2. Textbook

3. test

4. home-reading text

5. adapted literature

268.To non-authentic text we refer:

1. adapted literature

2. newspaper

3. advertisements

4. original literature

5. radio program

269.To authentic text we refer:

1. advertisements

2. Textbook

3. test

4. home-reading text

5. adapted literature

270.What is the best way of presentation for the word “a table”:

1. to demonstrate an object

2. to give translation

3. to demonstrate a picture

4. to give an explanation

5. to give a synonym

271.What is the best way of presentation for the word “a plane”:

1. to demonstrate a picture

2. to demonstrate an object

3. to give translation

4. to give an explanation

5. to give a synonym

273.What is the best way of presentation for the word “soft drinks”:

1. enumeration of different drinks

2. demonstration of a picture

3. to give translation

4. to give an explanation

5. to give a synonym

274.What is the best way of presentation for the word “celebrate”:

1. a context

2. a synonym

3. an explanation

4. a definition

5. a picture

275.What is the best way of presentation for the word “technology”:

1. association with the Russian word

2. a context

3. etymology of the word

4. a definition

5. a picture

276.What is the best way of presentation for the word “invention”:

1. a context

2. a definition

3. an explanation

4. a synonym

5. association with the Russian word

277.What is the best way of presentation for the word “a handsome man”:

1. a synonym

2. a context

3. a picture

4. an explanation

5. etymology

278.What is the best way of presentation for the word “to waste time”:

1. an explanation

2. a synonym

3. a picture

4. association

5. translation

279.What is the best way of presentation for the word “remarkable”:

1. a synonym

2. a definition

3. a picture

4. translation

5. an explanation

280.What is the best way of presentation for the word “a single ticket”:

1. an explanation

2. a synonym

3. a definition

4. a picture

5. translation

281.What is the best way of presentation for the word “a musician”:

1. using word – building elements

2. translation - interpretation

3. a picture

4. definition

5. translation

282.What is the best way of presentation for the word “a palace”:

1. a picture

2. a synonym

3. an interpretation

4. association

5. translation-interpretation

283.What exercise is good for the first consolidation of the vocabulary?:

1. general questions

2. special questions

3. fill-in the gaps

4. complete the sentences

5. quiz

284.What exercise is good for the first consolidation of the vocabulary?:

1. alternative questions

2. “why ?”-questions

3. paraphrase

4. essay

5. finish the sentences

285.What exercise is good for the first consolidation of the vocabulary?:

1. choose the right word

2. special questions

3. “why ?”-questions

4. paraphrase

5. open the brackets

286.What exercise is the best for vocabulary control?:

1. oral quiz

2. “why ?”-questions

3. choose the right word

4. alternative questions

5. finish the sentences

287.What exercise is the best for vocabulary control?:

1. dictation

2. special questions

3. copying exercises

4. match definition and a word

5. choose the right word

288.What exercise is the best for vocabulary practice:

1. paraphrase using a new word

2. open the brackets

3. composition

4. put in the right tense

5. put in the right order

289.What exercise is the best for vocabulary practice:

1. fill-in the gap

2. open the brackets

3. composition

4. put in the right tense

5. put in the right order

290.What exercise is the best for vocabulary practice:

1. complete the sentence with a new word

2. essay

3. quiz

4. put in the right tense

5. put in the right order

291.To recognition exercise we refer:

1. show me

2. fill- in the blank

3. open the brackets

4. complete the sentence

5. quiz

292.What is the best way of presentation for the word “vegetables”?:

1. enumeration

2. translation

3. explanation

4. synonym

5. gesture

293.We start teaching the theme “Family” with the word:

1. nephew

2. a bed

3. a carpet

4. a stereo

5. a clock

294.We start teaching the theme “My Room” with the word:

1. a fire-place

2. father

3. aunt

4. uncle

5. cousin

295.What is the best way of presentation the word “garden”:

showing a picture

translation

translation – interpretation

using word-building elements

definition

296.What is the best way of presentation the word “editor”:

1. definition

2. translation

3. etymology

4. translation-interpretation

5. showing a picture

297.What is the best way of presentation the word “symptom”:

1. association

2. definition

3. translation

4. etymology

5. translation-interpretation

298.What is the best way of presentation the word “speaker”:

1. using word – building elements

2. association

3. definition

4. translation

5. translation-interpretation

299.Features of what method are described:

1. classes are taught in the mother tongue with little active use of the target language;

2. much vocabulary is taught in the form of lists of isolated words;

3. grammar provides the rules for putting words together;

4. reading of difficult texts is begun early;

5. little attention is paid to the content of texts, which are treated as exercises in grammar analysis;

300. Features of what method are described: classes are taught in the mother tongue with little active use of the target language; much vocabulary is taught in the form of lists of isolated words;

grammar provides the rules for putting words together; reading of difficult texts is begun early; little attention is paid to the content of texts, which are treated as exercises in grammar analysis; often the only drill exercise is translation of disconnected sentences from the target language to the mother tongue; another drill exercise is substitution from one form to another, that requires thoughtless imitation of the model.

1. Grammar – Translation

2. Direct

3. Audio - lingual

4. Communicative

5. Integral

301. Features of what method are described:

The fundamental principle of the method was that any idea, however complex, may be reduced to simple units of thought and expressed clearly by a limited number of everyday words. The 850-word primary vocabulary was composed of 600 nouns (representing things or events), 150 adjectives (for qualities and properties), and 100 general “operational” words, mainly verbs and prepositions. Almost all the words were in common use in English-speaking countries; more than 60 percent were one-syllable words.

1. Direct

2. Grammar – Translation

3. Audio - lingual

4. Communicative

5. Integral

302. Features of what method are described:

there is much use of tapes, language labs and visual aids;

pronunciation is of great importance;

very little use of mother tongue by teachers is permitted;

successful responses are immediately reinforced;

there is a tendency to manipulate language and disregard content.

1. Audio - lingual

2. Direct

3. Grammar – Translation

4. Communicative

5. Integral

303. Features of what method are described:

classroom goals are focused on all of the components of communicative competence and not restricted to grammatical or linguistic competence;

language techniques are designed to engage learners in authentic, functional use of language for meaningful purposes; organizational language forms are the central focus but rather aspects of language that enable the learner to accomplish that purposes;

1. Communicative

2. Direct

3. Integral

4. Grammar – Translation

5. Audio - lingual

304.What principle is described?

This principle implies careful determination of what & how to teach to achieve the aims set by the syllabus. In selecting or composing the material the teacher should be thoughtful & remember to strengthen the connection between the instruction & life.

1. Scientific approach

2. Educative instruction

3. Consciousness.

4. Visuality

5. Consecutiveness

305. What principle is described?

Not to teach only the subject but to treat his/her learner as a person. To help learners to develop themselves as people, their personalities

1. Educative instruction

2. Scientific approach

3. Consciousness.

4. Visuality

5. Consecutiveness

306. What principle is described?

It is defined as specially organized demonstration of linguistic material. The purpose of this principle is to help learners in understanding, assimilating the new material.

1. Visuality

2. Educative instruction

3. Scientific approach

4. Consciousness

5. Consecutiveness

307. What principle is described?

In FLT the sequence must be observed from the known material to the unknown one, from the simpler to more complex, from the proximate to more distant.

1. Consecutiveness

2. Educative instruction

3. Scientific approach

4. Consciousness.

5. Visuality

308. What principle is described?

It implies relative completeness, generalization & classification of the knowledge. Knowledge should be first systematically imparted step by step to the learners, then generalized & systematized for them. Systematizing the learners’ knowledge must help them to form valuable associations for better memorizing.

1. Systematicness

2. Educative instruction

3. Scientific approach

4. Consciousness.

5. Visuality

309. What principle is described?

The subject matter of the instruction must:

correspond to the age & mental abilities of the learners: neither too easy nor too difficult, too childish for them;

be rightly dosed: be neither over-abundant nor scarce.

1. Accessibility

2. Systematicness

3. Educative instruction

4. Scientific approach

5. Consciousness.

310. What principle is described?

A teacher should take into account the personality of every learner to provide cognitive aims of education. Every learner should acquire & learn language in accordance with his/her psychological & mental abilities.

1. Individualization

2. Systematicness

3. Educative instruction

4. Scientific approach

5. Consciousness.

311. Fill in an appropriate variant

**** is short in time. But at this stage the teacher should help the students to assimilate facts about new language; they should produce it for the first time, to facilitate learners’ input.

This stage may be conducted not only at the beginning of the lesson; it may be given after learners have already engaged with the language.

1. Introduction stage

2. Practice

3. Drill

4. Test

5. Consolidation

312. Fill in an appropriate variant

**** is defined as the rehearsal of certain elements with the objective of consolidating learning & improving the performance. During this stage the teacher may intervene slightly to help, to point out inaccuracy.

1. Practice

2. Introduction stage

3. Drill

4. Test

5. Consolidation

313. Fill in an appropriate variant

The purpose of the stage of **** is to involve students in a varied use of language. Such activities are vital for classroom conditions. They act as individuals in accordance with their abilities at a level of language autonomy. Students demonstrate their ability to use language in spontaneous speech.

1. Communicative Activities

2. Introduction stage

3. Drill

4. Test

5. Consolidation

314. Fill in an appropriate variant

The main aim of the stage of **** is to convey how well the learners know or can do something. It is used for assessment (evaluation) learners’ knowledge.

1. Test

2. Introduction stage

3. Drill

4. Consolidation

5. Communicative Activities

315. Introduction stage_____

1. is short in time. But at this stage the teacher should help the students to assimilate facts about new language; they should produce it for the first time, to facilitate learners’ input.

2. conveys how well the learners know or can do something.

3. involves students in a varied use of language.

4. is defined as the rehearsal of certain elements with the objective of consolidating learning & improving the performance.

5. provides students with the sense of achievement & progress in their learning.

316.Practice

1. is defined as the rehearsal of certain elements with the objective of consolidating learning & improving the performance.

2. is short in time. But at this stage the teacher should help the students to assimilate facts about new language; they should produce it for the first time, to facilitate learners’ input.

3. conveys how well the learners know or can do something.

4. involves students in a varied use of language.

5. provides students with the sense of achievement & progress in their learning.

317. Communicative activity

1. involves students in a varied use of language.

2. is defined as the rehearsal of certain elements with the objective of consolidating learning & improving the performance.

3. is short in time. But at this stage the teacher should help the students to assimilate facts about new language; they should produce it for the first time, to facilitate learners’ input.

4. conveys how well the learners know or can do something.

5. provides students with the sense of achievement & progress in their learning.

318. Test

1. conveys how well the learners know or can do something.

2. is defined as the rehearsal of certain elements with the objective of consolidating learning & improving the performance.

3. is short in time. But at this stage the teacher should help the students to assimilate facts about new language; they should produce it for the first time, to facilitate learners’ input.

4. involves students in a varied use of language.

5. provides students with the sense of achievement & progress in their learning.

319. The term “phonetic” is used

1. to transcriptions of the sounds that may not be distinguished in a given language system.

2. to refer to transcriptions of a particular sound system

3. to denote the pitch you use & the music you use to change that pitch of voice.

4. to decide on types of exercises and the techniques of using them.

5. to achieve a perfect imitation of a native accent

320. the term “phonemic” is used

1. to refer to transcriptions of a particular sound system

2. to transcriptions of the sounds that may not be distinguished in a given language system.

3. to denote the pitch you use & the music you use to change that pitch of voice.

4. to decide on types of exercises and the techniques of using them.

5. to achieve a perfect imitation of a native accent

321. The term “intonation” is used

1. to denote the pitch you use & the music you use to change that pitch of voice.

2. to transcriptions of the sounds that may not be distinguished in a given language system.

3. to refer to transcriptions of a particular sound system

4. to decide on types of exercises and the techniques of using them.

5. to achieve a perfect imitation of a native accent

322. Fill in **** can be defined as the words we teach in the foreign language.

1. Vocabulary

2. Grammar

3. Pronunciation