Z. M. Bobur nomidagi andijon davlat universiteti chet tillar fakulteti ingliz tili va adabiyoti kafedrasi

4.Components of the content of FLT are
A. speech topics, language skills and language material
B. topics, language material, cultural material
C. texts, language material, situations
D. language, speech competence
5.The language material includes
A. texts, situations, tasks
B. language units and exercises
C. words and structures
D. vocabulary, grammar, pronunciation items
6.The objects of teaching students are
A. language subskills and skills
B. language and speech materials
C. language, speech, speech activity and culture
D. listening, speaking, reading and writing
7.Communicative language teaching is considered as
A. technique
B. approach
C. activity
D. environment
8.Linguocultural approach presupposes working on
A. value and mentality
B. words and structures
C. language and discourse units
D. cultural-marked units
9.By the interference in methodology is understood...
A. negative impact of the mother tongue experience when we produce speech
in the foreign language
B. language errors
C. mixed language units
D.occupation and impact
10.Language proficiency can be manifested on the following levels
A. language subskills and skills
B. surface and deeper
C. beginning and intermediate
D. intermediate and advanced
11.Language learning principles are generally sorted into three sub-­groupings:
A. cognitive, affective and linguistic
B. teaching, learning and mastering
C. didactic, psychological and cultural
D. general, particular and special


12.By the system of exercises we understand ...
A. methods and techniques
B. organization of teaching actions in algorithm (logical consecutive) in accordance with increasing of language and operational difficulties.
C. topics and situations
D. different kinds of tasks
13.According to V.A. Buhbinder, exercises are classified on
A. language and speech exercises
B. prepared and unprepared exercises
C. information, operational and motivational exercises
D. authentic and non-authentic exercises
14.The examples of communicative exercises are
A. Filling in the gap
B. Writing a complain letter
C. Matching
D. paraphrasing
15.In the methodology of FLT a teaching text is considered as
A. exercise
B. method
C. sample
D.aid
16.What is the goal of the preparatory exercise in teaching listening?
A. to prevent the language and psychological difficulties
B. to practice listening comprehension
C. to fixate language knowledge
D. to be familiar with the content of the received text
17.Language material is divided into
A. active and passive minimum
B. potential and active
C. productive and reciprocal
D. input and output
18.What does the active minimum mean?
A. language phenomena used in productive and receptive speech
B. language phenomena used in writing and speaking
C. language phenomena used in listening and reading
D. language phenomena used by student in the classroom
19.What does the passive vocabulary minimum mean?
A. vocabulary used in reading and writing
B. vocabulary used in receptive speech
C. potential vocabulary
D. vocabulary used in texts


20.How do we teach pronunciation to students in the English classroom?
A. approximated pronunciation
B. authentic pronunciation
C. we don’t pay attention to pronunciation
D. correct pronunciation
21.What methods are used for teaching ‘ronunciation?
A. Imitative and analytical methods
B. Explanatory methods
C. Deductive and inductive methods
D. Direct and translation methods
22.Exclude a technique which is not suitable to teaching pronunciation.
A. drilling
B. taping
C. paraphrasing
D. homophones exercises
23.What methods are used for lexical units’ semantization
A. Imitative and analytical methods
B. Reproduction and production methods
C. Deductive and inductive methods
D. Direct and translation methods
24.What methods are used for presentation of a grammar phenomena?
A. Imitative and analytical methods
B. Explanatory methods
C. Deductive and inductive methods
D. Direct and translation methods
25.When we present a new language unit we should focus on
A. meaning and function
B. form, meaning and function
C. structure and meaning
D. spelling and meaning
26.What difficulties do students usually face in learning language units?
A. formal, semantic
B. functional, formal, semantic
C. functional and formal
D. structural and semantic
27.Exclude a principle which is not suitable for selection of the active vocabulary
A. semantic
B. frequency and range
C. word-building value
D. including synonyms


28.Exclude a principle which is not suitable for selection of the passive vocabulary
A. derivability
B. excluding synonyms
C. polysemantic character
D. semantic and word-building value
29.We have three types of memory:
A. sensory, short-term and long-term memory
B. auditory, short-term and long-term memory
C. acoustic short-term and long-term memory
D. photographic, sensory, visual
30.Choose a micro-skill which is not necessary for reading and listening
A. recognition of language units
B. construction of the logical constituents
C. identification of the language meanings in the context
D. comprehension of the main points of the information
31.Exclude a sub-skill which is not appropriate for reading and listening
A. Indentifying the topic
B. predicting and guessing
C. General, specific, detailed understanding of information
D. Rewriting the text
32.Study the list of different strategies and exclude which is not appropriate for teaching to speak.
A. select appropriate words and sentences according to the proper social setting, audience, situation and subject matter
B. use language as a means of expressing values and judgments
C. skim the text to find the main idea
D. use the language quickly and confidently with few unnatural pauses, which is called as fluency
33.Accuracy activities focus on
A. reproduction or production of correct language.
B. controlling speed of the speech
C. developing reflective skills
D. making up situations
34.Fluency activities focus on
A. accurate using of language units in the sentences
B. language accuracy improving
C. developing language sub-skills
D. allowing the student to ex’eriment and be creative with the language.
35.S’eaking involves three areas of knowledge. Exclude unnecessary area.
A. mechanics (pronunciation, grammar, and vocabulary)
B. functions (transaction and interaction)
C. global information from different spheres of activity
D. social and cultural rules and norms (turn-taking, rate of speech, length of pauses between speakers, relative roles of participants).
36.Exclude unnecessary speaking strategy:
A. using minimal responses
B. recognizing scripts
C. pragmatics/social skills activities
D. reading literature
37.Vocabulary work, prediction tasks, brainstorming can be used in
A. While-listening phase
B. pre-listening phase
C. post-listening phase
D. preliminary phase
38.Choose appropriate word for filling in the gap
According to the model, listeners build understanding by
starting with the smallest units of the acoustic message: individual sounds, or phonemes. These are then combined into words, which in turn, together make up phrases, clauses, and sentences. Finally, individual sentences combine to create ideas and concepts and relationship between them.
A. top-down
B. bottom-up
C. data processing
D. result-oriented