MULTIPLE CHOICE 1.

Choose the correct sentences with the right words or the proper words combination: TEFL means .. . .. a. Teaching English as a foreign language b. Teaching English for life c. Teaching English for reading literature 2. The of teaching English as a foreign language are: A) to provide a needed theoretical background; B) to familiarize students with concepts and meta/language generally used in the field of English language teaching; C) to suggest some ways of planning and carrying out English as a foreign language class activities; a. targets b. aims c. objectives 3. Teaching is both an and a of combining data and methods from psychology and pedagogy in didactic strategies. a. art, continuous learning b. art craftsmanship c. art, science 4. A teacher of English as a foreign language is a trainer who should know, , .. to teach and .. to evaluate the students progress. a. who are the students, why (what for) b. the lesson, how c. what, whom, how, how 5. .. . puts the dilemma of teaching in terms of transmission of knowledge from teachers to students and in terms of crating conditions in which students learn for themselves. a. Jeremy Harmer b. Tomlison c. Penny Ur 6. Braj Kachru (1985) suggests the division of English-speaking world into.. .. a. three concentric circles b. two parts c. four regions 7. In Braj Kachrus division of English-speaking world Romania is situated on the .. circle of the countries where English is used as a .. or is used to speak to foreigners. a.third, foreign language b. second , native language c. first, mother tongue 8. Singaporean English, Creole, pidgin are .. .. not used at the beginner level of English language teaching. 1

a. foreign languages b. local varieties of English c. mother tongues 9. ESP means .. .. .. a. English for Specific Purposes b. English for Special Places c. English for Specific Places 10. General English means taught in courses. a. everyday English b. all purpose English c. slang 11. .. offer a blend of language skills and topics, which are selected from a wide range of sources taking into account the student interest and engagement rather than some specific need. a. General English b. English for Specific Purposes c. Everyday English 12. .. .. .. is taught to students who have a clear reason for learning English. a. General English b. English for Specific Purposes c. ESP 13. EAP means .. .. .. a. English for Academic Purposes b. English for Art Purposes c. English for Army Purposes 14. EST means . .. . a. English for Students and Teachers b. English for Science and Technique c. English for Science and Technology 15. EOP means .. .. .. a. English for Occupational Purposes b. English for Our Purposes c. English for Ontological Purposes 16. .. is a kind of language used in the world commerce. a. English for Business Purposes b. English for Business c. Business English 17. .. .. . is the type of language needed by scientists and engineers. a. English for Science and Technology b. English for Academic Purposes c. English for Technology 2

18. .. .. .. is the language of air control, cooking, tourist industry where a specialized vocabulary has to be acquired and peculiar types of language interaction should be well understood and effectively performed. a. English for Occupational Purposes b. Everyday English c. Business English 19. When teaching English as a foreign language generally five factors are taken into account: , . ., .. , .. and .. a. mother tongue, motivation, learning activities, age, language aptitudes b. age, language-aptitude, learning styles, language levels, motivation c. life style, motivation, learning activities, aims, age 20. The specific ability a student has for learning a foreign language is a .. a. language aptitude b. motivation for learning c. language level 21. NLP means .. . a. Neo Language Program b. New Language Procedures c. Neuro-Linguistic Programming 22. MI means . a. Multiple Intelligence Theory b. Multiple Intellectual Teaching c. Method for Initial Teaching 23. According to .. people use some primary representational systems to experience the world. a. ESP b. MI c. NLP 24. According to theory, human do not possess a single intelligence, but a range of intelligences. a. MI b. NLP c. ESP 25. The English .. .. in which students are generally considered to be are: beginner, intermediate (lower intermediate and upper intermediate) and advanced. a. language levels groups b. grammar teaching groups c. teaching strategies 26. English learning represents the reasons why people learn this foreign language. a. motivation b. language aptitude c. learning style

27. ESP means.. a. English for Science Purposes b. English for Specific Purposes c. English for Speaking Purposes 28. There are two types of motivation: motivation and .. motivation. a. intrinsic, extrinsic b. intensive, extensive c. correction, feedback 29. is closely bound up with ones intention to achieve a goal. a. Learning style b. Language aptitude c.Motivation 30. A high level of motivation will be upkeep by achieving . realistically set and at the right level of challenge. a.short-term goals b. Specialized reading skills c. Communicative competence 31. .. .. .. is a way of motivating students. a. Providing interesting classes b. Developing communicative skills c. Teaching pronunciation 32. Interesting classes means , activities. a. aims, procedures b. different strategies c. multiple, varied 33. The choice of ., .. as well as the ways in which they are used in the lessons are of utmost importance in providing interesting classes. a. materials, educational aids b. teaching pronunciation c. silent way 34. The physical appearance of a classroom is less important than the .. atmosphere, that teachers should create. a. emotional b. physical c. communicative 35. The classroom, the emotional atmosphere created by the teacher and the didactic strategies used form the . .. a. direct method b. procedures and techniques c. learning environment 36. An is a theory of the nature of language and of language learning. a.approach b. aim 4

c. assessment 37. .. .. . .. .. . . . . establish in the syllabus designed for the primary school, secondary school and high school the general objectives of teaching English as a foreign language in Romania. a. the teacher b. The Minister for education and Research c.The Ministry of Education and Research from Romania and the National Council for Curriculum (Ministerul Educaiei i Cercetrii din Romnia i Consiliul Naional pentru Curriculum) 38. of English teaching are designed for primary school, secondary school and high school. a. Aims b.General objectives c. Targets 39. Teaching English as a foreign language is established by Romanian Curriculum at levels, English as the first language started to be studied in the .. form and English as the second foreign language started to be studied in the . form. a. 2 , 3 , 5 b. 2, 4,6 c. 2,5,9 40. English as a foreign language is studied .. in the kindergarten and in the first two years of the primary school. a. two years b. by all the children c. optionally 41. In a Romanian ..for English as a foreign language teaching for a certain form there are established objectives and objectives of..., types of teaching and learning activities, ways of evaluation of the English learning performance and the minimal accepted standard learning performance. a. syllabus, frame, reference b. syllabus, vocabulary, grammar c. Syllabus, educational, communicative 42. There are frame objectives of English as a foreign language in the syllabus of each class. a. 5 b. 6 c. 7 43. To develop the reception skills of an oral message, to develop the oral expression skills, to develop the reception skills of the written message, to develop the writing skills, to develop some cultural representation and the interest for English language study and the civilization of the Anglophone cultural space are objectives established by the of the primary school and secondary school. a. learning, syllabuses b. teaching, frame c. frame, syllabuses 5

44. PPP means the main three stages of a theory generally agreed presented in British and American bibliography about foreign language teaching: , and .. a. presentation, practice, production b. philology, procedures, physical response c. procedure, practice, production 45. The .. . acted in the classroom are: organizer, assessor, provider of comprehensible input, prompter, participant, resource and observer. a. roles of the teacher b. techniques of the teacher c. methods of the teacher 46. means the board, the projector, the computers, the slides, the CD ROM. a. Audio-Lingual Method b. Teaching equipment c. Approaches and methods 47. ..mean pictures, books, graphics. a. Grammar teaching b. Teaching pronunciation c. Teaching aids 48. English teachers need a perfect to be understood by all the students. a. pronunciation b. practice c. production 49. Learners of English need an pronunciation. a. intelligent b. intelligible c. interesting 50. There are some important peculiarities in the respect of teaching English pronunciation to speakers of Romanian according to a. M. Dumitrana b. G. Lazr c. Georgiana Glteanu Frnoag 51. Certain English phonemes are not found in standard Romanian; certain Romanian phonemes are not found in standard English; certain differences in the articulation of same sounds which, at the first sight, seem identical in the two languages; the phonemic difference between long and short vowels in English; the frequent use of more than one pronunciation, the so called strong and weak forms in the case of auxiliary words; the great discrepancy between spelling and pronunciation in English; the frequent cases of assimilation, i.e. the change of certain voiced sounds into voiceless ones and vice versa; the main characteristic features of stress in English speech; the peculiar features of rhythm and intonation in English are the most important peculiarities in teaching .. .. to speakers of Romanian. a.English pronunciation b. English grammar c. English vocabulary 6

52. In order to acquire an acceptable English .., the learners should be able to articulate the English sounds in a correct and accurate manner. a. practice b. pronunciation c. production 53. In order to acquire an acceptable English .., the learners should be able to master all the other sound attributes (length of vowels stress). a. pronunciation b. vocabulary c. grammar 54. In order to acquire an acceptable English .., the learners should be able to master the articulation of clusters of sounds in connected speech. a. grammar b. vocabulary c. pronunciation 55. In order to acquire an acceptable English .., the learners should be able to learn the correspondence between the conventional spelling and pronunciation. a. pronunciation b. grammar c. vocabulary 56. There are three techniques of teaching pronunciation of foreign sounds: .., , . with the nearest sound in Romanian. a. language skills and competencies b. presentation, practice, production c. imitation, articulator description, comparison 57. For teaching the English sounds which have certain features in common with the corresponding sounds in Romanian, being however articulated in a different manner imitation should be associated with . and . a. description, comparison b. practice, production c. reading, speaking 58. In learning the English sounds which are not found in standard Romanian, the most effective techniques are and. a. practice, production b. speaking, reading c. imitation, description 59. .. .. .. means to tackle the pronunciation issues that have arisen in the course of an activity. a. Opportunistic teaching pronunciation b. Controversial issues in teaching pronunciation c. Communicative language teaching 60. .. may be taught during the whole lesson, into lesson sequences and opportunistically, when some pronunciation issues have arisen in the course of an activity. a. Vocabulary 7

b. Grammar c. Pronunciation 61. The help learners need on the area of pronunciation include focusing upon individual sounds, word and phrase\ sentence stress and intonation, connected speech and .. between sounds and spelling. a. analysis b. comparison c. correspondence 62. The steps in teaching are; 1 to hear the sound; 2 to listen to contrasting phonemes; 3 aural discrimination (to sharpen the recognition by identifying the two vowels) 4 generalization (a brief introduction of the significant features of the two phonemes, pointing out in what they are different) 5 practice (first choral, then individual). a.pronunciation b. grammar c. vocabulary 63. In teaching English pronunciation . means to sharpen the recognition by identifying the two vowels: i.e. ten-pan -mad a. hearing b. listening c.aural discrimination 64. In teaching English pronunciation .consists in a brief description of the significant features of the two phonemes, pointing out in what they are different. a. generalization b. comparison c. analysis 65. A in teaching vocabulary is to teach more concrete words at lower level and gradually passing to more abstract ones. a. class activity b. specific procedure c. general principle 66. Another . in teaching .. is to start with words like table, pen because these represented objects that are in front of the learners and thus easily explained. a. method, vocabulary b. principle, sounds c. activity, grammar 67. ., a general principle in teaching vocabulary, consists in teaching fist the words which are more commonly used. a. Presentation b. Frequency c. Translation 68. An educated native speaker will probably have a vocabulary of about word families. a. 20,000 b. 10,000 8

c. 30,000 69. An adult foreign language learner may acquire . word families even after several years of study. a. 3,000 b. 2,000 c. 5,000 70. Most native speakers use in their daily conversations about words and this amount has been considered as a threshold level for a foreign language learners. a. 2,000 b. 3,000 c. 5,000 71. The, of, to, a, and, in, I, was, for, that are . .in written English. a. frequent prepositions b. frequent verbs c. the ten frequent words 72. Coverage is another used in the selection of the vocabulary that will be teach. a. principle b. method c. activity 73. Knowing a word from the teachers point of view, means to know its , .., , a. techniques for introducing new words b. translation, use, grammar, synonyms c. meaning, use, formation, grammar 74. Words usually have more than one.. a. meaning b. pronunciation c. translation 75. To teach about word means words have meanings in relation to other words (synonyms, hyponyms, antonyms) a. family b. sense relation c. feedback 76. Word use is governed by ., and . a. collocation, style, register b. meaning, sense, relation c. context, meaning, register 77. Word use is governed by ., that is which words go with each other e.g. to make and to do a. meaning b. register c. collocation 9

78. .mean knowing how words are written and spoken and knowing how they can change their form. a. Affixation b. Word formation c. Suffixation 79. .. means knowing what part of speech a word is and means to know how to use that word. a.Word grammar b. Vocabulary c. Grammar 80. and ..vocabulary means that everyone is usually able to recognize many more words than can produce a. Presentation, practice b. Production, presentation c. Productive, receptive 81. . refers to the vocabulary one is able to use i.e. to pronounce it or to spell it, to use it in the correct grammatical form, use the right words collocating with it. a. Productive vocabulary b. Collocation c. Language Skills 82. .. . refers to words which one recognizes when s|he meets them but s|he is not able to use it productively. a.Vocabulary b. Receptive vocabulary c. Productive vocabulary 83. There are two types of memory: the. . memory and the. .. memory. a. short-term, long-term b. intensive, extensive c. intrinsic, extrinsic 84. The ..memory is the brain capacity to hold a limited number of items for periods of time up to a few seconds a. long term b. intrinsic c. short- term 85. For words to be integrated into .memory, they need to be worked up. a. short term b. extrinsic c. long-term 86. To hold a number of items for periods of time up to a few months or years, the learner should perform operations on words, or should interact with new words (founding their antonyms, making a noun or an adjective, putting them together in mind, maps, fixing them through exercises in different contexts) not only to .. them a. repeat b. produce 10

c. practice 87. A word will enter the if the following operations are implemented while learning it: repetition, retrieval, spacing, pacing, use, cognitive depth, personal organizing, imagining, affective depth a. long-term memory b. short term memory c. language competencies 88. Teaching of the new words is generally done through modeling, visual representation, or phonemic symbols and word spelling a. vocabulary b. grammar c.pronunciation 89. Having decided on the number of the new words (. to .. words in an hour for productive use) the teacher can choose to present meaning through: 1) translation 2) real things 3) pictures 4) mime 5) actions and\ or gestures 6) definitions 7) situations 8) explanations 9) enumerations 10) contrasts 11) discovery techniques a. 7, 12 b. 7, 5 c. 7, 8 90. Another way to help learners with vocabulary is to teach them .. (affixation, compounding, conversion) a. word formation b. vocabulary c. pronunciation 91. A.. .. is a book where one looks up a word to see what meaning it has, have it used, and the way in which is spelled and pronounced. a. monolingual dictionary b. visual dictionary c. reference dictionary 92. A MLD means a.. a. monolingual dictionary b. method for language learning c. method for learning 93. In order to teach vocabulary, the teacher should encourage the learners to build up their own dictionaries either as the classical or as cards that can be organized in may ways. 11

a. dictionaries b. copybooks c.vocabulary notebooks 94. The .. .. . is a didactic strategy through which teachers help the students do not draw conscious attention to any of grammatical items of the language during the teaching activity . a. covert grammar teaching b. silent way c. community language learning 95. In .. .. the following stages are generally observed: presentation or use of discovery techniques; isolation and explanation; practice, consolidation, refreshing test a. teaching vocabulary b. teaching reading c. teaching grammar 96. The .. . teaching is a didactic strategy through which the teacher actually teaches grammar using notions to generalize the examples. a. covert grammar b. overt grammar c. educational technology in 97. A condition of the memory functioning is .. .. and to prevent forgetting for a certain period of time the . and the didactic activities are very useful. a. to forget, consolidation, refreshing b. to repeat, consolidation, refreshing c. to exercise it, repetition consolidation 98. Generally in teaching a subject there are 3 stages or types of didactic activities or lessons, regarding the way in which student are going to learn: . (or explanation) .(or refreshing) test or. a. evaluation, practice, consolidation b. presentation, practice, production c. presentation, consolidation, evaluation 99. The main objective of tests should be to provide . Without which learners would not be able to progress very far and the teachers would not know what to do next. a. feedback b. errors in learning c. mistakes in understanding 100. English is taught as:.............. Which of this is mainly taught in Romania? a. mother tongue; b. second language; c. foreign language. 12

101. Taking into account the language level, which of the classifications below is the most accurate: Which is the main drawback of all these classifications? a. elementary, beginners, knowers; b. primary school, lower secondary school, higher secondary school; c. beginners, intermediate, advanced; d. lower intermediate, mid-intermediate, upper-intermediate. 102. Learner differences are given by: a. age, aptitude, motivation, learning style; b. aptitude, good learner characteristics, language level, age; c. age, language level, good learner characteristics, aptitude; d. aptitude, motivation, learning style, language level. 103. An approach is: a. a theory of the nature of language and language learning; b. act or means of approaching; c. a way in which teaching of a foreign language is viewed; d. theoretical basis of foreign language learning 104. A method makes clear: a. general and specific objectives; a syllabus model; types of teaching and learning activities; b. a syllabus model; teacher roles; roles of students; types of teaching and learning activities; c. general and specific objectives; a syllabus model; types of teaching and learning activities;, roles of teachers, learners, and instructional materials; d. procedures; objectives; roles of teachers, learners, and instructional materials; teaching activities. 105. Patchwork lessons are those in which the following sequence is observed: a. presentation, practice, production (PPP); b. authentic use, restricted use, clarification (ARC); c. engage, study, activate (ESA); d. a mixture of the above mentioned sequence. 106. In presenting new language items, a teacher has to follow the following steps: a. lead-in, elicitation, explanation, accurate reproduction, immediate creativity; b. warm-up, explanation, checking-up, reproduction, evaluation; c. introduction, explanation, reproduction, correction, feedback; d. preliminaries, introducing new language, drilling, correction, feedback. 107. In which stage of language learning, students are supposed to use language as a means to an end? a. Practice; b. Illustration; c. Clarification; d. Production. 108. A good presentation should be: a. interesting and effective; b. humorous and economical; c. economical and effective; 13

d. humorous and useful. 109. In chorus work, the teacher should: a. indicate clearly when the students should start, indicate stress, stay silent (to hear how well the students are performing); b. repeat together with the students, indicate intonation, show incorrectness; c. indicate the start, tell how many times students should say the sentence, stop activity; d. stay silent, conduct chorus, evaluate the activity. 110. Choral repetition can be used during: a. remedial work, practice, funny activities; b. practice, production, intonation work; c. practice, remedial work, correction; d. practice, illustration, production. 111. Individual repetition is conducted in the following steps: a. T. nominates, S. respond, T. grades; b. T. presents model, T. nominates, S. responds; c. T. presents model, S. responds, T give feedback; d. T. nominates, S. responds, T give feedback. 112. During the accurate reproduction, correction is done on the spot. Which of the following techniques is mostly used: a. showing incorrectness and asking the student to repeat; b. showing incorrectness and using correcting techniques; c. explanation and giving feedback; d. showing incorrectness and practice work. 113. According to Glteanu Frnoag, there are three techniques used in teaching pronunciation: a. imitiation, language laboratory, films; b. imitiation, articulatory description, comparison with sounds in Romanian; c. articulatory description, video illustration, comparison with sounds in Romanian; d. tapes, radio and TV, imitation. 114. Certain English phonemes are not to be found in standard Romanian (I), some seem identical with Romanian ones but they are articulated differently (II), and others are identical with thee Romanian ones (III). Order them according to their difficulty degree in acquisition: a. I, II, III; b. II, I, III; c. III, II, I; d. I, III, II. 115. According to Penny Ur the four stages in teaching grammar are: a. context, isolation, explanation, practice; b. lead-in, explanation, consolidation, test; c. presentation, isolation and explanation, practice, test; d. elicitation, explanation, consolidation, production. 116. A good grammar presentation should be: a. clear, efficient, lively and interesting, appropriate, productive; b. clear, humorous, interesting, efficient, inductive; c. efficient, deductive, lively, appropriate, correct; 14

d. correct, appropriate, attractive, deductive, efficient. 117. Reading for general understanding, or gist reading, is also called: a. scanning; b. skimming; c. intensive reading; d. prediction. 118. Three features are common for all truly communicative activities. They are: a. interesting topic, free choice, feedback; b. interesting topic, information gap, feedback; c. information gap, choice, feedback. 119. When speakers do not know a word they generally use one of the following sets of strategies: a. improvising, discarding, foreignising, paraphrasing; b. discarding, paraphrasing, native language, miming; c. foreignising, improvising, gesture, speaking more slowly in their native language; d. paraphrasing, using a synonym, action, discarding. 120. The general goal of feedback is twofold: a. to correct and assess the students; b. to find out what students know and to give solutions to possible problems; c. for the students (to realize their progress and needs) and for the teacher (to see he has done well his job); d. for the teacher to correct content and form errors. 121. To find out and assess our students, their weaknesses as well as their strengths, to identify what they know and what they do not know, we use: a. proficiency tests; b. achievement tests; c. placement tests; d. diagnostic tests. COMPLETION 1. In order to acquire an acceptable English...pronunciation, the learners should be able to recognize the sounds occurring in English and remember their acoustic qualities.

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