English 100 test Autonomous Learning

99. What are the inputs of authentic materials?
*a) picture, video, cartoons
b) vocabulary, grammar exercise
c) puzzles, crossword counting
d) textbook, teachers’ book, workbook
100. authentic material can be used …
*a) to promote motivation
b) to criticize
c) to warm up
d) to interfere
1.This teaching style involves a case study format,but the process is not so rigid as a full case study training session. What teaching style is it?
*a) Incident Process
b) Case study
c) Presentation
d) Think, pair, share
2.…..is the task of grouping a set of objects in such a way that objects in the same group are more similar (in some sense or another) to each other than to those in other groups
*a) cluster
b) brainstorming
c) ice breaker
d) Jig-saw activity
3.……...a group activity in which learners have a free and relatively unstructured discussion on an assigned topic as a way of generating ideas.
*a) brainstorming
b) ice breaker
c) cluster
d) Presentation
4.It is a strategy of teaching students, where a teacher allows students to compare two different historical perspectives to the same question.
*a) true-false activity
b) skimming
c) case study
d) scanning
5.A type of co-operative activity in which each member of a group has a piece of information needed to complete a group task.
*a) jig-saw activity
b) information gap activity
c) cluster
d) incident process
6.An activity in which a pair or two groups of students hold different information, or where one partner knows something that the other doesn't. This gives a real purpose to a communication activity.
*a)Informationgapactivity
b)Jig-sawactivity
c)True-falseactivity
d)Presentation
7.The measurement of the ability of a person or the quality or success of a teaching course, etc. It may be by test, interview, questionnaire, observation and so on.
*a) Assessment
b) Testing
c) Feedback
d) Objective
8.A task which replicates or resembles a real-life task, e.g. scanning an article for particular information; this may be contrasted with a task which is specifically designed for, and only relevant in, the classroom.
*a)Authentic task
b) Authenticity
c) Elicitation
d) Simulation
9.The process of learning without being controlled by anyone else.
*a) Autonomous learning
b) Elicitation
c) Comprehensible input
d) Brainstorming
10.The ability to act and make decisions without being controlled by anyone else
*a) Autonomy
b) Brainstorming
c) Comprehensible input
d) Elicitation
11. Read the instruction and find the type of the dictation. -Listen once(the teacher is dictating a story) and choose the best title for this story. Do not write anything. -Listen twice and write only some notes. Do not write the whole sentences.
*a) dictoglos
b) shouting dictation
c) tape-corder dictation
d) Sound-effects dictation
12. Read the instruction and find the type of the dictation. -You have got a passage with gaps. Your partner has got the appropriate words. You read it loudly, your partner listens to you carefully and helps you to fill the gaps. Then swap the roles.
*a) Shouting dictation
b) dictoglos
c) shouting dictation
d) tape-corder dictation
13. Read the instruction and find the type of the dictation. - Imagine I am a tape-recorder (to draw on the board the buttons). I am dictating you the text, If you want me to pause you say “pause”, if you want me to continue you say “play”, If you want me to stop you say “stop”.
*a) Tape-recorder dictation
b) Sound-effects dictation
c) Picture dictation
d) dictoglos


14. Read the instruction and find the type of the dictation. - You are listening to some interesting sounds. First time you just listen While listening second time you are writing some notes. Do not write whole sentences. Create a story in a group
*a) Sound-effects dictation
b) dictoglos
c) shouting dictation
d) tape-corder dictation
15. Read the instruction and find the type of the dictation. --Pointing to the board to tell pupils that they are going to think of 7 words, № 1-the place ,where people might live........
*a) Wild dictation
b) Sound-effects dictation
c) Picture dictation
d) dictoglos
16. The dimensions of CLIL are……..
*a) The Culture , the Environment, the Language, the Content , the Learning
b) The learning, the Media, the Learning environment, Language learning
c) The Culture , the Environment, the Language, the Media, the Learning environment
d) the Content , the Learning , the Media, the Learning environment
17.Types of listening sub-skills are……
*a) listening for gist/global understanding, specific information, detail or to infer attitude
b) authentic listening , listening for general information, listening for inferring attitude
c) listening specific information, writing authentic listening, reading
d) listening for inferring attitude, detail or to infer attitude, reading authentic material
18. Find the ways of listening.- ” When listening to a train announcement for specific information we might simply need to hear some times”
*a) listening intensively
b) listening extensively
c) listening for wide information
d) listening for detailed understanding
19. Find the ways of listening. “ When listening some important news we might want to make sense of every word to find out what exactly happened and why.”
*a) listening extensively
b) listening intensively
c) listening for wide information
d) listening for detailed understanding
20. Find the teachers’ comments with the aspects of listening. “ My students find it hard to recognize the pronunciation of individual words and sounds when they hear people speak in the street”
*a) working with authentic texts
b) activating students’ knowledge of the world
c) working with authentic texts
d)deducing meaning from context
21.Find the teachers’ comments with the aspects of listening. “ The first listening task I give my students is usually one in which they have to decide on the general meaning of the text”
*a) listeningforgist
b) listening for specific information
c) listening extensively
d) listening for detail
22.Find the teachers’ comments with the aspects of listening. “It’s nice if learners can just listen to a story and enjoy it without doing a task on it.”
*a) activating students’ knowledge of the world
b) working with authentic texts
c) deducing meaning from context
d) dealing with connected speed
23.Find the discription and the purpose of the “Cloze exercise” reading technique
*a) fill-in-the blank exercise, in which some words are ommited, designing to measure how well the reader understands how a text is linked together
b) The ability to say or write ideas in other words, measures for reader’s understanding of the main ideas of the text
c) The reader re-orders the mixed up pieces of a text to show he understands how a text fits together
d) Reading between the lines : the reader understands what is meant but not stated in a passage
24.Find the discription and the purpose of the “Scrambled stories” reading technique
*a) ) The reader re-orders the mixed up pieces of a text to show he understands how a text fits together
b) The ability to say or write ideas in other words, measures for reader’s understanding of the main ideas of the text
c) fill-in-the blank exercise, in which some words are ommited, designing to measure how well the reader understands how a text is linked together
d) Reading between the lines : the reader understands what is meant but not stated in a passage
25. .Find the discription and the purpose of the “Passage competition ” reading technique
*a) Finishing a reading passage (orally or in writing): involves predicting a logical or suitable conclusion based on a through understanding of a text
b) Reading widely in order to improve reading comprehension, reading speed and vocbulary
c) The ability to say or write ideas in other words, measures for reader’s understanding of the main ideas of the text
d) fill-in-the blank exercise, in which some words are ommited, designing to measure how well the reader understands how a text is linked together
26. .Find the discription and the purpose of the “Outlining ” reading technique
*a) note-taking technique designed to help the reader to see overall organization of the text
b)fill-in-the blank exercise, in which some words are ommited, designing to measure how well the reader understands how a text is linked together
c) The ability to say or write ideas in other words, measures for reader’s understanding of the main ideas of the text
d) The reader re-orders the mixed up pieces of a text to show he understands how a text fits together
27. Find the readers’ statements with the ways of reading:“Looking at words around a word you don’t understand can help guess its meaning”
*a)deducing meaning from the context
b) reding for detail
c) intensive reading
d) predicting
28.What is Teaching with the Case Method?
*a) The case method combines two elements: the case itself and the discussion of that case. A teaching case is a rich narrative in which individuals or groups must make a decision or solve a problem. Teaching cases provide information, but neither analysis nor conclusions.
b) A teaching case is a "case study" of the type used in academic research.
c) The method is very flexible and the design may change as the method takes place
d) The research cannot be conducted on a large scale
29. Which of the following is not considered a disadvantage of case study?
*a) The results are not able to be replicated
b) The research cannot be conducted on a large scale
c) Concerns reliability and validity
d) The method is very flexible and the design may change as the method takes place
30. Find the stage of the lesson: Students read very quickly in order to give answers to one or two general questions.
*a) -while stage
b) –pre stage
c) –post stage
d) production stage
31.What is CLT?
*a)An approach to foreign or second language teaching which emphasizes that the goal of language learning is communicative competence
b) Input language which contains linguistic items that are slightly beyond the learner‘s present linguistic competence.
c) An activity in which a pair or two groups of students hold different information, or where one partner knows something that the other doesn‘t. This gives a real purpose to a communication activity
d) A type of co-operative activity in which each member of a group has a piece of information needed to complete a group task.
32.The ideas or content which occurs before and/or after a word, a phrase or even a longer utterance or text. It often helps in understanding the particular meaning of the word, phrase, etc.
*a) context
b) guessing
c) paraphrasing
d) elicitation
33.In general, the systematic gathering of information for purposes of decision making. It uses quantitative methods (e.g. tests), qualitative methods (e.g. observations, ratings) and value judgments
*a) Evaluation
b) Elicitation
c) Conclusion
d) Testing
34.Mode of work (individual work, pairwork, groupwork) used in learning or teaching
*a) Interaction pattern
b) Inter-language
c) Pair work
d) Simulation
35.To make a learning process possible or easier; to work with a group in order to help them to articulate ideas.
*a)facilitate
b)paraphrasing
c)feedback
d)Objective
36.In testing or teaching: a device in which the learner is presented with a question along with four or five possible answers from which one must be selected
*a) multiple-choice
b) progresschek
c) true-false activity
d) gap-filling
37.…...are statements of what is to be achieved in a course or lesson. They are detailed descriptions of exactly what a learner is expected to be able to do at the end of a period of learning.
*a)Objectives
b)Simulation
c)Languageawareness
d)Feedback
38.……is a person who helps an individual or a whole group to learn and/or express themselves.
*a) Facilitator
b) Student
c) Observer
d) Pupil
39.In second and foreign language teaching, it describes a level of proficiency in communication, which includes: the ability to produce written and/or spoken language with ease and without significant hesitation;
*a)fluency
b)accuracy
c)simulation
d)coherence