PRUEBA DE SUFICENCIA

INGLÉS PNF
NIVEL BASICO

DR. José Gregorio Salas

BRITISH COUNCIL - UNEM
 Descripción de la Prueba

Es una prueba para determinar el nivel de

conocimientos de inglés entre los
participantes del PNF de la UNEM.
Está basada en el contenido programático
del curso de Inglés Instrumental de los
programas de PNF.
 Secciones de la Prueba
La prueba tiene 3 secciones:
a) Gramática
b) Vocabulario
c) Comprensión lectora
 Sección de Gramática

Tiene 30 preguntas de selección múltiple que

evaluarán el conocimiento de la estructura
gramatical de las oraciones en inglés.
Las estructuras a evaluar son:
a) Frase nominal: orden de sus componentes
b) Tiempos verbales
c) Conectores
 Sección de Gramática

Ejemplo:
1) Learners _______ have to memorize a
complete definition of a process.
a) Does not
b) Do not
c) Have not

Usted debe seleccionar cual es la opción

correcta para completar la oración
 Sección de Gramática

Ejemplo:
2) _________ about action research was
published last month
a) A interesting article
b) An article interesting
c) An interesting article.

Usted debe seleccionar cual es la opción correcta

para completar la oración y escribir en color
ROJO la palabra correcta.
 Sección de Vocabulario

Tiene 10 preguntas de selección múltiple

para ubicar el sinónimo de una palabra
subrayada en la proposición.
 Sección de vocabulario
Choose the closest word in meaning to the
underlined one.

Ejemplo:
1) Learners must behave appropriately while
they are in the school.
a) Teachers
b) School managers
c) Students
 Sección de Comprensión lectora

Tiene 2 secciones:
a) Verdadero y falso: consiste en
determinar si proposición es verdadera
o falsa de acuerdo a la lectura.
b) Selección múltiple: consiste en
seleccionar cual de las tres opciones es
correcta de acuerdo a la lectura
 Sección de Comprensión lectora
Verdadero y falso.
Indicate whether the following statements are true or false according to
the reading

Action Research is an applied scholarly paradigm resulting in action for

continuous improvement in our teaching and learning techniques offering
faculty immediate classroom payback and providing documentation of
meeting our educational responsibilities as required by AACSB standards.
This article reviews the iterative action research process of planning,
acting, observing, reflecting and revising in which faculty/researchers
collaborate, openly communicate, critically analyze, reflect and relate
their classroom practice to theory. An innovative experiential learning
activity (Bake Sale) designed to teach marketing concepts to Principles of
Marketing students is used to illustrate the action research process.
 Sección de Comprensión lectora
a) Action Research is an applied scholarly paradigm resulting in
action for continuous improvement in our teaching and
learning techniques T / F
b) The article deals with the iterative action research process of
planning, acting, observing, reflecting and revising in which
faculty/researchers collaborate, openly communicate,
critically analyze, reflect without relating their classroom
practice to theory T / F
c) Researchers are working with engineering students T / F

COLOREE EN AZUL LA OPCIÓN CORRECTA.

 Sección de Comprensión lectora
Selección múltiple
The article deals with three questions which feed the debates on the school
interdisciplinarity. Firstly, why promote interdisciplinarity in basic education?
To answer this question requires to make a fast historical reminder of the
emergence and the evolution of the interdisciplinarity in the field of
education, so as to highlight three distinct readings of interdisciplinarity before
presenting four arguments which show the relevance of its use in teaching.
Secondly, how can interdisciplinary practices be fostered in education? The
results of various works lead us to draw four strong trends, ideal-typical, to
which the teachers use in their practices. Thirdly, what are the educational
questions and issues raised by such practices, and what challenges must we
address to make sure they are properly applied? We then suggest six
principles by which to found and describe what we understand by school
interdisciplinarity. A definition of the school interdisciplinarity is then moved
forward. To conclude, we call back to mind a few aspects which appear
essential when contemplating the use of interdisciplinarity in school, what
leads us to place this one with regard to the transdisciplinarity.
 Sección de Comprensión lectora
Selección múltiple
1) The article
a) deals about the definition of interdisciplinarity
b) describes the interdisciplinarity
c) analizes the interdisciplinarity and i5ts applicaton in schools

2) Te discussion is based on three

a) theories
b) proposals
c) inquires

3) Authors proposed
a) six assumptions to describe interdisciplinarity
b) six arguments to justify interdisciplinarity use n schools
c) six ideas to implement interdisciplinarity