“Ағылшын тілін оқыту әдістемесі” пәні бойынша

Test

1. Methods of foreign language teaching covers three main problems:
2. aims of teaching a foreign language
3. content of teaching,i.e. what to teach to attain the aims
   c. methods and techniques of teaching, i.e. how to teach a foreign language
4. the grammar phenomena
5. the traditional grammar
6. the similar phenomena
7. the hearing, speaking
8. the grammar method

 

2. Methods of foreign language teaching is closely related to other sciences such as:
3. pedagogic
4. psychology
   c. linguistics
5. the grammar phenomena
6. the content of teaching,
7. the methods and techniques of teaching
8. the ability to do something well
9. the how a teacher and pupils react each other

 

3. In foreign language teaching the teacher forms and develops in pupils
4. pronunciation habits
5. grammar habits
6. lexical habits
7. the ability to do something well
8. the pedagogic
9. the synthetic
10. the analytic method
    h. the deductive

 

4. skill is…
5. the ability to do something well
6. the pupil’s ability to use the target language for communicative needs
   c. the language skill is listening comprehension, speaking, reading, writing
7. post-test
8. quiz
9. control work
10. dictation
11. how the child does this or that exercise

 

5. Research in Methods usually begins with observation of what is going on in the classroom. For instance:
6. how a teacher and pupils react each other
7. how pupils read, understand the teacher, speak, or write.
   c. what mistakes pupils make in speaking, reading, or writing.
8. a post-test
9. a dictation
10. a descriptive deals with
11. a distributes a questionnaire
12. a analytic method

 

6. Talks with teachers and pupils with the purpose of finding out something is also used in research in Methods. For instance, a research worker wants to know :
7. how much time the pupil works at his English in the laboratory.
8. how the child does this or that exercise.
   c. how the teacher individualizes teaching.
9. the synthetic
10. the analytic method
    f. the deductive method
11. the Amos Comenius method
12. the Jacotot method
13. Experimental teaching or teaching which differs in some respect from conventional teaching is widely used in methodological researches. For instance, it may differ:
14. in presenting some linguistic material.
15. in the use of teaching aids, their place and role in the development of this or that language skill.
    c. in checking pupils’ knowledge of linguistic material.
16. the Amos Comenius method
17. the Jacotot method
    f. the Palmer (West, Fries) method
18. the synthetic method
19. the analytic method

 

8. The experiment requires the following procedure:
9. pre-test in all the groups both control and those taken for experimenting.
10. experimental class sessions
    c. post-test
11. the pedgogics
12. the psychology
    f. the linguistics
13. the Jacotot method
    h. the Palmer (West, Fries) method

 

 

9.Questionnaires are extensively used in Methods.

1. the research worker turns to the questionnaire whenever he needs answers to the questions he faces.
2. the research worker wants to know how much time teachers spend on checking pupils’ homework.
   c. the research worker distributes a questionnaire among teachers, they answer the question.
3. synthetic method
4. analytic method
5. pedgogics
6. psychology
   h. linguistics

 

10. We need research activities of the following types:
11. descriptive research which deals with “what to teach”
12. experimental and instrumental research dealing with “how to teach”.
    c. more research is now needed which compares different combination of devices, various teaching aids.
13. the synthetic method
14. the analytic method
    f. the deductive method
15. the lexical method
    h. the phonetic method

 

11. The method denoted logical categories, for example:
12. the synthetic method
13. the analytic method
    c. the deductive method
14. by careful experimentation.
15. by taking note of the new developments in the field of linguistics and psychology.
16. research worker turns to the questionnaire whenever he needs answers to the questions he faces.
17. research worker wants to know how much time teachers spend on checking pupils’ homework.
    h. how the child does this or that exercise.

 

12. The method was named after the aspect of the language upon which attention was focused as in the cases of :
13. the grammar method
14. the lexical method
    c. the phonetic method
15. teaching of a foreign language must be based upon carefully selected material.
16. research worker turns to the questionnaire whenever he needs answers to the questions he faces.
17. research worker wants to know how much time teachers spend on checking pupils’ homework.
18. by careful experimentation.
19. by taking note of the new developments in the field of linguistics and psychology.
20. Sometimes the method got its name from the psychology of language learning:
21. the intuitive method
22. the conscious method
    c. the direct method
23. teaching of a foreign language must be based upon carefully selected material.
    e. great attention should be given to the rationalization of study material to make the assimilation of a foreign language easier.
24. receptive work
25. receptive- imitative work
    h. conventional conversation

 

14. The method was named after its inventor:
15. the Amos Comenius method
16. the Jacotot method
    c. the Palmer (West, Fries) method
17. no scientific principles were applied to selection of study material and vocabulary in particular.
18. school conditions did not favour the development of pupils’ speech habits.
    f. in the hands of inexperienced and ill-equipped teachers the direct method did not work and the teachers had to return to the old grammar-translation method.
19. by careful experimentation.
20. by taking note of the new developments in the field of linguistics and psychology.

 

15. A brief review on foreign language teaching
16. the grammar –translation method, the oldest method of teaching foreign languages which had its origin in Latin schools.
17. the direct method which began to be widely used in schools in the 1870’s.
    c. the contemporary methods.
18. receptive
19. receptive- imitative
20. by careful experimentation.
21. by taking note of the new developments in the field of linguistics and psychology.
    h. Jacotot method

 

16. The characteristic features of the direct method are as follows:
17. inductive approach to teaching grammar.
18. great care in teaching pronunciation throughout the course and especially the first weeks and months.
    c. great attention to the subjects of the texts, especially a topical arrangement of the material with the purpose of ensuring speech development.
19. the synthetic method
20. the analytic method
21. the Amos Comenius method
22. the Jacotot method
    h. the Palmer (West, Fries) method

 

17. There were too many difficulties in the use of the method, the main of them being the following:
18. no scientific principles were applied to selection of study material and vocabulary in particular.
19. school conditions did not favour the development of pupils’ speech habits.
    c. in the hands of inexperienced and ill-equipped teachers the direct method did not work and the teachers had to return to the old grammar-translation method.
20. the traditional grammar
21. the similar phenomena
22. the hearing, speaking
23. the grammar method
24. the Jacotot method

 

18. During the period between the two wars it became possible to revive the main principles of the direct method:
19. by careful experimentation.
20. by taking note of the new developments in the field of linguistics and psychology.
    c. by insisting that clear statements be made as to the aims and objectives of teaching.
21. receptive work
22. receptive- imitative work
    f. conventional conversation
23. receptive- imitative
24. conventional conversation

 

 

 

19. The main points in Palmer’s method are:
20. in learning a foreign language the pupil must tread the path he has followed in acquiring the mother tongue.
21. teaching of a foreign language must be based upon carefully selected material.
    c. great attention should be given to the rationalization of study material to make the assimilation of a foreign language easier.
22. the synthetic method
23. the analytic method
24. the Amos Comenius method
25. the Jacotot method
    h. the Palmer (West, Fries) method

 

20. In learning a foreign language the students pass through the following stages.
21. receptive work
22. receptive- imitative work
    c. conventional conversation
23. the synthetic method
24. the analytic method
25. the Amos Comenius method
26. the Jacotot method
    h. the insisting that clear statements be made as to the aims and objectives of teaching.

 

 

21. The traditional approach to foreign language teaching is characterized by ..
22. the use of the native language for explanation, retention and checking.
23. the deductive explanation of grammar and the use of grammar exercises.
    c. the development of all the language skills.
24. receptive
25. receptive- imitative
26. conventional conversation
27. contemporary methods
28. Jacotot method

 

22. The aims of methods of teaching are…
23. practical
24. educational
    c. cultural
25. the use of the native language for explanation, retention and checking.
26. the deductive explanation of grammar and the use of grammar exercises.
    f. the development of all the language skills.
27. the Jacotot method
    h. the Palmer (West, Fries) method

 

23. The content of foreign language teaching, i.e. what to teach, involves three main components.
24. psychological component
25. linguistic component
    c. methodological component
26. to learning a foreign language the pupil must tread the path he has followed in acquiring the mother tongue.
27. the teaching of a foreign language must be based upon carefully selected material.
    f. to great attention should be given to the rationalization of study material to make the assimilation of a foreign language easier.
28. a synthetic method
29. a analytic method

 

24. Non-mechanical aids are:
25. a blackboard
26. a flannel board
    c. a magnet board
27. receptive work
28. receptive- imitative work
    f. to conventional conversation
29. the synthetic method
30. the analytic method

 

25. Mechanical aids are:
26. tape-recorders
27. a gramophone or record-player
    c. a filmstrip projector
28. the inductive approach to teaching grammar.
29. the great care in teaching pronunciation throughout the course and especially the first weeks and months.
    f. the great attention to the subjects of the texts, especially a topical arrangement of the material with the purpose of ensuring speech development.
30. the synthetic method
31. the analytic method

 

26. The modern textbooks for teaching a foreign language should meet the following requirements:
27. the textbooks must arouse pupils’ interest and excite their curiosity
28. they should have illustrations to help pupils in comprehension and in speaking
    c. the textbooks must reflect the life and culture of the people whose language pupils study
29. a blackboard
30. a flannel board
    f. a magnet board
31. a. receptive work
32. a. receptive- imitative work
33. Exercises of the textbook may be subdivided.
34. according to the activity they require on the part of the learners
35. according to the place they are performed at (class exercises)
    c. according to the form (whether they are oral or written)
36. the grammar phenomena
37. traditional grammar
38. similar phenomena
39. hearing, speaking
40. grammar method

 

28. Exercises designed for developing oral language should prepare pupils:
29. to use a foreign language at the lessons for classroom needs.
30. to talk about the subjects within pupils’ interests and about the objects surrounding them.
    c. to discuss what they have read and heard.
31. a tape-recorders
32. a gramophone or record-player
    f. filmstrip projector
33. the inductive approach to teaching grammar.
34. great care in teaching pronunciation throughout the course and especially the first weeks and months.
35. Dialogue is concerned pupils should have exercises which require:
36. learning a pattern dialogue
37. substitutions within the pattern dialogue
    c. making up dialogues of their own
38. to photographs
39. to albums
    f. the maps and plans
40. a. tape-recorders
41. a gramophone or record-player
42. Visual materials
43. photographs
44. albums
    c. maps and plans
45. to use a foreign language at the lessons for classroom needs.
46. to talk about the subjects within pupils’ interests and about the objects surrounding them.
    f. to discuss what they have read and heard.
47. to according to the activity they require on the part of the learners
48. to according to the place they are performed at (class exercises)
49. Audio materials
50. tapes
51. records
    c. discs
52. the teacher explains to the pupil his mistake and asks him to pronounce the sound, the word
53. the teacher correct the mistake by pronouncing the sound
    f. the teacher corrects the mistake by pronouncing the sound, and the pupil imitates the teacher’s pronunciation.
54. the acquisition of new sounds, stress, tone-patterns
55. drill in recognition and reproduction new material to acquire pronunciation habits

32.The teacher faces the following problems in teaching pupils English pronunciation:

1. the problem of discrimination
2. the problem of articulation
   c. the problem of intonation
3. no scientific principles were applied to selection of study material and vocabulary in particular.
4. school conditions did not favour the development of pupils’ speech habits.
   f. in the hands of inexperienced and ill-equipped teachers the direct method did not work and the teachers had to return to the old grammar-translation method.
5. acquisition of new sounds, stress, tone-patterns
6. drill in recognition and reproduction new material to acquire pronunciation habits

 

33. Pupils assimilate English pronunciation through:
34. the acquisition of new sounds, stress, tone-patterns
35. drill in recognition and reproduction new material to acquire pronunciation habits
    c. making use of the pronunciation habits in language skills
36. to learning a pattern dialogue
37. to substitutions within the pattern dialogue
    f. to making up dialogues of their own
38. to photographs
39. to albums

 

34. How mistakes must be corrected the following may be suggested:
35. the teacher explains to the pupil his mistake and asks him to pronounce the sound, the word
36. the teacher correct the mistake by pronouncing the sound
    c. the teacher corrects the mistake by pronouncing the sound, and the pupil imitates the teacher’s pronunciation.
37. learning a pattern dialogue
38. substitutions within the pattern dialogue
    f. making up dialogues of their own
39. photographs
40. albums
41. Scientific principles of selecting vocabulary have been worked out. The words selected should be:
42. Frequently used in the language
43. Easily combined
    c. Valuable from the point of view of word-building
44. concrete
45. abstract
    f. structural
46. repetitive drill
47. substitution
48. The analysis of the words within the foreign language allows us to distinguish the following groups of words:
49. concrete
50. abstract
    c. structural
51. the grammar phenomena which do not require any explanation since there are similar phenomena in the mother tongue of the pupils.
52. the grammar phenomena which require corrections.
    f. the grammar phenomena which are strange for Russian- speaking pupils.
53. the teacher explains to the pupil his mistake and asks him to pronounce the sound, the word
54. the teacher correct the mistake by pronouncing the sound
55. The process of learning a word means to the pupil:
56. identification of concepts
57. pupil’s activity for the purpose of retaining the word
    c. pupil’s activity in using this word in the process of communication in different situations
58. concrete
59. abstract
    f. structural
60. repetitive drill
61. substitution

 

38. There are three problems the teacher is to deal with in vocabulary retention:
39. the number of exercises to be used
40. the type of exercises to be used
    c. the sequence or the order of complexity in which the selected exercises should be done
41. auding
42. speaking
    f. reading
43. concrete
44. abstract
45. In modern teaching materials now un use the words pupils are to learn pass through the following stages:
46. pupils listen to the words in sentences arranged in a structural group.
47. they learn the meaning of the words in various context.
    c. pupils learn the forms of the words.
48. a conscious approach

е. a practical approach
f. a structural approach

1. a auding
2. a speaking

 

40. To sum up what has been said above the grammar material of the English language for teaching purposes may be classified into the following three group:
41. the grammar phenomena which do not require any explanation since there are similar phenomena in the mother tongue of the pupils.
42. the grammar phenomena which require corrections.
    c. the grammar phenomena which are strange for Russian- speaking pupils.
43. motive
44. aim
    f. means
45. substitution
    c. completion

 

41. Teaching grammar should be based upon the following principles:
42. conscious approach
43. practical approach
    c. structural approach
44. the textbooks must arouse pupils’ interest and excite their curiosity
45. they should have illustrations to help pupils in comprehension and in speaking
    f. the grammar phenomena which do not require any explanation since there are similar phenomena in the mother tongue of the pupils.
46. the grammar phenomena which require corrections.
47. making statements either on the picture the teacher shows, or on objects.

 

42. Drill exercises are those in which pupils have only one difficulty to overcome, they should also be graded:
43. repetitive drill
44. substitution
    c. completion
45. making statements either on the picture the teacher shows, or on objects.
46. asking questions with a given grammar item.
    f. the acquisition of information about a grammar item.
47. drill and transformation to form grammar habits.
    h. the grammar phenomena which require corrections.

 

43. Creative exercises. These may be:
44. making statements either on the picture the teacher shows, or on objects.
45. asking questions with a given grammar item.
    c. speaking about the situation offered by the teacher.
46. a question- response
47. a question-question
    f. a motive
48. a aim
    h. a completion

 

44. A check on the assimilation of grammar material is carried out through:
45. auding
46. speaking
    c. reading
47. pupils’ communication when talking on a topic under Teacher’s supervision.
    e. pupils’ communication when working at a text-discussing the problems touched in it.
48. the acquisition of information about a grammar item.

g drill and transformation to form grammar habits.
h. the making use of the habits acquired in language skills.

 

45. In teaching grammar pupils are involved in the process of learning:
46. the acquisition of information about a grammar item.
47. drill and transformation to form grammar habits.
    c. the making use of the habits acquired in language skills.
48. a motive
49. an aim
    f. a means
50. a question- response
51. a question-question
52. The target language is used for:
53. teacher-pupils communication in the classroom.
54. pupils’ communication when talking on a topic under Teacher’s supervision.
    c. pupils’ communication when working at a text-discussing the problems touched in it.
55. a practical approach
    e. a structural approach
56. a auding
57. a speaking
    h. a speaking
58. There are three main factors which can ensure success in developing pupils’ skills in auding:
59. linguistic material for auding.
60. the content of the material suggested for listening and comprehension.
    c. conditions in which the material is presented.
61. to motive
62. to aim
    f. to means
63. to substitution
    h. to completion

 

48. Speech is a process of communication by means of language. For example:
49. the pupil tells the class a story about something which once happened to him.
50. the teacher asks question on the story read by the pupils at home and starts a discussion.
    c. the pupils speak on the pictures suggested by the teacher, each tries to say what others have not mentioned.
51. a post-test
52. a quiz
53. a control work
54. a dictation
55. a means

 

49. The structure of oral language activity as psycho- linguistics states comprises:
50. a. motive
51. aim
    c. means
52. no scientific principles were applied to selection of study material and vocabulary in particular.
53. school conditions did not favour the development of pupils’ speech habits.
    f. in the hands of inexperienced and ill-equipped teachers the direct method did not work and the teachers had to return to the old grammar-translation method.
54. the teacher asks question on the story read by the pupils at home and starts a discussion.
    h. pupils speak on the pictures suggested by the teacher, each tries to say what others have not mentioned.

 

50. What are the psychological characteristics of oral language?
51. speech must be motivated.
52. speech is always addressed to an interlocutor.
    c. speech is always emotionally coloured for a speaker expresses his thoughts, his feelings, his attitude to what he says.
53. motive
54. aim
    f. means
55. substitution
    h. completion

 

 

51. Linguistic peculiarities of dialogue are as follows:
52. the use of incomplete sentences in responses.
53. the use of contracted forms.
    c. the use of some abbreviations.
54. question- response
55. question-question
    f. statement- statement
56. when giving the class instructions
57. when presenting new language material

 

52. There is a great variety of dialogue structures.
53. question- response
54. question-question
    c. statement- statement
55. the use of incomplete sentences in responses.
56. the use of contracted forms.
    f. to use of some abbreviations.
57. to substitution
    h. an completion

 

 

53. These are the techniques the teacher uses for the purpose: The teacher uses the foreign language:
54. when giving the class instructions
55. when presenting new language material
    c. when checking pupils’ comprehension
56. phonetic exercises
57. lexical exercises
    f. grammar
58. the utterance level
    h. the discourse level

 

 

54. We can group drill exercises into exercises designed for overcoming linguistic difficulties, and exercises which can eliminate psychological difficulties.
55. phonetic exercises
56. lexical exercises
    c. grammar exercises
57. motive words
58. aim
    f. means
59. the statement level
60. the utterance level

 

 

55. In teaching monologue we can easily distinguish three stages according to the levels which constitute the ability to speak:
56. the statement level
57. the utterance level
    c. the discourse level
58. question-question
    e. statement- statement
59. use of incomplete sentences in responses.
60. contracted forms.
    h. to use of some abbreviations.

 

 

56. Pupils are invited to perform various drill exercises within the sentence patterns given:
57. substitution
58. extention
    c. transformation
59. if a pupil makes a mistake in something which is familiar to him, it is preferable to correct it at once.
60. if a pupil makes a mistake in something which he has not learned yet the teacher corrects his mistakes after he has finished speaking.
61. how to begin a dialogue.
    g. how to carry on a conversation.
62. receptive exercises

 

 

57. To develop pupils’ skills in dialogue on the level of a lead- response unit pupils are taught:
58. how to make responses to the lead within the lead-response unit.
59. how to begin a dialogue.
    c. how to carry on a conversation.
60. immediate
61. delayed
    f. graphemic-phonemic exercises
62. structural-information exercises
63. semantic-communicative

 

58. When a pattern- dialogue as a nit of teaching there are three stages in learning a dialogue:
59. receptive
60. reproductive
    c. constructive
61. a graphemic-phonemic exercises
62. a structural-information exercises
63. a phonic
64. a immediate
65. a word

 

59. Pupils enact the pattern dialogue. We may distinguish three kinds of reproduction:
60. immediate
61. delayed
    c. modified
62. a structural words
63. a determine the meaning of a word proceeding from its position in the sentence
    f. a pupil makes a mistake in something which is familiar to him, it is preferable to correct it at once.
64. a graphemic-phonemic exercises
65. a structural-information exercises

 

60. There is a great variety of techniques at the teacher’s disposal. He selects the one that is most suitable for the occasion.
61. If a pupil makes a mistake in something which is familiar to him, it is preferable to correct it at once.
62. If a pupil makes a mistake in something which he has not learned yet the teacher corrects his mistakes after he has finished speaking.
63. If many pupils make the same mistakes, for instance, in prepositions.
64. graphemic-phonemic exercises
65. structural-information exercises
66. semantic-communicative
67. the phonic
68. the word
69. As a means of teaching reading a system of exercises is widely used in school, which includes.
70. graphemic-phonemic exercises
71. structural-information exercises
72. semantic-communicative exercises
73. to present a new letter
74. to make pupils compose a word
    f. to check pupils’ knowledge of letters or graphemes
75. the phonic
76. the word
77. In teaching reading aloud the following methods are observed
78. the phonic
79. the word
    c. the sentence ways
80. structural words
81. to determine the meaning of a word proceeding from its position in the sentence
    f. to find the meanings of unfamiliar words
82. diagnostic reading
83. instructive reading

 

63. Flash cards when the teacher uses them allow him
64. to present a new letter
65. to make pupils compose a word
    c. to check pupils’ knowledge of letters or graphemes
66. structural words
67. determine the meaning of a word proceeding from its position in the sentence
    f. If a pupil makes a mistake in something which is familiar to him.
68. graphemic-phonemic exercises
69. structural-information exercises

 

64. The same devices are applied for teaching pupils to read words, the task being different:
65. pupils choose words which are not read according to the rule.
66. pupils are invited to read the words which they usually misread.
    c. pupils are invited to look at the words and name the letter which makes the words different.
67. receptive
68. reproductive
    f. constructive
69. graphemic-phonemic exercises
70. structural-information exercises

 

65. In reading loud, therefore, the teacher uses:
66. diagnostic reading
67. instructive reading
    c. control reading
68. how to make responses to the lead within the lead-response unit.
69. how to begin a dialogue.
    f. how to carry on a conversation.
70. how immediate
71. how delayed

 

66. Grammar and lexical analyses help pupils to assimilate:
67. structural words
68. to determine the meaning of a word proceeding from its position in the sentence
    c. to find the meanings of unfamiliar words
69. the phonic
70. the word
    f. the sentence ways
71. the structural words
72. the determine the meaning of a word proceeding from its position in the sentence

 

67. In the junior stage the following techniques may be suggested.
68. read and draw
69. here are the question. Find the answers in the text
    c. translate the sentences beginning with the words
70. the diagnostic reading
71. the instructive reading
    f. the control reading (test reading)
72. the make responses to the lead within the lead-response unit.
73. the begin a dialogue.

 

68. The intensive work may be connected with:
69. lexical work
70. grammar work
    c. stylistic work
71. a phonetic exercises
72. a lexical exercises
    f. a grammar
73. a motive
74. a aim

 

69. Pupils are taught to perform the following “acts”.
70. to anticipate the subject of the text they are going to read.
71. to search for the main ideas and facts in the text.
    c. to shorten the text.
72. diagnostic reading
73. instructive reading
    f. control reading (test reading)
74. how to make responses to the lead within the lead-response unit.
75. how to begin a dialogue.

 

70. If we consider translation from the point of view of its relation to the original, we distinguish:
71. word for word translation
72. adequate translation
    c. free translation
73. the read and draw
74. the here are the question. Find the answers in the text
    f. the translate the sentences beginning with the words
75. the diagnostic reading
76. the instructive reading

 

71. Since writing is a complicated skill it should be developed through the formation of habits such as:
72. the habit of writing letters of the English alphabet.
73. the habit of converting speech sounds into their symbol-letters and letter combinations.
    c. the habit of correct spelling of words, phrases, and sentences.
74. lexical work
75. grammar work
    f. stylistic
76. phonetic exercises
77. lexical exercises
78. In forming writing habits the following factors are of great importance.
79. auditory perception of a sound, a word, a phrase, or a sentence
80. articulation of a sound and pronunciation of a word, a phrase, and a sentence by the pupil who writes
    c. visual perception of letters or letter combinations which stand for sounds.
81. the diagnostic reading
82. the instructive reading
    f. the control reading (test reading)
83. the how to make responses to the lead within the lead-response unit.
84. the how to begin a dialogue.
85. The spelling system of a language may be based upon the following principles:
86. historical or conservative principle
87. morphological principle
    c. phonetic principle
88. a copying
89. a dictation
    f. a writing sentences on a given pattern
90. a diagnostic reading
91. instructive reading

 

74. It is impossible to master accurate spelling without understanding some laws governing it.
75. how to add
76. when the consonant should be doubled
    c. the main word-building suffixes
77. to underline a given letter or letter combination for a certain sound
78. to underline a certain grammar item
    f. to underline certain words depicting, for example, the names of school things
79. to teacher shows the learners a letter or both a capital and a small letter.
80. to teacher shows his pupils how to write the letter.

 

75. Training in penmanship should proceed by steps
76. the teacher shows the learners a letter or both a capital and a small letter.
77. the teacher shows his pupils how to write the letter.
    c. the teacher asks pupils to write first the letter, then the word in their exercise-books.
78. to pronunciation habits
79. to grammar habits
80. to lexical habits
81. to ability to do something well
82. to pedgogics

 

 

76. Consequently, training in penmanship implies:
77. visual perception
78. observations accompanied by some explanations on the part of the teacher
    c. practice under the teacher’s supervision in class
79. a pronunciation habits
80. a grammar habits
81. a lexical habits
82. a ability to do something well
83. a pedgogics

 

 

77. In spelling instruction the teacher should take into consideration the difficulties of English spelling and instruct pupils how to overcome these difficulties.
78. copying
79. dictation
    c. writing sentences on a given pattern
80. a learning a pattern dialogue
81. a substitutions within the pattern dialogue
    f. a making up dialogues of their own
82. a photographs
83. a albums
84. In copying at home the pupils must be given some additional task preventing them from performing the work mechanically. The following tasks may be suggested:
85. underline a given letter or letter combination for a certain sound
86. underline a certain grammar item
    c. underline certain words depicting, for example, the names of school things
87. a. substitution
88. completion
    f. extension
89. the phonic
90. the word

 

79. Writing sentences on a given pattern. This kind of writing exercise is more difficult because pupils choose words they are to use themselves. The exercises may be suggested:
80. substitution
81. completion
    c. extension
82. the phonic
83. the word
    f. the sentence ways
84. the structural words
85. the determine the meaning of a word proceeding from its position in the sentence

 

80. Preparation may include:
81. oral questioning with the aim of giving the pupils practice in presenting facts and ideas in the target language.
82. the use of pictures and other visual aids to provide information for written work.
    c. auding an extract or a story which can stimulate pupils’ thought.
83. to pronunciation habits
84. to grammar habits
85. to lexical habits
86. to ability to do something well
87. to pedgogics

 

 

81. In teaching composition the following exercises may be suggested:
82. a written reproduction of a story either heard or read.
83. a description of a picture, an object or a situation.
84. a descriptive paragraph about a text, or a number of texts on a certain subject.
85. learning a pattern dialogue
86. substitutions within the pattern dialogue
    f. making up dialogues of their own
87. photographs
88. albums
89. In teaching writing the following tests my be recommended to measure pupils’ achievements in penmanship, spelling and composition.
90. the teacher measure his pupils’ achievement in marking English letters in the right way by asking individuals to write some letters on the blackboard.
91. the teacher measures his pupils’ achievement in penmanship and spelling by administering dictation tests or spelling test.
    c. the teacher measures his pupils’ achievement in composition.
92. pronunciation habits
93. grammar habits
94. lexical habits
95. the ability to do something well
96. pedagogies

 

 

83. The teacher measures his pupils’ achievement in composition.
84. by asking them to write a few question on the text
85. by answering questions
    c. by making a few statements on the object-picture or a set of pictures given
86. substitution
87. completion
    f. extension
88. the phonic
89. the word
90. In carrying out the training the following techniques may be recommended.
91. pupils should read through their own written work before handing it in.
92. pupils can correct the sentences themselves looking at the blackboard where the correct answers to exercises are written.
    c. whenever pupils are writing, the teacher can walk must looking through the work they have done.
93. to learning a pattern dialogue
94. to substitutions within the pattern dialogue
    f. to making up dialogues of their own
95. to photographs
96. to albums
97. Teaching and learning a foreign language is ensured:
98. through methods and techniques
99. with the help of various teaching aids and teaching materials now in use
    c. by means of different arrangement of pupils’ language learning.
100. a graphemic-phonemic exercises
101. a structural-information exercises
102. a phonic exercises
103. a Immediate exercises
104. a word exercises

 

 

86. Pupils coming to the lesson should know what they are to do during the lesson.
87. teach pupils to understand the following words..
88. teach pupils to form new words with the help of the following suffixes…
    c. teach pupils to consult a dictionary to look up the meaning of the following word.
89. copying
90. dictation
    f. writing sentences on a given pattern
91. diagnostic reading
92. instructive reading
93. He then distributes these difficulties evenly over the number of class-periods allotted to the lesson in the calendar plan.
94. the teacher starts by stating the objective or objectives of each class-period.
95. the teacher distributes the linguistic material throughout the class-periods
    c. the teacher selects and distributes exercises for class and homework using various teaching aids and teaching materials.
96. a blackboard
97. a flannel board
    f. a magnet board
98. a. receptive work
99. receptive- imitative work

 

88. The unit plan includes next columns:
89. the number of class-periods
90. the objectives of each period
    c. the language material
91. graphemic-phonemic exercises
92. structural-information exercises
93. phonic
94. Immediate
95. word

 

 

89. The unit plan includes next columns:
90. language skills
91. accessories
    c. homework
92. to copying
93. to dictation
    f. to writing sentences on a given pattern
94. to diagnostic reading
95. the instructive reading

 

90. The daily plan includes:
91. what should be achieved during this particular lesson.
92. what material is used for achieving the objectives.
    c. how the objectives should be achieved.
93. the copying
94. the dictation
    f. the writing sentences on a given pattern
95. the diagnostic reading
96. the instructive reading
97. The plan itself should:
98. be brief, but with sufficient detail to be precise.
99. assign a definite number of minutes to each activity.
    c. indicate exactly what words, phrases, facts, items are to be learnt ad how.
100. to learning a pattern dialogue
101. to substitutions within the pattern dialogue
     f. to making up dialogues of their own
102. to photographs
103. to albums

 

92. There are certain basic principles of teaching and learning which should be observed:
93. every lesson should begin with a greeting in the foreign language.
94. there should be a variety of activities at every lesson, including pronunciation drill, reading and writing.
    c. the lesson should be conducted at a high speed when orall drill exercises are performed.
95. a blackboard
96. a flannel board
    f. a magnet board
97. a. receptive work
98. receptive- imitative work

 

93. There are certain basic principles of teaching and learning which should be observed:
94. the lesson should provide a certain sequence in pupils’ assimilating language material and developing habits.
95. the lesson should provide time for the activity of every pupil in the class.
    c. the lesson should provide conditions for pupils to learn.
96. a blackboard
97. a flannel board
    f. a magnet board
98. a. receptive work
99. receptive- imitative work

 

94. The advantages of the oral introductory course in the 4^th form are as follows:
95. the oral introductory course allows the children to get a clear idea of how the language sounds from the very first steps.
96. the oral introductory course stimulates pupils’ interest as they deal with the language in its communicative function.
    c. the pronunciation in teaching a modern language is known to be the most important skill to be developed when instructing beginners.
97. a graphemic-phonemic exercises
98. a structural-information exercises
99. a the phonic
100. a immediate
101. a word

 

95. The duration of the course is one of the problems that is not solved yet. It depends on many factors, such as:
96. number of pupils in the class.
97. pupils’ aptitude.
    c. the teacher’s qualifications.
98. a blackboard
99. a flannel board
    f. a magnet board
100. a. receptive work
101. a receptive- imitative work

96.The oral introductory source allows the teacher:

1. to develop pronunciation habits .
2. to introduce the material as close to the pattern as possible
   c. to create the situations
3. learning a pattern dialogue
4. substitutions within the pattern dialogue
   f. making up dialogues of their own
5. photographs
6. albums

 

97.The oral approach allows the teacher:

1. to centre attention on teaching the pupils how to pronounce correctly.
2. to have plenty of time for hearing, repetition.
   c. to train pupils in assimilating the material through the ear.
3. pronunciation habits
4. grammar habits
5. lexical habits
6. the ability to do something well
7. pedagogies

 

98. The grammar item should pass through the following stages to be grasped and retained by pupils:
99. listening comprehension
100. transformations
     c. listening repetition in imitation of the teacher
101. a pronunciation habits
102. a grammar habits
103. a lexical habits
104. a ability to do something well
105. a pedagogic

 

99. If the objective is to teach pupils to understand and use in speech 6-8 words a similar procedure should be adopted :
100. Listening and comprehension.
101. Using the word in various sentence patterns.
     c. Using the word in the act of communication.
102. learning a pattern dialogue
103. substitutions within the pattern dialogue
     f. making up dialogues of their own
104. photographs
105. albums

 

100. Here is one of the possible approaches to compiling a daily plan:
101. The beginning of the lesson.
102. Pronunciation drill.
     c. Oral practice.
103. pronunciation habits
104. grammar habits
105. lexical habits
106. the ability to do something well
107. pedagogic

 

101. The main problems:
102. Aims of teaching,
103. Content of teaching,
104. Techniques of teaching
105. presentation, practice activities, testing

e content of teaching, methods and techniques of teaching

f verbalization, autoimmunization, practice

g to convey how well the learners know or can do something

1. pedagogies

 

102. Which habits does the teacher form and develop in pupils…
103. pronunciation
104. lexical
105. grammar
106. reading, writing, dictation
107. logical, special, linguistic
108. reading and writing and the memorization
109. presentation, practice activities, testing
110. to convey how well the learners know or can do something

 

103. Reading aloud are………………
104. diagnostic
105. instructive
106. control
107. structure, grammar rules
108. intonation, structures
109. oral and written
110. prepared and written
111. learning a pattern dialogue

 

104. Structural-information exercises help the pupils…………..
105. to carry out lexical and grammar analysis,
106. to find the logical subject
107. to predicate in the sentences
108. find the logical subject and predicate in the sentences
109. through auditory perception reinforced by visual perception over of a sound
110. assimilate graphemic-phonemic correspondence in the English language
111. determine the cases where conscious manipulation of the speech organs is required
112. logical, general, special

 

105. Main components of FLT are:
106. psychological
107. linguistic
108. methodological
109. logical, special, linguistic
110. special, methodological, historical
111. psychological, philosophy, general
112. logical, general, special
113. presentation, special

 

106.Teaching progress has following stages

1. presentation
2. practice activities
3. testing
4. org. moment, new theme, feedback
5. explanation, instruction
6. verbalization, autoimmunization, practice
7. giving feedback, home task, organization
8. psychological, home task

 

107. The main aims of presentation stage is…..

a to improve and consolidate listening,

b to improve and consolidate speaking,

c to memorization of vocabulary

d convey how well the learners know or can do something

1. involve students in a varied use of language
2. develop extensive reading
3. improve speaking skills and habits
4. explanation, instruction

 

 

 

108.Phonetic system of FL includes:

1. sounds
2. stress
3. rhythm

d phases, tone, units

e structure, grammar rules

1. intonation, structures

g letters, sounds, rhythm

1. to develop extensive reading

 

109. Recognition exercises are:
110. General
111. Alternative
112. Match activities
113. match words
114. completing exercises
115. special questions, paraphrasing
116. general, special, alternative questions
117. stress

 

110. The main methods of TFL are following:
111. direct
112. grammar-translation
113. contemporary

d direct, indirect method

e translation methods

1. native language methods
2. g. contemporary methods
3. h. abstract methods

 

111.We can distinguish words into following groups:

1. concrete
2. abstract
3. structural

d general, common, abstract

e common, concrete, structural

1. structural, common, concrete

g common, concrete

h native language methods

 

112. 112. There are some language activities to be developed in pupils. What are they?
113. hearing
114. speaking
115. reading

d hearing, speaking, auding, writing

e reading, auding, listening, speaking

f writing, reading, hearing, speaking

g pronunciation and translation

1. h. common, concrete

 

113. There are three stages in learning a dialogue:
114. a. receptive
115. b. reproductive

c constructive

d reproductive, creative and learning

e precognitive, receptive and creative

1. learning, oral, retelling

g explanation, precognitive, creative

h analogy, receptive

 

114. Teaching pronunciation and spelling of a word are as follows:

a Conscious imitation

b Analogy

c Transcription

d reading, spelling, intonation, analogy

e motivation, transcription, reading

f analogy, reading, pronunciation

g transcription, reading

h learning, oral, retelling

 

115. 115. We distinguish stages of teaching FL in schools:
116. a. junior
117. b. intermediate
118. c. senior
119. d. senior, middle and beginning
120. e. interfacial and senior
121. f. junior and interfacial
122. g. junior and senior
123. h. transcription and senior

 

116. Psychological component………..
117. a. a means of communication in oral (hearing, speaking),
118. b. a means of communication in written,
119. c. a means of communication in reading
120. language and linguistic material which should be assimilated to be used in language skills
121. the techniques which pupils should acquire to learn the foreign language in a most effective way
122. how to learn for themselves

g subject to attain the aims

1. h. flannel board

 

117. Non-mechanical aids are:
118. a blackboard
119. a flannel board
120. a magnet board
121. tape-recorder
122. pictures
123. teaching materials
124. teaching aids
125. tap recorders

 

118. Mechanical aids are:
119. tap recorders
120. television and radio equipment
121. language laboratory
122. to transformational, practical, common
123. to practical, structural, common
124. the structural, traditional, proper
125. the traditional
126. a teaching aids

 

119. Teaching materials are:
120. Teacher’s books,
121. Pupil’s books,
122. Text books

d text books, audio materials

e visual materials

f audio-visual

g teacher’s books, text books

h traditional

 

120. There are 3 constructed grammars:
121. traditional
122. structural
123. transformational
124. transformational, practical, common
125. practical, structural, common
126. structural, traditional, proper
127. traditional, proper
128. text books, audio materials

 

121.The following forms of extra-curricular work are used at schools

1. individual work
2. group work
3. mass work

d pair

e group

f mass

g individual

1. listening, speaking, retelling and writing

 

122.There are four ability to train

1. hearing
2. speaking
3. reading (writing)

d listening, speaking, retelling and writing

e reading, retelling, speaking and hearing

f speaking, reading, writing and auding

g auding, listening, writing and reading

h individual work

 

123. The pronunciation of word is:
124. sounds
125. stress
126. intonation
127. accent, tune, intonation
128. vowels consonants, diphthongs
129. stress, sounds, tune, palatalization
130. sounds, vowels, consonants, tune
131. the stage of teaching

 

124. Which factors are pedagogical factors
125. the stage of teaching,
126. the size of the class,
127. the time the qualification of the teacher
128. pupils age
129. pupils intelligence
130. abstract notion, range of meaning in comparison
131. abstract or concrete notion
132. reading, hearing

 

125. The content of the optional course should be:
126. hearing
127. speaking
128. writing

d reading, hearing

e reading and writing

f hearing and speaking

g writing and speaking

1. accent, tune, intonation

 

126. There are some language activities to be developed in pupils, what are they?
127. hearing,
128. speaking,
129. reading, (writing)

d hearing, speaking, auding, writing

e reading, speaking, asking, writing

f auding, hearing, speaking, writing

g listening, auding, hearing, speaking

1. dictation drill, self-dictation

 

127. Dictation may vary in forms:
128. visual dictation
129. dictation drill
130. self-dictation

d the dictation drill, self-dictation

e a self-dictation

f to visual dictation

g an dictation drill, visual dictation

1. the penmanship, composition

 

128. What does written form include?
129. penmanship
130. spelling
131. composition
132. a spelling and writing
133. a retelling and describing
134. a penmanship, composition
135. a spelling, composition
136. the words in the act of communication

 

129. There are several contracted grammars:
130. traditional
131. structural
132. transformational

d the words in the act of communication

1. make simple grammar rules
2. the words and how they are put together in the sentences
3. structures of various levels of the language
4. spelling and writing

 

130. There are stages in learning a dialogue
131. receptive
132. reproductive
133. constructive
134. understanding, learning, retelling
135. receptive, constructive, retelling
136. precognitive, receptive and creative
137. reproductive, creative, learning
138. make simple grammar rules

 

131.We distinguish stages of teaching FL in schools:

1. junior
2. intermediate
3. senior
4. senior, middle, beginning
5. senior, intermediate
6. intermediate, junior
7. junior, senior
8. pictures, exercises, card

 

132. Verbal techniques include following:
133. context
134. synonyms
135. antonyms
136. pictures, exercises, card
137. cards, context, pictures
138. grammar tables
139. synonyms, antonyms
140. to carry out

 

133. What are the syllabus requirements for language?
134. to understand the language spoken
135. to carry out
136. to speak
137. read good and distinctly
138. write words correctly
139. understand the language spoken
140. speak a foreign language
141. pictures, exercises

 

134.What are the visual aids included?

1. maps
2. picture
3. photo
4. maps, key-words, scheme
5. books, plan, pictures
6. key-words, plan
7. pictures, tables, plan
8. literature, list of verbs

 

135.What does the teacher’s book include?

1. introduction
2. planning
3. appendix
4. introduction, conclusion, appendix
5. e. literature, list of verbs, vocabulary
6. f. introduction, planning, conclusion
7. g. vocabulary, literature, introduction
8. h. word for word

 

136. Types of translation:
137. a. word for word
138. b. free
139. c. literary-artistic
140. d. a adequate
141. e. a visual, self-dictation
142. f. a literary-artistic
143. g. a free, adequate
144. h. a introduction, conclusion

 

137. Reading develops pupils’………………
138. a. Intelligent
139. b. Memory
140. c. Imagination
141. d. communication
142. e. information
143. f. will, imagination
144. g. communication, imagination
145. h. free, adequate
146. What sciences did bring the changes in grammar-translation method?
147. a. the development of pedagogy,
148. b. the development of psychology
149. c. the development of linguistics
150. d. an opening of new linguistic centers
151. e. to development of scholarship
152. f. a new standards in linguistic science
153. g. development of other sciences
154. h. Walter

 

139. The most orthodox advocates of the direct method were …..
140. a. Grouin
141. b. Berlitz
142. c. Walter
143. d. Grouin, M.Berlitz, M. West
144. e. Grouin, M.Berlitz, H. Palmer
145. f.Berlitz, M. Walter, B. Eggert
146. g. Elementary
     h. Advanced
147. Name the Palmer’s three stages.
148. a. Elementary
149. b.
150. c. Advanced
151. d. 1^st year English, 2^nd year English, 3^rd year English, 4^th year English
152. e. pre-Intermediate, Intermediate, Upper-Intermediate, Advanced
153. f. pre-school English, Secondary English, Graduate English, Business English
154. g. all answers are wrong
155. h. traditional

 

141. There are 3 constructed grammars:
142. a. traditional
143. b. structural
144. c. transformational
145. d. transformational, practical, common
146. e. practical, structural, common
147. f. structural, traditional, proper
148. g. traditional, proper
149. h. reading (writing)

 

142. There are four ability to train
143. a. hearing
144. b. speaking
145. c. reading (writing)
146. d. listening, speaking, retelling and writing
147. e. reading, retelling, speaking and hearing
148. f. speaking, reading, writing and auding
149. g. auding, listening, writing and reading
150. h. read by the teacher

 

143. Instructive reading…………………………
144. a. Pupils follow the pattern
145. b. Read by the teacher
146. c. Read by the speaker
147. d. pupils read the text trying to keep as close to the pattern as possible
148. e. pupils read and he can see his weak points in reading
149. f. teacher-made tests and standardized tests
150. g. read by the teacher or the speaker
151. h. mathematics, history

 

144. The methods of foreign language teaching is closely related…..
145. a. pedagogies
146. b. psychology
147. c. physiology
148. d. mathematics, history, biology
149. e. history, psychology
150. f. linguistics, biology
151. g. pedagogies, mathematics
152. h. auditory perception
153. The first habit which is the most important in forming writing
154. a. auditory perception of a sound
155. b. auditory perception of a word
156. c. auditory perception of a phrase
157. d. articulation of a sound and pronunciation of a word a phrase, or a sentence by the pupil who writes
158. e. visual perception of letters or letter combinations which stand for sounds
159. f. the movements of the muscles of the hand in writing
160. g. the nerves of the throat and tongue
161. h. movements of the muscles

 

146. 146. ~The second habit which is the most important in forming writing
147. a. articulation of a sound and pronunciation of a word by the pupil who writes
148. b. articulation of a sound and pronunciation of a phrase by the pupil who writes
149. c. articulation of a sound and pronunciation of a sentence by the pupil who writes
150. d. auditory perception of a sound, a word, a phrase, or a sentence
151. e. visual perception of letters or letter combinations which stand for sounds
152. f. the movements of the muscles of the hand in writing
153. g. nerves of the throat and tongue
154. h. aims of teaching

 

147. The main problems:
148. aims of teaching
149. content of teaching
150. techniques of teaching
151. a presentation, practice activities, testing
152. a content of teaching, methods and techniques of teaching
153. a verbalization, autoimmunization, practice
154. a to convey how well the learners know or can do something
155. a transformational

 

 

148.There are 3 constructed grammars:

1. traditional
2. structural
3. transformational
4. the transformational, practical, common
5. the practical, structural, common
6. an structural, traditional, proper
7. an unintelligible manner of presentation
8. a writing and speaking

 

149. Which of the group of language skills is none- reciprocal?
150. reading
151. writing
152. speaking
153. to listening
154. a visual clues
155. to writing and speaking
156. to reading and listening
157. to spelling and visual

 

150. Difficulty of listening:
151. unintelligible manner of presentation
152. poor clarity of diction
153. familiar topic
154. a visual clues
155. an intercultural component
156. a phenomenon of language
157. an act with language
158. the speech material

 

151. Subject side of contents of teaching FL includes
152. act with language
153. speech material
154. situation
155. an language phenomenon
156. an speech material (sphere, theme, situation)
157. an strategy of teaching
158. an exercises and their types
159. an language material

 

152. Legal side of content of teaching FL includes
153. language material
154. lexis material
155. grammar material
156. the speech
157. the intercultural component
158. the phenomenon of language
159. the act with language and speech
160. the spoon, a knife

 

153. Which words are difficult to understand
154. arm
155. magazine
156. lunch
157. the moon, earth, water
158. the doctor, driver, minor
159. a spoon, a knife, a table
160. a college, cook, catch
161. an movements of the muscles

 

154. What does organization of FLT imply
155. methods
156. approaches
157. planning
158. a motivation of act
159. a skills of word
160. a number of hours
161. a visual perception
162. the movements of the muscles

 

155.According to the distinction tests are called

1. subjective
2. objective
3. multiple-choice
4. to free tests
5. to subjective
6. the objective
7. the visual perception of letters
8. a letter combinations which stand for sounds

 

156. The third habit which is the most important in forming writing
157. Visual perception of letters
158. Letter combinations which stand for sounds
159. Auditory perception of a sound,
160. a word, a phrase, or a sentence
161. articulation of a sound and pronunciation of a word a phrase, or a sentence by the pupil who writes
162. the movements of the muscles of the hand in writing
163. the nerves of the throat and tongue
164. it is a short-timed check

 

157.The first characteristics of a test according to the given definition

1. it is a short-timed check
2. it gives an opportunity to check habits
3. skills in using some linguistic material as many pupils as possible at a definite period time
4. the must be easily administrated
5. the result of a test are objective, as tests must be valid and reliable
6. the necessary for diagnosis and stimulating pupils’ learning
7. the short-timed check
8. the must be easily administrated

 

158. 158. The second characteristics of a test according to the given definition
159. it gives an opportunity to check habits
160. skills in using some linguistic material as many pupils as possible at a definite period time
161. it is a short-timed check
162. the it must be easily administrated
163. the result of a test are objective, as tests must be valid and reliable
164. the it is necessary for diagnosis and stimulating pupils’ learning
165. the result of a test are objective, as tests must be valid and reliable
166. the necessary for diagnosis and stimulating pupils’ learning

 

159. 159. The third characteristics of a test according to the given definition
160. It must be easily administrated
161. It is a short-timed check
162. It gives an opportunity to check habits and skills in using some linguistic
163. material as many pupils as possible at a definite period time
164. the result of a test are objective, as tests must be valid and reliable
165. it is necessary for diagnosis and stimulating pupils’ learning
166. free tests
167. subjective

 

160. 160. The fourth characteristics of a test according to the given definition
161. The result of a test are objective, as tests must be valid and reliable
162. It is a short-timed check
163. It gives an opportunity to check habits and skills in using some linguistic
164. material as many pupils as possible at a definite period time
165. it must be easily administrated
166. nit is necessary for diagnosis and stimulating pupils’ learning
167. moon, earth, water
168. doctor, driver, minor

 

161.The fifth characteristics of a test according to the given definition

1. it is necessary for diagnosis and stimulating pupils’ learning
2. it is a short-timed check
3. it gives an opportunity to check habits and skills in using some linguistic material as many
4. pupils as possible at a definite period time
5. must be easily administrated
6. the result of a test are objective, as tests must be valid and reliable
7. aims of teaching
8. content of teaching

 

162. Teaching a foreign language helps the teacher develop the pupils’……
163. the voluntary and involuntary memory his imaginative abilities, and his power
164. the voluntary memory his imaginative abilities
165. the involuntary memory his imaginative abilities
166. abilities and his power
167. voluntary and involuntary memory
168. pronunciation
169. lexical
170. grammar

 

163.The main problems of FLT:

1. aims of teaching
2. content of teaching
3. techniques of teaching
4. presentation, practice activities, testing
5. content of teaching, methods and techniques of teaching
6. verbalization, autoimmunization, practice
7. to convey how well the learners know or can do something
8. logical, special, linguistic

 

164 Which habits does the teacher form and develop in pupils…

1. pronunciation
2. lexical
3. grammar
4. reading, writing, dictation
5. logical, special, linguistic
6. reading and writing and the memorization
7. presentation, practice activities, testing
8. logical, special, linguistic

 

165. 16 Reading aloud are………………
166. diagnostic
167. instructive
168. control
169. structure, grammar rules
170. intonation, structures
171. oral and written
172. prepared and written
173. to find the logical subject

 

 

166. 166. Structural-information exercises help the pupils…………..
167. to carry out lexical and grammar analysis
168. to find the logical subject
169. to predicate in the sentences
170. find the logical subject and predicate in the sentences
171. through auditory perception reinforced by visual perception over of a sound
172. assimilate graphemic-phonemic correspondence in the English language
173. determine the cases where conscious manipulation of the speech organs is required
174. special, methodological, historical

 

 

167. 167. Main components of FLT are:
168. psychological
169. linguistic
170. methodological
171. logical, special, linguistic
172. special, methodological, historical
173. psychological, philosophy, general
174. logical, general, special
175. explanation, instruction

 

168.Teaching progress has following stages

1. the presentation
2. the practice activities
3. the testing
4. org. moment, new theme, feedback
5. explanation, instruction
6. verbalization, autoimmunization, practice
7. giving feedback, home task, organization
8. logical, general, special

 

169.The main aims of presentation stage is…..

1. to improve and consolidate listening
2. to improve and consolidate speaking
3. to memorization of vocabulary
4. convey how well the learners know or can do something
5. involve students in a varied use of language
6. develop extensive reading
7. improve speaking skills and habits
8. completing exercises

 

170. 170. Phonetic system of FL includes:
171. sounds
172. stress
173. rhythm
174. phases, tone, units
175. structure, grammar rules
176. intonation, structures
177. letters, sounds, rhythm
178. match activities

 

171. 171. Recognition exercises are:
172. the general
173. the alternative
174. the match activities
175. match word
176. completing exercises
177. special questions, paraphrasing
178. general, special, alternative questions
179. structure, grammar rules

 

172. 172. The main methods of TFL are following:
173. direct
174. grammar-translation
175. contemporary
176. direct, indirect method
177. translation methods
178. native language methods
179. contemporary methods
180. general, common

 

173.We can distinguish words into following groups:

1. concrete
2. abstract
3. structural
4. general, common, abstract
5. common, concrete, structural
6. structural, common, concrete
7. common, concrete
8. hearing, speaking

 

174. 174. There are some language activities to be developed in pupils. What are they?
175. hearing
176. speaking
177. reading
178. hearing, speaking, auding, writing
179. reading, auding, listening, speaking
180. writing, reading, hearing, speaking
181. pronunciation and translation
182. learning, oral, retelling

 

175. 175. There are three stages in learning a dialogue:
176. the receptive
177. the reproductive
178. the constructive
179. reproductive, creative and learning
180. precognitive, receptive and creative
181. learning, oral, retelling
182. explanation, precognitive, creative
183. conscious imitation

 

 

176. 176. Teaching pronunciation and spelling of a word are as follows:
177. Conscious imitation
178. Analogy
179. Transcription
180. reading, spelling, intonation, analogy
181. motivation, transcription, reading
182. analogy, reading, pronunciation
183. transcription, reading
184. senior, middle

 

177.We distinguish stages of teaching FL in schools:

1. junior
2. intermediate
3. senior
4. senior, middle and beginning
5. interfacial and senior
6. junior and interfacial
7. junior and senior
8. a means of communication

 

178. 178. Psychological component………..
179. a means of communication in oral (hearing, speaking),
180. a means of communication in written
181. a means of communication in reading
182. language and linguistic material which should be assimilated to be used in language skills
183. the techniques which pupils should acquire to learn the foreign language in a most effective way
184. how to learn for themselves
185. the subject to attain the aims
186. a flannel board

 

179. 179. Non-mechanical aids are:
180. a blackboard
181. a flannel board
182. a magnet board
183. tape-recorder
184. pictures
185. teaching materials
186. speaking aids
187. teacher’s books

 

180. Mechanical aids are:
181. a tap recorders
182. a television and radio equipment
183. a language laboratory
184. transformational, practical, common
185. practical, structural, common
186. structural, traditional, proper
187. traditional
188. materials

 

181. 181. Teaching materials are:
182. Teacher’s books
183. Pupil’s books
184. Text books
185. text books, audio materials
186. visual materials
187. audio-visual
188. teacher’s books, text books
189. traditional

 

182. 182. There are 3 constructed grammars:
183. traditional
184. structural
185. transformational
186. transformational, practical, common
187. practical, structural, common
188. structural, traditional, proper
189. traditional, common
190. structural, common

 

183. 183. The following forms of extra-curricular work are used at schools
184. Individual
185. Group
186. Mass work
187. pair work
188. group work
189. mass work
190. individual work
191. structural, common

 

184. 184. There are four ability to train
185. hearing
186. speaking
187. reading (writing)
188. listening, speaking, retelling and writing
189. reading, retelling, speaking and hearing
190. speaking, reading, writing and auding
191. auding, listening, writing and reading
192. the stage of teaching

 

 

185. 185. The pronunciation of word is:
186. sounds
187. stress
188. intonation
189. accent, tune, intonation
190. vowels consonants, diphthongs
191. stress, sounds, tune, palatalization
192. sounds, vowels, consonants, tune
193. pupils intelligence

 

186. 186. Which factors are pedagogical factors
187. the stage of teaching
188. the size of the class
189. the time the qualification of the teacher
190. pupils age
191. pupils intelligence
192. abstract notion, range of meaning in comparison
193. abstract or concrete notion
194. speaking

 

187. 187. The content of the optional course should be:
188. hearing,
189. speaking
190. writing
191. reading, hearing
192. reading and writing
193. hearing and speaking
194. writing and speaking
195. abstract or concrete notion

 

188. 188. There are some language activities to be developed in pupils, what are they?
189. hearing,
190. speaking,
191. reading
192. hearing, speaking, auding, writing
193. reading, speaking, asking, writing
194. auding, hearing, speaking, writing
195. listening, auding, hearing, speaking
196. self-dictation

 

189. 189. Dictation may vary in forms:
190. the visual dictation
191. the dictation drill
192. the self-dictation
193. dictation drill, self-dictation
194. self-dictation
195. visual dictation
196. dictation drill, visual dictation
197. spelling

 

190. 190. What does written form include?
191. penmanship
192. spelling
193. composition
194. spelling and writing
195. retelling and describing
196. penmanship, composition
197. spelling, composition
198. make simple grammar rules

 

191.There are several contracted grammars:

1. traditional
2. structural
3. transformational
4. the words in the act of communication
5. make simple grammar rules
6. the words and how they are put together in the sentences
7. structures of various levels of the language
8. spelling, composition

 

192.There are stages in learning a dialogue

1. receptive
2. reproductive
3. constructive
4. understanding, learning, retelling
5. receptive, constructive, retelling
6. precognitive, receptive and creative
7. reproductive, creative, learning
8. senior, middle, beginning

 

193.We distinguish stages of teaching FL in schools:

1. junior
2. intermediate
3. senior
4. senior, middle, beginning
5. senior, intermediate
6. intermediate, junior
7. junior, senior
8. pictures, exercises

 

194. 194. Verbal techniques include following:
195. context
196. synonyms
197. antonyms
198. pictures, exercises, card
199. cards, context, pictures
200. grammar tables
201. synonyms, antonyms
202. junior, senior

 

195. 195. What are the syllabus requirements for language?
196. to understand the language spoken
197. to carry out
198. to speak
199. read good and distinctly
200. write words correctly
201. understand the language spoken
202. speak a foreign language
203. pictures, tables, plan

 

196. 196. What are the visual aids included?
197. maps
198. picture
199. photo
200. maps, key-words, scheme
201. books, plan, pictures
202. key-words, plan
203. pictures, tables, plan
204. speak a foreign language

 

197. 197. What does the teacher’s book include?
198. introduction
199. planning
200. appendix
201. introduction, conclusion, appendix
202. literature, list of verbs, vocabulary
203. introduction, planning, conclusion
204. vocabulary, literature, introduction
205. communication, imagination

 

198. 198. Types of translation:
199. the word for word
200. the free
201. the literary-artistic
202. adequate
203. visual, self-dictation
204. literary-artistic
205. free, adequate
206. literature, list of verbs

 

199. Reading develops pupils’………………
200. intelligent
201. memory
202. imagination
203. to communication
204. to information
205. to will, imagination
206. to communication, imagination
207. to development of pedagogy

 

200. 200. What sciences did bring the changes in grammar-translation method?
201. the development of pedagogy,
202. the development of psychology
203. the development of linguistics
204. opening of new linguistic centers
205. development of scholarship
206. new standards in linguistic science
207. development of other sciences
208. F. Grouin, M.Berlitz

 

201. 201. The most orthodox advocates of the direct method were …..
202. F. Grouin,
203. M.Berlitz,
204. M. Walter,
205. F. Grouin, M.Berlitz, M. West
206. F. Grouin, M.Berlitz, H. Palmer
207. M.Berlitz, M. Walter, B. Eggert
208. M. West, H. Palmer
209. traditional

 

202. 202. Name the Palmer’s four
203. Elementary
204. Intermediate
205. Advanced

d.1^st year English, 2^nd year English, 3^rd year English, 4^th year English

1. pre-Intermediate, Intermediate, Upper-Intermediate, Advanced
2. pre-school English, Secondary English, Graduate English, Business English
3. all answers are wrong
4. h) structural

 

203. 203. There are 3 constructed grammars:
204. traditional
205. structural
206. transformational
207. transformational, practical, common

e practical, structural, common

1. structural, traditional, proper
2. traditional aim
3. pupils follow the pattern

 

204. 204. There are four ability to train
205. hearing
206. speaking
207. reading (writing)
208. listening, speaking, retelling and writing
209. reading, retelling, speaking and hearing
210. speaking, reading, writing and auding
211. auding, listening, writing and reading
212. read by the teacher

 

205. 205. instructive reading…………………………
206. pupils follow the pattern
207. read by the teacher
208. read by the speaker
209. the pupils read the text trying to keep as close to the pattern as possible
210. the pupils read and he can see his weak points in reading
211. the teacher-made tests and standardized tests
212. the read by the teacher or the speaker
213. the visual perception of letters

 

206. 206. The methods of foreign language teaching is closely related…..
207. pedagogies
208. psychology
209. physiology
210. mathematics, history, biology
211. history, psychology
212. linguistics, biology
213. pedagogies, mathematics
214. auditory perception of a sound

 

207.The first habit which is the most important in forming writing

1. auditory perception of a sound
2. auditory perception of a word
3. auditory perception of a phrase
4. articulation of a sound and pronunciation of a word a phrase, or a sentence by the pupil who writes
5. visual perception of letters or letter combinations which stand for sounds
6. the movements of the muscles of the hand in writing
7. the nerves of the throat and tongue
8. aims of teaching

 

208. The second habit which is the most important in forming writing
209. articulation of a sound and pronunciation of a word by the pupil who writes
210. articulation of a sound and pronunciation of a phrase by the pupil who writes
211. articulation of a sound and pronunciation of a sentence by the pupil who writes
212. auditory perception of a sound, a word, a phrase, or a sentence
213. visual perception of letters or letter combinations which stand for sounds
214. the movements of the muscles of the hand in writing
215. the nerves of the throat and tongue
216. techniques of teaching

 

209. 209. The main problems:
210. aims of teaching
211. content of teaching
212. techniques of teaching
213. presentation, practice activities, testing
214. content of teaching, methods and techniques of teaching
215. verbalization, autoimmunization, practice
216. to convey how well the learners know or can do something
217. the nerves of the throat and tongue

 

210.There are 3 constructed grammars:

1. traditional
2. structural
3. transformational
4. transformational, practical, common
5. practical, structural, common
6. structural, traditional, proper
7. traditional word
8. the movements of the muscles

 

211. The first usage of the target language
212. teacher – pupils communication in the classroom
213. teacher – pupils communication in the lesson
214. teacher – pupils communication in the subject
215. pupils’ communication when talking on a topic under teacher’s supervision
216. students’ communication when working at a text
217. communication during out of class activities in the target language
218. transformational, practical, common
219. practical, structural, common

 

212. The second usage of the target language
213. pupils’ communication when talking on a topic under teacher’s supervision
214. pupils’ communication when talking on a text under teacher’s supervision
215. pupils’ communication when talking on a theme under teacher’s supervision
216. their’ communication when working at a text
217. our’ communication during out of class activities in the target language
218. verbalization, autoimmunization, practice
219. to convey how well the learners know or can do something
220. the specific ways of teaching a definite subject

 

213. Didactics studies…
214. the specific ways of teaching a definite subject
215. the specific ways of teaching a main subject
216. the specific ways of teaching a teaching subject
217. fundamental principles of didactics
218. aims of teaching, content of teaching
219. reading and writing and the memorization of vocabulary
220. to involve students in a varied use of language
221. pupils’ communication when talking on a theme under

 

214. The third usage of the target language
215. pupils’ communication when working at a text
216. pupils’ conversation when working at a text
217. pupils’ speaking when working at a text
218. a content of teaching, methods and techniques of teaching
219. a our communication during out of class activities in the target language
220. a teacher – pupils communication in the classroom
221. a their’ communication when talking on a topic under teacher’s supervision
222. a linguistic material for auding

 

215. The fourth usage of the target language
216. pupils’ communication during out of class activities in the target language
217. students’ communication during out of class activities in the main language
218. pupils’ conversation during out of class activities in the one language
219. a teacher – pupils communication in the classroom
220. a his’ communication when talking on a topic under teacher’s supervision
221. a involvement students in a varied use of language
222. a linguistic letters for auding
223. a conditions in which the material is presented

 

216. The first factor in developing pupils’ skills in auding:
217. linguistic material for auding
218. linguistic words for auding
219. linguistic letters for auding
220. the content of the suggested for listening and comprehension
221. conditions in which the material is presented
222. verbalization, autoimmunization, practice
223. phonetic system of FL includes
224. the content of the suggested texts

 

217. The second factor in developing pupils’ skills in auding:
218. the content of the suggested texts for listening and comprehension
219. the content of the texts for learning and comprehension
220. the texts for words and comprehension
221. result of oft-repeated action
222. conditions in which the material is presented
223. drill should be constant and accurate
224. presentation, practice activities, testing
225. verbalization, autoimmunization

 

218. The third factor in developing pupils’ skills in auding:
219. conditions in which the material is presented
220. conditions in which the material is prepared
221. conditions in which the material is existed
222. verbalization, autoimmunization, practice
223. content of the suggested for listening and comprehension
224. the content of the suggested for listening and comprehension
225. logical, special, linguistic
226. a main study of the ways foreign languages

 

219. The first definite way of investigating the problems in MFL:
220. a critical study of the ways foreign languages were taught in our country and abroad
221. a main study of the ways foreign languages were taught in our country and abroad
222. a value study of the ways foreign languages were taught in our country and abroad
223. through study and summing up of the experience of the best foreign language teachers in different types of schools
224. experimenting with the aim of confirming or refuting the working hypotheses that may arise during the investigation
225. the best foreign language teachers in different types of schools
226. the working hypotheses that may arise during the investigation
227. experimenting with the aim of confirming

 

220. The second definite way of investigating the problems in MFL:
221. through summing up of the experience of the best foreign language teachers in different types of schools
222. summing up of the examination of the foreign language teachers
223. through the research of foreign language teachers in different types of schools
224. a critical study of the ways foreign languages were taught in our country and abroad
     e. a best foreign language teachers in different types of schools
225. a best foreign language teachers in different types of schools
226. a working hypotheses that may arise during the investigation
227. a experimenting with the aim of confirming

 

221. The third definite way of investigating the problems in MFL:
222. experimenting with the aim of confirming the working hypotheses that may arise during the investigation
223. experimenting with the aim of confirming the working hypotheses
224. experimenting with the purpose of confirming the working hypotheses that may arise during the investigation
225. the aim of refuting the working hypotheses that may arise during the investigation
226. the aim of confirming or refuting the working hypotheses that may arise during the investigation
227. a critical study of the ways foreign languages were taught in our country and abroad
228. pupils’ communication during out of class activities in the target language
229. our’ communication when talking on a topic under teacher’s supervision

 

222. Reproduction exercises are given:
223. for developing pupil’s pronunciation habits
224. for improving pupil’s pronunciation habits
225. for supporting pupil’s pronunciation habits
226. developing pupil’s speaking habits
227. developing pupil’s habits
228. the result of oft-repeated action
229. presentation, practice activities, testing
230. giving feedback, home task, organization

 

223.The first possible way which the material pupils get for reproduction:

1. the through auditory perception
2. the through auditory apprehension
3. the through auditory receptive
4. through auditory perception reinforced by visual perception over of a sound
5. verbalization, autoimmunization, practice
6. giving feedback, home task, organization
7. for developing pupil’s pronunciation habits
8. imitating the pronunciation of the teacher

 

224. Pupils learn to pronounce a new language by………….
225. the imitating the pronunciation of the teacher
226. the imitating of the teacher’s pronunciation
227. the imitating the pronounce of the teacher
228. presentation, practice activities, testing
229. giving feedback, home task, organization
230. result of oft-repeated action
231. content of teaching, methods and techniques of teaching
232. to determine the cases where conscious manipulation of the speech organs is required

 

225. The first methodological problem in teaching pronunciation………….
226. to determine the cases where conscious manipulation of the speech organs is required
227. to define the cases where conscious manipulation of the speech organs is required
228. to form the cases where conscious manipulation of the speech organs is required
229. decide on types the exercises and techniques of using them
230. through auditory perception reinforced by visual perception over of a sound
231. for developing pupil’s pronunciation habits
232. the result of oft-repeated action
233. through auditory perception reinforced by visual perception

 

226. The second methodological problem in teaching pronunciation………….
227. to decide on using the types the exercises and techniques
228. to decide on using the types the exercises
229. to decide on using the types the techniques
230. determine the cases where conscious manipulation of the speech organs is required
231. through auditory perception reinforced by visual perception over of a sound
232. the drill should be constant and accurate
233. receptive, reproductive and constructive
234. or developing pupil’s speaking habits

 

227.Graphemic-phonemic exercises help the pupils………….

1. to assimilate graphemic-phonemic correspondence in the English language
2. to assimilate graphemic-phonemic conformity in the English language.
3. to assimilate graphemic-phonemic likeness in the English language
4. carry out lexical and grammar analysis, to find the logical subject and predicate in the sentences
5. semantic communicative exercises
6. find the logical subject and predicate in the sentences
7. through auditory perception reinforced by visual perception over of a sound
8. linguistic material for auding

 

228. Semantic communicative exercises help the pupils…………..
229. to get information from the text
230. to take information from the text
231. to learn information from the text
232. drill should be constant and accurate
233. imitating the pronunciation of the teacher
234. involve students in a varied use of language

g improve writing skills

h the result of oft-repeated action

 

229. Habit is…
230. the result of oft-repeated action
231. the result of repeated action
232. the result of many-repeated action
233. drill should be constant and accurate
234. logical, special, linguistic
235. content of teaching, methods and techniques of teaching
236. presentation, practice activities, testing
237. strategy of teaching

 

230.Skill is…………….

1. the ability to do something well
2. the man’s ability to do something well
3. the pupil’s ability to do something well
4. result of oft-repeated action
5. verbalization, autoimmunization, practice
6. org. moment, new theme, feedback
7. special, methodological, historical
8. doctor, driver, minor

 

231. What does grammar study?
232. the relationship between words
233. the relationship between each words
234. the relationship between every words
235. vocabulary
236. sound, diphthongs
237. noun, verbs, adjectives
238. pronunciation, spelling
239. doctor, driver, minor

 

232.The main aim of stage of practice activities

1. to involve speaking skills and habits
2. to include speaking skills
3. to involve speaking habits
4. involve conversational skills and habits
5. phonetic system of FL includes
6. improve and consolidate four skills
7. convey and to control knowledge
8. explain types of teaching

 

233.Testing and its main aim

1. to convey how well the learners know or can do something
2. to convey how good the learners know or can do something
3. to convey how learnt the learners know or can do something
4. improve speaking skills
5. develop reading skills
6. improve and consolidate reading
7. improve writing skills
8. college, cook, catch

 

234. Exercises for assimilation of vocabulary can be divided into:
235. the recognition
236. the reproductive exercises
237. the recognition and reproductive exercises
238. oral and written exercises
239. speech and phone drills
240. grammar and phonetic exercises
241. oral, speech, phonetics exercises
242. improve and consolidate reading

 

235. Speech may be:
236. the prepared
237. the unprepared
238. the prepared and unprepared
239. oral and written
240. prepared and written
241. monologue
242. dialogue

h improve writing skills

 

236. There are two ways of conveying the meaning of words:
237. direct way
238. translation
239. direct way and translation
240. a presentation and translation
241. a pronunciation and translation
242. a writing and reading
243. a translation and writing
244. to involve conversational skills and habits

 

237.The teacher must have plans:

1. a unit plan,
2. a daily plan
3. a unit plan, a daily plan
4. the syllabus, curriculum
5. the unit work

f the pronunciation and translation

1. the writing and reading
2. the translation and writing

 

238. The translation may be:
239. written
240. oral
241. written and oral
242. the oral and literary
243. the free and oral
244. the literary and free
245. the written and literary
246. to improve speaking skills

 

239. At present the following tests are available
240. teacher-made tests
241. standardized tests
242. teacher-made tests and standardized tests
243. to delayed testing
244. to find testing
245. to regular testing
246. to oral and written tests

h to relationship between every words

 

240. Which is the most effective tests?
241. teacher made tests
242. teacher own tests
243. teacher made up tests
244. to immediate testing
245. to contemporary
246. to final testing
247. to delayed testing

h to reading the home reading text

 

241. Which is the most effective method in teaching language?
242. contemporary
243. contemporary way
244. contemporary method
245. the grammar translation
246. the contemporary rule
247. the direct
248. the traditional
249. to correct pupils mistakes

 

242. What do tests allow the teacher to do?
243. to evaluate pupils achievement
244. to improve pupils achievement
245. to value pupils achievement
246. improve his pronunciation
247. assegai marks
248. correct pupils mistakes
249. control their knowledge

h teacher-made tests and standardized tests

 

243. The method which develops the child’s mind and language
244. learning by heart
245. learning the words by heart
246. learning the poem by heart
247. the teaching
248. an reading
249. a education
250. to playing

h an the relationship between every words

 

244. The teacher uses various techniques for the purpose
245. visual
246. verbal
247. visual and verbal
248. the tape-recorder
249. to pictures
250. a teaching materials
251. an teaching aids

h the objects and pictures

 

245. Visual techniques include:
246. objects
247. pictures
248. objects and pictures
249. an synonym, antonyms
250. a context word-building elements
251. to cards, context
252. to exercises from books

h the relationship between every words

 

246. Translation as a means of conveying the meaning may be used in two ways
247. translation proper
248. translation-interpretation
249. translation proper and translation-interpretation
250. the oral translation
251. the free translation
252. to written translation
253. the grammar translation

f the independent work at home

1. the home work at home
2. the independent task at home

 

247. The work which is done during the lesson should prepare pupils for: a. independent work at home
248. home work at home
249. independent task at home
250. the retelling the text
251. the reading the home reading text
252. the doing grammar exercises
253. the written task
254. the presentation

 

248. There are two stages in teaching vocabulary:
249. presentation
250. consolidation
251. presentation and consolidation
252. the assimilation
253. the translation
254. the introducing
255. the repetition
256. the vocabulary

 

249. Linguistic component……………
250. language material which should be assimilated to be used in language skills
251. linguistic material which must be assimilated to be used in language skills
252. language and linguistic material which should be assimilated to be used in language skills
253. the subject to attain the aims
254. a reading the home reading text
255. a means of communication in oral (hearing, speaking), written, reading
256. the techniques which pupils should acquire to learn the foreign language in a most effective way
257. to relationship between every words

 

250. 250. Methodological component…………………….
251. the techniques which pupils should acquire to learn the foreign language
252. the techniques which pupils must acquire to learn the foreign language in a most effective way
253. the techniques which students should acquire to learn the foreign language in a most effective way
254. a means of communication in oral (hearing, speaking), written, reading
255. an reading the home reading text
256. how to learn for themselves
257. the subject to attain the aims
258. a morphology and syntax

 

251. There are two ways of reading.
252. aloud
253. silently
254. aloud and silently
255. an aloud and complete
256. no silent and written
257. the aloud and orally
258. a clear reading
259. to involve students in a varied use of language

 

252. Speaking exists in forms:

a dialogue and monologue

b monologue

c dialogue

d no explanation

e no composition

f for developing pupil’s pronunciation habits

1. imitating the pronunciation of the teacher
2. presentation, practice activities, testing

 

253.What is the most important part of the work during the lesson?

a speaking

b reading

c hearing

d a retelling

e no writing

f for developing pupil’s speaking habits

1. for developing pupil’s habits
2. the result of oft-repeated action

 

254. What is the traditional grammar studied?
255. morphology
256. syntax
257. morphology and syntax
258. transformational rules
259. basic structures
260. levels
261. structures
262. for developing pupil’s pronunciation habits

 

255. What is the transformational grammar studied?

a transformational rules

1. transformational main rules
2. transformational each rules
3. morphology
4. structures
5. syntax
6. morpheme and syntactic levels
7. involve students in a varied use of language

 

256.What is the aim of the foreign language lesson in primary schools?

1. to develop pupil skills in understanding and participating in conversation
2. to develop pupil skills in understanding and participating in conversation to
3. develop pupil skills in understanding and participating in conversation
4. to develop writing skills
5. to develop reading skills and habits
6. to improve speaking skills
7. to participate in conversation
8. for developing pupil’s speaking habits

 

257. Extra-curricular work helps the teacher in language:

a to promote greater interest in learning

b to develop speaking skills

c to improve their pronunciation

d improve reading

e develop pupils ability to speak

1. for developing pupil’s pronunciation habits
2. imitating the pronunciation of the teacher
3. presentation, practice activities, testing

 

258. The translation may be applied in its two various
259. the common
260. the translation-interpretation
261. the common and translation-interpretation
262. common and proper translation
263. word for word-translation, literary
264. free translation
265. literary and the translation
266. conditions in which the material is prepared

 

259. Which factors are psychological factors:
260. the pupils age
261. the pupil intelligence
262. the pupils age, pupil intelligence
263. concrete notion, the size of the closes
264. pupils age, the stage of teaching, abstract notion
265. abstract or concrete notions, range of meaning in compassion
266. the stage of teaching the size of the class, the time to learn the qualification of h. the teacher

 

260. Which factors are linguistic factors
261. the abstract on concrete notions
262. the range of meaning in comparison
263. the abstract on concrete notions, range of meaning in comparison
264. size of the class
265. stage of teaching
266. pupils intelligence
267. pupils age
268. involve students in a varied use of language

 

261.The work which is done during lesson should prepare pupils for:

1. to independent work at home
2. to do the work at home
3. to do their own independent work at home
4. retelling the text
5. doing grammar exercises
6. reading home reading texts
7. written tasks
8. for developing pupil’s speaking habits

 

262. Traditional grammar studies…………….
263. the words and how they are put together in the sentences
264. the words and in what way they are put together in the sentences
265. the words and their way they are put together in the sentences
266. develop pupils skills in understanding and participating in conversation
267. words in the act of communication
268. improve speaking skills
269. make simple grammar rules
270. conditions in which the material is prepared

 

263. Structural grammar studies…………………….

a structures of various levels of the language

1. structures of every levels of the language
2. structures of each levels of the language

d to improve speaking skills

1. traditional, structural, transformational grammars

f the words and how they are put together in the sentences

1. to develop writing skills
2. lunch

 

264. Transformational grammar studies………………………
265. basic structures
266. transformations rules
267. basic structures and transformations rules
268. the words in the act of communication
269. the participate in conversation
270. the receptive, reproductive, constructive
271. the reproductive, creative, learning
272. the involve students in a varied use of language

 

265. What is the aim of the foreign language lessons in primary schools?
266. to develop pupils skills in understanding
267. to participating in conversation
268. to develop pupils skills in understanding and participating in conversation
269. participate in conversation
270. to develop reading skills and habits
271. to develop writing skills
272. to improve speaking skills
273. lunch

 

266. What does a free dialogue include?
267. interview, talk
268. talk
269. interview
270. to models
271. to patterns
272. to situation
273. to talk
274. to develop writing skills

 

267. What is the lesson?
268. a part of teaching process
269. a part of studying process
270. a part of pupil’s teaching process
271. connection between T-P
272. teacher, pupils
273. pictures, exercises, card
274. models
275. patterns
276. situation

 

268. What does a standard-dialogue include?
269. modal
270. patterns
271. modal, patterns
272. the interview
273. the talk
274. the discussion
275. the question-response
276. the teaching process

 

269. Exercises for assimilation of vocabulary can be divided into:
270. a speech exercises
271. a recognition exercises
272. a speech and recognition exercises
273. recognition, reproductive exercises
274. reproductive, oral exercises
275. discussion
276. question-response
277. teaching process

 

270.There are ways of conveying the meaning of words:

1. direct way
2. translation
3. direct way, translation
4. a presentation, way
5. a translation, reading
6. a pronunciation, writing
7. a writing, translation
8. a teaching process

 

271. Which of these are situational?
272. a poliologue
273. a dialogue
274. a dialogue, poliologue
275. monologue
276. connection between
277. dialogue act
278. poliologue act
279. monologue and dialogue

 

272.What are verbal aids included?

1. key-words
2. plan
3. key-words, plan
4. a maps, pictures
5. a books, maps
6. a pictures, tables
7. a plan, maps
8. a dialogue act

 

273. What is a dictation drill?
274. when the teacher dictates
275. when the pupils’ teacher dictates
276. when the school teacher dictates
277. the pupil writes from memory
278. the pupil dictate to themselves
279. write from text
280. they copy from the blackboard
281. a plan, maps

 

274.What do we mean by translation?

1. the transmission of a thought expressed in one language by means of another language
2. the translation of a thought expressed in one language by means of another language
3. the thought expressed in one language by means of another language
4. a thought expressed in Kazakh by means of English
5. a thought expressed in native language by means of a foreign language
6. thought expressed in English by means of Kazakh
7. teaching process
8. connection between T-P
9. teacher, pupils
10. maps, pictures

 

275.How much time is given for reading in the junior stages?

1. 7-12 min
2. 8-12 min
3. 9-12 min
4. 15-20 min
5. 3-5 min
6. 3-8 min
7. 3-10 min
8. 6-7 min

 

276.How much time is given for oral practice in the 5 th form?

a.30-35 min

b.31-35 min

c.32-35 min

d.8-10 min

e.1-2 min

f.10-15 min

g.2-3 min

1. 3-4 min

 

277. What kind of subjects does the curriculum include?
278. compulsory
279. optional
280. compulsory and optional
281. a compulsory
282. a optional
283. the optional, technical
284. a compulsory, technical
285. a explanation, repetition

 

278.Productive exercises are;

1. explanation
2. repetition
3. explanation, repetition
4. a general, alternation
5. a special, paraphrasing, completing
6. the repetition exercises
7. the match exercises
8. greeting and a brief talk

 

279. Every lesson should begin with
280. a greeting
281. a brief talk
282. a greeting and a brief talk
283. checking the home task
284. presentation the new materials
285. phone drills
286. speech exercises
287. the repetition exercises

 

280. The grammar – translation method was widely used….
281. in teaching the classics
282. in teaching namely Latin
283. in teaching the classics, namely Latin
284. teaching Portugal
285. special language universities
286. lexicology and stylistic
287. learning Romano- German language groups
288. transcription types of words

 

281. In teaching a foreign language by means of the grammar – translation method the attention was paid to….
282. the assimilation of grammar rules
283. the assimilation of main grammar rules
284. the assimilation of the all grammar rules
285. transcription types of words
286. to the style of context
287. a meaning of sentence
288. to the grammar rules of other language
289. insistence upon grammatical analysis

 

282. What is the main distinguishing features of grammar-translation method?
283. insistence upon grammatical analysis
284. persistence upon grammatical analysis
285. insistence on the all grammatical analysis
286. a translating way
287. the grammatical construction of a word
288. the using of methods
289. a determination of method
290. to start with a sentence

 

283. What is the best way to say a sentence in a foreign language according to the grammar-translation method?
284. to start with a sentence in the mother tongue
285. to begin a sentence in the mother tongue
286. to say a sentence in the mother tongue
287. understand the meaning of the word in foreign language
288. the out the several translations of each word
289. compare with native language
290. find the synonyms of words
291. mastery of the graphic skills

 

284. Secondary objectives of grammar-translation method are:
285. reading
286. writing
287. reading and writing
288. a mastery of the graphic skills
289. the oral translation
290. a writing translation
291. the mastery of oral communication
292. compare with native language

 

285. What forms can takelanguage performance in the classroom?
286. reading with various exercises
287. translation with various exercises
288. reading and translation with various exercises
289. to read and analyzing
290. to read and retelling
291. to read and spelling
292. to read and repeating
293. the practical direction

 

286. The third feature of direct method
287. restricted application
288. very often complete elimination
289. restricted application or very often complete elimination
290. the ignoring of the existence of the mother tongue
291. the practical direction
292. a direct translation
293. a translation in mother tongue then speaking
294. to non-translation and natural

 

287. Name the two methods of teaching foreign languages
288. non-translation
289. natural
290. non-translation and natural
291. an natural and direct method
292. an grammatical and phonetically
293. an non-translation and direct method
294. an grammar-translation and non-translation
295. to teach reading

 

288. M. West method is….
289. to teach reading
290. to teach all way of reading
291. to teach reading rule
292. a teach writing
293. a teach understanding
294. the teach translating
295. an teach reception
296. Pronunciation of sound

 

289. What is Parrot work?
290. the students repeat a certain speech units after teacher
291. the pupil repeat a certain speech units after teacher
292. the all students repeat a certain speech units after teacher
293. The students work in pairs
294. Pronunciation of sound
295. Doing oral exercises
296. Word for word translation
297. The teach translating

 

290.What is the traditional method?

1. the method which have their origin in the grammar-translation method
2. the main method which have their origin in the grammar-translation method
3. the all method which have their origin in the grammar-translation method
4. teaching a foreign language without the use of translation
5. teaching in mother tongue
6. teaching the native language
7. teaching with vocabulary
8. Word for word translation

 

291. What is audio-lingual method?
292. the method which includes the teaching using audio-texts and conversations
293. the main method which includes the teaching conversations
294. the all method which includes the teaching using audio-texts and conversations
295. which have their origin in the grammar-translation method
296. teaching a foreign language without the use of translation
297. the teaching in mother tongue
298. teaching the native language
299. conditions in which the material is prepared

 

292. How is the traditional approach to foreign language teaching characterized?
293. the use of native language for explanation
294. the usage of native language for explanation
295. the main use of native language for explanation
296. teaching a foreign language without the use of translation
297. teaching in mother tongue
298. teaching the native language

g teaching with vocabulary

h the effective using

 

293. The main feature of contemporary method is ….

a the development of audio-lingual skill

1. the improving of audio-lingual skill
2. the superiority of audio-lingual skill
3. an rationalization of study material
4. a education of teachers
5. to using explanatory vocabulary
6. to effective using of any method

h teaching the native language

 

294. What is “real-life”?
295. communication situations for stimulating the student’s language activity
296. speaking situations for stimulating the student’s language activity
297. conversation situations for stimulating the student’s language activity
298. to make up a dialogues on different situations
299. the use of native language for explanation
300. a teaching a foreign language without the use of translation
301. a teaching in mother tongue
302. to using explanatory vocabulary

 

295. The translation may be:

a written

1. oral
2. written and oral

d an oral and literary

e the free and oral

f the literary and free

g to written and literary

1. a teaching in mother tongue

 

296. At present the following tests are available
297. teacher-made tests
298. standardized tests
299. teacher-made tests and standardized tests
300. the delayed testing
301. a find testing
302. to regular testing
303. the oral and written tests
304. a verbalization, autoimmunization, practice

 

297. Which is the most effective tests?
298. teacher’s own made tests
299. teacher made tests
300. pupil’s teacher made tests
301. an immediate testing
302. a contemporary
303. the final testing
304. a delayed testing
305. to regular testing

 

298. Which is the most effective method in teaching language?

a contemporary

1. contemporary method
2. all contemporary method
3. a grammar translation
4. the contemporary
5. an direct
6. the traditional
7. final testing

 

299. The main leading person at the lesson is:

a a teacher

1. a pupil’s teacher
2. a teacher of the school
3. librarian
4. director

f pupil

g pupils and teachers

1. if the teacher doesn’t listen

 

300. The answer which is not given any mark

a if the friend helps

1. if the all friend helps
2. if the friend helps to the pupil

 

1. the teacher doesn’t listen
2. the pupils speak shortly
3. a pupil speak much
4. a pupil doesn’t wont it
5. pupils and teachers