I try to listen out for new words in expressions, rather than individual words

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1.The strategic aim of FLT of is…

<variant>The formation of Language competence

<variant>The formation of social competence

<variant>The development of all communicative skills

<variant>The formation of intercultural communicative competence

<variant>Teaching interaction in different social situations

2.Methods of teaching a particular language are:

<variant>general methods

<variant>special methods

 <variant>didactics

 <variant>foreign methods

 <variant>approach

3.The communicative approach is characterized by

<variant> teaching and learning foreign languages focusing on pronunciation

<variant> teaching and learning foreign languages focusing on drill exercises

<variant>teaching and learning foreign languages that recognizes the primacy of communication  as the goal and the media of instruction

<variant> is a way to teach a foreign language  with the help of contrastive native and target grammar analysis

<variant>Focus on grammar correction

4.Content of teaching means:

<variant>when to teach

<variant>where to teach

<variant>why to teach

<variant>whom to teach

<variant>what to teach

5.To language skills doesn’t belong:

<variant>reading

<variant>writing

<variant> testing

<variant>speaking

<variant>listening

6.Writing and speaking are:

<variant>natural skills

<variant>receptive skills

<variant>unusual skills

<variant>writing skills

<variant>productive skills

7.To communicative exercises belong:

<variant>discuss the topic of the text

<variant>group the words according to the topic

<variant>put the verbs in the necessary form

<variant>fill in the necessary verbs

<variant>change from active voice into passive

8.An ordered sequence of techniques at the lesson is the:

<variant>management

<variant>procedure

<variant>wrap-up

<variant>warm-up

<variant>rapport

9.Teacher sometimes starts the lesson with a short activity to wake students up. How is it called?

<variant>ice-breaker

<variant>rapport

<variant>a warmer

<variant>eliciting

<variant>wrap-up

10.At what stage of doing listening do students follow the route on the map:

<variant>pre-listening

<variant>post-listening

<variant>while-listening

 <variant>after listening

<variant>before listening

11. «Methods of Teaching» means

<variant>Psychology of teaching

<variant>Treatment of teaching

<variant>Upbringing of children

<variant>Way of teaching

<variant>Task for education

12. “A habit” in FLT is

<variant>A usual way of doing something

<variant>An exercise, drill

<variant>A technique of FLT

<variant>A component of FLT process

<variant>An automatized component of conscious activity

13.To realistic material we refer

<variant>Charts

<variant>Schemes

<variant>Textbook

<variant>Pictures

<variant>Life situation

14.Communicative Language Teaching is based on

<variant>Grammar competence

<variant>Communicative competence

<variant>Educative competence

<variant>Vocabulary competence

<variant>Mental skills

15.Students work together in groups in class or outside the classroom to produce something like a class magazine:

<variant>role-play

<variant>brainstorming

<variant>eliciting

<variant>project work

<variant>test

16.The structure of any situation includes a component that denotes the speaker intention

<variant>introduction

<variant>follow up

<variant>Exposition

<variant>characteristics of the participants

<variant>communicative tasks

17.What does P P P in FLT Methodology mean

<variant>Preparation-Practice-Production

<variant>Presentation-Practice-Production

<variant>Preparation-Presentation-Practice

<variant>Presentation-Production-Practice

<variant>Presentation-Practice-Project

18.What doesn’t belong to Pre-listening activities

<variant>Explanation of new words

<variant>Guiding questions

<variant>Project work

<variant>Preliminary discussion the topic

<variant>Brain-storming activities

19.The main criteria for assessing speaking skills in FL are

<variant>Accuracy, fluency, grammar and vocabulary

<variant>Fluency, depth of comprehension, emotional colouring

<variant>Fluency, accuracy, completeness, emotional coloring, reactivity

<variant>Reactivity, fluency, accuracy, depth of comprehension

<variant>Pronunciation, vocabulary, grammar and vocabulary

20.At presentation stage students

<variant>Check the material

<variant>Train the material use

<variant>Master the material

<variant>Perceive the material

<variant>Explain the material

21.The principle of activity in FLT implies that the active participant in the whole process of instruction is:

<variant>a teacher

<variant>a foreigner

<variant>a student

<variant>a native speaker

<variant>a director

22.What exercise is the best for vocabulary practice?

<variant>essay

<variant>composition

<variant>fill-in the gap

<variant>put in the right tense

<variant>put in the right order

23.The founder of the Direct Method was

<variant>J. Chaucer

<variant>L. V. Sherba

<variant>N. Palmer

<variant>N. Homsky

<variant>J. Grimm

24.Direct method is

<variant>to teach a foreign language with the help of contrastive native and target grammar analysis insistence upon grammatical analyses

<variant>a theory of teaching and learning foreign languages that recognizes primacy of communication as the goal and media of instruction

<variant>the way to teach a foreign language through massive exposure to the comprehensible language input in the classroom

<variant>the way to teach a foreign language through oral introduction

<variant>the way to teach a foreign language by switching exclusively to the target language in the classroom and intense grammar structure practicing

25.The effectiveness of the lesson depends much on 

<variant>Short plan and to the point

<variant>Teacher’s participation

<variant>a lot of exercises on oral practice

<variant> transferring knowledge/skills and emotional expectations into a new situation

<variant>If grammar dominates

26.You are going to introduce and explain words denoting parts of the body for children. Which of the activities are most suitable?

<variant>Listening to the song

<variant>Watching a medical science fiction

<variant>describing the picture of a boy or a girl

<variant>Visiting a hospital

<variant>Writing new words on the blackboard

27.A technique....

<variant>a critical analysis of the issues, practice and problems

<variant>essential guidance and support to trainee

<variant>examples of practitioners at different stages of their professional development

<variant>considering what the learner is

<variant>Is a way to organize learning procedure

28.Methods of FLT is:

<variant>an applied psychology

<variant>a scientific art

<variant>a pedagogical science

<variant>an applied linguistics

<variant>a cultural science

29.What kind of exercise is presented here?-Sister/ fond/ my/ is/ dancing/ of:

<variant>matching

<variant>completion

<variant>re-ordering

<variant>filling in gaps

<variant>extension

30.Tongue-twisters

<variant>series of connected phrases

<variant>Are phrases that difficult to pronounce because the sounds easily get confused in them

<variant>are phrases accurate in reproduction

<variant>are phrases accurate in form

<variant>four-phrase set expressions

31.Grammar translation method included

<variant>memorizing rules and manipulating morphology and syntax, reading and writing

<variant>detailed analysis of exercises

<variant>carefully selected material

<variant>in learning a foreign language the pupil must tread the path he has followed in acquiring the mother tongue

<variant>the rationalization of study material

32.Audio-lingual method  is

<variant>the way to teach a foreign language by switching exclusively to the target language in the classroom and intense grammar structure practicing

<variant>the way to teach a foreign language through intense repetitions of language patterns

<variant>to teach a foreign language with the help of contrastive native and target grammar analysis insistence upon grammatical analyses

<variant>a theory of teaching and learning foreign languages that recognizes primacy of communication as the goal and media of instruction

<variant>the way to teach a foreign language through massive exposure to the comprehensible language input in the classroom

33.M West proposes to begin with

<variant>teaching to write

<variant>teaching to speak

<variant>teaching to listen

<variant>teaching to read

<variant>teaching to act

34.The way words are often used together. For example: make the bed, do homework.

<variant>combination

<variant>cloze

<variant>collocation

<variant>chorus

<variant>conspiracy

35.What principle is described? Every learner should acquire and learn language in accordance with his or her psychological and mental abilities.

<variant>visualization

<variant>consciousness

<variant>activity

<variant>individualization

<variant>durability

36.Activity in which students correct each other’s work is

<variant>teacher correction

<variant>cloze test

<variant>peer correction

<variant>ice-breaker

<variant>reflection

37.The principle of conscious approach to language learning

<variant>in mastering the target language which is possible provided the pupils is an active participant in the process

<variant>specially organized demonstration of linguistic material

<variant>learning through the use of programmed materials when each pupil can work at his own pace

<variant>using additional material

<variant>implies comprehension of a linguistic phenomenon of language material by the pupil usually through the arrangement of the material in sentence patterns graded in difficulties

38.Advantages of pair and group work

<variant>students exchange ideas

<variant>all the students are involved in the active learning process

<variant>students help and correct each other

<variant>students feel secure

<variant>students have few chances to make mistakes

39.Name the method developed by James Asher.

<variant>the Grammar-Translation

 <variant>the Direct Method

<variant> the Total Physical Response

<variant>Communicative Approach

<variant>Natural Approach

40.The four basic skills are:

<variant>reading, writing, speaking, pre-listening

 <variant>reading, pre-writing, speaking, listening

<variant> reading, post-writing, speaking, listening

<variant>reading, writing, speaking, listening

<variant>reading, typing, speaking, listening

41.Jig-saw activity

<variant>a written test

<variant>a text is divided into several parts and every participant has access to only one part of the oral or written text

<variant>oral practice

<variant>warm-up activity

<variant>introduction of new material

42.The aim of doing warming up activities at the lesson is:

<variant>to entertain pupils

<variant>to stimulate pupils’ interest

<variant>to check up pupils’ comprehension of the material

<variant>to prevent boredom at the lesson

<variant>to prevent misbehavior

43.Problem solving is a good activity for testing:

<variant>speaking

<variant>grammar

<variant>vocabulary

<variant>pronunciation

<variant>writing

44.Bingo is the activity for reinforcing:

<variant>pronunciation

<variant>vocabulary

<variant>speaking

<variant>reading  

<variant>listening

45.Natural or real teaching material, often taken from newspapers, magazines, radio, TV is called:

<variant>audio

<variant>visual

<variant>authentic

<variant>active

<variant>illustrative

46.Someone who helps a group of people discuss things with each other or do something effectively:

<variant>manager

<variant>lecturer

<variant>tester

<variant>facilitator

<variant>examiner

47.To create a positive foreign language learning environment the teacher:

<variant>corrects all student’s mistakes

<variant>uses drills

<variant>uses the mother tongue

<variant>is very strict

<variant>praises and encourages students

48.Receptive skills are

<variant>listening and speaking

<variant>listening and reading

<variant>reading and writing

<variant>reading and speaking

<variant>listening and writing

49.Match the class activities with the teaching approaches.

I asked groups to design an advertisement for a new type of cereal. While they were working, we looked at some real advertisements together, and the students practiced writing some ‘slogans’

<variant>Presentation, Practice and Production

<variant>Total Physical Response

<variant>The Lexical Approach

<variant>Test-teach-test

<variant>Task-based learning

50.Match the class activities with the teaching approaches.

I gave the class an exercise on the past simple and past continuous. Lots of students found it difficult, so I explained grammar, and they practiced in pairs

<variant>Grammar Translation

<variant>Test-teach-test

<variant>Guided discovery

<variant>Presentation, Practice and Production

<variant>The Lexical Approach

51.Match the class activities with the teaching approaches.

I gave the class a series of instructions, for instance, to stand up and turn around, which they followed. Then some students gave me the same instructions.

<variant>The Lexical Approach

<variant>Total Physical Response

<variant>Presentation, Practice and Production

<variant>Guided discovery

<variant>Test-teach-test

52.Match the class activities with the teaching approaches.

I introduced a new structure to the class by showing a set of pictures while I said sentences containing the structure. Then I gave pairs some sentence prompts to complete. Finally, students talked in groups about a similar set of pictures while I monitored their conversations.

<variant>Test-teach-test

<variant>Grammar Translation

<variant>Presentation, Practice and Production

<variant>Guided discovery

<variant>Total Physical Response

53.Match the class activities with the teaching approaches.

I gave the class an authentic text from a magazine about unusual sports. We found lots of useful collocations in it and looked in some detail at how the text was written. The students then practiced using some of the new language, orally and in writing.

<variant>Presentation, Practice and Production

<variant>Test-teach-test

<variant>Grammar Translation

<variant>The Lexical Approach

<variant>Guided discovery

54.Productive skillsare

<variant>listening and speaking

<variant>reading and writing

<variant>speaking and reading

<variant>listening and writing

<variant>speaking and writing

55.Which is an example of authentic material?

<variant>an article from a magazine

<variant>a worksheet made by the teacher

<variant>a recorded conversation simplified for learners

<variant>a handout made by the teacher

<variant>a recorded conversation complicated for learners

56.Teachers develop language skillsby giving learners

<variant>tests of their language skills.

<variant>guidance in reading, writing, listening and speaking.

<variant>ways to improve their language accuracy.

<variant>ways to improve their language fluency.

<variant>guidance in activities

57.When you process information, you

<variant>learn it by heart.

<variant>evaluate and disagree with it.

<variant>analyse and understand it.

<variant>evaluate and agree with it.

<variant>memorize it

58.When learners are demotivated, they have

<variant>disturbed a class.

<variant>failed an exam.

<variant>retaken an exam

<variant>lost interest in learning.

<variant>enthusiasm

59.Learnergoalsare things that

<variant>learners try to discover.

<variant>learners realize are difficult.

<variant>learners realize are complicated.

<variant>learners try to find out.

<variant>learners want to achieve.

60.When teachers assess learners’ needs, they find out

<variant>what learners still have to learn to reach their objectives

<variant>which materials learners must use for an activity.

<variant>how many subjects are included in the learners’ timetable.

<variant>mistakes in their learning.

<variant>which activities learners use.

61.Learners who are unmotivated

<variant>do not have friends in the classroom.

<variant>have no particular desire to learn.

<variant>prefer to work on their own.

<variant>have a great desire.

<variant>are learners with low abilities.

62.Learning stylerefers to

<variant>how much work a learner is prepared to do.

<variant>how a learner dresses and behaves in class.

<variant>how a learner prefers to access information.

<variant>how learner speaks in class.

<variant>how much time a learner spends.

63.What are cognitive processes?

<variant>They are kinds of diagrams.

<variant>They are ways of structuring ideas.

<variant>They are physical activities involved in thinking

<variant>They are mental activities involved in thinking.

<variant>They are ways of structuring sentences.

64.What the student does with the learning strategies

I make a note of the stress when I put words into my vocabulary notebook

<variant>guessing from context

<variant>predicting content from titles

<variant>focusing on collocations

<variant>consulting reference sources

<variant>highlighting pronunciation features

65.What the student does with the learning strategies

<variant>focusing on collocations

<variant>guessing from context

<variant>illustrating meaning

<variant>consulting reference sources

<variant>highlighting pronunciation features

66.What the student does with the learning strategies

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