Derzhavniy_ispit_testi_arabska_mova_ta_metodika_vikladannya_inozemnikh_mov

it should not provide the background for a lot of language use

2

168

Whenever the teacher is going to introduce new language, she must remember that the context should have the following characteristics

4

it should show what the new language means and how it is used

it should not be interesting for students

it should be very difficult to understand

it should not provide the background for a lot of language use

2

169

Copying sentences containing new grammar material is often

4

unchallenging and boring

very interesting

very exciting

a very creative activity

2

170

Rewriting sentences with the purpose of memorizing new grammar material is often

4

unchallenging and boring

very interesting

very exciting

a very creative activity

2

171

Authentic texts are

4

real texts

texts not designed for native speakers

artificial texts

especially written for language-learning students

2

172

At the lead-in stage the students and the teacher

4

prepare themselves for the task and familiarize themselves with the topic of the reading exercise

discuss the content of the text

answer questions on the text

write questions to the test

2

173

Listening as a skill shares many similarities with

4

reading

learning grammar

writing words

memorizing words

2

174

Listening comprehension as a skill has many similarities with

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reading

learning new grammar

writing difficult words

memorizing abstract words

2

175

The success of many activities depends on

4

good organization

not telling the students what they are to do

giving students conflicting instructions

providing students with confusing instructions

2

176

Brainstorming is

4

a group activity in which students come up with ideas on a topic

a group activity in which a teacher comes up with ideas on a topic

a technique commonly used in testing

a kind of dicto-comp

2

177

While students are engaged in the communicative activities the teacher

4

should not intervene

should ask for repetition

should control the material which students are using

should restrict the students’ choice of what to say

2

178

During practice activities the teacher

4

may intervene slightly

is not allowed to intervene

should not tell students that they are making mistakes

should not control the material which students are using

2

179

While students are engaged in practice activities the teacher

4

may intervene slightly

is not allowed to intervene

should never tell students that they are making mistakes

should never control the material which students are using

2

180

Introduction stages are often called

4

presentations

teacher interventions

pre-tasks

practice drills

2

181

The stage of the lesson where the teacher presents new material is often called

4

presentation

teacher intervention

pre-task

practice drill

2

182

Lockstep is a class grouping where

4

all students are working with the teacher

students work in teams

weak and strong students work together in small groups

students work in pairs

2

183

Dicto-comp is

4

a form of controlled writing

a story starter

a communicative activity

writing for oneself

2

184

Teachers can establish rapport by

4

working with students as a team

never soliciting students’ ideas and feelings

ignoring what students think and say

laughing at students

2

185

In the 18th and 19th centuries Latin and Greek were taught by means of what has been called

4

Classical Method

eclectic approach

TPR (Total Physical Response)

TBL (Task-based Learning)

2

186

One of the major characteristics of the Direct Method is the following:

4

classroom instruction was conducted exclusively in the target language

correct pronunciation was not emphasized

speaking was not taught

listening comprehension was not taught

2

187

One of the major characteristics of the Audio-Lingual Method (ALM) is the following:

4

new material is presented in dialogues

much grammar explanation

vocabulary is learned in lists of isolated words

teaching pronunciation was not important

2

188

One of the major characteristics of Communicative Language Teaching (CLT)

4

meaning is paramount

dialogues are not used

translation was not allowed

accuracy is the goal

2

189

Gentle correction involves

4

showing students that a mistake has been made but not making a big fuss about it

making a big fuss about a mistake

telling students to recollect a rule

asking a student many questions

2

190

When a teacher is using gentle correction, she

4

shows a student that a mistake has been made but does not make a big fuss about it

makes a big fuss about a mistake

tells a student to recollect a rule and learn it by heart

asks a student many questions

2

191

Problem-solving activities encourage students

4

to talk together to find a solution to problems or tasks

to avoid asking questions

to avoid talking

to find the differences or similarities

2

192

The generalizations that we can make about the majority of communicative events

4

do not only apply to the spoken word

only apply to the written word

only apply to different kinds of reading

only apply to distant learning

2

193

Discovery techniques are techniques where students have to

4

work out rules and meanings for themselves

listen attentively to the teacher who will explain rules and meanings

write down the rules

put words together

2

194

For selecting grammar material for speaking the principal of

4

frequency is of great importance

polysemia is important

visuality is important

frequency is not important

2

195

In the past the center of attention in language classes was

4

grammar

speaking

writing

listening comprehension

2

196

Extensive reading is used for

4

overall understanding

detailed understanding

getting the gist of the text

close understanding

2

197

Since listening to tapes is a way of bringing different kinds of speaking into the classroom, teachers are supposed to do the following:

4

play different kinds of tape to them

use only simple announcements

use simple telephone conversations

use lectures

2

198

Authentic texts for reading

4

provide good models for writing

do not provide good models for speaking

cannot introduce interesting topics

never stimulate discussions

2

199

Content feedback concerns assessment of how well the students performed the activity as

4

an activity

a simple language exercise

a mechanical exercise or a drill

a difficult grammar exercise

2

200

Form feedback, tells the students

4

how well they have performed linguistically, and how accurate they have been

how well they understood the content

how well they understood all the information

how well they all the implicit information

2