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Classical Method
eclectic approach
TPR (Total Physical Response)
TBL (Task-based Learning)
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186
One of the major characteristics of the Direct Method is the following:
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classroom instruction was conducted exclusively in the target language
correct pronunciation was not emphasized
speaking was not taught
listening comprehension was not taught
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187
One of the major characteristics of the Audio-Lingual Method (ALM) is the following:
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new material is presented in dialogues
much grammar explanation
vocabulary is learned in lists of isolated words
teaching pronunciation was not important
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188
One of the major characteristics of Communicative Language Teaching (CLT)
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meaning is paramount
dialogues are not used
translation was not allowed
accuracy is the goal
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189
Gentle correction involves
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showing students that a mistake has been made but not making a big fuss about it
making a big fuss about a mistake
telling students to recollect a rule
asking a student many questions
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190
When a teacher is using gentle correction, she
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shows a student that a mistake has been made but does not make a big fuss about it
makes a big fuss about a mistake
tells a student to recollect a rule and learn it by heart
asks a student many questions
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191
Problem-solving activities encourage students
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to talk together to find a solution to problems or tasks
to avoid asking questions
to avoid talking
to find the differences or similarities
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192
The generalizations that we can make about the majority of communicative events
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do not only apply to the spoken word
only apply to the written word
only apply to different kinds of reading
only apply to distant learning
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193
Discovery techniques are techniques where students have to
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work out rules and meanings for themselves
listen attentively to the teacher who will explain rules and meanings
write down the rules
put words together
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194
For selecting grammar material for speaking the principal of
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frequency is of great importance
polysemia is important
visuality is important
frequency is not important
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195
In the past the center of attention in language classes was
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grammar
speaking
writing
listening comprehension
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196
Extensive reading is used for
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overall understanding
detailed understanding
getting the gist of the text
close understanding
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197
Since listening to tapes is a way of bringing different kinds of speaking into the classroom, teachers are supposed to do the following:
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play different kinds of tape to them
use only simple announcements
use simple telephone conversations
use lectures
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198
Authentic texts for reading
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provide good models for writing
do not provide good models for speaking
cannot introduce interesting topics
never stimulate discussions
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199
Content feedback concerns assessment of how well the students performed the activity as
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an activity
a simple language exercise
a mechanical exercise or a drill
a difficult grammar exercise
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200
Form feedback, tells the students
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how well they have performed linguistically, and how accurate they have been
how well they understood the content
how well they understood all the information
how well they all the implicit information