1. Behavior, management, and discipline issues.

2. Pupils’ attitude toward the lesson

3. Problem-solving exercises

4. Software for computer-based learning tasks

5. Environment

903. Answer the question. The teacher anticipates potential problem with:

1. Resources – access or production, cost, organization and use of, breakage

2. interesting rhymes

3. A phonetic drill

4. Vocabulary: words and words combinations

5. Exercises to develop grammar

904. The teacher anticipates potential problem with:

1. Safety issues – personal, group, regulations, management for safety

B) Motivation

C) The lesson planning process

D) An indication of each lesson plan

E) Teaching strategies

905. The teacher anticipates potential problem with:

1. organization – structuring / sequencing pupil access pupil activities, grouping, resource access

2. Management

3. Tongue-twisters to enhance the pronunciation

4. Multiple choice of writing assessments

5. Teacher student transmission

906. Teacher should plan and have ready access to back-up or standby activities, tasks / resources in case of:

1. All the answers are correct

2. Equipment / material / failures (including spillages and breakages)

3. Unanticipated and uncomfortable results

4. Gifted and talented students (extension work)

5. Discipline problems (alternative work / tasks)

907. Alternative work tasks may include:

1. All of the answers are correct

2. Guided reading tasks from texts

3. Software for computer-based learning tasks, videos

4. Internet research tasks

5. Extra handouts

908. Complete the point: Teacher is not allowed to enter the lesson without

1. Curriculum and lesson plan checked by the administrator of the director on education before the lesson.

2. Visual aids

3. Lesson supporting techniques (chalk, book)

4. Folder of documents

5. Greeting the students

909. Complete the sentence: Teacher has ____, ____, ____ he applies to conduct a lesson.

1. methods, techniques, approaches

2. values, treasures, inner motivation

3. desire, intension, outcome

4. communicative approach, goals, intension

5. aims, target, settings

910. How many terms (sessions) are there in a school year?

1. 4

2. 5

3. 7

4. 2

5. 1

911. What does the teacher do during the days next term start?

1. Analyses the previous term, takes part in meetings referred to education process outcomes and arranges the classroom for the coming term

2. Shares his experience with the co-workers

3. Consults the pupils’ parents

4. Goes in for sports to keep fit

5. Selects new textbooks to handle the lesson

912. What is the main aim of teaching English at school?

1. to provide pupils ability to communicate with foreigners; to develop communicative competence

2. values, treasures, inner motivation

3. desire, intension, outcome

4. communicative approach, goals, intension

5. aims, target, settings

913. Who is the author of English language textbooks?

1. T.Ayapova

2. T.Askarov

3. R.Richardson

4. M.Curt

5. J.Richardson

914. Name the method developed by James Asher

1. The total physical response Method (TPR)

2. Grammar Translation

3. Direct Method

4. Indirect method

5. Suggestopedia

915. Who was James Asher?

1. a professor of psychology at San Jose State University, California

2. a teacher

3. a doctor

4. an interpreter

5. a professor of pedagogic sciences

916. When the method was developed?

1. in 1960s

2. in 1870s

3. in XIX century

4. in 1719

5. in 1728

917. What does the Total Physical Response method (TPR) incorporates?

1. theories of developmental psychology

2. distinction between science and nature

3. enumeration

4. gestures

5. education

918. What does the Total Physical Response method (TPR) incorporates?

1. Humanistic pedagogic

2. Literature

3. Animals and plants

4. Nature

5. Systematic approach

919. What does the Total Physical Response method (TPR) incorporates?

1. Theatrical nature of language learning

2. distinction between science and nature

3. enumeration

4. gestures

5. education

920. When has the English teaching tradition been changed in a tremendous change?

1. throughout the twentieth century

2. XIX century

3. in XIX century

4. in 1719

5. in 1728

921. What is a method?

1. a method is a coherent set of such links in the sense that there should be some theatrical or philosophical compatibility among the links

2. An example how a particular technique might look very different depending on how it is managed

3. Diversity among the choice of techniques and principles

4. Description of the words usage

5. Experience and outcome

922. What are the goals of teachers who use the Grammar-Translation method?

1. To be able to read literature written in the target language, to provide students with good mental exercise which helps develop their mind

2. Shares his experience with the co-workers

3. Consults the pupils’ parents

4. Goes in for sports to keep fit

5. Selects new textbooks to handle the lesson

923. Grammar Translation Method. What is the role of the teacher? What is the role of the students?

1. The roles are very traditional. The teacher is the authority in the classroom. The students do as he says so they can learn what he knows.

2. An example how a particular technique might look very different depending on how it is managed

3. Diversity among the choice of techniques and principles

4. Description of the words usage

5. Experience and outcome

924. Grammar-Translation method. What are some characteristics of the teaching/learning process?

1. Students are taught to translate from one language to another, they memorize native-language equivalents for target-language vocabulary words.

2. Shares his experience with the co-workers

3. Consults the pupils’ parents

4. Goes in for sports to keep fit

5. Selects new textbooks to handle the lesson

925. Grammar-Translation method. What is the nature of student-teacher interaction? What is the nature of student – student interaction?

1. Most of the interaction in the classroom is from teacher to the students. There is little student interaction and little student-student interaction.

2. Only the teacher acts

3. Only the pupil acts

4. Student-student interaction

5. There is little student interaction and little student-student interaction.

926. Grammar – Translation Method. How is the language viewed?

1. Culture is viewed as consisting of literature and the fine arts.

2. An example how a particular technique might look very different depending on how it is managed

3. Diversity among the choice of techniques and principles

4. Description of the words usage

E) Experience and outcome

927. Grammar-Translation Method. What areas of language are emphasized?

1. Vocabulary and grammar

2. Grammar structure

3. Grammar and word order

4. Grammar and word choice

5. Intonation

928. Grammar Translation Method. How is the language viewed?

1. Literary language is considered superior to spoken language and is therefore the language that students study.

2. The language is viewed distinctly

3. Experience and language outcome

4. Tongue-twisters to enhance the pronunciation

5. Multiple choice of writing assessments

929. Grammar Translation Method. What language skills are emphasized?

1. Reading and writing are primary skills that the students work on. There is much less attention given to speaking listening.

2. Speaking and listening are skills the students work on.

3. Writing skills are emphasized. Students write an essay and a composition.

4. Description of the words usage

5. Experience and outcome

930. Grammar translation Method. What is the role of the students’ native language?

1. The meaning of the target language is made clear by translating it into the students’ native language. The language that is used in class is mostly the students’ native language.

2. Written tests in which students are asked to translate from their native language to

the target or vice versa are often used. Questions about the target culture or questions that ask students to apply grammar rules are also common.

C) Showing the students get the correct answer is considered very important. If students make errors or do not know an answer, the teacher supplies them with the correct answer

D) An important goal is for students to be able to translate each language into the other.

if students can translate from one language into another they are considered successful language learners.

E) It is possible to find native language words.

931. Grammar translation Method. How is evaluation accomplished?

1. Written tests in which students are asked to translate from their native language to the target or vice versa are often used. Questions about the target culture or questions that ask students to apply grammar rules are also common.

B) non-traditional education or educational alternative, is a broad term that may be used to refer to all forms of education outside of traditional education

C) An academic discipline is a branch of knowledge which is formally taught, either at the

university

D)Teachers need to understand a subject enough to convey its essence to students.

E) Information and communication technologies (ICTs) are a “diverse set of tools and

resources used to communicate, create, disseminate, store, and manage information

932. Grammar translation Method. How does the teacher respond to student errors?

1. Showing the students get the correct answer is considered very important. If students make errors or do not know an answer, the teacher supplies them with the correct answer.

B) An academic discipline is a branch of knowledge which is formally taught, either at the

university

C) Teachers need to understand a subject enough to convey its essence to students.

D) Information and communication technologies (ICTs) are a “diverse set of tools and

resources used to communicate, create, disseminate, store, and manage information

E) non-traditional education or educational alternative, is a broad term that may be used to

refer to all forms of education outside of traditional education

933. Grammar Translation Method. Observations. Find out the principle: The class is reading an excerpt from Mark Twains’ Life on the Mississippi.

1. A fundamental purpose of learning a foreign language is to be able to read. Literature written in it. Literary language is superior to spoken language. Students’ study at the target culture is limited to its literature and fine arts:

B) Teachers need to understand a subject enough to convey its essence to students.

C) Information and communication technologies (ICTs) are a “diverse set of tools and

resources used to communicate, create, disseminate, store, and manage information

D) non-traditional education or educational alternative, is a broad term that may be used to

refer to all forms of education outside of traditional education

E) Information and communication technologies (ICTs) are a “diverse set of tools and

resources used to communicate, create, disseminate, store, and manage information

934. Grammar translation Method. Observations. Students translate the passage from English to Spanish.

1. An important goal is for students to be able to translate each language into the other. If students can translate from one language into another they are considered successful language learners.

B) Exercises used for developing pronunciation

C) Teaching grammar

D) Teaching writing as a skill

E) Teaching materials

935. Grammar Translation Method. Observations. The teacher asks students in their native language if they have any questions. A student asks one and is answered in her native language.

1. The ability to communicate in the target language is not a goal of foreign language instruction.

B) Word-building element

C) Gestures

D) Mime

E) Actions

936. Grammar Translation Method. Observations. Students write out the answers to reading comprehension questions.

1. The primary skills to be developed are reading and writing. Little attention is given to speaking and listening, and almost none to pronunciation.

B) Translation

C) Pictures

D) Gestures

E) Images

937. Grammar Translation Method. Observations. The teacher decides whether an answer an answer is correct or not. If the answer is incorrect, the teacher selects a different student to supply the correct answer or the teacher herself gives the right answer:

1. The teacher is the authority in the classroom. It is very important that students get the correct answer.

B) words denoting actions, emotions are easy to present in actions and explained by mime

(run, walk, sad, smile). The same situation is with words like prepositions (to, under),

time expression (you wave back a hand over the shoulder to represent the past).

C) There are no principles of the method.

D) Language is primarily spoken.

E) Students are given a grammar rule.

938. Grammar Translation Method. Observations. Students translate new words from English in to Russian.

1. It is possible to find native language words.

2. Students write down the answers.

3. The primarily skills are developed.

4. words denoting actions, emotions are easy to present in actions and explained by mime

(run, walk, sad, smile). The same situation is with words like prepositions (to, under),

time expression (you wave back a hand over the shoulder to represent the past).

5. The teacher is authority in the classroom. It is very important that students get the correct answer.

939. Grammar Translation Method. Observations. Students learn that English “-ty” corresponds to “-dad” and “-tad” in Spanish.

1. Learning is facilitated through attention to similarities between the target language and the native language.

B) An academic discipline is a branch of knowledge which is formally taught, either at the

university

C) Teachers need to understand a subject enough to convey its essence to students.

D) Information and communication technologies (ICTs) are a “diverse set of tools and

resources used to communicate, create, disseminate, store, and manage information

E) non-traditional education or educational alternative, is a broad term that may be used to refer to all forms of education outside of traditional education

940. Grammar Translation Method. Observations. Students are given a grammar rule for the use of direct object with two-word verbs.

1. It is important for students to learn about the form of the target language.

2. An example how a particular technique might look very different depending on how it is managed

3. Diversity among the choice of techniques and principles

4. Description of the words usage

5. Experience and outcome

941. Grammar Translation Method. Observations. Students apply a rule to examples they are given.

1. Deductive application of an explicit grammar rule is a useful pedagogical technique.

2. Shares his experience with the co-workers

3. Consults the pupils’ parents

4. Goes in for sports to keep fit

5. Selects new textbooks to handle the lesson

942. Grammar Translation Method. Observations. Students memorize Vocabulary.

1. Language learning provides good mental exercise.

2. Values and attitude development

3. Resources required to teach grammar

4. The lesson planning process

5. Contexts of learning Vocabulary

943. Grammar Translation Method. Observations. The teacher asks students to state the grammar rule.

1. Students should be conscious of the grammatical rules of the target language.

2. Students write down the answers.

3. The primarily skills are developed.

4. words denoting actions, emotions are easy to present in actions and explained by mime

(run, walk, sad, smile). The same situation is with words like prepositions (to, under),

time expression (you wave back a hand over the shoulder to represent the past).

5. The teacher is authority in the classroom. It is very important that students get the correct answer.

944. Grammar Translation Method. Observations. Students memorize present tense, past tense, and past participle forms of one set of irregular verbs.

1. Wherever possible, verb conjugations and other grammatical paradigms should be committed to memory.

2. Values and attitude development

3. Resources required to teach grammar

4. The lesson planning process

5. Contexts of learning Vocabulary

945. Complete the statement. The one very basic rule of the Direct Method is:

1. No translation is allowed.

2. Students write out the answer

3. Students memorize vocabulary

4. An important goal is for students to be able to translate

946. The Direct Method receives its name from the fact that meaning is to be conveyed directly in the target language through the use of:

1. Demonstration and visual aids, with no recourse to the students’ native language.

B) Teachers need to understand a subject enough to convey its essence to students.

C) Information and communication technologies (ICTs) are a “diverse set of tools and

resources used to communicate, create, disseminate, store, and manage information

D) non-traditional education or educational alternative, is a broad term that may be used to

refer to all forms of education outside of traditional education

E) Information and communication technologies (ICTs) are a “diverse set of tools and

resources used to communicate, create, disseminate, store, and manage information

947. The Direct Method. Observations. The students read aloud a passage about United States geography. Find out the principle:

1. Reading in the target language should be taught from the beginning of language instruction; however, the reading skill will be developed through practice with speaking. Language is primarily speech. Culture consists of more than the fine arts (e.g. the students study geography and cultural attitudes).

2. Values and attitude development

3. Resources required to teach grammar

4. The lesson planning process

5. Contexts of learning Vocabulary

948. The Direct Method. Observations. The teacher points to a part of the map after each sentence is read. Find out the principle:

1. Objects (e.g. Realia or pictures) present in the immediate classroom environment should be used to help students understand the meaning.

2. The teacher is the authority in the classroom, it is very important that the students get the right answer.

3. The native language should not be used in the classroom.

4. Values and attitude development

5. Contexts of learning Vocabulary

949. The Direct Method. Observations. The teacher uses the target language to ask students if they have a question. The students use the target language to ask their questions. Find out the principle:

1. The native language should not be used in the classroom.

2. The teacher should demonstrate, not explain or translate. It is desirable that students make a direct association between the target language and meaning.

C) Learning another language also involves learning how speakers of that language live.

D) words denoting actions, emotions are easy to present in actions and explained by mime

(run, walk, sad, smile). The same situation is with words like prepositions (to, under),

time expression (you wave back a hand over the shoulder to represent the past).

E) Students translate the text

950. The Direct Method. Observations. The teacher answers the students’ questions by drawing on the blackboard or giving examples. Find out the principle:

1. The teacher should demonstrate, not explain or translate. It is desirable that students make a direct association between the target language and meaning.

2. A fundamental purpose of learning a foreign language is to be able to read literature written in it.

3. It is possible to find native language equivalents for all target language words.

4. Students memorize vocabulary

5. Culture consists of more than the fine arts.

951. The Direct Method. Observations. The teacher asks the questions about the map in the target language, to which the students reply in a complete sentence in the target language. Find out the principle.

1. Students should learn to think in the target language as soon as possible. Vocabulary is acquired more naturally if students use it in full sentences, rather than memorizing word lists.

2. The teacher should demonstrate, not explain or translate. It is desirable that students make a direct association between the target language and meaning.

C) Learning another language also involves learning how speakers of that language live.

D) words denoting actions, emotions are easy to present in actions and explained by mime

(run, walk, sad, smile). The same situation is with words like prepositions (to, under),

time expression (you wave back a hand over the shoulder to represent the past).

E) Students translate the text

952. The Direct Method. Observations. Students ask a question about the map. Find out the principle.

1. The purpose of language learning is communication (therefore students need to learn how to ask questions as well as answer them).

2. Values and attitude development

3. Resources required to teach grammar

4. The lesson planning process

5. Contexts of learning Vocabulary

953. The Direct Method. Observations. The teacher works with the students on the pronunciation of “Appalachian”. Find out the principle:

1. Pronunciation should be worked on the right from the beginning of language instruction.

B) Translation

C) Pictures

D) Gestures

E) Images

954. The Direct Method. Observations. The teacher corrects a grammar error by asking the students to make a choice.

1. Self correction facilitates language learning.

B) Word-building element

C) Gestures

D) Mime

E) Actions

955. The Direct Method. Observations. The teacher asks questions about the students; students ask each other question. Find out the principle:

1. Lesson should contain some activity - some opportunity for students to use language in real contexts. Students should be encouraged to speak as much as possible.

2. Objects present in the immediate classroom environment should be used to help students understand the meaning.

3. Grammar should be taught inductively. There may never be an explicit grammar rule given.

D) Learning another language also involves learning how speakers of that language live.

E) Writing is an important skill, to be developed from the beginning of language instruction

956. The Direct Method. Observations. The students fill in the blanks with prepositions practiced in the lesson. Find out the principle:

1. Grammar should be taught inductively. There may never be an explicit grammar rule given.

2. The Direct Method has one very basic rule: no translation is allowed.

3. The Direct Method was revived as a method when the goal of instruction became learning how to use a foreign language to communicate.

4. The Direct method receives its name from the fact that meaning is to be conveyed directly in the target language through the use of demonstration and visual aids, with no recourse to the students’ native language.

5. The principle has been applied by language teachers for many years.

957. The Direct Method. Observations. The teacher dictates a paragraph about United States geography. Find out the principle.

1. Writing is an important skill, to be developed from the beginning of language instruction.

2. The syllabus is based on situations or topics, not usually on linguistic structures.

3. Learning another language also involves learning how speakers of that language live.

4. The syllabus is based on situations or topics, not usually on linguistic structures.

5. Actions

958. The Direct Method. Observations. All of the lessons of the week involve United States geography. Find out the principle.

1. The syllabus is based on situations or topics, not usually on linguistic structures.

2. Language is primarily speech.

3. The native language should be used in the classroom.

4. The direct method is not new.

5. Pronunciation should be worked on right from the beginning of language instruction.

959. The Direct Method. Observations. A proverb is used to discuss how people in the U.S. view punctuality.

A) Learning another language also involves learning how speakers of that language live.

B) The reading and writing exercises based upon what the students practice orally.

C) The teacher asks the questions about the students.

D) The purpose of language learning is communication.

E) Contexts of learning Vocabulary

960. Answer the question: What are the goals of teachers who use the Direct Method?

A) Teachers who use the Direct Method intend that students learn how to communicate in

the target language. In order to do this successfully, students should learn to think in

the target language.

2. Students study culture consisting of the history of the people who speak target language.

3. Learning another language also involves learning how speakers of that language live.

4. Vocabulary is emphasized over grammar.

5. Students practice vocabulary by using new words in complete sentences.

961. Direct Method. Answer the questions. What is the role of the teacher? What is the role of the students?

1. Although the teacher directs the class activities, the students’ role is less passive than

2. in the Grammar-Translation Method.

3. Learning another language also involves learning how speakers of that language live.

4. The teacher asks the questions about the students.

5. The purpose of language learning is communication.

962. Direct Method. What are some characteristics of the teaching/learning process?

1. Teachers who use the Direct Method believe students need to associate meaning and the target language directly. In order to do this, when the teacher introduces a new target language word or phrase, he demonstrates its meaning through the use of realia, pictures, or pantomime; he never translates it into the student’s native language.

B) The syllabus is based on situations or topics, not usually on linguistic structures.

C) Learning another language also involves learning how speakers of that language live.

D) The syllabus is based on situations or topics, not usually on linguistic structures.

E) Actions

963. Direct Method. What are some characteristics of the teaching/learning process?

A) Students speak in the target language a great deal and communicate as if they were in

real situations.

2. The teacher should demonstrate, not explain or translate. It is desirable that students make a direct association between the target language and meaning.

C) Learning another language also involves learning how speakers of that language live.

D) words denoting actions, emotions are easy to present in actions and explained by mime

(run, walk, sad, smile). The same situation is with words like prepositions (to, under),

time expression (you wave back a hand over the shoulder to represent the past).

E) Students translate the text

964. Direct Method. What are some characteristics of the teaching/learning process?

1. Grammar is taught inductively; that is, the students are presented with examples and they figure out the rule or generalization from the examples. An explicit grammar rule may never be given.

2. An example how a particular technique might look very different depending on how it is managed

3. Diversity among the choice of techniques and principles

4. Description of the words usage

5. Experience and outcome

965. Direct Method. What is the nature of student-teacher interaction? What is the nature of student-student interaction?

1. The initiation of the interaction goes both ways, from teacher to students and from student to teacher, although the latter is often teacher-directed. Students converse with one another as well.

2. Characteristics of dialogue

3. Types of communicative activities

4. Presenting and explaining grammar

5. Productive exercises

966. Direct Method. How are the feelings of the students dealt with?

1. There are no principles of the method relate to this area.

2. The type of exercises which prevail in conversational practice.

3. Students work with a specially prepared set of flashcards.

4. The memory element

5. Pair work that may meet the necessity of detailed feedback from monologue activity

967. Direct Method. How is language viewed?

A) Language is primarily spoken, not written. Therefore, students study common, everyday speech in the target language.

B) An academic discipline is a branch of knowledge which is formally taught, either at the University

C) Teachers need to understand a subject enough to convey its essence to students.

D) Information and communication technologies (ICTs) are a “diverse set of tools and resources used to communicate, create, disseminate, store, and manage information

E) non-traditional education or educational alternative, is a broad term that may be used to

968. Direct method. How is culture viewed?

1. They study culture consisting of the history of the people who speak the target language, the geography of the country or countries where the language is spoken and information about the daily lives of the speakers of the language.

2. Objects present in the immediate classroom environment should be used to help students understand the meaning.

3. Grammar should be taught inductively. There may never be an explicit grammar rule given.

4. Learning another language also involves learning how speakers of that language live.

5. Writing is an important skill, to be developed from the beginning of language instruction

969. Direct Method. What areas of language are emphasized?

1. Vocabulary is emphasized over grammar.

2. Values and attitude development

3. Resources required to teach grammar

4. The lesson planning process

5. Contexts of learning Vocabulary

970. Direct Method. What language skills are emphasized?

1. The reading and writing exercises are based upon what the students practice orally first. Pronunciation also receives attention right from the beginning of a course.

2. Equipment / material / failures (including spillages and breakages)

3. Unanticipated and uncomfortable results

4. Gifted and talented students (extension work)

5. Discipline problems (alternative work / tasks)

971. Direct Method. What is the role of the students’ native language?

1. The students’ native language should not be used in the classroom.

2. Values and attitude development

3. Resources required to teach grammar

4. The lesson planning process

5. Contexts of learning Vocabulary

972. Direct Method. How is evaluation accomplished?

1. We did not actually see any formal evaluation in the class we observed; however in the Direct Method, students are asked to use the language, not to demonstrate their knowledge about the language. They are asked to do so using both oral and written skills. For example, the students might be interviewed orally by the teacher or might be asked to write a paragraph about something they have studied.

2. An example how a particular technique might look very different depending on how it is managed

3. Diversity among the choice of techniques and principles

4. Description of the words usage

5. Experience and outcome

973. Direct Method. How does the teacher respond to student errors?

1. The teacher, employing various techniques, tries to get students to self-correct whenever possible.

2. Characteristics of dialogue

3. Types of communicative activities

4. Presenting and explaining grammar

5. Productive exercises

974. Direct method. Find out what technique is detailed: Students take turns reading sections of a passage, play, or dialog out loud. At the end of each student’s turn, the teacher uses gestures, pictures, realia, examples, or other means to make the meaning of the section clear.