The preparatory stage in forming dialogic speech habits and skills is

a) mastering a dialogic reply;

b) mastering certain dialogical units;

c) mastering microdialogue.

18. The alternative dictation drill technique, sometimes called dictogloss, develops both listening and writing skills. The dictation drill technique is focused on:

a) meaning;

b) form;

c) both meaning and form.

19. Decide which of the kinds of communicative competence corresponds to the following definition: “________ is the ability to form illocution acts appropriately according to the context of communication (to invite, request, thank etc.).”

a) Lingua-cultural competence;

b) Linguistic competence;

c) Illocution competence.

 

20. Decide which of the following methods and approaches corresponds to the following main characteristics:

“Drilling in the classroom normally follows a three-phase scheme consisting of stimulus – response – reward.”

a) Grammar-translation;

b) Neuro-linguistic programming;

c) Audio-lingual.

 

Interpretative listening

a) deals with a number of options on the same subject or two or more texts on the same topic;

b) is a skill to interpret the received information, place it in a different light, evolve the idea conveyed in it, to comment on the heard depending on the listener’s own knowledge and experience;

c) is a skill to draw conclusions, approach what has been heard critically, understand the purpose and implications of the text.

 

22. Decide which of the kinds of communicative competence corresponds to the following definition:

“_________ is the ability to take into account peculiarities of TCL, its culture, history etc.”

a) lingua-cultural competence;

b) social-linguistic competence;

c) linguistic competence.

 

23. Decide which of the following methods and approaches corresponds to the following main characteristics:

“A situation where students learn together, based on group work; communicating in English is based on cooperation between students to negotiate meaning and understanding with each other.”

a) Task-based learning;

b) Self-directed learning;

c) Cooperative learning.

 

If you ask your students to listen to the story and retell it in four or five sentences, it means that you are training them in

a) telling logical sequence of actions;

b) getting the main idea of the text;

c) comprehending the text without conjecture.

 

25. Choose the correct continuation of the following statement:

“Teaching L2 is aimed at enabling students to perform L2 communication in…”

a) listening, speaking, reading and writing;

b) oral speech and reading;

c) speaking and reading.

 

The basic item of teaching L2 is

a) a lesson;

b) an exercise;

c) a speech pattern.

 

Simple reading means

a) reading aloud;

b) silent reading;

c) evenly attentive reading.

 

The preferable way to introduce new grammar is through

a) a model;

b) a pattern made up of changeable units;

c) a grammar structure.

 

The testing of writing differs from testing grammar, as it is aimed at checking

a) students’ ability to construct grammatically correct sentences;

b) students’ spelling;

c) students’ ability to express meaning.

 

A range of oral activities with a creativity element is referred to as

a) discussion;

b) drama;

c) composition.

 

The main purpose of teaching English grammar is

a) knowledge of grammar rules;

b) formation of grammatical speech habits;

c) development of speech skills.

 

Exercises in establishing phoneme-grapheme correlation, reading isolated words and word combinations, predicting a word form are

a) exercises aimed at forming the habits of reading technique;

b) exercises aimed at forming speech habits of reading;

c) exercises aimed at developing speech skills of reading.

 

Alternative choice tests are used to check

a) general reading or listening comprehension;

b) lexical habit at the level of a separate item or of understanding idioms;

c) grammatical habit, involving grammatical synonyms;

d) communicative competence, involving understanding stylistic or situational appropriacy.

 

34. Decide which of different age groups and different levels correspond to the following motivational factors described in a concise way:

“Self-awareness and the system of values being formed; interests being differentiated according to future professional expectations; striving for self-esteem, self-expression; encouraging problem-solving activities, stimulating exchange of ideas, stimulating students’ conscious cognitive activity and providing communicative ways of its realisation.”

a) Junior schoolchildren;

b) Adult intermediate students

c) Senior schoolchildren

 

At the intermediate and senior stages the prevailing explanation techniques are

a) visual conveyance and one word translation;

b) multiword translation of lexical items;

c) L2 definition and interpretation.

 

Oral work, competitions, Lotto, doing plays, Lego and bingo games are examples of

a) mentally engaging activities;

b) settling down activities;

c) activities to provide actual occupation;

d) stimulating activities.

 

The general system of exercises is aimed at

a) language acquisition as a whole;

b) acquisition of a particular kind of language activity;

c) teaching a specific skill (dialogical or monological).

 

38. Decide which of the kinds of communicative efficiency corresponds to the following definition:

“_____ enables students to structure their speech on the basis of semantic vocabulary organisation, logical organisation and functional stylistic characteristics employing means of logical cohesion and rhetoric expressiveness.”

a) Linguistic communicative efficiency;

b) Discourse communicative efficiency;

c) Illocution communicative efficiency.

 

Teaching dialogical speech begins with dialogical units of

a) complete structural correlation;

b) partial structural correlation;

c) zero structural correlation.

 

Students’ utterances on everyday topics (About Oneself, One’s Family, School etc.) should be

a) prepared beforehand;

b) unprepared beforehand;

c) partially prepared beforehand.

 

41. The activity “Listen to the utterances and write down their predicates:

Difficulties test our character. 2. Difficult tests often result in lots of mistakes” is aimed at

a) forming lexical listening habit;

b) forming grammar listening habit;

c) forming phonetic listening habit.

 

42. Decide which of the kinds of communicative efficiency corresponds to the following definition: “_____allows the recipient to understand the communicative purpose of the incipient.”

a) Illocution communicative efficiency;

b) Strategic communicative efficiency;

c) Lingua-cultural communicative efficiency.

 

Communicative efficiency in pronunciation presupposes

a) the ability to sound exactly like a native speaker;

b) the ability to say (and be understood to say) what it is the student wishes to communicate.

 

Oral non-translation simulative communicative exercises in vocabulary acquisition prevail at

a) the junior stage;

b) the intermediate stage;

c) the senior stage.

 

45. Define the kind of the following activity:

“We’re going to a supermarket. I’ll tell you what I want to buy there. Say that you want to buy the same thing.

T (addressing a girl): I want to buy a new blouse.

P₁ : I want to buy a new blouse too.

T (addressing a boy): I want to buy a new T-shirt.

P₂: I want to buy a new T-shirt too. ”

a) substitution;

b) imitation;

c) transformation.

 

46. Comprehension activitiesrequire students:

a) to memorise a list of vocabulary to use in a speaking task later on;

b) to use creatively knowledge or skills previously presented and practised;

c) to develop or demonstrate their understanding of written or spoken texts.

 

With close reading skill, we check

a) students’ ability of complete and exact comprehension of the text and its critical interpretation;

b) the students’ ability to extract specific information from the text without reading too closely;

c) the students’ ability to get the main message of the text.

 

Achievement, proficiency, diagnostic and aptitude tests are types of tests classified according to their

a) origin;

b) purpose;

c) object.