C) Lingua-cultural communicative efficiency.

43. 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.

44. 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 activities require 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.

47. 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.

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

a) origin;

b) purpose;

c) object.

49. Interpretation tests are used to check

a) close reading skills;

b) general reading skills;

c) receptive understanding skills.

50. Explaining grammar in detail, using grammatical terminology is only possible in

a) a monolingual group;

b) a multilingual group;

c) both.

51. Define the character of the following speech activity: ‘Write the names of parts of body, body posture and movements on the blackboard.’

a) receptive;

b) receptive-reproductive;

c) reproductive exercises.

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

“Frequent changes of activity; teacher approval; curiosity; the aptitude for speedy and effective remembering and first-rate imitative abilities.”

a) Adolescents;

b) Junior schoolchildren;

c) Adult advanced students.

53. Speaking is

a) the aim of teaching L2 at school;

b) the means of teaching L2 at school;

c) both the aim and the means of teaching L2 at school.

54. The principal aim of control in teaching is

a) assessing the level of speech habits and skills being formed;

b) managing the process of teaching-learning;

c) checking on general progress and obtaining feedback.

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

“Peer approval; avoiding humiliation; getting involved; stimulating critical thinking.”

a) Adult beginners;

b) Adolescents;

c) Senior schoolchildren.

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

“The syllabus is based on a series of situations, usually in dialogue form. Learners are most likely to encounter such situations as prospective tourists when travelling abroad.”

a) Audio-lingual;

b) Task-based learning;

c) Situational.

57. Teaching dialogue at the elementary level usually begins with forming a skill to

a) make inquiries and agree/refuse;

b) obtain information and inquire about information;

c) work out a common judgement/decision or to come to definite conclusions.

58. Fill in the gap: The skills of silent reading and general reading; techniques of close reading are the main concern of the _____ level in a mainstream school.

a) intermediate;

b) beginner;

c) advanced.

59. Current control, interim control, thematic control, summing up control and final control are distinguished according to:

a) the control function;

b) the process and result of speech habits and skills formation;

c) the stage of learning.

60. When the code of conduct is severely broken, the teacher should

a) act immediately;

b) go on with the activity;

c) change the activity.