragraph. She asks them to use
the following expressions:
Which of the following language functions corresponds to the expressions Estela wants
her to practice?
A. Interpreting data.
B. Expressing wishes.
C. Showing preferences.
Read the following teaching sequence and answer questions 31 and 32.
Elsa is going to evaluate her fifth graders’ speaking skills through a final debate on the
topic “School uniforms.” In this context, she has planned the following sequence:
31. Based on the sequence presented above, which of the following speaking
subskills is NOT an objective of Elsa’s lesson?
32. Given the teacher’s goal of evaluating speaking skills, which of the following
criticisms of this sequence is appropriate?
A. The students’ oral performance shouldn’t have been evaluated by their peers
because evaluations need pretty accurate judgment. This evaluation should
have been done by the teacher.
B. The setting for this oral sequence shouldn’t have been a debate because
debates are complex and require high command of the language. The setting
for assessments should be simple and easy.
C. The debaters shouldn’t have been assessed only on their overall performance.
The judges should have been provided with an assessment tool that helps them
evaluate different aspects of the debaters’ performance.
Renzo’s students watched a video about the pollution of the main river in their
city and gotreally interested in the topic. He wants to take advantage of that
context to help his students develop their reading skills. He has planned the
following sequence:
B. Content-Based Learning.
C. Problem-Based Learning.
Delia’s third graders are going to practice their listening skill Inferring attitude
after listening to the following dialogue:
34. Which of the students’ opinions provides more evidence that the listening
skill Inferring attitude has been developed?
A. Luis’.
B. Andres’.
C. Tulio’s.
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:
A. Distrusting information.
B. Inquiring someone.
C. Expressing certainty.
36. Choose one of the alternatives to complete the given sentence with the
correct verb form.
A. don’t go
B. won’t go
C. not going
37. Choose one of the alternatives to complete the given sentence with the
correct preposition.
A. until
B. up to
C. upon
38. Choose one of the alternatives to complete the given sentence with the
correct verb.
A. wait
B. hope
C. expect
39. Choose one of the alternatives to complete the given sentence with the
correct verb.
A. set
B. put
C. rang
40. Choose one of the alternatives to complete the idiom within the sentence.
A. water
B. problem
C. everything
41. Choose one of the alternatives to complete the given sentence with the
correct phrasal verb.
A. back - out
B. took - off
C. brought - up
42. Read the first sentence and choose the correct alternative to complete the
second sentenceso that it means the same as the first.
A. don’t interrupt
B. wouldn’t interrupt
C. shouldn’t interrupt
43. Choose one of the alternatives to complete the given sentence with the
correct relative pronoun.
A. that
B. where
C. which
44. Choose one of the alternatives to complete the given fragment with a verb in
the correct tense.
A. played
B. were playing
45. 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
Read the following situation and answer questions 46, 47 and 48.
Manuel wants his fourth graders to practice Extensive listening in the classroom. He
brings the audio of the following conversation:
46. Taking into account Manuel’s purpose, which of the following instructions is
it NOT appropriate to give when starting the activity?
A. “Listen to the conversation and try to identify which topic they are talking about.
Remember that details are not important right now.”
C. “Listen to the conversation and identify the relationship the speakers have.
Remember that the speakers’ attitude is important to understand what their
relationship is.”
47. 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.
48. Manuel wants to use the conversation to promote critical thinking. Which of
the following questions is it most appropriate to ask?
Read the following teaching sequence and answer questions 49, 50 and 51.
Karina wants to help her students develop their productive skills through the topic “free
time activities.” For that purpose, she has designed a teaching sequence divided into
three steps.
49. First, Karina wants to activate her students’ prior knowledge on that topic.
Given the teacher’s purpose, which of the following activities is least appropriate?
A. Play a video about free time activities people usually do. Tell the students to
identify the names of those activities and write them down in their notebooks.
Call on some volunteers to share their answers.
B. Write “free time activities” on the board and tell the students to think of all the
words they can relate to that phrase. Invite some students to go to the board
and write the words they thought of.
C. Show the students some pictures of free time activities. Ask the students which
of those activities and/or others they do in their free time. Have them exchange
ideas and then call on volunteers.
As the next step of her lesson, Karina has planned the following activity:
50. Which of the following language functions can best be promoted with the
activity presented by Karina?
A. Expressing preferences.
52. Augusto’s students are going to work in pairs in order to practice how to
make invitations. After Augusto assigns each student a role and gives
instructions for the activity, he provides the students with the following
expressions:
A. Saying no politely.
B. Giving clarifications.
C. Expressing uncertainty.
53. Dina wants to help her students develop their speaking skills through the
topic “water scarcity.” Which of the following activities is most meaningful for
the students?
A. Group the students and ask them to give an oral presentation about water
scarcity around the world. Tell them to include statistics to support their ideas.
They will elaborate a catchy presentation to get others interested in the topic.
C. Pair up the students and ask them to design an action plan to face water scarcity
in their community. Tell them to discuss the objectives, strategies, and
resources they will include in it. They will present their action plans to decide
which one is the most suitable to apply.
Jose’s students are going to write a short essay on “the advantages and disadvantages
of having a pet.” He has designed the following sequence:
A. Genre approach.
B. Product approach.
C. Process approach.
55. Which writing skill needs to be improved in the sequence presented by Jose?
A. Planning.
B. Drafting.
C. Revising.
CLOZE
56.
A. which
B. who
C. where
57.
A. shone
B. lit
C. started
58.
A. beside
B. next
C. above
59.
A. away
B. on
C. in
60.
A. for
B. so that
C. in order to
61.
A. could
B. should
C. ought to
62.
A. forget
B. forgotten
C. forgetting
63. Read the following paragraph and choose among the underlined phrases,
the one that contains an error.
64. Read the following paragraph and choose among the underlined verbs, the
one that does NOT correspond to the context presented.
A. took
B. assembled
C. committed
65. Read the following paragraph and choose among the underlined connectors,
the one that does NOT correspond to the context presented.
A. as far as
B. for instance
C. either
Aware of the situation, Franco wants to use an appropriate technique to correct the
student’s mistake on the spot. Given Franco’s goal, which of the following actions is
most appropriate?
A. Indicate the mistake by saying “that’s not quite right.” Then ask another student
to say the correct form.
B. Echo the student’s sentence emphasizing the mistake to draw the learner’s
attention to it. Then ask the student to say the sentence again.
C. Ignore the student’s mistake and let him finish. Then when all the students finish
participating, remind them the use of the apostrophe to indicate possession.
67. 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.
68. 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?
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.
69. 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?
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.
70. Marisa’s students are going to listen to the audio of a fable. She wants to
assess her students’ comprehension of the fable. Given the teacher’s goal,
which of the following activities is NOT appropriate?
A. The teacher plays the audio of the fable once and tells the students to listen to
it. Then she writes some questions about it on the board and plays the audio
again. This time, the students answer the questions.
B. The teacher plays the audio of the fable a couple of times and the students listen
to it carefully. Then she gives the students a word search puzzle. She tells them
to find the words they remember from the audio.
C. The teacher plays the audio of the fable and tells the students to listen to it.
Then she gives the students a fill-in-the-blank worksheet with excerpts from the
fable. She tells them to fill in the missing information while she plays the audio
again.
71. Roxana’s fifth graders have been working on comparisons. Now they will
write on the pros and cons of attending a public or a private university. Roxana
has designed the following sequence, which will be developed in two sessions:
A. Planning.
B. Drafting.
C. Revising.
Read the following teaching sequence and answer questions 72 and 73.
A. Inductive approach.
B. Deductive approach.
C. Functional approach.
73. In her activity, Brenda wants to provide the students with grammatical
structures to develop the language function Giving advice and suggestions.
Which of the following grammatical structures is most appropriate for this
language function?
74. 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.
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.
75. John’s students are talking about “Likes and dislikes.” At the beginning of
an activity, he gives them the following instruction: “Ask each other the question
‘What’s your favorite hobby?’ as well as other wh-questions to get additional
information.” Before the students begin the task, he wants to check the students’
comprehension of his instruction. Which of the following strategies is more
appropriate for his purpose?
A. The teacher repeats the instruction as many times as necessary until the
students know what to do.
B. The teacher chooses some students to come to the front of the class and help
him model the activity.
C. The teacher calls one volunteer to explain to his classmates, in Spanish, what
the instruction for the task is.