
- •The desire to know more about the culture of the target language community
- •His/her ability to excuse them
- •Hear the target language from the teacher
- •Have a pen-friend
- •Use Internet
- •Grammar patterns
- •Grammar patterns
- •Speech patterns
- •Schemes
- •Schemes
- •Schemes
- •Fluency of speech
- •Vocabulary study
- •Reading skills
- •Visual material
- •Textbook
- •Textbook
- •Listening comprehension
- •463.Pedagogic
- •473.Psychology
- •475.Philosophy
- •Grammar-translation method.
- •Inductive method.
- •Communication
- •Reading
- •Reading
- •Communication
- •Mass Media
- •Visual material
- •Psychology
- •Physiology
- •Linguistics
- •Success
- •Pictures
- •Pictures
- •Pictures
- •Pictures
- •Pictures
- •Environment
- •Reading
Grammar patterns
brief instructions
pictorial material
128.Skill is formulated at
practice stage
explanation stage
instruction stage
presentation stage
communicative stage
129.“Verbalization” of material means
demonstrate orally
illustrate with the text
illustrate with pictures
practice through written speech
demonstrate with context
130.“Automatization ” targeted to
improve performance
demonstrate oral speech
accurate reproduction
elicit the structure
deduce the meaning
131.“Automatization ” targeted to
speed the performance
demonstrate oral speech
accurate reproduction
elicit the structure
deduce the meaning
132.“Autonomy ” targeted to
create new structures
practice through drill exercises
demonstrate oral speech
accurate reproduction
elicit the structure
133.Effective language practice is achieved through
validity of material
attention
accuracy
clear pronunciation
short-term memory
134.Effective language practice is achieved through
volume of the material
attention
accuracy
clear pronunciation
short-term memory
135.Effective language practice is achieved through
heterogeneity of the material
concrete examples
accuracy
clear pronunciation
short-term memory
136.Effective language practice is achieved through
assistance of the teacher
concrete examples
accuracy
clear pronunciation
short-term memory
137.Communicative activities are created to
improve language fluency
improve accuracy of speech
improve performance
consolidate the material
memorize vocabulary
138.Effective communicative activities are achieved
with:
pre-lesson organization
teacher’s intervene
accuracy of grammar
abstract notions
text-based situation
139.Effective communicative activities are achieved with:
life-like situations
teacher’s intervene
accuracy of grammar
abstract notions
text-based situation
140.Effective communicative activities are achieved with:
setting concrete task
setting abstract notion
accuracy of vocabulary
teacher’s intervene
text-based situation
141.Effective communicative activities are achieved with:
gentle correction
setting abstract notion
accuracy of vocabulary
teacher’s intervene
text-based situation
142.Test is targeted to:
evaluate learners’ knowledge
evaluate teacher’s knowledge
master learners’ knowledge
evaluate learners’ fluency
consolidate learners’ knowledge
143.Test is targeted to:
assess teacher’s mastery
evaluate teacher’s knowledge
master learners’ knowledge
evaluate learners’ fluency
consolidate learners’ knowledge
144.Test is conducted to:
know students’ failure
the material
demonstrate life-like situation
evaluate learners’ fluency
consolidate learners’ knowledge
145.Test is conducted to:
know students’ success
practice the material
demonstrate life-like situation
evaluate learners’ fluency
consolidate learners’ knowledge
146.Test is conducted to:
assess teacher’s method
practice the material
demonstrate life-like situation
evaluate learners’ fluency
consolidate learners’ knowledge
147.Test is conducted to:
review specific material
master the material
master grammar
demonstrate bad knowledge
develop communicative skills
148.Test is conducted to:
assess students’ achievement
master the material
assess language fluency
develop communicative skills
practice the material
149.Preparing a test the teacher must:
concern students’ comfort with items
convey students’ knowledge
concern students’ needs
convey students’ interests
fulfill the test himself
150.Preparing a test the teacher must:
clarify the instructions
clarify students’ needs
convey students’ knowledge
convey students’ interests
fulfill the test himself
151.Preparing a test the teacher must:
grade scoring system
grade structure
convey students’ knowledge
convey students’ interests
fulfill the test himself
152.Preparing a test the teacher must:
concern right level of challenge
convey students’ knowledge
concern students’ needs
convey students’ interests
fulfill the test himself
153.“Developing pupils mental abilities” is:
educative aim
practical aim
cultural aim
linguistic aim
philosophical aim
154.Teaching pronunciation cover:
sounds study
word study
grammar study
syllables study
letter study
155.Teaching pronunciation cover:
stress study
word study
grammar study
syllables study
letter study
156.Teaching pronunciation cover:
intonation patterns