English Language Teaching Past Paper PDF

*ПАЗЫЛ* 1\. Which of the following best describes the purpose of learning objectives in English Language Teaching (ELT)? A\) To provide a list of topics to cover during the course\ **B) To set clear expectations for student learning and guide lesson planning\ **C) To assign grades based on student...

*ПАЗЫЛ* 1\. Which of the following best describes the purpose of learning objectives in English Language Teaching (ELT)? A\) To provide a list of topics to cover during the course\ **B) To set clear expectations for student learning and guide lesson planning\ **C) To assign grades based on student performance\ D) To teach grammar rules only\ E) To focus solely on language fluency 2\. What is a key characteristic of constructive feedback? A\) It should be delayed. B\) It should be disrespectful. **C) It should be systematic.** D\) It should only focus on areas of improvement. E\) It should be vague 3\. What is one of the important qualities feedback should have for it to be effective? **A) It should be immediate.** B\) It should be irrelevant. C\) It should be secret. D\) It should be dismissive. E\) It should be harsh. 4\. Who should provide feedback to ensure it is constructive? A\) Only the teacher. B\) Only the students. C\) Only the peers. **D) Teachers, students, and peers.** E\) No one should provide feedback. 5\. Which of the following is NOT a characteristic of well-defined learning objectives? A\) They are measurable and specific\ B) They are aligned with the overall course goals\ **C) They allow for flexible interpretation by students\ **D) They describe observable student actions\ E) They are time-bound with a clear deadline for achievement 6\. Which of the following is an example of a well-written learning objective for an English language class? A\) Students will understand English grammar rules\ **B) Students will be able to write a 200-word essay using past tense verbs\ **C) Students will listen to the teacher explain vocabulary\ D) Students will speak English fluently\ E) Students will study new vocabulary 7\. In the context of ELT, learning objectives should focus on which of the following? A\) Content delivery methods\ **B) Learners\' measurable achievements in language skills\ **C) Teacher\'s preferences for teaching materials\ D) General course content\ E) Students\' attitude toward the subject 8\. What should you do if you can\'t change the classroom layout? A\) Keep the layout the same forever B\) Change the students\' schedules **C) Think about varying where students sit and where you position yourself** D\) Stop experimenting with the classroom setup E\) Increase the size of the classroom 9\. Why is experimenting with classroom layouts important? A\) It makes students feel more comfortable during breaks **B) It helps improve classroom dynamics** C\) It allows teachers to use more technology D\) It provides more space for teaching materials E\) It improves lesson planning time 10\. What is the main purpose of feedback in the teaching-learning process? A\) To criticize students\' weaknesses. **B) To enhance the teaching-learning process.** C\) To evaluate teachers\' performance. D\) To monitor students\' attendance. E\) To focus only on students\' achievements 11\. What is the benefit of using Bloom's Taxonomy when defining learning objectives in ELT? A\) It helps teachers use more complex vocabulary\ **B) It organizes learning objectives based on cognitive levels from simple to complex\ **C) It focuses exclusively on grammar instruction\ D) It requires students to memorize language rules\ E) It emphasizes creative writing skills only 12\. Which level of Bloom\'s Taxonomy involves recalling facts and basic concepts? A\) Analysis\ B) Synthesis\ C) Application\ D) Comprehension\ **E) Knowledge** 13\. At which level of Bloom\'s Taxonomy do students use information in new situations or solve real-world problems? A\) Evaluation\ B) Synthesis\ **C) Application\ **D) Knowledge\ E) Analysis 14\. In Bloom\'s Taxonomy, which level is associated with comparing, contrasting, and distinguishing between ideas? A\) Comprehension\ B) Knowledge\ **C) Analysis\ **D) Synthesis\ E) Evaluation 15\. Which action word best describes the goal of the \"Synthesis\" level in Bloom\'s Taxonomy? A\) Identify\ **B) Create\ **C) Understand\ D) Evaluate\ E) Compare 16\. What does the analysis of language in post-listening tasks primarily focus on?\ a) The development of listening skills\ b) How the content makes students feel\ **c) Linguistic features such as verb forms, vocabulary, or collocations\ **d) The emotional reaction to the listening text\ e) Personal opinions about the text 17\. Why is it easier for students to deal with language forms after listening?\ a) Because they are more focused on pronunciation\ **b) Because they have already understood the text\ **c) Because they haven\'t heard the text before\ d) Because they can guess the meaning of unknown words\ e) Because they are working in pairs 18\. Why do you need to experiment with in the classroom? A\) The type of teaching materials **B) Different classroom layouts** C\) Your teaching style D\) The students\' dress code E\) The time of the lessons 19\. At which level of Bloom\'s Taxonomy would students critically assess the validity of a text or argument? **А) Evaluation\ **B) Synthesis\ C) Comprehension\ D) Application\ E) Knowledge 20\. What does the \"S\" in SMART objectives stand for? **A) Specific\ **B) Simple\ C) Sustainable\ D) Standard\ E) Systematic 21\. Which of the following is an example of a measurable language lesson objective? A\) Improve reading skills\ **B) Read a 500-word article and answer 10 comprehension questions\ **C) Practice pronunciation\ D) Learn new vocabulary\ E) Gain fluency in speaking 22\. Which of the following is NOT a characteristic of a SMART objective? A\) Attainable\ B) Realistic\ **C) Timeless\ **D) Time-bound\ E) Measurable 23\. The \"A\" in SMART objectives stands for which of the following? **A) Achievable\ **B) Applicable\ C) Active\ D) Ambitious\ E) Attractive 24.What are the three main stages in constructing a listening lesson? a\) Pre-reading, while reading, post-reading
 b\) Pre-writing, while writing, post-writing
 **c) Pre-listening, while listening, post-listening** 
d) Pre-speaking, while speaking, post-speaking 
e) Pre-grammar, while grammar, post-grammar 25\. What is the main purpose of the \'pre-listening\' stage? a\) To help students understand the grammar rules\ **b) To help students prepare to listen by motivating and contextualizing the text\ **c) To give students extra homework\ d) To focus on writing skills\ e) To check students\' reading comprehension 26\. What is the most important post-listening task according to the text?\ a) Analysis of verb forms\ b) Reaction to the content\ **c) Reuse of information\ **d) Vocabulary work\ e) Collocation analysis 27\. Why is it important to set SMART objectives for language lessons? A\) To make the lesson more enjoyable\ **B) To measure the progress of students effectively\ **C) To make the lesson more challenging\ D) To reduce the time spent on each lesson\ E) To cover more topics 28\. What is the key difference between long-term and short-term lesson planning? A\) Long-term lesson planning focuses on weekly activities, while short-term planning is done for individual lessons\ **B) Long-term lesson planning involves setting overall course goals, while short-term planning focuses on specific lesson objectives and day-to-day activities\ **C) Long-term lesson planning is created by students, while short-term lesson planning is created by teachers\ D) Short-term lesson planning is always more flexible than long-term planning and should adapt to student needs on the fly\ E) Long-term planning is more focused on administrative requirements, while short-term planning focuses on student outcomes 29\. What is the primary purpose of using interactive teaching techniques in an English classroom? A\) To increase the teacher\'s speaking time\ **B) To engage students in active learning and participation\ **C) To ensure that the lesson is completed within the allotted time\ D) To allow students to read silently for long periods E\) To increase the student\'s reading time 30\. Which of the following is an example of an interactive technique that encourages student collaboration? A\) Lecturing with a PowerPoint presentation\ **B) Students working in small groups to create dialogues\ **C) Assigning individual reading homework\ D) Using a traditional paper-and-pencil test E\) Assigning individual writing homework 31\. In the \"Think-Pair-Share\" strategy, what is the second step? A\) Think about the question individually\ B) Share the ideas with the whole class\ **C) Pair up with a classmate to discuss the ideas**\ D) Listen to the teacher explain the correct answer E\) Share the ideas with peers 32\. How can a teacher use technology to make English lessons more interactive? A\) By using slides with information that students copy\ **B) By integrating language learning apps and online quizzes\ **C) By reading aloud from textbooks\ D) By showing videos without involving students in discussion E\) By writing tips from textbooks 33\. What is the benefit of using role-play activities in an English lesson? **A) It allows students to practice language skills in real-world scenarios**\ B) It reduces student participation in classroom discussions\ C) It focuses mainly on grammar D\) It minimizes the need for student interaction with peers E\) It focuses mainly vocabulary memorization 34\. Which technique involves students making decisions and solving problems collaboratively in small groups? A\) Debate\ **B) Jigsaw activity\ **C) Teacher-directed lecture\ D) Independent writing E\) Independent reading 35\. How can peer feedback be incorporated into English lessons? **A) Students provide feedback on each other's writing or presentations**\ B) The teacher corrects all mistakes without student involvement\ C) Only the teacher grades the students\' work\ D) Students are not allowed to speak until they finish their tasks E\) Students are not allowed to read the correct answers until they finish their tasks 36\. Which activity helps build communication skills in an English class? A\) Independent grammar worksheets\ **B) Classroom debates or discussions\ **C) Watching a movie without conversation\ D) Silent reading time E\) Writing a dictation 37\. What does the \"flipped classroom\" model focus on? **A) Students learn new content at home and engage in collaborative activities in class\ **B) The teacher lectures for the entire lesson\ C) Students listen to the teacher while taking notes during class\ D) All class activities are done individually with no group work E\) Students listen to the teacher up to the end of the lesson 38\. When using interactive storytelling techniques, what should the teacher encourage students to do? A\) Memorize the story word for word\ B) Stay passive and just listen\ **C) Act out or predict what happens next in the story\ **D) Focus only on writing the story down E\) Focus only on reading the story 39\. What role does formative assessment play in interactive teaching techniques? A\) It is used to grade students at the end of the course\ **B) It allows teachers to check understanding and guide future instruction\ **C) It focuses solely on measuring the final exam score\ D) It provides a way for students to self-study without teacher input E\) It is used to grade students at the beginning of the course 40\. What is a key characteristic of game-based learning in English lessons? A\) Students play competitive games without focusing on learning outcomes\ **B) Students learn language skills through fun, interactive challenges and tasks\ **C) Teachers use games only for entertainment without any educational purpose\ D) Students use games to memorize vocabulary without any interaction E\) Students play competitive games without focusing on learning smth. 41\. What is an example of using visual aids in an interactive English lesson? **A) Using pictures to prompt a group discussion on a theme**\ B) Reading a passage aloud to the class\ C) Writing the entire lesson on the board for students to copy\ D) Giving students a grammar test with no visuals E\) Coping out new words 42\. Why is it important to incorporate student choice into an interactive lesson? **A) It helps students feel more engaged and responsible for their learning\ **B) It makes the teacher's job easier\ C) It allows the teacher to give less individual attention\ D) It encourages students to avoid practicing challenging tasks E\) It makes the teacher's job hard 43\. How can drama activities help in learning English interactively? A\) By encouraging memorization of grammar rules\ **B) By allowing students to practice speaking in realistic situations\ **C) By focusing on writing assignments only\ D) By promoting silent individual work during class time E\) By focusing only on reading 44\. What is the primary benefit of incorporating multimedia resources in lessons? A\) Reduces the need for traditional teaching materials like textbooks\ **B) Engages different learning styles and helps students retain information better** C\) Makes lessons longer\ D) Ensures students only focus on the visuals in the lesson E\) Makes lessons more complex 45\. Which of the following is an example of multimedia in a classroom setting? A\) A student writing notes on a paper\ B) A teacher explaining a concept without visual aids\ **C) A video that explains a scientific process\ **D) A handout containing only text E\) A student writing essays on a paper 46\. How can teachers use multimedia to accommodate different learning styles? A\) By using only text-based materials\ B) By providing only audio resources\ **C) By combining visual, auditory, and kinesthetic elements in lessons**\ D) By using complex graphics that require high levels of analysis E\) By using only images 47\. Which of the following is NOT a common multimedia tool used in education? A\) PowerPoint presentations\ B) Interactive simulations\ **C) Whiteboard markers\ **D) Educational videos E\) Chalks 48\. When planning to incorporate multimedia resources, a teacher should primarily focus on: A\) The aesthetic appeal of the resources\ **B) How well the resources align with learning objectives\ **C) How many multimedia tools can be included in the lesson\ D) The length of time students spend watching videos E\) The length of time students spend listening to audio materials 49\. What is a potential drawback of using multimedia resources in lessons? A\) It always improves student understanding\ **B) It may overwhelm students if not used appropriately\ **C) It eliminates the need for student participation\ D) It prevents students from working in groups E\) It prevents students from pair work 50\. How can multimedia resources support students with disabilities? A\) By offering only auditory resources for students who are visually impaired\ **B) By providing subtitles, transcripts, or sign language videos for students with hearing impairments\ **C) By using only visual resources for students with learning disabilities\ D) By ensuring that all resources are complex and challenging E\) By using only texbooks for students with learning disabilities