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I.

1. A fundamental purpose of GLM is to teach ___________.


A. how to make a conversation B. how to read a literary work
C. how to create a study atmosphere D. how to use four skills simultaneously
2. ___________ is not a goal of GLM.
A. the ability to communicate B. the ability to translate into mother tongue
C. the ability to read and write D. the ability to give correct response
3. A useful pedagogical technique of GLM is to teach grammar ___________.
A. inductively B. deductively C. isolatedly D. actively
4. Which kind of communication in classroom does GLM mostly apply?
A. T  Ss B. Ss  Ss C. T D. T

Ss Ss Ss Ss
5. What is the target language should be taught from the beginning of language instruction in
DM?
A. Reading B. Writing C. Listening D. Speaking
6. Which rule is applied for this activity, “The teacher teaches by drawing instead of oral
explanation”?
A. The native language should be used in classroom
B. Vocabulary is required naturally
. C. Students should think in the target language as soon as possible.
D. The teacher is expected to demonstrate, not to explain or translate.
7. The teacher and students are more like ___________ in DM.
A. enemies B. orchestras C. partners D. colleagues
8. In ALM, language is a process of ___________.
A. habit formation B. communication enhancement
C. legible development D. fluency acquisition
9. In TPR, meaning can be conveyed through ___________.
A. practice B. action C. repetition D. physical education
10. When teaching TPR, it is important for a teacher to make ___________.
A. authentic dialogues C. fun activities
B. interesting context D. regular students’ interaction

II. GTM, DM, ALM, CLT or TPR


1. Judicious use of native language is accepted where feasible.
2. New teaching points were taught through modeling and practice.
3. Students should “overlearn” to answer automatically without stopping to think.
4. Drilling is a central technique.
5. Meaning is paramount.
6. The teacher uses commands to improve students flexibility
7. There is much use of tapes, language tabs and visual aids.
8. There is a tendency to manipulate language and disregard content.
9. The grammar and vocabulary is learned from the function, situational context and the roles
of interlocutors.
10. Learning to use language forms appropriately is an important part of communicative
competence.
11. Teacher is the authority of the classroom. It is important to have correct answers.
12. The major objective of language learning should be for students to acquire structural
patterns; students will learn vocabulary afterward.
13. Teacher is a director
14. Teacher is an orchestra leader
15. Feelings of success and low anxiety facilitates learning.

III.
4. Motivation is some kind of __________ drive that encourages somebody to pursue a course of
action.
5. __________ motivation comes from outside the classroom; it includes __________ motivation
related to the TCL culture and __________ motivation showing learners’ attitude to the
language.
6. Both success __________ and complete success may be de-motivating.
7. Children have no __________ motivation. For this type of learners, teacher should involve
them in __________ activities and __________ what they do for them.
8. For adolescents, teacher may not be the leader but rather the __________ enemy. As a result,
teachers should be careful with their __________ and create tasks and activities of appropriate
level of __________.
9. Adult beginners are in some ways the __________ people to teach.
10. Adult immediate students may be well motivated __________.
11. __________ is a learner’s fear or nervousness when using the language.
12. The __________ refers to the class environment or its surroundings.
13. A __________ is a broad plan for a course study.
14. __________ focuses on meaning and expects extended answer.
15. Teacher’s style and curriculum are examples of __________ factors.
16. In GLM, students are taught to recognize __________ by learning the spelling or sound
patterns that correspond between the native and target language.
17. In DM, students take turns reading sections of a passage, play or dialogue out __________.
18. In __________, the teacher reads the passage three times: normal speed, phrase by phrase
and normal speed again.
19. Map __________ is a technique of DM to help students practice listening comprehension
20. __________ build-up drill is that students repeat a sentence part by part from the last phrase
of the line and then expand until the repeat the entire line.
21. __________ __________ are two words that only differ in one sound.

IV. One of the principles of TPR is that when student anxiety is low, language learning
is enhanced. How does this method lower student anxiety?