FLT Methodology Past Paper PDF

1\. \ What does FLT Methodology as a science deal with? **\ it deals with the aims, content, means and principles of FLT** 2\. \ Methods of teaching a particular language are:  **\ special methods** 3\. \ The communicative approach is characterized by** ** **\ teaching and learning foreign languag...

1\. \ What does FLT Methodology as a science deal with? **\ it deals with the aims, content, means and principles of FLT** 2\. \ Methods of teaching a particular language are:  **\ special methods** 3\. \ The communicative approach is characterized by** ** **\ teaching and learning foreign languages that recognizes the primacy of communication as the goal.....** 4\. \ Content of teaching means:  **\** Teaching content refers to the material used in class or to construct a lesson plan. 5\. \ To language skills doesn't belong:  **\ Testing** 6\. \ Writing and speaking are:  **\ Productive skills** 7\. \ To communicative exercises belong:  **\ discuss the topic of the text** 8\. \ An ordered sequence of techniques at the lesson is the:  **\ Procedure** 9\. \ Teacher sometimes starts the lesson with a short activity to wake students up. How is it called?  **\ A warmer** 10\. \ «Methods of Teaching» means  **\ Way of teaching**  11.  \ "A habit" in FLT is  **\ an automised**  12\. \ To realistic material we refer  **\ Life situation** 13\. \ Communicative Language Teaching is based on **\ Communicative competence** 14\. \ Students work together in groups in class or outside the classroom to produce something like a class magazine:  **\ project work** 15\. \ What does PPP in FLT Methodology mean  **\ Presentation,production and practice** 16\. \ At presentation stage students  **\ Perceive the material** 17\. \ The *principle of activity* in FLT implies that the active participant in the whole process of instruction is:  **\ student** 18\. \ The founder of the Direct Method was  **\ N.Palmer** 19\. \ Direct method is  **\ refrains from using the learner's native lang** 20\. \ The effectiveness of the lesson depends much on    **\ transferring knowledge/skills and emotional expectations into a new situation** 21\. \ You are going to introduce and explain words denoting parts of the body for children. Which of the activities are most suitable?  **\ Describing the picture of a boy or a girl** 22\. \ A technique\....  **\ A way to organise learning procedure** 23\. \ What kind of exercise is presented here?-Sister/ fond/ my/ is/ dancing/ of:  **\ re-ordering** 24\. \ Tongue-twisters  **\ are phrases that difficult to pronounce because the sounds easily get confused in them** 25\. \ Grammar translation method included  **\ memorizing rules and manipulating morphology and syntax, reading and writing** 26\. \ Audio-lingual method is  **\ the way to teach a foreign language through intense repetitions of language patterns** 27\. \ M West proposes  to begin with  **\ teaching to read** 28\. \ The way words are often used together. For example: make the bed, do homework**. ** **\ Collocation** 29\. \ What principle is described? Every learner should acquire and learn language in accordance with his or her psychological and mental abilities.  **\ Activity skill** 30\. \ Activity in which students correct each other's work is  **\ peer connection** 31\. \ The *principle of conscious* approach  to language learning  **\ the longest one** 32\. \ Advantages of pair and group work  **\ peer connection** 33\. \ Name the method developed by James Asher.  **\ the Total Physical Response** 34\. \ The four basic skills are:  **\ Listening,speaking,writing,reading** 35\. \ Jig-saw activity  **\ a text is divided into several parts and every participant has access to only one part of the oral** 36\. \ The aim of doing warming up activities at the lesson is:  **\ to prevent boredom at the lesson** 37\. \ Bingo is the activity for reinforcing:  **\ Vocabulary** 38\. \ Natural or real teaching material, often taken from newspapers, magazines, radio, TV is called:  **\ Authentic** 39\. \ Someone who helps a group of people discuss things with each other or do something effectively:** ** **\ facilitator** 40\. \ To create a positive foreign language learning environment the teacher:  **\ Promote positive interaction amongst your students.** 41\. \ Receptive skills are  **\ Listening and reading** 42\. \ Match the class activities with the teaching approaches.I asked groups to design an advertisement for a new type of cereal. While they were working, we looked at some real advertisements together, and the students practiced writing some 'slogans'  **\ Task-based Learning** 43\. \ Match the class activities with the teaching approaches.I gave the class an exercise on the past simple and past continuous. Lots of students found it difficult, so I explained grammar, and they practiced in pairs  **\ Test-teach-test** 44\. \ Match the class activities with the teaching approaches.I gave the class a series of instructions, for instance, to stand up and turn around, which they followed. Then some students gave me the same instructions.  **\ Total Physical Response** 45\. \ Match the class activities with the teaching approaches.Iintroduced a new structure to the class by showing a set of pictures while I said sentences containing the structure. Then I gave pairs some sentence prompts to complete. Finally, students talked in groups about a similar set of pictures while I monitored their conversations.  **\ Presentation,Practice and Production** 46\. \ Match the class activities with the teaching approaches.I gave the class an authentic text from a magazine about unusual sports. We found lots of useful collocations in it and looked in some detail at how the text was written. The students then practiced using some of the new language, orally and in writing.  **\ The lexical Approach** 47\. \ Productive skills are  **\ Speaking and writing** 48\. \ Which is an example of authentic material?  **\ An article from a magazine** 49\. \ Teachers develop language skills by giving learners  **\ guidance in reading, writing, listening and speaking.** 50\. \ When you *process* information, you  **\ Analyse and understand it** 51\. \ When learners are *demotivated*, they have  **\ lost interest in learning** 52\. \ Learner *goals* are things that  **\ Learners want to achieve** 53\. \ When teachers assess learners' needs, they find out  **\ What learners still have to learn to reach their objectives** 54\. \Learners who are *unmotivated * **\ have no particular desire to learn** 55\. \ Learning style refers to  **\** an individual's preferred way to absorb, process, comprehend and retain information 56\. \ What are *cognitive processes*?  **\ They are mental activities involved in thinking** 57\. \ What the student does with the learning strategies I make a note of the stress when I  put words into my vocabulary notebook  **\ highlighting pronunciation features** 58\. \ What the student does with the learning strategies If I'm not sure what form to use, I look up in a grammar book.  **\ consulting reference sources** 59\. \ What the student does with the learning strategies I sometimes draw timelines in my grammar notebook  **\ illustrating meaning** 60\. \ What the student does with the learning strategies Occasionally, I test myself on recently taught words so I don't forget them.  **\ memorizing** 61\. \ The classroom activities with the strategies for motivating learners.At the start of the class, the teacher writes on the board what she hopes the learners will achieve in the lesson.  **\ Make the learning aims clear to the learners** 62\. \ The classroom activities with the strategies for motivating learners.The teacher gives only positive feedback on language used in an activity.  **\ Built up learners confidence in their abilities** 63\. \ The classroom activities with the strategies for motivating learners.Students A and B exchange information in order to complete a text.  **\ Give learners  a reason for communicating with one another** 64\. \ The classroom activities with the strategies for motivating learners.The teacher finds out how and when the learners like to be corrected.  **\ Ask learners about their preferences** 65\. \ The classroom activities with the strategies for motivating learners.The teacher shows the learners how to use the self-assess centre.  **\ Encourage learners autonomy** 66\. \ Match the teacher's actions with the introductory activities for different lessons.The teacher asks the students to repeat sentences after her.  **\ Drilling** 67\. \ Match the teacher's actions with the introductory activities for different lessons.The teacher does a short game with the students to give them energy.  **\ Doing a warmer** 68\. \ Match the teacher's actions with the introductory activities for different lessons.The teacher does an action which shows the meaning of a new word**. ** **\ Miming** 69\. \ In a *visualization* activity, learners  **\ imagine pictures in their minds.** 70\. \ How do learners complete a *survey*?  **\ feedback and answer the questions and fill out forms.** 71\. \ This type of Motivation is used to describe situation when the target language is regarded as a tool for getting a better position (job, career, status).  **\ External** 72\. \ How do we give people feedback**? ** **\ by letting them know how successful they have been at a task** 73\. \ Warmers are short activities at the beginning of a lesson designed **to ** **\ increase learners\' involvement.** 74\. \ According to this didactic principle, the material should correspond to the learners' age, mental powers and the level of FL acquisition.  **\ The principle of accessibility** 75\. \ In a brainstorming activity, learners  **\ quickly think of ideas or words around a topic** 76\. \ Which of the following is a *choral drill*?  **\ The teacher models the language and the learners repeat it together** 77\. \ In a *communicative activity*, learners  **\ exchange information to complete a task.** 78\. \ The ability and readiness to communicate on Intercultural level is...  **\ Intercultural Communicative Competence** 79\. \ What are learners expected to do in *problem-solving* activities?  **\ exchange information to find the answers** 80\. \ What principle is described? It is realized in direct and visual modes of semantizing or explaining meanings, i.e. in the demonstration and naming by the teacher of objects, pictures and actions wherefrom the learners infer the meanings of words and expressions used.  **\ The principle of visuality** 81\. \ What principle is described? It is realized in conformity with teaching strategies to the pupils' capacities so that they don't experience insurmountable difficulties.** ** **\ accessibility** 82\. \ What principle is described? This principle  is concerned with a constant growth of language and speech units, words, word-combinations, idioms, clichés which are to be stored and retained in the pupils' memory so that the learners could use them in listening comprehension, speaking, reading, and writing.  **\ Durability** 83\. \ The developer of Suggestopedia was  **\ G.Lozanov** 84\. \ Suggestopedia is  **\ Is based on how the human's brain works and how we learn most effectively** 85\. \ Grammatical competence  **\ It refers to the ability of speakers in using the different functioning rules of their language** 86\. \ Recognition exercises are designed for  **\ designed for developing pupils\' ability to discriminate sounds and sound sequences.** 87\. \ What type of work is most effective for teaching pronunciation accuracy at a primary school?  **\ Learning poems and songs by heart** 88\. \ Look at the learners' characteristics. Choose the activity which matches the characteristic. The learners are mainly *kinesthetic*.The learners....  **\ go round the class reading posters made by other groups** 89\. \ Choose the best option to complete each statement about learners' needs.Ahmed rarely uses paragraphs or punctuation in his writing. He needs  **\ guided writing activites** 90\. \ Choose the best option to complete each statement about uses of the grammatical structures in the sentences.*You [should] arrive early if you want to make a good impression.* Here *should* is used to  **\** **give advice** 91\. \ FLT Methodology is...  **\ studies the patterns of communicative and cognitive activity of students.** 92\. \ A theoretical teaching of FL  **\ approach** 93\. \ According to this didactic principle, the material should correspond to the learners' age, mental powers and the level of FL acquisition.  **\ The principle of accessibility** 94\. \ The main document which lays down the aims and content of teaching.  **\** **syllabus** 95\. \ Which method of research doesn't belong to the methods on theoretical level?  **\** **Modelling or methods of analysis** 96\. \ The linguistic component of the content of FLT at school includes...  **\ language and linguistic material** 97\. \ Various devices which help teacher in presenting linguistic material  **\ teaching aids** 98\. \ The aim of FLT to young learners is...  **\ Cross cultural communication** 99\. \ The content of FLT is determined by:  **\ the aims of FLT at school and the programmes** 100\. \ The ability and readiness to communicate on Intercultural level is**... ** **\ intercultural Communicative Competence(ICC)** 101\. \ A psychological phenomenon which is understood as an inner impulse or desire that moves the person to a particular action.  **\ Motivation** 102\. \ The guideline which being realized in aims, content, means, organization of FLT  determines tactics and strategies of FLT  **\ Principle** 103\. \ This author introduced TPR method, elements of which can be used in FLT to young learners  **\ J.Asher** 104\. \ This competence implies learners' knowledge of national-cultural peculiarities of social and speaking behavior of native-speakers: their customs, etiquette, social stereotypes, history, and culture, as well as means of using this knowledge in the process of education.  **\ socio-cultural** 105\. \ This didactic principle implies such process of teaching when the linguistic phenomenon of the language are taught consciously by means of comparing, explanation, demonstration, historical comments to make the process of acquisition easier**. ** **\ the principle of Consciousness** 106\. \ A way of teaching FL  **\ use a wide variety of teaching materials in the target language** 107\. \ A complex of approaches, having a special purpose for getting effective result  **\ Technology** 108\. \ What principle implies the use of pictures, objects, puppets, songs and poems?  **\ Visuality** 109\. \ This component of communicative competence suggests knowledge of *grammar, vocabulary and phonetics * **\ language.competence** 110\. \ According to the new philosophy of FL Education, this approach proclaims that the main figure of the teaching process is the learner  **\ Pupil-centered**--- Evaluation 111\. \ Which aspect of aim in FLT consists in development of cognitive mechanisms of the learners  **\ cognitive** 112\. \ Which aim in FLT consists in widening learners' outlooks, introduction to culture, traditions, history, literature, geography by means of foreign language? This aim is realized by reading and analyzing during the lesson authentic cross-cultural texts, discussion of actual problems of a target language, watching authentic video, etc.  **\** **educational aims** 113\. \ There is a Chinese Proverb saying: "I can remember 20% - of what I hear, I can remember 40% - of what I hear and see, I can remember 80% - of what I participate in". To which didactic principle does this proverb belong?  **\ Principle of activity** 114\. \ The practical aims in teaching a foreign  language are  **\** hearing**,speaking,reading,writing** 115\. \ Psychological component of content in FLT includes...  **\ communication in oral and written forms.** 116\. \ A conscious approach to  foreign language  teaching implies the use of the learners  **\ Native language (mother tongue)** 117\. \ Special classroom designed for language learning.   **\ A language laboratory** 118\. \ The choice of appropriate models of FLT and their duration is determined by:  **\** **the aims of FLT and programme** 119\. \ The origin of the word "methods"  **\ Greek** 120\. \ Exercises used for developing pronunciation skills may be **\ recognition exercises and reproduction** 121\. \ All aids and materials may be used in presenting, assimilating and reviewing the vocabulary at  **\ every stage** 122\. \ Oral language exists  **\ without written form.** 123\. \ There are 2 methods of conveying the meaning of words:  **\ direct way,translation / Connotation, denotation** 124\. \ Pronunciation drill  enables the teacher to concentrate  pupils attention on;  **\** **sounds, sound combinations, rhythm an melody** 125\. \ The conscious-translation method proposed by  **\ L. V. Tsherba** 126\. \ Teaching pronunciation is of great importance in the developing of pupils:  **\** **hearing(listening) and speaking habits and skills** 127\. \ Exercises are designed for developing pupil's ability to discriminate sounds and sound sequences:** ** **\ recognition** 128\. \ This is the most difficult type of exercises as it requires creative work on the part of the learners  **\ speech exercises (activities)**