. ____________
_______ __________ 2012.
2
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09-04-02, 10-03-01
6
2
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| Which principle belongs to special methodological principles? |
| principle of communicativeness |
| principle of durability |
| principle of approximation |
| principle of visuality |
| principle of systematicness |
| What are the aims of teaching 2FL Pronunciation at school? |
| to enable pupils to use the target language as a mean of communication |
| to enable pupils to correctly pronounce sounds, words and sentences |
| to enable pupils to speak and read correctly |
| to teach pronunciation and intonation |
| to master phonetic competence |
| According to Diane Larsen Freeman the main concern in 2FL teaching and learning grammar is |
| forms |
| meanings |
| forms and meanings |
| three edges of a pie- form, meaning and usage. |
| meanings and their usage. |
| According to the school program pupils are to master 2FL pronunciation and intonation during |
| the first years of study (1-4th grades) |
| all stages from start to finish |
| 1-5th grades |
| 1-9th grades |
| 1-6th grades |
| Which technique in teaching 2FL pronunciation and intonation doesnt exist? |
| Learning by heart |
| Pronunciation drills |
| Listen and imitate exercises |
| Tongue twisters |
| Spelling |
| An action which is defined as an automotive component of conscious activity. |
| Competence |
| Habit |
| Skill |
| Knowledge |
| Competency |
| The 3-phraze framework (3P) for teaching 2FL grammar is |
| presentation - practice production |
| practice - presentation production |
| production - presentation - practice |
| practice - production presentation |
| presentation - production- practice |
| The way of introduction of the new Grammar from rule to examples is |
| Lexical way |
| Inductive-deductive way |
| Deductive-inductive way |
| Productive way |
| Intuition way |
| Choose a possible way to explain the word jump in the 1st form? |
| Translation |
| Etymology |
| Definition |
| Gestures and actions |
| Context |
| What do you think is the best way of teaching the words the last, the latest, the latter? |
| in context |
| Translation |
| Definition |
| Pictures |
| None |
| The process of teaching 2FL Listening Comprehension is guided by one of the principles (specific principles). Which one? |
| Domineering role of exercises |
| Oral approach |
| Approximation |
| Pattern Practice |
| Integrated skill |
| Which speech activity is consisting in sending an oral message and is an integral part of oral conversation? |
| Speaking |
| Reading |
| Writing |
| Listening |
| None |
| 2FL Speaking doesnt include one of the competences. Which one? |
| Linguistic |
| Strategic |
| Discourse |
| Socio-linguistic |
| Speech |
| The process of listening consists of three distinct stages. In the first stage what we hear goes into sensory store called |
| Short-term memory |
| Long-term memory |
| Echoic memory |
| Perception |
| Thinking |
| Reading for the gist is called |
| Scanning |
| Skimming |
| Critique |
| Intensive |
| Extensive |
| Brainstorming is an activity in teaching writing. Which stage? |
| Copying |
| Free writing |
| While-writing |
| Pre-writing |
| Post-writing |
| Phrases that are difficult to pronounce because the sounds easily get confused in them |
| Tongue-twister |
| Pronunciation drill |
| Poem |
| Proverbs |
| Sayings |
| Presentation of the new material is done from exercises to rule is called |
| Lexical way |
| Inductive-deductive way |
| Deductive-inductive way |
| Productive way |
| Intuition way |
| Which strategy of reading means reading for details? |
| Scanning |
| Skimming |
| Critique |
| Intensive |
| Extensive |
| One of the items cant be belong to the difficulties of 2FL listening. Which one? |
| Unknown language (words and grammar). |
| Unintelligible manner of presentation (poor clarity of diction, etc). |
| Lack of illustrations (pictures, schemes, etc.) |
| Lack of own experience (have never been in the circumstance) |
| Unfamiliar topic (never heard of the problem) |
| These activities as role-playing, problem-solving, story-telling, game-playing, socializing belong to one of the three-phase framework activities of teaching 2FL speaking. Which one? |
| Pre-speaking phase framework |
| Post- speaking phase framework |
| Out-of-class speaking phase framework |
| While-speaking phase framework |
| None-speaking phase framework |
| This activity means a cluster of words that are associated with a central concept. |
| Cobweb |
| Word Polysemy |
| Word reinforcement |
| Word-cluster |
| Mind-map |
| Simulation activities for teaching 2FL speaking dont include one of the following activities. Which one? |
| Role-play |
| Mind-map |
| Discussion |
| Presentation |
| Project |
| This principle of teaching 2FL listening means that listening activities develop in the language learners the ability to listen to the language in the real world settings and use this skill for receiving information from the heard discourse. |
| Teaching to listen to authentic material |
| Teaching to listen as an integrated skill |
| Teaching to listen as communicative skill |
| Teaching to listen as speech skill |
| Teaching to listen as linguacultural skill |
| Pooling information together from two or more texts distributed between the learners is called |
| Jigsaw reading |
| Cued reading |
| Guided reading |
| Critical reading |
| Shared reading |
| Which statement isnt true? |
| Writing can come before or after a listening task. |
| Writing is a process of encoding ideas on paper. |
| Grammar describes the rules of how the language produces sentences. |
| The purpose of reading is what makes the process necessary for the reader. |
| In order to master the pronunciation, it is necessary to sound like a native speaker. |
| The traditional activity to teaching pronunciation isnt |
| Pronunciation drill |
| Mind-map |
| Listen and imitate |
| Repetition |
| Tongue-twister |
| Speaking Proficiency doesnt include one of the abilities, which one? |
| Linguistic Competence |
| Socio-cultural Competence |
| Strategic Competence |
| Socio-linguistic Competence |
| Discourse Competence |
| Which type of listening means a serial process (done step by step), the purpose of which is to get a very accurate grasp of the information. As a result the listener can get the heard facts, summarize the information and remember it. |
| Intensive listening |
| Extensive listening |
| Active listening |
| Critical listening |
| Jigsaw listening |
| Which activity in teaching 2FL pre-reading stage doesnt include? |
| Learners are encouraged to form certain expectations about the text. |
| Learners match headlines with paragraphs. |
| Questions to activate what the learners already know are asked. |
| Learners complete a questionnaire. |
| In a brainstorming activity the learners anticipate the main points. |
| Which type of the tests offers the test-takers a task to complete the gaps in the sentences? |
| Multiple-choice tests |
| Ordering tests |
| Close tests |
| Matching tests |
| Filling the gaps |
| Which activity in teaching 2FL post-writing stage doesnt include? |
| Revision (some formal changes, substitutions, reorganizing) |
| Error Corrections |
| Editing |
| Writing a plan |
| Rewriting |
| Activities to teaching 2FL listening cant be of the following type |
| Listen and do |
| Listen and go |
| Listen and transfer |
| Listen and complete |
| Listen and infer |
| Techniques for testing 2FL listening cant include |
| Multiple choice |
| Following instructions and directions |
| Information transfer |
| Comments |
| Psychological testing |
| Which of the statements is false? |
| Knowledge of the items and rules that comprise the format grammar system of the language is called linguistic competence. |
| The subject of grammar is the knowledge of how to construct a sentence. |
| Communicative grammar activities are often matching, filling the gaps. |
| The words grammatical and correct are not sysnonyms. |
| Three-phase framework of grammar teaching is PPP. |
| Which of the grammar tasks is suitable to transformation activity? |
| Study the given phrases and say what they have in common. |
| Choose the sentence that will have the same meaning as the given sentence. |
| Fill in the missing words. |
| Rewrite the sentence so that they will have the same meaning in passive. |
| Learn the poem paying attention on the use of model verbs. |
| Writing activities in the classroom fall on a continuum from |
| Idea-gathering- Doing exercises - Guided writing - Free writing |
| Copying - Doing exercises - Guided writing - Free writing |
| Doing exercises- Guided writing - Free writing |
| Guided writing - Copying - Doing exercises |
| Free writing- Guided writing - Doing exercises |
| Which exercise will you choose for teaching 2FL prepared speech? |
| Express your attitude to the story you have just read |
| Give summary of the text you have read and discussed |
| Retell the text using the key words |
| Retell the text on the part of the characters. |
| Express your personal opinion |
| Which principle of teaching 2FL speaking doesnt exist? |
| Speaking for meaning |
| Speaking for information |
| Speaking for interaction |
| Speaking for problem-solving |
| Speaking for the gist |
| Simulation activities for teaching 2FL to speak doesnt include |
| Games |
| Discussions |
| Role-plays |
| Filling the banks |
| Projects |
| Which type of reading doesnt exist? |
| Scanning |
| Internal |
| Skimming |
| Critical |
| Intensive |
| Which strategy of reading means reading for gist? |
| Scanning |
| Critique |
| Skimming |
| Intensive |
| Extensive |
| What technique in teaching 2FL pronunciation and intonation doesnt exist? |
| Learning by heart |
| Pronunciation drills |
| Listen and imitate exercises |
| Tongue twisters |
| Spelling |
| What are the aims of teaching 2FL Pronunciation at school? |
| to enable pupils to use the target language as a mean of communication |
| to enable pupils to correctly pronounce sounds, words and sentences |
| to enable pupils to speak and read correctly |
| to teach pronunciation and intonation |
| to master phonetic competence |
| The main aim of teaching 2FL vocabulary is development of |
| Speech skills |
| Phonetic habits |
| Linguistic habits |
| Lexical habits |
| Grammar habits |
| The procedure of work with the poem doesnt include this stage. Which stage? |
| Listening to the poem, produced by the teacher or tape. |
| Listen to the poem and try to understand what it is about. |
| Listen for the gist |
| Repetition in chain one by one or individually |
| Introduction of the new words |
| 2FL Speaking Proficiency doesnt include one of the abilities, which one? |
| Linguistic Competence |
| Socio-cultural Competence |
| Strategic Competence |
| Socio-linguistic Competence |
| Discourse Competence |
| Which type of the tests has a number of options and only one is correct? |
| Filling the gap |
| Cloze test |
| Matching |
| Placement tests |
| Multiple choice |
| One of the items cant be belong to the difficulties of listening. Which one? |
| Unknown language (words and grammar). |
| Unintelligible manner of presentation (poor clarity of diction, etc). |
| Lack of illustrations (pictures, schemes, etc.) |
| Lack of own experience (have never been in the circumstance) |
| Unfamiliar topic (never heard of the problem) |
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