Методика Educational Methodology PDF

№1 Put the lesson elements in the correct order for the Boomerang model 1 Engage 2 Activate 1 3 Study 4 Activate 2 Ответ: 1 2 3 4 --------------------------- ----------------------- --------------------------------------------------------------------------------------------------------...

№1 Put the lesson elements in the correct order for the Boomerang model 1 Engage 2 Activate 1 3 Study 4 Activate 2 Ответ: 1 2 3 4 --------------------------- ----------------------- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ №2 Communicative activity is 1 a relationship in which people like, understand, and respect each other 2  comments about how well or how badly someone is doing something, which are intended to help them do it better 3 An opportunity given to language learners to decide on what task to perform, what language to use, or what person to speak to. 4  A reason for language learners to get involved into the process of genuine communication due to the lack of data. 5 A type of activity in a language learning classroom when class participants get involved into a genuine process of information exchange, sharing and negotiation of meaning. --------------------------- ----------------------- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ ----------------------------------------------------- ----- ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- --- ------- -------------- №3 Choose appropriate words to complete the sentences. 1 (1) A way of exploiting students\' existing vocabulary is to get the class (with our help) to build their own \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ tree. 0 \[1\] vocabulary 2 (2) Complete the sentence with an appropriate word:Vocabulary \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_can be done in a variety of ways: using pictures, translation, definition or synonyms. 0 \[2\] presentation 3 (3) Write the appropriate word to complete the sentence:Productive language skills are: Speaking and \_\_\_\_\_\_\_\_. 0 \[3\] Writing ----------------------------------------------------- ----- ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- --- ------- -------------- ------------------------------------------------------------------------------------------------------ ----------------------- --------- №4 Most teaching sequences need to have certain characteristics or elements: Engage, Study and Activate 1  Верно 2 Неверно ------------------------------------------------------------------------------------------------------ ----------------------- --------- -------------------------------------- ----- -------------------------------------------------------- --- ------- --- №5 Mark the statements as True or False 1 (1) Any of the productive skills can be used for Activate 0 \[1\] T 2 (1) Study is essential for any model. 0 \[2\] T 3 (3) Activate involves students\' speaking only 0 \[3\] F 4 (3) Engage should always be in the beginning of the lesson 0 \[4\] F -------------------------------------- ----- -------------------------------------------------------- --- ------- --- ---------- ----------------------- ----------------------------------------------------------------------------------------------------- №6 Accuracy 1  the activity of being with and talking to other people, and the way that people react to each other 2 a relationship in which people like, understand, and respect each other 3  the ability to use language forms in a correct way 4 expressing yourself in a clear and confident way, without seeming to make an effort 5  the speed at which something happens or is done ---------- ----------------------- ----------------------------------------------------------------------------------------------------- --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- ----------------------- -------------- №7 Every lesson usually needs to have some kind of language focus. The lesson structural element that focuses on any aspect of the language, such as grammar or vocabulary and pronunciation is called\... 1 Activate 2  Presentation 3 Lesson 4  Engage 5 Study --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- ----------------------- -------------- -------------------------------------------------------------------------------------- ----------------------- ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- №8 Engage, as a successful element in a foreign language lesson, according to J.Harmer, 1  includes games, music, challenging discussions, stimulating pictures, dramatic stories, amusing anecdotes, predictions, etc. 2 capitalizes on the suggestion that if we describe the grammatical patterns of English, we can have students repeat and learn them. In such structural-situational teaching, grammatical structures are presented in simple situations which exemplified their usage. 3  helps students use all and any language which may be appropriate for a given situation or topic to try out real language use with little or no restriction - a kind of rehearsal for the real world. 4 introduces the idea of presenting students with short grammar rules and word lists, and then translation exercises in which they had to make use of the same rules and words. 5  includes activities where the students are asked to focus on the construction of something, whether it is the language itself, the ways in which it is used or how it sounds and looks. -------------------------------------------------------------------------------------- ----------------------- ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- +-----------------------------------+-----------------------------------+ | №9 | | +-----------------------------------+-----------------------------------+ | Write the appropriate word to | | | complete the sentence: | | | | | | receptive language skills are: | | | Listening and Ответ | | +-----------------------------------+-----------------------------------+ | Ответ: | Reading (без учета регистра) | +-----------------------------------+-----------------------------------+ -------------------------------------------------------- ----------------------------- №10 Skill oriented classes are planned to develop language Ответ: skills (без учета регистра) -------------------------------------------------------- ----------------------------- +-----------+-----------+-----------+-----------+-----------+-----------+ | №11 | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | Choose | | | | | | | the | | | | | | | appropria | | | | | | | te | | | | | | | word for | | | | | | | each gap. | | | | | | | | | | | | | | Complete | | | | | | | the | | | | | | | sentence | | | | | | | with an | | | | | | | appropria | | | | | | | te | | | | | | | word: | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 1 | (1) | Vocabular | 0 | \[1\] | presentat | | | | y | | | ion | | | | \_\_\_\_\ | | | | | | | _\_\_\_\_ | | | | | | | \_\_\_\_\ | | | | | | | _\_\_\_\_ | | | | | | | \_\_\_\_c | | | | | | | an | | | | | | | be done | | | | | | | in a | | | | | | | variety | | | | | | | of ways: | | | | | | | using | | | | | | | pictures, | | | | | | | translati | | | | | | | on, | | | | | | | definitio | | | | | | | n | | | | | | | or | | | | | | | synonyms. | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 2 | (2) | At | 0 | \[2\] | beginner | | | | \_\_\_\_\ | | | | | | | _\_\_\_\_ | | | | | | | \_\_\_\_\ | | | | | | | _\_ | | | | | | | levels, | | | | | | | teachers | | | | | | | frequentl | | | | | | | y | | | | | | | use | | | | | | | explain | | | | | | | and | | | | | | | practise | | | | | | | procedure | | | | | | | s | | | | | | | in | | | | | | | teaching | | | | | | | vocabular | | | | | | | y. | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 3 | (3) | The three | 0 | \[3\] | Study | | | | lesson | | | | | | | elements | | | | | | | are | | | | | | | Engage, | | | | | | | \_\_\_\_\ | | | | | | | _\_\_\_\_ | | | | | | | \_\_\_ | | | | | | | and | | | | | | | Activate. | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ +-----------------------------------+-----------------------------------+ | №12 | | +-----------------------------------+-----------------------------------+ | Write the appropriate word to | | | complete the sentence: | | | | | | The three lesson elements are | | | Engage, Ответ and Activate. | | +-----------------------------------+-----------------------------------+ | Ответ: | Study (без учета регистра) | +-----------------------------------+-----------------------------------+ ---------------------------------------------------------------------------- ----------------------- --------- №13 A good lesson needs to contain a judicious blend of coherence and variety. 1 Верно 2  Неверно ---------------------------------------------------------------------------- ----------------------- --------- ------------------------------------------------------------------------ ----- ------------------------- --- ------- ------------------------------------------------------------- №14 The SMART lesson objectives: match the description to the correct part 1 (1) MEASURABLE 0 \[1\] quantifiable: answer questions such as: how much, how many? 2 (2) ACHIEVABLE 0 \[2\] can be done within scheduled time and specified conditions 3 (3) REALISTIC 0 \[3\] relevant to the needs of the learners 4 (4) SPECIFIC 0 \[4\] precise and clear; what the learner will be able to do 5 (5) TIME BOUND/ TIME FRAMED 0 \[5\] can be finished by the end of the lesson ------------------------------------------------------------------------ ----- ------------------------- --- ------- ------------------------------------------------------------- ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- ----------------------- ----------------- №15 Define the type of the lesson model according to J.Harmer: first the teacher gets the class interested and engaged; then they study something; then they try to activate it by putting it into production 1 Patchwork 2  Boomerang 3 Practice 4  Presentation 5 Straight arrows ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- ----------------------- ----------------- ----------------------------------------------------------------------- ----------------------- ----------- №16 An overall plan for the orderly presentation of language material is: 1  Method 2 Level 3  Theory 4 Technique 5  Principle ----------------------------------------------------------------------- ----------------------- ----------- ------------------------------------------- ----- ----------------- --- ------- ------------------------------------------------------------------------------------------------------ №17 Match the type of plan to its description 1 (1) Long-term plan 0 \[1\] Otherwise called calendar plan, it sets goals for a whole year or term 2 (1) Mid-term plan 0 \[2\] Otherwise called theme plan, it helps to set educational goals and prosedures for one unit or topic. 3 (1) Short-term plan 0 \[3\] Otherwise called lesson plan, it sets the prosedures for one class. ------------------------------------------- ----- ----------------- --- ------- ------------------------------------------------------------------------------------------------------ ------------------------------------------------------------------ ----- -------------- --- ------- ----------------------------------------------------------------- №18 Match the lesson elements to activities that can be done in them 1 (1) Study 0 \[1\] reading a text and filling in the gaps with the necessary words 2 (2) Engage 0 \[2\] watching a short video and predicting the topic of the lesson 3 (3) Activate 0 \[3\] telling classmates about their hobby 4 (4) Presentation 0 \[4\] new grammar explanation done by the teacher ------------------------------------------------------------------ ----- -------------- --- ------- ----------------------------------------------------------------- ------------------------------------------------------------------------------- ----------------------- --------- №19 Language oriented classes are planned to develop speaking and reading skills. 1 Верно 2  Неверно ------------------------------------------------------------------------------- ----------------------- --------- -------------------------------------------- ----- --------------------------------------------------------- --- ------- --------------------------------------------------------------------------------------------------------------------------------- №20 Match the questions to their explanations. 1 (1) How does it work? 0 \[1\] Think carefully about the mechanics of an activity 2 (2) Who exactly are the students for this activity? 0 \[2\] The students\' age, level, cultural background and individual characteristics have to be taken into account 3 (3) What will be needed? 0 \[3\] Consider the physical environment of the classroom itself and how that might affect whatever teaching equipment we wish to use. 4 (4) What do we want to do and why? 0 \[4\] Define learning outcome of the activity. 5 (5) How long will it take? 0 \[5\] Estimate the time each activity will require to complete. 6 (6) What might go wrong? 0 \[6\] Identify problems that might arise in the lesson. 7 (7) How will it fit in with what comes before and after it? 0 \[7\] Ensure that we have some reasonable vision of the overall shape of our lesson and that it is not composed of unrelated scraps. -------------------------------------------- ----- --------------------------------------------------------- --- ------- --------------------------------------------------------------------------------------------------------------------------------- --------------------- ----------------------- -------------------------------------------------------------------------------------------------- №21 Learning objectives 1 flexible 2  fixed 3 what the learners should be able to know and do at the end of the series of lessons or the topic 4  describe the over-arching objectives for the topic or unit 5 lesson objectives 6  the learning outcomes of the unit or topic 7 describe what learners are expected to achieve in this particular class --------------------- ----------------------- -------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------------------------------- ----------------------- --------------------------------------------------------------------------------- №22 Before giving instructions, according to J.Harmer, teachers must ask themselves all of the following questions, EXCEPT: 1  What is the important information I am trying to convey? 2 What must the students know if they are to complete this activity successfully? 3  What date is it today? 4 What information do they need first? 5  Which information should come next? ------------------------------------------------------------------------------------------------------------------------- ----------------------- --------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------------------------- --------------------------------- №23 A way of exploiting students\' existing vocabulary is to get the class (with our help) to build their own Ответ tree. Ответ: vocabulary (без учета регистра) ----------------------------------------------------------------------------------------------------------------------- --------------------------------- ------------------------------------------------------------------------------------------- ----------------------- --------- №24 Vocabulary explanation, repetition and practice is a form of Study element of the lesson. 1 Верно 2  Неверно ------------------------------------------------------------------------------------------- ----------------------- --------- -------------------- ----------------------- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ №25 Information gap is 1 A type of activity in a language learning classroom when class participants get involved into a genuine process of information exchange, sharing and negotiation of meaning. 2  comments about how well or how badly someone is doing something, which are intended to help them do it better 3 A reason for language learners to get involved into the process of genuine communication due to the lack of data. 4  An opportunity given to language learners to decide on what task to perform, what language to use, or what person to speak to. 5 a relationship in which people like, understand, and respect each other -------------------- ----------------------- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ ----------------------------------------------------------------------------------------------- ----------------------- ------------------------------------------------------------------------------- №26 Using the translation process for teaching English to advantage, according to J.Harmer, means 1  Students should be trained how to translate 2 a return to a traditional Grammar-translation method 3  we should abandon the commitment to creating an English environment 4 English should not necessarily predominate in an English lesson 5  we help students to see connections and differences between the L1 and the L2 ----------------------------------------------------------------------------------------------- ----------------------- ------------------------------------------------------------------------------- +-----------------------------------+-----------------------------------+ | №27 | | +-----------------------------------+-----------------------------------+ | Complete the sentence with an | | | appropriate word: | | | | | | Vocabulary Ответ can be done in a | | | variety of ways: using pictures, | | | translation, definition or | | | synonyms. | | +-----------------------------------+-----------------------------------+ | Ответ: | presentation (без учета регистра) | +-----------------------------------+-----------------------------------+ ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ ----------------------- ------------------------------------------------------------------------- №28 In English the same language forms can be used to express different meanings, or a meaning can be expressed by many different forms. Thus, the present continuous verb form can refer to the following meanings: 1 the past (\'I am watching this film yesterday night\') 2  expressing annoyance (\'He\'s always putting his foot in it\'). 3 a temporary uncompleted event (\'They are enjoying the weather\') 4  regular repeated actions in the present ( We are living in this street) 5 the future (\'I\'m seeing him tomorrow\') 6  the present (\'I\'m not listening\') ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ ----------------------- ------------------------------------------------------------------------- +-----------------------------------+-----------------------------------+ | №29 | | +-----------------------------------+-----------------------------------+ | Complete the sentence with an | | | appropriate word: | | | | | | At Ответ levels, teachers | | | frequently use explain and | | | practise procedures in teaching | | | vocabulary. | | +-----------------------------------+-----------------------------------+ | Ответ: | beginner (без учета регистра) | +-----------------------------------+-----------------------------------+ ------------------------------------------------ ----- -------------------------------------------------------------------------------------------------------------------------------------------------------------- ------- -------------- №30 Choose the appropriate word for each sentence: 1 (1) Write the appropriate word to complete the sentence:receptive language skills are: Listening and \_\_\_\_\_\_\_. \[1\] Reading 2 (2) At \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ levels, teachers frequently use explain and practise procedures in teaching vocabulary. \[2\] beginner 3 (3) Productive language skills are: Speaking and \_\_\_\_\_\_\_\_. \[3\] Writing 4 (4) A way of exploiting students\' existing vocabulary is to get the class (with our help) to build their own \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ tree. \[4\] vocabulary 5 (5) Vocabulary \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_can be done in a variety of ways: using pictures, translation, definition or synonyms. \[5\] presentation ------------------------------------------------ ----- -------------------------------------------------------------------------------------------------------------------------------------------------------------- ------- -------------- ------------------------------------------------------------------------- -------------------------------------------- №31 Put the terms in the correct order for teaching grammar systematically: 1 Grammar presentation 2 Recognition exercise 3 Grammar drill 4 Grammar transformation exercise 5 Make up your own sentence with new grammar Ответ: 1 2 3 4 5 ------------------------------------------------------------------------- -------------------------------------------- ------------------------------------------------------------------- ----- --------------------------------------------------------------------------------------------------------- ------- --------------------- №32 Match the task to the type of exercise used for teaching grammar: 1 (1) Put the verbs in brackets into the correct tense: Present Simple, Present Continuous or Present Perfect \[1\] transformation 2 (2) Rewrite the adjectives in the comparative degree \[2\] drill 3 (3) Read the text and underline the Present Continuous verbs \[3\] recognition 4 (4) Make up a dialogue using the new grammar \[4\] communicative usage 5 (5) Make up sentences with the new grammar \[5\] creative 6 (6) There are five mistakes in the text. Find and correct them. \[6\] identification ------------------------------------------------------------------- ----- --------------------------------------------------------------------------------------------------------- ------- --------------------- ------------------------------------------------------------------------------------ ----- ------------------------------------------------------------------- ------- ------------------------------ №33 Match the types of exercises to the stage where they should be used in the lesson: 1 (1) Look at the pictures and predict what the listening text is about \[1\] Pre-listening 2 (2) Listen and answer 4 questions about the text \[2\] While -listening second time 3 (3) Discuss with a partner the topic of the listening passage \[3\] Post-listening activity 2 4 (4) Listen and say where the conversation is taking place \[4\] While -listening first time 5 (5) Listen and say what you think about the problem you hear \[5\] Post-listening activity 1 ------------------------------------------------------------------------------------ ----- ------------------------------------------------------------------- ------- ------------------------------ ------------------------------------------------------ ----- --------------------------------- ------- --- №34 Point out which statement is true and which is false 1 (1) Reading is a receptive skill \[1\] T 2 (2) Listening is a productive skill \[2\] F 3 (3) Writing is a productive skill \[3\] T 4 (4) Speaking is a receptive skill \[4\] F ------------------------------------------------------ ----- --------------------------------- ------- --- ---------------------- ----------------------- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ №35 Choice is defined as 1 A reason for language learners to get involved into the process of genuine communication due to the lack of data. 2  comments about how well or how badly someone is doing something, which are intended to help them do it better 3 A type of activity in a language learning classroom when class participants get involved into a genuine process of information exchange, sharing and negotiation of meaning. 4  An opportunity given to language learners to decide on what task to perform, what language to use, or what person to speak to. 5 a relationship in which people like, understand, and respect each other ---------------------- ----------------------- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ --------- ----------------------- ----------------------------------------------------------------------------------------------------- №36 Fluency 1  the speed at which something happens or is done 2 expressing yourself in a clear and confident way, without seeming to make an effort 3  the ability to use language forms in a correct way 4 a relationship in which people like, understand, and respect each other 5  the activity of being with and talking to other people, and the way that people react to each other --------- ----------------------- ----------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------------- ----------------------- ------------------------------------------ №37 Effective teachers should possess certain teacher skills. These include all of the following, EXCEPT: 1 getting stuck in sterile routines 2  setting destinations,or learning outcome 3 varying activities and topics 4  managing classes 5 matching tasks and groups ------------------------------------------------------------------------------------------------------- ----------------------- ------------------------------------------ ------------------------------------------------------------------------------------------------------------------------------------------------------------------------ ----------------------- ---------------------------------------------------------------- №38 A meaning or concept can be expressed in English in many different ways. For example, to express the same basic concept of future different forms can be used, EXCEPT: 1  I\'ll see you tomorrow. 2 I\'m going to see you tomorrow. 3  I\'m seeing you tomorrow - that\'s the arrangement, isn\'t it? 4 I see you at six, and afterwards I have a meeting with John. 5  I have got to you by about six o\'clock. ------------------------------------------------------------------------------------------------------------------------------------------------------------------------ ----------------------- ---------------------------------------------------------------- --------------------------------------------------------------------------------------------------------------- ----------------------- ------------------------ №39 Identify the type of activity: students have to match articles with their headlines or with relevant pictures 1 Following instructions 2  Jigsaw reading 3 Using newspapers 4  Poetry 5 Reading puzzles --------------------------------------------------------------------------------------------------------------- ----------------------- ------------------------ ------------ ----------------------- -------------------------------------------------------------------------------- №40 Competence 1  The overtly observable and concrete manifestation or realization of competence 2 a feeling of enthusiasm or interest that makes you determined to do something 3  The ability to use language forms in a correct way 4 someone who helps a person or organization to find a solution to a problem 5  the ability to do something in a satisfactory or effective way ------------ ----------------------- -------------------------------------------------------------------------------- ------------- ----------------------- ----------------------------------------------------------------------------------------------------- №41 Interaction 1 expressing yourself in a clear and confident way, without seeming to make an effort 2  a relationship in which people like, understand, and respect each other 3 the speed at which something happens or is done 4  the activity of being with and talking to other people, and the way that people react to each other 5 the ability to use language forms in a correct way ------------- ----------------------- ----------------------------------------------------------------------------------------------------- --------- ----------------------- ----------------------------------------------------------------------------------------------------- №42 Rapport 1  a relationship in which people like, understand, and respect each other 2 the ability to use language forms in a correct way 3  expressing yourself in a clear and confident way, without seeming to make an effort 4 the speed at which something happens or is done 5  the activity of being with and talking to other people, and the way that people react to each other --------- ----------------------- ----------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------------------- ----------------------- --------- №43 In deductive grammar presentation students discover the rules themselves through working with the language. 1 Верно 2  Неверно ------------------------------------------------------------------------------------------------------------- ----------------------- --------- ----------------------------------------------------------------------------------------------------------------- ----------------------- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- №44 Awareness, as a characteristic of a teacher\'s style, according to J.Harmer is understood in the following way: 1 All the positions teachers take - sitting on the edge of tables, standing behind a lectern, standing on a raised dais, etc - make strong statements about the kind of person the teacher is. 2  Teachers need to consider how close they should be to the students they are working with. 3 How much we move around in the classroom will depend on our personal style, where we feel most comfortable for the management of the class and whether or not we want to work with smaller groups. 4  In order to manage a class successfully, the teacher has to be aware of what students are doing and, where possible, how they are feeling. This means watching and listening just as carefully as teaching. 5 Our physical presence can play a large part in our management of the classroom environment. ----------------------------------------------------------------------------------------------------------------- ----------------------- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ ----------------------- ----------------- №45 Define the type of the lesson model according to J.Harmer: Students and teacher discuss issues surrounding job interviews; then the teacher describes an interview situation which the students are going to act out in a role-play. They then role-play the interviews. When the role-plays are over, the teacher works with the students on the grammar and vocabulary which caused them trouble. Some time later, students role-play another job interview, having absorbed the corrections to the language they used last time round 1  Presentation 2 Straight arrows 3  Practice 4 Boomerang 5  Patchwork ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ ----------------------- ----------------- ----------------------------------------------------------------------------------- ----------------------- -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- №46 Teachers\' voice variety, according to J.Harmer, is understood the following way: 1 Experienced teachers rough-tune the way they speak to students. 2  They must be sure that the students at the back of the class can hear them just as well as those at the front 3 The way that teachers talk to students - the manner in which they interact with them. 4  The kind of voice we use to give instructions or introduce a new activity will be different from the voice which is most appropriate for conversation or an informal exchange of views or information. 5 Teachers have to take great care of their voices. It is important that they breathe correctly so that they don\'t strain their larynxes. ----------------------------------------------------------------------------------- ----------------------- -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------- ------------- №47 How many language skills are usually considered in language teaching? Ответ: Число \[4\] ----------------------------------------------------------------------- ------------- +-----------------------------------+-----------------------------------+ | №48 | | +-----------------------------------+-----------------------------------+ | Write the appropriate word to | | | complete the sentence: | | | | | | PPP stands for Presentation, | | | Practice and Ответ | | +-----------------------------------+-----------------------------------+ | Ответ: | Production (без учета регистра) | +-----------------------------------+-----------------------------------+ ---------------------------------------------------------------------------------- ----------------------- ------------------------------------------------------------------------------------------------------ №49 Teacher knowledge, according to J.Harmer, includes all of the following, EXCEPT: 1  They need to know what materials are available for teachers and students. 2 They need to know all subjects, being taught at their school. 3  They should do their best to keep abreast of new developments in teaching approaches and techniques. 4 Teachers need to know a lot about the subject they are teaching (the English language). 5  They need to know what equipment is available in their school and how to use it. ---------------------------------------------------------------------------------- ----------------------- ------------------------------------------------------------------------------------------------------ ---------------------------------------------------------------------------------------- ----------------------- -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- №50 Teachers\' voice conservation, according to J.Harmer, is understood the following way: 1 The kind of voice we use to give instructions or introduce a new activity will be different from the voice which is most appropriate for conversation or an informal exchange of views or information. 2  They must be sure that the students at the back of the class can hear them just as well as those at the front 3 The way that teachers talk to students - the manner in which they interact with them. 4  Teachers have to take great care of their voices. It is important that they breathe correctly so that they don\'t strain their larynxes. 5 Experienced teachers rough-tune the way they speak to students. ---------------------------------------------------------------------------------------- ----------------------- -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- --------------------------------------------------------------- ----------------------- --------------------------------------------------------------------------------------------------------------------------------------------------------- №51 Being reliable, according to J.Harmer, means for the teachers 1  having a knowledge of the grammar system, understanding the lexical system, being aware of pronunciation features such as sounds, stress and intonation 2 being accurate about things like timekeeping and homework checking 3  reacting with anger or ridicule when students do unplanned things 4 taking the register, filling forms, writing reports for the school administration 5  having thought in advance of what we are going to do in our lessons --------------------------------------------------------------- ----------------------- --------------------------------------------------------------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------------------------------------------------- ----------------------- ----------------------------------------------------------------------------------------------------------------- №52 Teachers should develop a number of important personal qualities to help them in their profession. They include all of the following, EXCEPT: 1 Being even-handed: treat all students equally 2  Expressing despair at students\' efforts and criticizing the character of the student who makes a mistake 3 Recognizing students: remember students\' names 4  Listening to students: show that we are interested in what they have to say 5 Respecting students: they need to know that we are treating them with respect, and not using mockery or sarcasm ----------------------------------------------------------------------------------------------------------------------------------------------- ----------------------- ----------------------------------------------------------------------------------------------------------------- --------------------------------------------- ----- --------------------------------- ------- ------------------------------------------------------------------------------------- №53 Match the methods to their expected results 1 (1) Communicative Language Teaching \[1\] ommunication is the main goal of language learning 2 (2) Natural Method \[2\] claimed a foreign language could be taught without translation 3 (3) Gram¬mar-Translation Method \[3\] frozen rules of morphology and syntax were to be explained and eventually memorized 4 (4) Language-focused learning \[4\] an add directly to implicit knowledge --------------------------------------------- ----- --------------------------------- ------- ------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------------------- ----------------------- ---------------------------------------------------------------------------------------- №54 Teacher knowledge of materials and equipment, according to J.Harmer, includes all of the following, EXCEPT: 1  knowing what equipment is available in their school and how to use it; 2 knowledge about books and websites where such information is available. 3  When something breaks, the teacher knows how to mend it right in the classroom. 4 If teachers are using a course book, they know how the materials work. 5  when students ask complicated questions, good teachers know where to find the answers. ------------------------------------------------------------------------------------------------------------- ----------------------- ---------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------- ----------------------- -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- №55 Teachers\' voice audibility, according to J.Harmer, is understood the following way: 1 Teachers must be sure that the students at the back of the class can hear them just as well as those at the front 2  Experienced teachers rough-tune the way they speak to students. 3 Teachers have to take great care of their voices. It is important that they breathe correctly so that they don\'t strain their larynxes. 4  The way that teachers talk to students - the manner in which they interact with them. 5 The kind of voice we use to give instructions or introduce a new activity will be different from the voice which is most appropriate for conversation or an informal exchange of views or information. -------------------------------------------------------------------------------------- ----------------------- -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------------------------- ----------------------- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- №56 Appropriacy, as a characteristic of a teacher\'s style, according to J.Harmer is understood in the following way: 1  Teachers need to consider how close they should be to the students they are working with. 2 All the positions teachers take - sitting on the edge of tables, standing behind a lectern, standing on a raised dais, etc - make strong statements about the kind of person the teacher is. 3  How much we move around in the classroom will depend on our personal style, where we feel most comfortable for the management of the class and whether or not we want to work with smaller groups. 4 In order to manage a class successfully, the teacher has to be aware of what students are doing and, where possible, how they are feeling. This means watching and listening just as carefully as teaching. 5  Our physical presence can play a large part in our management of the classroom environment. ------------------------------------------------------------------------------------------------------------------- ----------------------- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- +-----------------------+-----------------------+-----------------------+ | №57 | | | +-----------------------+-----------------------+-----------------------+ | Mark all that apply: | | | | | | | | Language teachers | | | | need to know how the | | | | language works. This | | | | means, according to | | | | J.Harmer: | | | +-----------------------+-----------------------+-----------------------+ | 1 | | being aware of | | | | pronunciation | | | | features such as | | | | sounds, stress and | | | | intonation | +-----------------------+-----------------------+-----------------------+ | 2 |  | knowing how words | | | | group together into | | | | phrases. | +-----------------------+-----------------------+-----------------------+ | 3 | | being able to write a | | | | textbook about the | | | | language | +-----------------------+-----------------------+-----------------------+ | 4 |  | understanding the | | | | lexical system | +-----------------------+-----------------------+-----------------------+ | 5 | | having a knowledge of | | | | the grammar system | +-----------------------+-----------------------+-----------------------+ ------------- ----------------------- -------------------------------------------------------------------------------- №58 Performance 1  the ability to do something in a satisfactory or effective way 2 The overtly observable and concrete manifestation or realization of competence 3  The ability to use language forms in a correct way 4 someone who helps a person or organization to find a solution to a problem 5  a feeling of enthusiasm or interest that makes you determined to do something ------------- ----------------------- -------------------------------------------------------------------------------- --------------------------------------- ----- ------------------------------------------------------------------------------------------------ ------- --- №59 Mark the statements as true or false: 1 (1) Pronunciation is an important part of language learning. \[1\] T 2 (2) You can learm correct pronunciation by simply repeating after the native speaker\'s recording. \[2\] T 3 (3) Students need practice in pronunciation ay every lesson. \[3\] T 4 (4) Being able to pronounce requires knowledge of pronunciation principles. \[4\] F 5 (5) Teacher should present pronunciation rules at every lesson \[5\] F --------------------------------------- ----- ------------------------------------------------------------------------------------------------ ------- --- --------------- ----------------------- -------------------------------------------------------------------------------- №60 Motivation is 1 someone who helps a person or organization to find a solution to a problem 2  The overtly observable and concrete manifestation or realization of competence 3 The ability to use language forms in a correct way 4  the ability to do something in a satisfactory or effective way 5 a feeling of enthusiasm or interest that makes you determined to do something --------------- ----------------------- -------------------------------------------------------------------------------- ------ ----------------------- ----------------------------------------------------------------------------------------------------- №61 Pace 1  expressing yourself in a clear and confident way, without seeming to make an effort 2 a relationship in which people like, understand, and respect each other 3  the ability to use language forms in a correct way 4 the speed at which something happens or is done 5  the activity of being with and talking to other people, and the way that people react to each other ------ ----------------------- ----------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------------------- ----------------------- -------------------------------------------------------- №62 According to J.Harmer, when choosing a text for intensive reading, a balance has to be struck between real English on the one hand and 1 unreal English on the other 2  school director\'s orders on the other 3 students\' mother tongue on the other 4  the students\' capabilities and interests on the other 5 teacher\'s interests on the other ---------------------------------------------------------------------------------------------------------------------------------------- ----------------------- -------------------------------------------------------- ---------------------------------------------------------------------------------------------------- ----------------------- ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- №63 According to J.Harmer, reading principle 6: Good teachers exploit reading texts to the full means: 1  The more students read, the better. Everything we do should encourage them to read extensively as well as - if not more than - intensively. 2 We need to choose good reading tasks - the right kind of questions, appropriate activities before, during, and after reading, and useful study exploitation. 3  Teachers should try to integrate the reading text into interesting lesson sequences, using the topic for discussion and further tasks, using the language for study and then activation and using a range of activities to bring the text to life. 4 When students read texts in the target language, they should have a good idea of the content before they actually start reading. 5  It is especially important that students should be allowed to show their feelings about the topic - thus provoking personal engagement with it and the language. ---------------------------------------------------------------------------------------------------- ----------------------- ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- ----------------------------------------------------------------- ------------------------------------------------------- №64 Put the activities for teaching listening in the correct order: 1 Predict the topic by the tiltle of the listening text 2 Listen and answer a general question about the text 3 Listen and do true-false task about the text 4 Listen and say what you think about the text 5 Say how you would act in a similar situation Ответ: 1 2 3 4 5 ----------------------------------------------------------------- ------------------------------------------------------- ------------------------------------------------------------------------------------------------------------------- ----------------------- --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- №65 According to J.Harmer, reading principle 5: Match the task to the topic when using intensive reading texts means: 1 We need to choose good reading tasks - the right kind of questions, appropriate activities before, during, and after reading, and useful study exploitation. 2  It is especially important that students should be allowed to show their feelings about the topic - thus provoking personal engagement with it and the language. 3 When students are reading extensively, they should be involved in joyful reading; during lessons, too, we will do our best to ensure that they are occupied with the topic of a reading text and the activities they are asked to do. 4  The more students read, the better. Everything we do should encourage them to read extensively as well as - if not more than - intensively. 5 When students read texts in the target language, they should have a good idea of the content before they actually start reading. ------------------------------------------------------------------------------------------------------------------- ----------------------- --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------- ----------------------- ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- №66 According to J.Harmer, reading principle 4: Prediction is a major factor in reading means: 1  When students read texts in the target language, they should have a good idea of the content before they actually start reading. 2 Teachers should try to integrate the reading text into interesting lesson sequences, using the topic for discussion and further tasks, using the language for study and then activation and using a range of activities to bring the text to life. 3  We need to choose good reading tasks - the right kind of questions, appropriate activ