If I’m not sure what form to use, I look up in a grammar book.

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If I’m not sure what form to use, I look up in a grammar book.

<variant>focusing on collocations

<variant>consulting reference sources

<variant>guessing from context

<variant>predicting content from titles

<variant>memorizing

67.What the student does with the learning strategies

I sometimes draw timelines in my grammar notebook

<variant>focusing on collocations

<variant>guessing from context

<variant>illustrating meaning

<variant>predicting content from titles

<variant>memorizing

68.What the student does with the learning strategies

Occasionally, I test myself on recently taught words so I don’t forget them.

<variant>highlighting pronunciation features

<variant>guessing from context

<variant>predicting content from titles

<variant>memorizing

<variant>focusing on collocations

69.The classroom activities with the strategies for motivating learners.

At the start of the class, the teacher writes on the board what she hopes the learners will achieve in the lesson.

<variant>Ask the learners about their learning preferences

<variant>Build up learners’ confidence in their abilities.

<variant>Personalize lessons

<variant>Make sure that learners understand instructions

<variant>Make the learning aims clear to learners

70.The classroom activities with the strategies for motivating learners.

The teacher gives only positive feedback on language used in an activity.

<variant>Build up learners’ confidence in their abilities.

<variant>Make the learning aims clear to learners

<variant>Ask the learners about their learning preferences

<variant>Encourage learners autonomy

<variant>Personalize lessons

71.The classroom activities with the strategies for motivating learners.

Students A and B exchange information in order to complete a text.

<variant>Build up learners’ confidence in their abilities.

<variant>Give learners a reason for communicating with one another

<variant>Make the learning aims clear to learners

<variant>Ask the learners about their learning preferences

<variant>Encourage learners autonomy

72.The classroom activities with the strategies for motivating learners.

The teacher finds out how and when the learners like to be corrected.

<variant>Build up learners’ confidence in their abilities.

<variant>Personalize lessons

<variant>Make sure that learners understand instructions

<variant>Ask the learners about their learning preferences

<variant>Encourage learners autonomy

73.The classroom activities with the strategies for motivating learners.

The teacher shows the learners how to use the self-assess centre.

<variant>Ask the learners about their learning preferences

<variant>Build up learners’ confidence in their abilities.

<variant>Personalize lessons

<variant>Make sure that learners understand instructions

<variant>Encourage learners autonomy

74.Match the descriptions of different tests.

These tests are designed to test language taught on the whole course.

<variant>achievement

<variant>progress

<variant>subjective

<variant>diagnostic

<variant>proficiency

75.Match the descriptions of different tests.

These tests are designed to help teachers to plan course content.

<variant>progress

<variant>diagnostic

<variant>subjective

<variant>placement

<variant>proficiency

76.Match the descriptions of different tests.

The purpose of these tests is to test language taught on part of a course.

<variant>subjective

<variant>placement

<variant>progress

<variant>proficiency

<variant>achievement

77.Match the descriptions of different tests.

These tests help teachers to put students in classes at the appropriate level.

<variant>progress

<variant>subjective

<variant>diagnostic

<variant>proficiency

<variant>placement

78.Match the descriptions of different tests.

The marking of these tests depends on decisions made by individual examiners.

<variant>progress

<variant>subjective

<variant>diagnostic

<variant>proficiency

<variant>placement

79.Match the teacher’s actions with the introductory activities for different lessons.

The teacher asks the students to repeat sentences after her.

<variant>miming

<variant>drilling

<variant>eliciting language

<variant>doing a warmer

<variant>explaining

80.Match the teacher’s actions with the introductory activities for different lessons.

The teacher does a short game with the students to give them energy.

<variant>setting the scene

<variant>asking concept questions

<variant>doing a warmer

<variant>eliciting language

<variant>miming

81.Match the teacher’s actions with the introductory activities for different lessons.

The teacher does an action which shows the meaning of a new word.

<variant>setting the scene

<variant>explaining

<variant>miming

<variant>drilling

<variant>asking concept questions

82.In a visualizationactivity, learners

<variant>draw pictures in their books.

<variant>look at pictures and discuss them.

<variant>write an essay about a picture.

<variant>imagine pictures in their minds.

<variant>look at pictures and write a survey.

83.How do learners complete a survey?

<variant>They make questions about a text in their course book.

<variant>They work in pairs to solve a problem.

<variant>They work on a project.

<variant>They ask and answer teacher’s questions.

<variant>They ask and answer each other’s questions.

84.This type of Motivation is used to describe situation when the target language is regarded as a tool for getting a better position (job, career, status).

<variant>Internal

<variant>Communicative

<variant>Linguacognitive

<variant>Instrumental

<variant>External

85.How do we give people feedback?

<variant>by letting them know how successful they have been at a task

<variant>by being clear and informative when we speak to others

<variant>by making sure they can hear and understand us easily

<variant>by giving marks

<variant>by letting them know how unsuccessful they have been at a task

86.Which of these is a definitionof lesson plan?

<variant>It is a document which is often written in columns.

<variant>It is a document which describes the aims and procedures of a lesson.

<variant>It is a document which includes different components.

<variant>It is a document which includes curriculum.

<variant>It is a document which describes the objectives of a lesson.

87.Warmersare short activities at the beginning of a lesson designed to

<variant>check learners’ homework.

<variant>increase learners’ involvement.

<variant>introduce new language to learners.

<variant>increase learners’ activities.

<variant>give feedback.

88.According to this didactic principle, the material should correspond to the learners’ age, mental powers and the level of FL acquisition.

<variant>Principle of activity

<variant>Principle of consciousness

<variant>Principle of durability

<variant>Principle of accessibility

<variant>Principle of systematicness

89.In a brainstormingactivity, learners

<variant>share ideas by walking around the classroom.

<variant>quickly think of ideas or words around a topic.

<variant>exchange information to complete a text.

<variant>ask and answer the questions.

<variant>complete a table.

90.Which of the following is a choral drill?

<variant>The teacher models the language and a learner copies its intonation.

<variant>The teacher models the language and the learners repeat it together

<variant>The teacher models the language and a weaker learner says it.

<variant>The teacher models the language and a weaker learner repeats it.

<variant>The teacher models the language and a learner records it.

91.In a communicative activity,learners

<variant>work on their own to solve a problem.

<variant>write a first draft based on their notes.

<variant>exchange information to complete a task.

<variant>write information to the teacher.

<variant>send information to the teacher.

92.The ability and readiness to communicate on Intercultural level is…

<variant>Linguistic Competence

<variant>Speech Competence

<variant>Strategic Competence

<variant>Intercultural Communicative Competence

<variant>Discourse Competence

93.What are learners expected to do in problem-solvingactivities?

<variant>exchange information to find the answers.

<variant>work out answers for themselves.

 <variant>look up the answers in their dictionaries.

<variant>work individually.

<variant>exchange information to find the answers.

<variant>compare solutions with the teacher.

94.What principle is described? It is realized in direct and visual modes of semantizing or explaining meanings, i.e. in the demonstration and naming by the teacher of objects, pictures and actions wherefrom the learners infer the meanings of words and expressions used.

<variant>consciousness

<variant>activity

<variant>durability

<variant>visualization

<variant>individualization

95.What principle is described? It is realized in conformity with teaching strategies to the pupils’ capacities so that they don’t experience insurmountable difficulties.

<variant>consciousness

<variant>activity

<variant>durability

<variant>accessibility

<variant>individualization

96.What principle is described? This principle is concerned with a constant growth of language and speech units, words, word-combinations, idioms, clichés which are to be stored and retained in the pupils’ memory so that the learners could use them in listening comprehension, speaking, reading, and writing.

<variant>visualization

<variant>consciousness

<variant>activity

<variant>individualization

<variant>durability      

97.The developer of  Suggestopedia was

<variant>J. Chaucer

<variant>L. V. Sherba

<variant>N. Homsky

<variant>G.Lozanov

<variant>J. Grimm

98.Suggestopedia 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>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>is based on a modern understanding of how the human brain works and how we learn most effectively

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

99.Grammatical competence

<variant>It refers to the ability of speakers in producing sentences according to the communicative situation.

<variant>It refers to the ability of speakers in using the different functioning rules of their language

<variant>It refers to the ability of speakers to use the different types of discourse.

<variant>It refers to the knowledge speakers have to maintain communication.

<variant>It is the ability to interact well with others.

100.Recognition exercises are

<variant>designed for developing pupils' pronunciation habits, i. e., their ability to articulate English sounds correctly and to combine sounds into words, phrases and sentences easily enough to be able to speak English and to read aloud in this language.

<variant>intended for those students who have mastered some grammar and who have some experience in writing, but those who need grammar practice at a higher-level.

<variant>designed for developing pupils' ability to discriminate sounds and sound sequences.

<variant>designed for developing pupils' ability to discriminate tenses.

<variant>designed for developing pupils'  grammar habits, i. e., their ability to articulate English sounds correctly and to combine sounds into words, phrases and sentences easily enough to be able to speak English and to read aloud in this language.

101.What type of work is most effective for teaching pronunciation accuracy at a primary school?

<variant>Word stock

<variant>Grammar minimum

<variant>learning poems and songs by heart

<variant>Grammar rules

<variant>Letters and sounds

102.Look at the learners’ characteristics. Choose the activity which matches the characteristic. The learners are mainly kinesthetic.

<variant>The learners in groups tell a story based on a series of pictures they look at.

<variant>The learners listen to a recording about an athlete and fill in a table.

<variant>the learners watch a film and looks

<variant>The learners go round the class reading posters made by the other groups.

<variant>the learner learns when able to respond immediately.

103.Look at the learners’ characteristics. Choose the activity which matches the characteristic. These learners have a short attention span.

<variant>The learners spend the lesson reading an article on the computer about favourite topic.

<variant>The learners read a story, then discuss it, then draw pictures describing it.

<variant>The learners are given lots of thinking time to answer questions

<variant>The learners do a role-play activity.

<variant>The learners spend the lesson doing lots of different choral drills.

104.Look at the learners’ characteristics. Choose the activity which matches the characteristic. The learners have not yet developed their abstract thinking skills.

<variant>The learners read a story, then underline all the verbs ending in –ed.

<variant>The learners watch a DVD about healthy eating then discuss their opinions of it.

<variant>The learners describe their house to one another.

<variant>The learners solve problems with others.

<variant>The learners label the picture.

105.Choose the best option to complete each statement about learners’ needs.

Ahmed rarely uses paragraphs or punctuation in his writing. He needs

<variant>grammar exercises

<variant>controlled practice activities

<variant>fluency activities

<variant>guided writing activities

<variant>pronunciation exercises

106.Choose the best option to complete each statement about uses of the grammatical structures in the sentences.

You should arrive early if you want to make a good impression. Here should is used to

<variant>talk about obligation

<variant>speculate

<variant>predict

<variant>introduce a reason.

<variant>give advice

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