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1. What does FLT Methodology as a science deal with?
2. The main method of research in FLT Methodology is:
3. Which principles belong to special methodological principles?
4. “Methods of Teaching” is connected with
5. What doesn’t belong to supplementary means of FLT?
6. What are the aims of teaching Pronunciation at school?
7. What cannot be considered as a component of the Content of FLT at school?
8. The methodological component of the Content of FLT suggests:
9. The main aim of FLT at school nowadays is:
10. Peer correction is:
11. Motivation in FLT is:
12. The pre-activity phase for teaching pronunciation includes
13. Mental lexicon is ….
14. Which activity is most appropriate for teaching dialogic speech?
15. The choice of the method of explaining grammar material depends on:
16. What is habit?
17. What principles belong to didactic principles
18. Effective lesson planning depends on:
19. What principle belongs to general methodological in FL2T?
20. Which technique is most useful for increasing motivation for learning a foreign language at the initial stage?
21. Which activities develop skills in spelling?
22. Which group of words is most difficult for teaching to beginners?
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Текст вопроса In teaching Grammar communicatively we focus on Ответы Добавить ответ
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Difficulties of listening are
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hearing the sounds |
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Unknown language (words and grammar) |
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Unintelligible manner of presentation (poor clarity of diction etc) |
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Unfamiliar topic (never heard of the problem) |
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recognising words |
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understanding different accents |
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understanding intonation |
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recognising sentences |
What doesn’t belong to Pre- listening activities?
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brain – storming activities |
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Summary |
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to expand on the topic or on the language of the heard text |
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Role-playing |
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guiding questions written on the blackboard |
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preliminary discussion on the topic |
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new words explanation |
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giving background information |
Role – play
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is by all means controlled and stopped by the teacher who should correct students’ mistakes / errors it they occur |
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is spontaneous improvisation |
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simulation activities are replicating reality for language study purposes |
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can be based on roles and scenarios |
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can be conducted at different stages of FLT at school |
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requires careful organization but no script |
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can take the form of a jigsaw |
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all above |
The Direct method is characterised by the :
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use of translation |
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use of the target language |
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encouraged the use of foreign language in the classroom |
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learning process was mostly based on imitation and memorization |
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Pattern practice became a basic classroom technique |
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Use of structures |
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Use of commands |
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focus on grammar analysis |
Communicative competence is …
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the ability to use language material in concrete acts of communication |
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the ability to organize speech and non-speech behavior according to the tasks of communication |
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the ability to communicate , to use the target language as a mean of communication |
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the knowledge of both rules of grammar and rules of language use appropriate to a given context |
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knowledge of the sociocultural rules of use in a particular context |
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the ability to organize communication as the process of transference and reception of information |
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teaching interaction in different social situations |
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the development of all communicative skills |
This component doesn’t belong to the content of FLT
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Themes of oral and written speech |
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Technical means |
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phenomena which do not exist in the native language |
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Textbook |
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Texts and situations |
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Speech skills and habits |
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spheres of communication |
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Language material |
The main technology stimulating young learners' interest to FLL is
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computer programs |
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games |
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Role-plays |
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Fairy tale dramatization |
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distance learning |
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Case |
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Projects |
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debates |
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V1 |
According to Council of Europe we distinguish 6 levels of language Competence. Which of them is the first one? |
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Vantage level |
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Breakthrough level |
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Basic User |
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Beginner |
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Advanced level |
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Waystage level |
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Vantage level |
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Mastery level |
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V1 |
According to Council of Europe we distinguish 6 levels of language Competence. Which of them is B Level? |
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Breakthrough level |
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Threshold |
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Vantage |
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Independent User |
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Advanced level |
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Waystage level |
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Vantage level |
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Mastery level |
Вопрос № 11
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V1 |
According to Council of Europe we distinguish 6 levels of language Competence. Which of them is C Level? |
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Breakthrough level |
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Proficient User |
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Effective Operational Proficiency |
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Advanced level |
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Elementary level |
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Waystage level |
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Vantage level |
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Mastery level |
Вопрос № 12
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V1 |
Which of the levels is called Threshold |
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A1 |
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B1 |
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intermediate |
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independent user |
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beginner |
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proficient user |
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C1 |
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elementary |
Вопрос № 13
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V1 |
What level of FL knowledge is supposed to be acquired at 5th –10th Grades of secondary school |
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C1, C2 |
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B1, B2 |
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Threshold or intermediate |
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Vantage or upper intermediate |
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Waystage or elementary |
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A1, A2 |
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C1+LAP |
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Breakthrough or beginner |
The problem of integration in teaching pronunciation means:
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learning to make right stress |
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learning to combine sounds into a whole in a connected talk; |
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combining sounds so that they work together in a connected talk |
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the act of combining sounds to form new words and use them in communication |
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learning to use Sounds, Words, Sentence stress and Intonation while hearing and speaking; |
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learning to articulate English sounds correctly; |
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hearing the differences between phonemes which are not distinguished or used in the native language of students and between falling, rising tones. |
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learning to make right pauses |
Intonation means
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linking of words |
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the way the voice goes up or down when we speak, |
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melody of speech |
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melody or music of a language |
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tone group |
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spontaneous speech |
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stress of a word |
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the regular patterning of sounds |
Linguistic component of teaching involves:
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habits and skills which Ss should acquire while learning a FL |
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sentence-patterns |
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pattern – dialogues |
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texts, topics |
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the techniques which students should acquire to learn the foreign language in the most effective way |
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students’ outlook |
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students’ imaginative abilities |
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type of school |
Communicative Language Teaching is based on:
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use of mother tongue |
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communicative competence |
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functional use of language |
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the use of real-life situations that necessitate communication |
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insistence upon Grammar analysis |
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insistence upon content studying |
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structural use of speech patterns |
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insistence upon Vocabulary analysis |
Feature of the Communicative approach:
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deductive teaching of grammar |
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importance of fluency |
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use of spontaneous speech |
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communicative competence |
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presentation of vocabulary through translation |
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grammar analysis |
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memorization of set phrases |
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vocabulary studying in isolation |
L.V. Vygotsky in his theory of zone of proximal development suggests that…
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children learn better by doing |
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teachers should use cooperative learning exercises where less competent children develop with help from more skillful peers |
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children learn in groups where some group members know more than others |
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interaction with peers is an effective way of developing skills and strategies |
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children are not capable of abstract thinking |
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children are not on concrete operational stage of cognitive development |
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children need encouragement from parents |
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children learn in social contexts |
Word reinforcement can be done in
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rhyme, rhythm and motion |
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translation exercises |
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Completing the gaps |
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association activities |
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Transformation exercises |
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help of pictures for description |
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Situational circumstances and drama activities |
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Cloze activity and communicative game |
There are different "dilemmas" that FL contexts impose on teaching reading:
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interact (games and all) |
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need for students to become strategic readers |
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importance of developing reading comprehension skills |
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necessity of developing large receptive vocabulary |
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introduce students to a variety of models through films, team teaching, peer teaching, small group activities, cooperative activities |
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Movement activities (TPR) for young learners |
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choose interesting topic |
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understanding different accents |
Grammar translation (H.Olendorf) or Prussian method included
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learning process based on imitation and memorization |
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detailed analysis of grammar rules |
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translating sentences and texts into and out of the target language |
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memorizing rules and manipulating morphology and syntax, reading and writing |
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the use of foreign language in the classroom |
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the combination of structural linguistic theory and fundamentals of behaviorism (stimulus, response, reinforcement) |
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the combination in the teaching method of speech and action |
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premise that the teacher should be silent as much as possible in the classroom, while the learners will produce more language |
Audio-lingual method applied
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Classroom teaching was conducted in the target language only |
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the principles of structural linguistics to language teaching |
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Pattern practice became a basic classroom technique |
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the combination of structural linguistic theory and fundamentals of behaviorism (stimulus, response, reinforcement) |
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detailed analysis of grammar rules |
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translating sentences and texts into and out of the target language |
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memorizing rules and manipulating morphology and syntax, reading and writing |
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selection and organization of the “situations” |
The Natural Approach (Krashen, S.) put…..
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use of foreign language in the classroom |
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emphasis on the exposure to language (comprehensible input) rather than formal exercises |
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the acquisition of grammar structures proceeds in a predictable order |
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learners with high motivation, self-confidence, low anxiety generally do better in language acquisition |
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the principles of structural linguistics to language teaching |
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Pattern practice became a basic classroom technique |
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the combination of structural linguistic theory and fundamentals of behaviorism (stimulus, response, reinforcement) |
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detailed analysis of grammar rules |
The Silent Way (Gategno, C.) was based on
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authoritative teacher's behavior and “infantalisations” of learners, physical and psychological relaxation |
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the premise that the teacher should be silent as much as possible in the classroom |
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the use of color charts and rods as memorable images and signals to help in verbal responses |
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The learners discover or create even with the minimal language rather than rehearse and remember. |
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emphasis on the exposure to language (comprehensible input) rather than formal exercises |
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the acquisition of grammar structures proceeds in a predictable order |
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learners with high motivation, self-confidence, low anxiety generally do better in language acquisition |
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optimizing learning by music and rhythm |
Suggestopedy (Lozanov, G.) aimed
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the combination in the teaching method of speech and action |
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at optimizing learning by music and rhythm, authoritative teacher's behavior and “infantalisations” of learners |
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learners, physical and psychological relaxation |
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memorization processes, which as claimed by the authors accelerated 25 times over conventional learning |
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the premise that the teacher should be silent as much as possible in the classroom |
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the use of color charts and rods as memorable images and signals to help in verbal responses |
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The learners discover or create even with the minimal language rather than rehearse and remember |
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exploiting resources of human psyche in teaching languages |
Humanistic approach to language teaching emphasized
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exploiting resources of human psyche in teaching languages |
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value of developing whole learner's personality, socialization of an individual in a group, creative activities with music, arts etc |
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self-actualization and secured self-esteem of the learners |
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people’s self-actualization and their role in directing their own lives |
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at optimizing learning by music and rhythm, authoritative teacher's behavior and “infantalisations” of learners |
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learners, physical and psychological relaxation |
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the premise that the teacher should be silent as much as possible in the classroom |
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the use of color charts and rods as memorable images and signals to help in verbal responses |
Total physical response (TPR) is
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authoritative teacher's behavior and “infantalisations” of learners, physical and psychological relaxation |
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based on the coordination of language and physical movement |
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the combination in the teaching method of speech and action |
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combination verbal rehearsal with motor activities |
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value of developing whole learner's personality, socialization of an individual in a group, creative activities with music, arts etc |
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self-actualization and secured self-esteem of the learners |
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people’s self-actualization and their role in directing their own lives |
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shaping one’s inner world through re-evaluating one’s experience and using the power of the word |
Graphic visuality consists in
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Role Play |
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pictures, static and dynamic pictures |
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filmstrips, films |
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tables and diagrams, , substitution tables |
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demonstration of object |
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demonstration of actions |
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demonstration of materials. Gr |
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linguistic games |
Balanced essays. These can be….
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cause and effect |
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"pros-and-cons" |
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"advantages-and-disadvantages" |
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"rights-and-wrongs" |
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Arguments |
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descriptive paragraph |
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Summarizes or emphasizes the overall impression |
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Proposition |
The cognitive aspect of the aim of FLT consists in
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developing speaking skills; |
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developing cognitive mechanisms of learners; |
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developing mental mechanisms and processes of perception, memory, judgment, and reasoning |
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Developing psychological processes involved in acquisition and understanding of knowledge, decision making and problem solving |
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developing communicative skills |
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developing “language ego” features; |
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formations of reading skills |
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formation of Intercultural Communicative Competence |
The Pedagogical aspect of the aim of FLT consists in
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developing reading and speaking skills |
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formation of “language ego” features |
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formation of “subject of ICC” features |
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formation of “mediator of cultures” features |
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Formation of communicative skills |
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developing cognitive mechanisms |
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developing thinking abilities |
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formation of Intercultural Communicative Competence |
Choose the most appropriate technique for Communicative-Cognitive FLT:
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chain drills |
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Simulations |
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role – plays |
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students act as if they were in a real – life situation |
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retelling the text |
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Substitutions |
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work with pattern dialogues |
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fill in the blacks |
“To facilitate learner’s input” means:
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to foster it |
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to make it easier |
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to make less difficult |
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to simplify |
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to “chew” it |
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to repeat it |
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to make it more complex |
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to control it |
Originally developed by social cognitive theorist and psychologist Lev Vygotsky, the concept of the zone of proximal development suggests that
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children learn better by doing |
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teachers should use cooperative learning exercises where less competent children develop with help from more skillful peers |
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children learn in groups where some group members know more than others |
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interaction with peers is an effective way of developing skills and strategies |
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children are not capable of abstract thinking |
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children are not on concrete operational stage of cognitive development |
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children need encouragement from parents |
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children learn in social contexts |
The main points of Stephen Krashen's Theory of Second Language Acquisition:
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the study of formal grammar is essential for second language acquisition |
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you can "acquire" it, as a child learning his/ her first language |
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learners with high motivation, self-confidence, a good self-image, and a low level of anxiety are better equipped for success in second language acquisition |
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the more we read in a second language the greater our vocabulary will be. |
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teaching the rules is essential to providing engaging language experiences. |
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language acquisition requires extensive use of conscious grammatical rules, and constant drill. |
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there is no clear distinction between language learning and language acquisition, |
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language acquisition requires constant drill. |
The case study:
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role play |
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presenting the students with a case, putting them in the role of a decision maker facing a problem |
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often illustrates a situation to be solved and includes information for classroom discussion and other study. |
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imitates or simulates a real situation |
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theoretical research of the problem |
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diploma project |
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course paper |
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Simulation |
The main requirements to the textbook:
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don't include authentic material |
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correspond to the aims at different stages, to the program requirements |
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develop all the skills such as L,R,W,S
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include language phenomena
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include communicative skills, habits |
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don't develop communicative skills |
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don't give an opportunity to use the language in different regimes |
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be informative |
Communicative types of exercises include...
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open the brackets |
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acting a role-play |
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(listen-and-infer), express your opinion |
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commenting on what people are doing in the photos |
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use the correct tenses in the sentences |
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complete the sentences |
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change the negative into affirmative |
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comment on the proverb |
What level of FL knowledge is supposed to be acquired at 5th –10th Grades of secondary school?
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C1, C2 |
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B1, B2 |
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Threshold or intermediate |
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Vantage or upper intermediate |
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Waystage or elementary |
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A1, A2 |
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C1+LAP |
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Breakthrough or beginner |
Which method of research doesn’t belong to the methods on theoretical level?
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method of analysis |
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Observation |
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Interview |
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experimental work |
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method of analogy |
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method of synthesis |
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method of deduction |
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critical study of literature |
“Skills” means:
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drill work |
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the abilities that one possesses |
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the ability to do something well |
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cleverness at doing something resulting either from practice or from natural ability |
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imitation and reproduction |
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often repeated action |
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it is a behavior or a set of behaviors that you do automatically, without thinking and consciously intending |
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routines of behavior that are repeated regularly and tend to occur subconsciously |
What principle is realized if the phonetic errors are not taken into account during the pupils’uterrances?
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the principle of durability |
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the principle of communicativeness |
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the principle of communicative approach |
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the communicative-cognitive approach |
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the principle of consciousness |
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the principle of scientific approach |
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the principle of scientific approach |
Acquisition of language is:
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a fast process |
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the process by which humans acquire the capacity to perceive and comprehend language |
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the ability to produce and use words and sentences to communicate. |
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subconscious process |
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forced process |
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interactive process |
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roughly-tuned input |
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slow process |
Teaching aspects of pronunciation. Complete the statement: The methodological problem the teacher faces in teaching рrоnunсiаtiоn:
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to use phonetic drills |
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to determine the cases where conscious manipulation of the speech organs is required and the cases where simple imitation саn or must bе used |
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to decide оn types of exercises and the techniques of using them |
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to decide on the ways of presenting and consolidating new sounds |
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to choose the correct pronunciation |
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to use Received Pronunciation |
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to use Standard English |
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conscious manipulation |
One of the components of the content of FLT presupposes knowledge of national culture of the target language
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linguistic component |
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socio-cultural component |
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knowledge of social etiquette |
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Knowledge of different cultural practices and worldviews |
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grammar component |
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language component |
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methodological component |
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psychological component |
Portfolio in FLT is :
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a collection of teacher’s work put together in a file |
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a collection of individual students’ work put together in a file |
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a collection of assignments and project showing the student’s results in FLL |
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is a purposeful collection of student work that exhibits the student's efforts, progress, and achievements in one or more areas of the curriculum. |
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a large flat case for carrying paper and pictures |
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an art student’s case |
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a case for carrying state documents |
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a professor’s bag |
Which one does not refer to problems in teaching pronunciation?
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the problem of discrimination; |
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the problem of interpretation; |
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the problem of punctuation |
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the problem of memorization |
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the problem of articulation; |
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the problem of intonation; |
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the problem of integration |
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the problem of assimilation |
Which of these activities doesn’t stimulate the lingua-cognitive motivation?
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project-work on the topic |
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rote learning of grammar rules |
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Formal drill such as substitution, completion and transformation |
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giving examples based on a rule |
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Discussions |
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the use of the games |
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doing crosswords |
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role-playing |
Linguacognitive motivaion suggests
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rote learning of grammar rules |
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Use of project-work on the topic |
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use of games, crosswords, chainwords, searchwords and limerix |
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use different situations and discussions |
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Formal drill such as substitution, completion and transformation |
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giving examples based on a rule |
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Use of blackboard, technical equipment |
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work with dictionary, work with grammar references, homereading,etc. |
What are the direct ways of conveying the meaning of words:
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Translation |
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definition , context |
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synonyms, antonyms |
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mimes, gestures |
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translation-interpretation |
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showing a picture of an apple |
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translation-proper the meanings |
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Using dictionaries |
What do you think is the most appropriate way of semantization of the word ‘orchard’ in the 5th form?
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mimes, gestures |
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showing a picture |
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translation |
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translation- interpretation |
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Using dictionaries |
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etymology of word |
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Context |
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Definition |
Word reinforcement can be done in
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rhyme, rhythm and motion |
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translation exercises |
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Completing the gaps |
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association activities |
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Transformation exercises |
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help of pictures for description |
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Situational circumstances and drama activities |
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Cloze activity and communicative game |
The process of teaching Language Communication is guided by principles (specific principles)
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the conditions of teaching and learning |
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teaching a communicative skills |
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teaching is based on authentic materials |
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teaching is an integrated skill |
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teaching through motivated speaking for meaning |
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teaching as finding information |
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selecting linguistic materials |
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use of visuality |
In order to teach Grammar inductively the teacher resorts to:
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Grammar explanation of rules and structures |
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Grammar tables with the examples for the pupils to deduce the rule |
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students are given the context and then are presented with the grammar rules afterwards |
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Learners know how to use language in context |
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Students are the passive receivers of the new information |
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Translation from the native language into the FL |
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Translation from the FL into the native language |
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Route learning of rules |
Declarative knowledge of grammar implies:
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the ability to use grammar in communication |
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knowledge of grammar rules and examples |
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a rule of grammar and application it in pattern practice drills |
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knowledge is what you have when you read and understand the instructions |
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application of a rule of grammar in communication |
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the ability to use the language fluently and correctly |
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the ability to read , speak, listen, and write in FL |
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grammar habbits |
The core issue of the communicative approach is
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preparatory stage |
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process of language acquisition should be organized as a process of real communication in situational environment |
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developed ability to perform speech and mental activity while solving real and ideational problems via target language |
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stipulated by a situation process of reception and production of speech in the interaction |
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Learners as active, responsible participants in their own learning |
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putting students needs first, is in contrast to teacher-centred learning |
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student's needs, abilities, interests, and learning styles, placing the teacher as a facilitator of learning. |
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effective learning and development by identifying the behaviours, knowledge, skills and abilities that are necessary for successful performance in a job. |
What activities are of interactive character?
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phonetic drill |
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role plays |
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Games |
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Discussion on the basis of situation |
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Rhythmic exercises |
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Quizzes |
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Copying |
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choral work |
There are three general formats for testing oral ability
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skimming the text to obtain the gist |
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Interview having predetermined questions with limited possible answers |
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response to an image, to a picture can take the form of description and comment |
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interaction arranged between the two test-takers discussing a topic, giving explanations or making plans |
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scanning the text to locate specific information |
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Displaying historical, social or cultural background |
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completing, describing, explaining |
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comparing and contrasting, reasoning |
Simulation grammar activities are often
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Structure-based grammar drills |
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Role-plays |
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Teaching English Grammar Through Games |
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imitating situations |
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Minimal pair drills |
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context-based grammar drills the principle of activity |
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Practice of shifts. |
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Grammar drills |
These approaches emphasize the value of developing the learner’s whole personality
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Behaviorist |
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Humanistic |
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Learner-centered |
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Cognitive and lingua-cultural |
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Linguistic |
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Competence |
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Knowledge-based |
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Psychological |
What technique to reinforce vocabulary is described here?
1. Kate's shoes are red. Sue's_____ is yellow.
2. Diana's dress is _____. Liza's_____are pink and green.
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Matching |
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Gap-fill |
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Fill in the missing word |
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Fill in the blanks |
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Find the synonyms |
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Find the antonyms |
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Transformation |
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Paraphrase |
There are different "dilemmas" that FL contexts impose on teaching reading:
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interact (games and all) |
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need for students to become strategic readers |
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importance of developing reading comprehension skills |
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necessity of developing large receptive vocabulary |
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introduce students to a variety of models through films, team teaching, peer teaching, small group activities, cooperative activities |
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Movement activities (TPR) for young learners |
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choose interesting topic |
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understanding different accents |
There are 3 edges of a pie in learning a word
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Forms and meanings |
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Form (sound, spelling, morphological) |
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Meaning |
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Usage |
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Voc. selection |
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Voc. minimum |
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pupils’ language competence |
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type of lesson |
Acc. to W. Rivers there are 3 edges of a pie in learning a word
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Forms and meanings |
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Form (sound, spelling, morphological) |
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Meaning |
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Usage |
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Voc. selection |
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Voc. minimum |
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pupils’ language competence |
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type of lesson |
One of the tasks in teaching to write is a balanced essay. This can be….
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cause and effect |
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"pros-and-cons" |
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"advantages-and-disadvantages" |
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"rights-and-wrongs" |
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Arguments |
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descriptive paragraph |
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Summarizes or emphasizes the overall impression |
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Proposition |
What is the most appropriate way to develop lingua-cultural awareness of the learners in FLT?
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the use of songs |
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co-teaching of culture & language by using different authentic materials |
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watching video-films, role-play situations |
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Simulations and socio-drama |
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brain – storming activities |
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Functional drills |
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guiding questions |
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obeying instructions |
A text-book enlarges pupil’s general outlook, acquaints them with the world. This function of a text book is called...
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Informative |
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educational |
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providing knowledge |
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instructive or relating to education |
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Recreational |
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Teaching |
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Motivating |
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Organizing |
“Listen-and-infer” activities are based on the tasks ..
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transferring information |
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interpreting situations, moods and attitudes in the heard discourse |
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drawing conclusions |
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making assumptions and have judgements, e.g. of the “true – false” type |
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focusing on content |
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perfoming commands |
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following instructions, draw, tick off items on the list |
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matching strip cartoons (picture stories), maps, plans, family trees, pictures with the heard texts etc. |
“Listen-and-do” activities imply listening to the language and while listening
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transfering information |
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Perfoming commands |
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following instructions, draw, tick off items on the list |
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matching strip cartoons (picture stories), maps, plans, family trees, pictures with the heard texts etc. |
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interpreting situations, moods and attitudes in the heard discourse |
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focusing on content (not on form), variety of language |
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Drawing conclusions |
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Focusing on content |
The cognitive aspect of the aim of FLT consists in
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developing speaking skills; |
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developing cognitive mechanisms of learners; |
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developing mental mechanisms and processes of perception, memory, judgment, and reasoning |
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Developing psychological processes involved in acquisition and understanding of knowledge, decision making and problem solving |
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developing communicative skills |
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developing “language ego” features; |
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formations of reading skills |
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formation of Intercultural Communicative Competence |
The Pedagogical aspect of the aim of FLT consists in
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developing reading and speaking skills |
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formation of “language ego” features |
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formation of “subject of ICC” features |
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formation of “mediator of cultures” features |
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Formation of communicative skills |
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developing cognitive mechanisms |
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developing thinking abilities |
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formation of Intercultural Communicative Competence |
How is Co- teaching of language and culture implemented in the course of FLT ?
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through content and context based instruction |
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through cognitive lingua-cultural approach |
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through culture instruction, cultural sources (texts, films, ethnic and cultural groups) |
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through methodologically and culturally appropriate techniques |
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through student=centered techniques |
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through context – based (knowledge oriented) instruction |
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through content – based (skill - oriented) instruction |
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through pictures |
Listening comprehension depends on several factors; define the odd one
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conditions of presentation of the material for listening comprehension (voice, how many times it is presented etc.) |
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the number of students present at the listening lesson. |
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choice of students |
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students ‘desire |
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the character of the material to listen to; |
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listeners’ language competence; |
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Tempo |
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on the language proficiency to understand |
What does not belong to functional types of reading?
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Searching |
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Extensive |
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Synthetical |
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Analytical |
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Skimming |
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Scanning |
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Intensive |
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Proofreading |
A discrete point test is:
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a test in which every seventh word is deleted |
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a test which checks knowledge of language one bit at a time |
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a test which consists of many questions on a large number of linguistic points, but each question tests only one linguistic point. |
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test questions each of which is meant to measure one content point. |
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test that integrates several parts of language elements. |
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this type of test measures skills of speaking and writing, together with understanding and listening. |
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test that requires the candidate to combine many language elements in the completion of a task. This might involve writing a composition, making notes while listening to a lecture, taking a dictation or completing a cloze passage |
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test that integrates several parts of language elements. |