методика

1.
Basic distinctions to categorize the language knowledge of students are made between
all of the following levels EXCEPT: Выберите один ответ: Правильный ответ: false
pre-intermediate students
2. Teaching pronunciation should be first established as a [class routine], so that further on
[students] could continue working with their [pronunciation] on their [own] at home.
3. Whatever lesson plans look[ like], they should [never] be thought of as instructions to be
slavishly followed, but rather as[ proposals for action].
4. Post-listening activities can include Правильный ответ: dialogues
5. In order to [manage] a class successfully, the teacher has to [be aware] of what students
[are doing] and, where possible, how they [are feeling]. This means [watching] and
listening just as [carefully] as teaching.
6. Presentation, Practice and Production In its lessons or sequences, the teacher presents
the context and situation for the language (e.g. describing someone's holiday plans) and
both explains and demonstrates the meaning and form of the new language. The
students did exercises to practice the new language, after that they made up dialogues.
7. Identify the type of activity: in groups, students are each given a line from a poem. They
can't show the line to the other members of the group, though they can read it out loud.
They have to reassemble the poem by putting the lines in order. Правильный ответ:
Poetry
8. Managing classes, according to J.Harmer, is a skill the teacher should possess to be
professionally effective. It means all of the following, EXCEPT: being unable to prevent
disruptive behaviour or reacting to it effectively when it occurs
9. It is the mark of a [good] teacher to know when and how [to deal] with unplanned
[events], and how [to balance] a proposal for [action] with [appropriate] flexibility.
10. A process of "putting yourself into someone else's shoes" is: Правильный ответ:
Empathy
11. Name the stage of the listening lesson when the teacher asks students to discuss the
story they have heard in small groups Ответ: extensive listening Отзыв Правильный
ответ: post-listening
12. Identify the type of activity: students read a short text which sets up a problem and then,
in three groups, they read three different texts, all of which are about the same thing
(different aspects of behaviour such as anger, or different reports on a problem, or
different parts of a story or strange event). When they have read their texts, they come
together in groups where each student has read a different text, and they try to work out
the whole story Правильный ответ: Jigsaw reading
13. Instant writing: one way of building the writing habit, according to J.Harmer, is to use
instant writing activities as often as possible with both children/teenagers and adults
who are reluctant writers. Find its definition below: Правильный ответ: Activities where
students are asked to write immediately in response to a teacher request.
14. Teaching writing involves the following stages: Brainstorming, Pre-writing research,
Planning, Drafting, Revising, Proofreading
15. In order to help students write successfully and enthusiastically in different styles, we
need to consider, according to J.Harmer, some separate issues, building the writing habit
among them. Правильный ответ: We need to engage students, from early levels, with
activities which are easy and enjoyable to take part in, so that writing activities not only
become a normal part of classroom life but also present opportunities for students to
achieve almost instant success.
16. The teacher function in the classroom when he sets the time for each activity and tells
students how to divide into groups Ответ: Отзыв Правильный ответ: classroom
manager
17. In real learning environments learning can take place with very little technical equipment,
while virtual learning relies on good hardware and software, and effective and reliable
Internet connections.
18. [Intensive] listening usually takes place in [classrooms], and typically occurs when
[teachers] are present to guide [students] through any listening [difficulties], and point
them to [areas] of interest.
19. Name the element of the ESA model when students do a role-play Activate
20. We should try [to estimate] how long each activity will [take] (based on our experience
and [knowledge] of the class) so that we can [measure] our progress as the lesson
[continues] against our [proposed] 'timetable'.
21. Learning outcomes for the lesson - that is, what the students will have learnt by the end
of the lesson are called Ответ: Отзыв Правильный ответ: lesson objectives
22. Identify the type of activity: students read a recipe and match the instructions with
pictures. We can then get them to cook the food! Following instructions
23. Successful classroom management also involves being able to Правильный ответ:
deal with difficult situations
24. In good speaking activities students Правильный ответ: are using any and all of the
language at their command to achieve some kind of purpose which is not purely
linguistic.
25. Experienced [teachers] may have [procedures] firmly fixed in their [minds], but even they,
when they [try] something new, need [to think] carefully about the [mechanics] of an
activity.
26. Identify the skill the following activity develops: (out of the four main skills - reading,
listening, writing and speaking) In pairs, students tell each other about their vacations.
speaking and listening
27. A language function is a purpose you wish to achieve when you. SAY or write
something.
28. In the speaking activity, [students] have to [discuss] criteria before reaching a final
[decision]. They also have to be able to [give] reasons for their [decision].
29. Mark all the uses of L1 in the English classroom Ask students to repeat the
instructions back to us in the L1, Give complicated instructions in L1, Give students
individual help or encouragement
30. Click on the types of listening materials We will want our students to hear listening
material in a number of different genres and registers. This may include [news
broadcasts], [public announcements], [recorded messages],[ lectures], [phone
conversations], [dramatic dialogue], etc.
31. Mark the statemens true or false
32. Students need [to be able] to recognise paralinguistic [clues] such as intonation in order
[to understand] mood and [meaning].
33. Showing students destinations, according to J.Harmer, is a skill the teacher should
possess to be professionally effective. It means When we take learning activities into
the classroom, we need to persuade our students of their usefulness. Good
activities should have some kind of learning outcome
34. Newspapers and magazines: the different kinds of text found in newspapers and
magazines, according to J.Harmer, offer a range of possibilities for genre analysis,
followed by writing within that genre. Правильный ответ: We can get students to look
at a range of different articles and ask them to analyze how headlines are constructed,
and how articles are normally arranged. They then write an article about a real or
imaginary news story that interests them.
35. One way of helping students to sustain their motivation is to give them, as far as is
feasible, some agency (a term borrowed from the social sciences) which means all of the
following, EXCEPT: students should study grammar themselves and then explain it
to each other at all times
36. Simplified or graded readers for extensive reading are graded so that at different levels
they use language appropriate for that level
37. Experienced [teachers] may have [procedures] firmly fixed in their [minds], but even they,
activity
38. Before deciding [to use] an activity we need to try to predict what it will [achieve]. What
will students [know], be able to do, understand or [feel] after the [activity] that they did
not know, were not able to do, did not [understand] or feel before? What, in other
words, is the learning outcome of the activity
39. Read the description of a speaking activity and choose its name from the list below:
students are given particular roles - they are told who they are and often what they think
about a certain subject. They have to speak and act from their new character's point of
view. Role-plays
40. In order to [manage] a class successfully, the teacher has to [be aware] of what students
[are doing] and, where possible, how they [are feeling]. This means [watching] and
listening just as [carefully] as teaching.
42. Click on the skills of listening Students need to be able to [recognise paralinguistic
clues] such as intonation in order to understand mood and meaning. They also need to
be able to[ listen for specific information] (such as times, platform numbers, etc), and
sometimes for more general understanding (when they are listening to a story or
interacting in a social conversation).
43. Click on the aspects of successful classroom management: We have to be able to handle
a range of variables. These include [how the classroom space is organised], [whether the
students are working on their own or in groups] and [how we organise classroom time].
We also need to consider [how we appear to the students], and [how we use our most
valuable asset - our voice]. [The way we talk to students] - and [who talks most in the
lesson] - is another key factor in classroom management. We also need to think about
[what role, if any, there may be for the use of the students' mother tongue] in lessons.
Successful classroom management also involves [being able to deal with difficult
situations].
44. It is the mark of a [good] teacher to know when and how [to deal] with unplanned
[events], and how [to balance] a proposal for [action] with [appropriate] flexibility.
45. Intensive listening is [different] from extensive listening in that [students] listen
specifically in order to work on listening [skills], and in order to study the way in which
English is [spoken
46. An important part of a listening sequence is for teachers to ___Правильные ответы:
draw out the meaning of what is being said, find out what impression it makes on the
students, discern what is intended
47. Magic moments are [precious], in other words, and should not be [wasted] just because
we didn't know they [were going] to happen. There will always be a [tension] between
what we had planned to do and what we [actually] do when magic moments or
[unforeseen] problems present themselves.
48. For intensive reading teachers may ask students to read all of the following, EXCEPT:
Правильный ответ: whole novels
49. Writing brochures and guides: the different kinds of text found in brochures and guides,
according to J.Harmer, offer a range of possibilities for genre analysis, followed by
writing within that genre. Find the definition of such activity below: Правильный ответ:
We can get students to look at a variety of brochures (e.g. for a town, entertainment
venue, health club or leisure complex) to analyze how they are put together. They can
then write their own brochure or town guide, using this analysis to help them.
50. A [good] lesson needs to contain a [judicious] blend of coherence and variety.
[Coherence] means that students can see a logical pattern to the lesson.The lack of
[variety] would militate against the [possibility] of real [student] engagement.
51. The teacher function in class when he encourages students to learn – motivation
53. Click on the types of listening materials We will want our students to hear listening
material in a number of different genres and registers. This may include [news
broadcasts], public announcements, recorded messages, lectures, phone conversations,
dramatic dialogue, etc.
54. Organizing the different parts of a lesson so that they follow on logically and smoothly
to make an effective whole is called, according to Jeremy Harmer, Правильный ответ:
structure a lesson
55. We will help students to be responsible for their learning if Правильный ответ: we
show them where they can continue studying outside the classroom.
56. Within education, the term children is generally used for : learners between the ages of
about 2 to about 14.
57. What issues for both real and virtual learning environments are the same? Правильный
ответ: Students need to be motivated and teachers need to offer help.
58. When we arrive in the classroom, we need to start the lesson off - in such a way that
the students' interest is aroused so that they become engaged.
59. Mark the sentences true or false: True False
For teaching speaking no grammar training is required Writing in English requires special
skills of text organization Speaking fluently is connected with language accuracy. Writing
is a productive language skill that should be trained first in foreign language teaching.
Смотри сама, я думаю F T T F
60. Where students read with the support of a teacher and other students, they usually -are
able to deal with higher-level material than if they are reading on their own
61. Adults as learners are characterized by all of the following EXCEPT: -They have an
ability to become competent speakers of a new language with remarkable ease,
provided they get enough exposure to it
-----------------------------------------------------------------------------------------------
№1
Put the lesson elements in the correct order for the Boomerang model
1 Engage
2 Activate 1
3 Study
4 Activate 2
Ответ
1234
:
№2
Communicative activity is
1 a relationship in which people like, understand, and respect each other
comments about how well or how badly someone is doing something, which are intended to help
2
them do it better
An opportunity given to language learners to decide on what task to perform, what language to use,
3
or what person to speak to.
A reason for language learners to get involved into the process of genuine communication due to
4
the lack of data.
A type of activity in a language learning classroom when class participants get involved into a
5
genuine process of information exchange, sharing and negotiation of meaning.
№3
Choose appropriate words to complete the sentences.
A way of exploiting students' existing

vocabulary is to get the class (with our
1 (1) 0 [1] vocabulary
help) to build their own
______________________ tree.
Complete the sentence with an appropriate

word:Vocabulary
2 (2) ______________________can be done in a 0 [2] presentation
variety of ways: using pictures, translation,
definition or synonyms.
Write the appropriate word to complete
3 (3) the sentence:Productive language skills are: 0 [3] Writing
Speaking and ________.
№4
Most teaching sequences need to have certain characteristics or elements: Engage, Study and Activate
1 Верно
2 Неверно
№5
Mark the statements as True or False
Any of the productive skills can be used for

1 (1) 0 [1] T
Activate
2 (1) Study is essential for any model. 0 [2] T
3 (3) Activate involves students' speaking only 0 [3] F
Engage should always be in the beginning

4 (3) 0 [4] F
of the lesson
№6
Accuracy
1 the activity of being with and talking to other people, and the way that people react to each other
3 the ability to use language forms in a correct way
4 expressing yourself in a clear and confident way, without seeming to make an effort
5 the speed at which something happens or is done

№7
Every lesson usually needs to have some kind of language focus. The lesson structural element that focuses
on any aspect of the language, such as grammar or vocabulary and pronunciation is called...
1 Activate
2 Presentation
3 Lesson
4 Engage
5 Study
№8
Engage, as a successful element in a foreign language lesson, according to J.Harmer,
includes games, music, challenging discussions, stimulating pictures, dramatic stories, amusing
1
anecdotes, predictions, etc.
capitalizes on the suggestion that if we describe the grammatical patterns of English, we can have
2 students repeat and learn them. In such structural-situational teaching, grammatical structures are
presented in simple situations which exemplified their usage.
helps students use all and any language which may be appropriate for a given situation or topic to
3
try out real language use with little or no restriction - a kind of rehearsal for the real world.
introduces the idea of presenting students with short grammar rules and word lists, and then
4
translation exercises in which they had to make use of the same rules and words.
includes activities where the students are asked to focus on the construction of something, whether
5
it is the language itself, the ways in which it is used or how it sounds and looks.
№9
Write the appropriate word to complete the sentence:
receptive language skills are: Listening and Ответ

Ответ
Reading (без учета регистра)
:
№10
Skill oriented classes are planned to develop language
Ответ
skills (без учета регистра)
:
№11
Choose the appropriate word for each gap.
Complete the sentence with an appropriate word:
Vocabulary ______________________can
1 (1) be done in a variety of ways: using pictures, 0 [1] presentation
translation, definition or synonyms.
At _______________ levels, teachers

2 (2) frequently use explain and practise 0 [2] beginner
procedures in teaching vocabulary.
The three lesson elements are Engage,

3 (3) 0 [3] Study
____________ and Activate.
№12
The three lesson elements are Engage, Ответ and Activate.
Ответ
Study (без учета регистра)
:
№13
A good lesson needs to contain a judicious blend of coherence and variety.

1 Верно
2 Неверно
№14
The SMART lesson objectives: match the description to the correct part
quantifiable: answer questions such as:

1 (1) MEASURABLE 0 [1]
how much, how many?
can be done within scheduled time and

2 (2) ACHIEVABLE 0 [2]
specified conditions
3 (3) REALISTIC 0 [3] relevant to the needs of the learners
precise and clear; what the learner will be

4 (4) SPECIFIC 0 [4]
able to do
5 (5) TIME BOUND/ TIME FRAMED 0 [5] can be finished by the end of the lesson
№15
Define the type of the lesson model according to J.Harmer: first the teacher gets the class interested and
engaged; then they study something; then they try to activate it by putting it into production
1 Patchwork
2 Boomerang
3 Practice
4 Presentation
5 Straight arrows
№16
An overall plan for the orderly presentation of language material is:
1 Method
2 Level
3 Theory
4 Technique
5 Principle
№17
Match the type of plan to its description
Otherwise called calendar plan, it sets goals

1 (1) Long-term plan 0 [1]
for a whole year or term
Otherwise called theme plan, it helps to set

2 (1) Mid-term plan 0 [2] educational goals and prosedures for one
unit or topic.
Otherwise called lesson plan, it sets the

3 (1) Short-term plan 0 [3]
prosedures for one class.
№18
Match the lesson elements to activities that can be done in them
reading a text and filling in the gaps with

1 (1) Study 0 [1]
the necessary words
watching a short video and predicting the

2 (2) Engage 0 [2]
topic of the lesson
3 (3) Activate 0 [3] telling classmates about their hobby
new grammar explanation done by the

4 (4) Presentation 0 [4]
teacher
№19
Language oriented classes are planned to develop speaking and reading skills.
1 Верно
2 Неверно
№20
Match the questions to their explanations.
Think carefully about the mechanics of an

1 (1) How does it work? 0 [1]
activity
The students' age, level, cultural

Who exactly are the students for this
2 (2) 0 [2] background and individual characteristics
activity?
have to be taken into account
Consider the physical environment of the

classroom itself and how that might affect
3 (3) What will be needed? 0 [3]
whatever teaching equipment we wish to
use.
4 (4) What do we want to do and why? 0 [4] Define learning outcome of the activity.
Estimate the time each activity will require

5 (5) How long will it take? 0 [5]
to complete.
Identify problems that might arise in the

6 (6) What might go wrong? 0 [6]
lesson.
Ensure that we have some reasonable

How will it fit in with what comes before vision of the overall shape of our lesson
7 (7) 0 [7]
and after it? and that it is not composed of unrelated
scraps.
№21
Learning objectives
1 flexible
2 fixed
3 what the learners should be able to know and do at the end of the series of lessons or the topic
4 describe the over-arching objectives for the topic or unit
5 lesson objectives
6 the learning outcomes of the unit or topic
7 describe what learners are expected to achieve in this particular class
№22
Before giving instructions, according to J.Harmer, teachers must ask themselves all of the following
questions, EXCEPT:
1 What is the important information I am trying to convey?
2 What must the students know if they are to complete this activity successfully?
3 What date is it today?
4 What information do they need first?
5 Which information should come next?
№23
A way of exploiting students' existing vocabulary is to get the class (with our help) to build their own Ответ
tree.
Ответ
vocabulary (без учета регистра)
:
№24
Vocabulary explanation, repetition and practice is a form of Study element of the lesson.
1 Верно
2 Неверно
№25
Information gap is
1
2
them do it better
3
the lack of data.
4
№26
Using the translation process for teaching English to advantage, according to J.Harmer, means
1 Students should be trained how to translate
2 a return to a traditional Grammar-translation method
3 we should abandon the commitment to creating an English environment
4 English should not necessarily predominate in an English lesson
5 we help students to see connections and differences between the L1 and the L2
№27
Vocabulary Ответ can be done in a variety of ways: using pictures, translation, definition or synonyms.
Ответ
presentation (без учета регистра)
:
№28
In English the same language forms can be used to express different meanings, or a meaning can be
expressed by many different forms. Thus, the present continuous verb form can refer to the following
meanings:
1 the past ('I am watching this film yesterday night')
2 expressing annoyance ('He's always putting his foot in it').
3 a temporary uncompleted event ('They are enjoying the weather')
4 regular repeated actions in the present ( We are living in this street)
5 the future ('I'm seeing him tomorrow')
6 the present ('I'm not listening')
№29
At Ответ levels, teachers frequently use explain and practise procedures in teaching vocabulary.
Ответ
beginner (без учета регистра)
:
№30
Choose the appropriate word for each sentence:
Write the appropriate word to complete the

1 (1) sentence:receptive language skills are: [1] Reading
Listening and _______.

2 (2) frequently use explain and practise procedures [2] beginner
in teaching vocabulary.
Productive language skills are: Speaking and

3 (3) [3] Writing
________.

vocabulary is to get the class (with our help) to
4 (4) [4] vocabulary
build their own ______________________
tree.
Vocabulary ______________________can be
5 (5) done in a variety of ways: using pictures, [5] presentation
translation, definition or synonyms.
№31
Put the terms in the correct order for teaching grammar systematically:
1 Grammar presentation
2 Recognition exercise
3 Grammar drill
4 Grammar transformation exercise
5 Make up your own sentence with new grammar
Ответ
12345
:
№32
Match the task to the type of exercise used for teaching grammar:
Put the verbs in brackets into the correct

1 (1) tense: Present Simple, Present Continuous or [1] transformation
Present Perfect
Rewrite the adjectives in the comparative

2 (2) [2] drill
degree
Read the text and underline the Present

3 (3) [3] recognition
Continuous verbs
4 (4) Make up a dialogue using the new grammar [4] communicative usage
5 (5) Make up sentences with the new grammar [5] creative
There are five mistakes in the text. Find and

6 (6) [6] identification
correct them.
№33
Match the types of exercises to the stage where they should be used in the lesson:
Look at the pictures and predict what the

1 (1) [1] Pre-listening
listening text is about
2 (2) Listen and answer 4 questions about the text [2] While -listening second time
Discuss with a partner the topic of the

3 (3) [3] Post-listening activity 2
listening passage
Listen and say where the conversation is

4 (4) [4] While -listening first time
taking place
Listen and say what you think about the

5 (5) [5] Post-listening activity 1
problem you hear
№34
Point out which statement is true and which is false
1 (1) Reading is a receptive skill [1] T
2 (2) Listening is a productive skill [2] F
3 (3) Writing is a productive skill [3] T
4 (4) Speaking is a receptive skill [4] F
№35
Choice is defined as
1
the lack of data.
2
them do it better
3
4
№36
Fluency
№37
Effective teachers should possess certain teacher skills. These include all of the following, EXCEPT:
1 getting stuck in sterile routines
2 setting destinations,or learning outcome
3 varying activities and topics
4 managing classes
5 matching tasks and groups
№38
A meaning or concept can be expressed in English in many different ways. For example, to express the
same basic concept of future different forms can be used, EXCEPT:
1 I'll see you tomorrow.
2 I'm going to see you tomorrow.
3 I'm seeing you tomorrow - that's the arrangement, isn't it?
4 I see you at six, and afterwards I have a meeting with John.
5 I have got to you by about six o'clock.
№39
Identify the type of activity: students have to match articles with their headlines or with relevant pictures
1 Following instructions
2 Jigsaw reading
3 Using newspapers
4 Poetry
5 Reading puzzles
№40
Competence
1 The overtly observable and concrete manifestation or realization of competence
2 a feeling of enthusiasm or interest that makes you determined to do something
3 The ability to use language forms in a correct way
4 someone who helps a person or organization to find a solution to a problem
5 the ability to do something in a satisfactory or effective way
№41
Interaction
№42
Rapport
№43
In deductive grammar presentation students discover the rules themselves through working with the
language.
1 Верно
2 Неверно
№44
Awareness, as a characteristic of a teacher's style, according to J.Harmer is understood in the following

way:
All the positions teachers take - sitting on the edge of tables, standing behind a lectern, standing on
1
a raised dais, etc - make strong statements about the kind of person the teacher is.
2 Teachers need to consider how close they should be to the students they are working with.
How much we move around in the classroom will depend on our personal style, where we feel most
3 comfortable for the management of the class and whether or not we want to work with smaller
groups.
In order to manage a class successfully, the teacher has to be aware of what students are doing and,
4 where possible, how they are feeling. This means watching and listening just as carefully as
teaching.
5 Our physical presence can play a large part in our management of the classroom environment.
№45
Define the type of the lesson model according to J.Harmer: Students and teacher discuss issues
surrounding job interviews; then the teacher describes an interview situation which the students are going
to act out in a role-play. They then role-play the interviews. When the role-plays are over, the teacher
works with the students on the grammar and vocabulary which caused them trouble. Some time later,
students role-play another job interview, having absorbed the corrections to the language they used last
time round
1 Presentation
2 Straight arrows
3 Practice
4 Boomerang
5 Patchwork
№46
Teachers' voice variety, according to J.Harmer, is understood the following way:
1 Experienced teachers rough-tune the way they speak to students.
They must be sure that the students at the back of the class can hear them just as well as those at
2
the front
3 The way that teachers talk to students - the manner in which they interact with them.
The kind of voice we use to give instructions or introduce a new activity will be different from the
4
voice which is most appropriate for conversation or an informal exchange of views or information.
Teachers have to take great care of their voices. It is important that they breathe correctly so that
5
they don't strain their larynxes.
№47
How many language skills are usually considered in language teaching?
Ответ
Число [4]
:
№48
PPP stands for Presentation, Practice and Ответ
Ответ
Production (без учета регистра)
:
№49
Teacher knowledge, according to J.Harmer, includes all of the following, EXCEPT:
1 They need to know what materials are available for teachers and students.
2 They need to know all subjects, being taught at their school.
They should do their best to keep abreast of new developments in teaching approaches and
3
techniques.
4 Teachers need to know a lot about the subject they are teaching (the English language).
5 They need to know what equipment is available in their school and how to use it.
№50
Teachers' voice conservation, according to J.Harmer, is understood the following way:
1
They must be sure that the students at the back of the class can hear them just as well as those at
2
the front
4
№51
Being reliable, according to J.Harmer, means for the teachers
having a knowledge of the grammar system, understanding the lexical system, being aware of
1
pronunciation features such as sounds, stress and intonation
2 being accurate about things like timekeeping and homework checking
3 reacting with anger or ridicule when students do unplanned things

4 taking the register, filling forms, writing reports for the school administration
5 having thought in advance of what we are going to do in our lessons
№52
Teachers should develop a number of important personal qualities to help them in their profession. They
include all of the following, EXCEPT:
1 Being even-handed: treat all students equally
Expressing despair at students' efforts and criticizing the character of the student who makes a
2
mistake
3 Recognizing students: remember students' names
4 Listening to students: show that we are interested in what they have to say
Respecting students: they need to know that we are treating them with respect, and not using
5
mockery or sarcasm
№53
Match the methods to their expected results
ommunication is the main goal of language

1 (1) Communicative Language Teaching [1]
learning
claimed a foreign language could be taught

2 (2) Natural Method [2]
without translation
frozen rules of morphology and syntax were to

3 (3) Gram¬mar-Translation Method [3]
be explained and eventually memorized
4 (4) Language-focused learning [4] an add directly to implicit knowledge
№54
Teacher knowledge of materials and equipment, according to J.Harmer, includes all of the following,
EXCEPT:
1 knowing what equipment is available in their school and how to use it;
2 knowledge about books and websites where such information is available.
3 When something breaks, the teacher knows how to mend it right in the classroom.
4 If teachers are using a course book, they know how the materials work.
5 when students ask complicated questions, good teachers know where to find the answers.
№55
Teachers' voice audibility, according to J.Harmer, is understood the following way:
Teachers must be sure that the students at the back of the class can hear them just as well as those
1
at the front
3
5
№56
Appropriacy, as a characteristic of a teacher's style, according to J.Harmer is understood in the following

way:
1 Teachers need to consider how close they should be to the students they are working with.
All the positions teachers take - sitting on the edge of tables, standing behind a lectern, standing on
2
a raised dais, etc - make strong statements about the kind of person the teacher is.
How much we move around in the classroom will depend on our personal style, where we feel most
groups.
In order to manage a class successfully, the teacher has to be aware of what students are doing and,
4 where possible, how they are feeling. This means watching and listening just as carefully as
teaching.
№57
Mark all that apply:
Language teachers need to know how the language works. This means, according to J.Harmer:
1 being aware of pronunciation features such as sounds, stress and intonation
2 knowing how words group together into phrases.
3 being able to write a textbook about the language
4 understanding the lexical system
5 having a knowledge of the grammar system
№58
Performance
№59
Mark the statements as true or false:
1 (1) Pronunciation is an important part of language [1] T

learning.
You can learm correct pronunciation by simply

2 (2) [2] T
repeating after the native speaker's recording.
Students need practice in pronunciation ay

3 (3) [3] T
every lesson.
Being able to pronounce requires knowledge

4 (4) [4] F
of pronunciation principles.
Teacher should present pronunciation rules at

5 (5) [5] F
every lesson
№60
Motivation is
№61
Pace
№62
According to J.Harmer, when choosing a text for intensive reading, a balance has to be struck between real
English on the one hand and
1 unreal English on the other
2 school director's orders on the other
3 students' mother tongue on the other
4 the students' capabilities and interests on the other
5 teacher's interests on the other
№63
According to J.Harmer, reading principle 6: Good teachers exploit reading texts to the full means:
The more students read, the better. Everything we do should encourage them to read extensively as
1
well as - if not more than - intensively.
We need to choose good reading tasks - the right kind of questions, appropriate activities before,
2
during, and after reading, and useful study exploitation.
Teachers should try to integrate the reading text into interesting lesson sequences, using the topic
3 for discussion and further tasks, using the language for study and then activation and using a range
of activities to bring the text to life.
When students read texts in the target language, they should have a good idea of the content
4
before they actually start reading.
It is especially important that students should be allowed to show their feelings about the topic -
5
thus provoking personal engagement with it and the language.
№64
Put the activities for teaching listening in the correct order:
1 Predict the topic by the tiltle of the listening text
2 Listen and answer a general question about the text

3 Listen and do true-false task about the text
4 Listen and say what you think about the text
5 Say how you would act in a similar situation
Ответ
12345
:
№65
According to J.Harmer, reading principle 5: Match the task to the topic when using intensive reading texts
means:
1
2
When students are reading extensively, they should be involved in joyful reading; during lessons,
3 too, we will do our best to ensure that they are occupied with the topic of a reading text and the
activities they are asked to do.
4
5
№66
According to J.Harmer, reading principle 4: Prediction is a major factor in reading means:
1
3
4
5
№67
Choose all that apply:
According to J.Harmer, reading principle 2: Students need to be engaged with what they are reading
means:
1
2 When students are reading extensively, they should be involved in joyful reading
3
4 Teachers should try to use the topic for discussion and further tasks, using a range of activities
5 It is especially important that students should be allowed to show their feelings about the topic
№68
Choose all that apply:
According to J.Harmer, reading principle 1: Encourage students to read as often and as much as possible
means:
1
well as intensively.
2
3 It is especially important that students should be allowed to show their feelings about the topic.
4 When students are reading extensively, they should be involved in joyful reading.
5 We need to choose good reading tasks - the right kind of questions, appropriate activities before,
№69
A lot of reading activities can use the Internet. One type of activity using the Internet is a webquest. In a
webquest, students
visit various websites (pre-determined by the teacher) in order to find information to use in a class
1
project
2 ask questions in various websites
3 visit various websites of their own choice
4 enjoy surfing the Internet and looking at the sites they like
5 create websites for their teacher, class or school
№70
According to J.Harmer, reading principle 3: Encourage students to respond to the content of a text (and
explore their feelings about it), not just concentrate on its construction means:
1
2
3
4
№71
Read the description of a speaking activity and choose its name from the list below: we can put students
into 'opposing' groups and give them quite a lot of time for one group to prepare arguments against a
proposition (e.g. 'Tourism is bad for the world'), while the other assembles arguments in favour.
1 information-gap activity
2 Telling stories
3 interview
4 Discussion
5 a photographic competition
№72
Abbreviation STT stands for:
1 Student Talking Time
2 Simple Tales Telling
3 Slow Talking Time
4 Strong Tough Try
5 Smile Telling Tales
№73
Pairwork and groupwork are often used in large classes
1 to give students more chances for interaction.
2 to annoy the director.
3 to give the teacher a chance to rest during the lesson.
4 for students' enjoyment.
5 to make the classroom as noisy as possible.

№74
In order to help students write successfully and enthusiastically in different styles, we need to consider,
according to J.Harmer, some separate issues, building the writing habit among them. Find its definition
below:
Planning what we are going to write, drafting it, reviewing and editing what we have written and
1
then producing a final (and satisfactory) version.
Students should have an opportunity to give comment on what they have read, either verbally or in
2
written form.
We can show students examples of texts so that they get a feel for the conventions of a genre. Such
3 analysis will help students see how typical texts within a genre are constructed, and this knowledge
will help them construct appropriate texts of their own.
We need to engage students, from early levels, with activities which are easy and enjoyable to take
4 part in, so that writing activities not only become a normal part of classroom life but also present
opportunities for students to achieve almost instant success.
Reading is good for language acquisition in general, provides good models for future writing and
5
offers opportunities for language study.
№75
In the case of writing-for- writing, according to J.Harmer, writing is used
as a practice tool to help students practise and work with language they have been studying; it is
1
the language itself that is the main focus of attention
as the kind of writing we ask students to do depending on their age, level, learning styles and
2
interests
3 To develop students' speaking skills if they write dialogues and retellings we ask them to prepare
4 As an explanation tool to help students learn new language material
5 to develop the students' skills as writers; we look at the whole text as the result
№76
Abbreviation TTT stands for:
1 Tune Talking Time
2 Try Tell Talk
3 sTudent Talking Time
4 Teacher Talking Time
5 Tell Tough Tales
№77
Collaborative writing: according to J.Harmer, students gain a lot from constructing texts together. Find the
definition of such activity below:
Students can write emails, or any other kind of message (the teacher can act as a postal worker)
1 which has to be answered. They can be involved, under our supervision, in live chat sessions on the
Internet.
2 Activities where students are asked to write immediately in response to a teacher request.
We can get students to look at a variety of brochures (e.g. for a town, entertainment venue, health
3 club or leisure complex) to analyze how they are put together. They can then write their own
brochure or town guide, using this analysis to help them.
We can play a piece of music and the students have to imagine and then write out the film scene
4
they think it could accompany.
5 We can have them build up a letter on the board, where each line is written by a different student.
№78
Read the description of a speaking activity and choose its name from the list below: students, working in
groups, are told that they are going to be the judges of a picture competition in which all the images are of
men. They have to decide the criteria they are going to use to make their choice. The students are then
shown the four finalists for the competition. In their groups, they have to choose the winning photograph
using the criteria they have previously agreed. Finally, the groups have to report back on their choices and
say exactly why they have chosen them - which criteria made them choose one above the others.
3 Role-plays
4 Simulations
5 interview
№79
In the case of writing-for-learning, according to J.Harmer, writing is used
1 To develop students' speaking skills if they write dialogues and retellings we ask them to prepare
2 to develop the students' skills as writers; we look at the whole text as the result
3 As an explanation tool to help students learn new language material
as a practice tool to help students practise and work with language they have been studying; it is
4
the language itself that is the main focus of attention
as the kind of writing we ask students to do depending on their age, level, learning styles and
5
interests
№80
Read the description of a speaking activity and choose its name from the list below: in this activity, one
student has a picture which they must not show their partner. All the partner has to do is draw the picture
without looking at the original, so the one with the picture will give instructions and descriptions, and the
'artist' will ask questions.
2 interview
3 Telling stories
4 Role-plays
№81
TTT stands for
Ответ
Teacher Talking Time (без учета регистра)
:
№82
Match teacher activities to the classroom management spect.
1 (1) managing the class [1] put students into groups for a discussion
move the furniture so that students could sit

2 (2) managing classroom space [2]
in circles
3 (3) working with a board [3] write the lesson topic on the board
4 (4) managing the time [4] give students time limit for the exercise
show students Power Point presentation for

5 (5) working with a computer [5]
the lesson
6 (6) managing resources [6] hand out paper and markers for project work
№83
Making use of the students' L1 (where possible) means we should abandon the commitment to creating
an English environment.
1 Верно
2 Неверно
№84
STT stands for

Ответ
Student Talking Time (без учета регистра)
:
№85
TTQ stands for Ответ
Ответ
Teacher Talking Quality (без учета регистра)
:
№86
Mark the sentences true or false
1 (1) Teachers have to shout to be audible. [1] F
2 (2) Teachers' most important instrument is voice. [2] T
Just like opera singers, teachers have to take

3 (3) [3] T
great care of their voices.
It is not important for teachers to vary the

4 (1) [4] F
quality of their voices
№87
If we want to manage classrooms effectively, we have to be able to handle a range of variables. These
include
1 how we organise classroom time
2 whether the teacher wants to check homework
3 how the classroom space is organised
4 whether the students are working on their own or in groups
5 how students ask questions

№88
In a classroom, students can be organised
1 orderly rows
2 individually
3 circle
4 as a whole class
5 horseshoe
6 in groups
7 in pairs
8 separate tables
№89
Mark possible seating arrangements
1 pairwork
2 whole class work
3 orderly rows
4 group work
5 horseshoe
6 separate tables
7 circle
8 solowork
№90
A/an Ответ teacher maximises STT and minimises TTT.
Ответ
good (без учета регистра)
:
№91
Match the beginnings of the sentences to their endings:
the same L1 it would be foolish to deny its

1 (1) Where teacher and students share [1]
existence and potential value.
When we have complicated instructions to

2 (2) [2] we may want to do this in the L1.
explain,
it makes sense to use this translation process

3 (3) Since students translate in their heads anyway, [3]
in an active way.
№92
Match the terms to their descriptions
Individual students get fewer opportunities to

1 (1) [1] a disadvantage of whole-class work
speak.
2 (2) It fosters cooperative activity [2] an advantage of group work
It can be dynamic and motivating and, by

3 (3) treating everyone as part of the same group, [3] an advantage of whole-class work
we can build a great sense of belonging
horseshoe, ordely rows, solowork, separate

4 (4) Variety of seating plans [4]
tables, circle
It can sometimes encourage students to be

5 (5) more disruptive than they would be in a [5] a disadvantage of group work
whole-class setting
When students sit in small groups at individual

6 (6) [6] separate tables
tables
№93
Fill in the gaps with appropriate words:
Name the element of the ESA model when

1 (1) students listen to a dialogue and repeat after [1] Study
it.
2 (2) STT stands for __________________ [2] Student Talking Time
3 (3) TTT stands for _________________ [3] Teacher Talking Time

4 (1) students discover new grammar and exercise [4] Study
it in group activities.
№94
If the teacher acts as a controller, he is
1 standing at the front of the class, dictating everything that happens and being the focus of attention
2 feeding in a bit of information or language to help them proceed
3 encouraging students, pushing them to achieve more
4 working with students together cooperatively on a project
5 giving a chance for students to take much responsibility for their own learning
№95
If the teacher acts as a prompter, he is

№96
Being even-handed, according to J.Harmer, means for the teachers
1 To develop a number of strategies to help them remember students' names
Not to react with anger or ridicule when students do unplanned things, but instead use
2
professionalism to solve the problem
3 To treat all students equally
4 To be able to convince students that we are listening to what they say with every sign of attention
5 To establish and maintain rapport
№97
The language portfolio is a type of progress

1 (1) [1] F
test
Proficiency tests are designed to show what

2 (2) [2] T
level a student has reached at anyone time
At various stages during their learning,

3 (3) students may need or want to be tested on [3] T
their ability in the English language.
Progress tests have the function of seeing how

4 (4) [4] T
students are getting on with the lessons
Placement tests show how well students have

5 (5) [5] F
learnt everything in the course
Continuous assessment includes language

6 (6) portfolio and keeping record how well [6] T
students do their hometasks
№98
If the teacher acts as a language tutor, he is
1 an advisor who responds to what the student is doing and advises them on what to do next
2 telling students how well they have done or giving them grades
№99
If we want to manage classrooms effectively, we have to be able to handle a range of variables. These
include all of the following, EXCEPT:
1 how the classroom is located inside school
2 how we appear to the students, and how we use our most valuable asset - our voice
3 whether the students are working on their own or in groups
4 how the classroom space is organized
5 how we organize classroom time
№100
If the teacher acts as a feedback provider, he is
1 helping students to evaluate their performance

№101
If the teacher acts as an assessor, he is
4 telling students how well they have done or giving them grades
№102
Webquests normally have four basic stages, including all of the following, EXCEPT:
1 the evaluation stage
2 the introduction stage
3 the process stage
4 the task section
5 the prediction section
№103
The third theoretical view of language sees language as a vehicle for the realization of interpersonal
relations and for the performance of social transactions between individuals. It can be called the .....
1 logical view
2 functional view
3 structural view
4 approach view
5 interactional view
№104
The term extensive reading refers to
1 reading which students do exclusively in the classroom under the guidance of the teacher
2 reading which students do only if they want to
3 reading which students do often (but not exclusively) away from the classroom.
4 reading which students do exclusively in the classroom without teacher's help
5 reading which students do slowly, but carefully in the classroom
№105
There are four main reasons for getting students to speak in the classroom, including all of the following,
EXCEPT:
Speaking activities provide rehearsal opportunities - chances to practise real-life speaking in the
1
safety of the classroom
Speaking tasks in which students try to use any or all of the language they know provide feedback
2 for both teacher and students. Everyone can see how successful they are, and also what language
problems they are experiencing
Students gradually become autonomous language users: they will be able to use words and phrases
3
fluently without very much conscious thought.
While students are busy with a speaking activity, the teacher can use the time checking their
4
homework or planning the next lesson
The more students have opportunities to activate the various elements of language they have
5
stored in their brains, the more automatic their use of these elements becomes.
№106
The first, and the most traditional of the three theoretical views of the language, is the.....
1 interactional view
2 functional view
3 approach view
4 structural view
5 logical view
№107
The introduction stage of webquests includes the activities
where the overall theme of the webquest is presented with appropriate background information.
1
Sometimes key vocabulary is offered at this stage
2 in which students are given web links to click on to get the information they need
where students and teachers assess what they have learnt - and perhaps do some study work on
3
language they have encountered and used during the quest
4 in which the assignment is explained, and the students are engaged with it
5 where students create their own site for some purpose
№108
The task section of webquests includes the activities
1
3

№109
The kind of motivation that is generated by what happens inside the classroom; this could be the teacher's
methods, the activities that students take part in, or their perception of their success or failure- is often
referred to as
1 inside motivation
2 homemade motivation
3 outside motivation
4 intrinsic motivation
5 extrinsic motivation
№110
The Grammar-translation method
introduced the idea of presenting students with short grammar rules and word lists, and then
1
translation exercises in which they had to make use of the same rules and words.
puts communicative activities at the heart of learning, and as a result its syllabus might well be a list
2
of tasks and activities, not a list of language.
has two main guiding principles: the first is that language is not just patterns of grammar with
vocabulary items slotted in, but also involves language functions such as inviting, agreeing and
3
disagreeing, suggesting, etc, which students should learn how to perform using a variety of
language exponents.
In its lessons or sequences, the teacher presents the context and situation for the language (e.g.
4 describing someone's holiday plans) and both explains and demonstrates the meaning and form of
the new language
capitalised on the suggestion that if we describe the grammatical patterns of English, we can have
5 students repeat and learn them. In such structural-situational teaching, grammatical structures
were presented in simple situations which exemplified their usage.
№111
In teaching reading we need to make a distinction between

1 involving and exciting reading
2 important and unimportant reading
3 eloquent and expressive reading
4 exhausting and arduous reading
5 extensive and intensive reading
№112
What does the phrase "receptive skill" mean?
1 Listening and reading
2 Reading and writing
3 Speaking and writing
4 Speaking and reading
5 Listening and speaking
№113
Upper-intermediate students are those who
have well-developed communicative competence plus an extended knowledge of grammatical

1 construction and skill use. However, they may not have achieved the complete accuracy or depth of
knowledge.
have not yet achieved the level of competence, which involves greater fluency and general
2 comprehension of some general authentic English. However, they have come across most of the
basic structures and lexis of the language.
3 can't really use any English but actually know quite a lot which can be quickly activated.
have a basic competence in speaking and writing and an ability to comprehend fairly
4
straightforward listening and reading.
5 are able to communicate in a basic way: they can string some sentences together, construct a
simple story, or take part in simple spoken interactions.
№114
The younger the students are, abstraction of grammar rules will be
1 less effective.
2 important
3 more effective.
4 easier
5 most effective.
№115
What is language according to behaviorism?
1 Observable response
2 Empirical study
3 A set of structures
4 Representational mediation process
5 Verbal behavior
№116
The kind of motivation which comes from outside the classroom and may be influenced by a number of
external factors such as the attitude of society, family and peers to the subject in question - is often
referred to as
1 inside motivation
2 intrinsic motivation
3 outside motivation
4 homemade motivation
5 extrinsic motivation
№117
Productive language skills are: Speaking and
Ответ
Writing (без учета регистра)
:
№118
The Natural Approach is based on all of the following tenets, EXCEPT:
1 The monitor hypothesis
2 The natural order hypothesis
3 Language acquisition is different from language learning
4 The Keyboard hypothesis
5 The input hypothesis and The affective filter hypothesis
№119
The purposes students have for learning
1 do not matter
2 will have no effect on what it is they want and need to learn
3 are more important than teacher's plan
4 are not important for the teacher
5 will have an effect on what it is they want and need to learn
№120
What of the following is not a level of affective domain?
1 Valuing
2 Responding
3 Value system
4 Motivation
5 Receiving
№121
Writing to each other: according to J.Harmer, students gain a lot from writing to each other. Find the
definition of such activity below:
1 We can have them build up a letter on the board, where each line is written by a different student.
We can play a piece of music and the students have to imagine and then write out the film scene
2
We can get students to look at a variety of brochures (e.g. for a town, entertainment venue, health
3 club or leisure complex) to analyze how they are put together. They can then write their own
brochure or town guide, using this analysis to help them.
4 Activities where students are asked to write immediately in response to a teacher request.
Students can write emails, or any other kind of message (the teacher can act as a postal worker)
5 which has to be answered. They can be involved, under our supervision, in live chat sessions on the
Internet.
№122
There is some authentic written material which beginner students can understand to some degree. It
includes all of the following, EXCEPT:
1 Newspaper articles
2 basic instructions
3 Timetables
4 Signs
5 Menus
№123
A way of exploiting students' existing vocabulary is to get the class (with our help) to build their own Ответ
tree.
Ответ
Vocabulary (без учета регистра)
:
№124
Design is the level of method analysis in which we consider all of the following EXCEPT:
1 the types of learning tasks and teaching activities the method advocates
2 what the objectives of a method are
3 how language content is selected and organized within the method
4 the roles of teachers, learners and instructional materials
5 names of famous teachers who work in this method
№125
Complete the sentence with one word:
Teaching pronunciation involves a lot of Ответ
Ответ
listening (без учета регистра)
:
№126
Name the element of the ESA model when students write a short story.
Ответ
Activate (без учета регистра)
:
№127
The Direct method of teaching foreign languages, is sometimes also called _______ becuse direct
connections between meaning and form is thought to be formed naturally in students' minds.
1 Audio-lingual
2 Oral
3 Comprehension
4 Natural
5 Communicative
№128
We can ask students to translate words, phrases or sentences into their L1, and then, back into English
without looking at the original. This activity
1 helps them to think carefully about meaning and construction.
2 prevents students from understanding English structure.
3 requires complicated instructions in English to explain it.
4 will establish an English environment in the room.
5 will take the whole lesson.
№129
The process stage of webquests includes the activities

3
4
№130
The second view of language emphasizes the semantic and communicative dimension rather than merely
the grammatical characteristics of language. This theory is called.....
1 translation view
2 international view
3 functional view
4 structural view
5 approach view
№131
The Natural Approach was developed by ...........starting in 1977.
1 Tracy Terrell and Stephen Krashen
2 Ch. Fries
3 H. Palmer
4 H. Sweet
5 L. Bloomfield
№132
We know that all of the following are important for understanding in foreign language learning, EXCEPT:
1 sleeping
2 touching
3 hearing
4 the teacher's explanation
5 seeing
№133
According to Grammar-Translation Method the goal of foreign language study is...
1 To learn understanding a foreign language spoken discourse
2 To learn communicating in the foreign language
3 To read ancient Greek texts in the original
4 To learn speaking a foreign language
5 to benefit from the mental discipline through intellectual development
№134
What scientists' names are associated with the constructivism?
1 Edward Sapir, Jean Piaget
2 Jean Piaget, Lev Vygotsky
3 Lev Vygotsky, Leonard Bloomfield

4 Leonard Bloomfield, Edward Sapir
5 Noam Chomsky, Henry Sweet
№135
Name the element of the ESA model when students ask each other questions about their working day and
answer them.
Ответ
Activate (без учета регистра)
:
№136
Name the element of the ESA model when students listen to a song, read and translate the lyrics and then
sing it together.
Ответ
:
№137
When we plan a foreign language lesson, it is necessary to try to balance up the three ESA elements for all
of the following reasons, EXCEPT:
1 it is a waste of time
2 it reminds us of the need for student engagement
3 it prompts us to ensure that there are study events built into the plan
4 it is important to vary the sequence of events to avoid routine and boredom at our lessons
it ensures that there are opportunities for students to have a go at using the language they are
5
learning (or learnt yesterday, last week or last month
№138
The language teaching method that was popular in Great Britain from 1930 to 1960s is called
1 Oral Approach
2 Prussian Method
3 Direct Method
4 Grammar-Translation Method
5 Natural Approach
№139
Webquests normally have four basic stages, including all of the following, EXCEPT:
1 the evaluation stage
2 the prediction section
3 the process stage
4 the introduction stage
5 the task section
№140
Monolingual learners' dictionaries are:
1 dictionaries written only in English, which are designed for native speakers
2 dictionaries written by learners themselves
3 English-Russian and Russian-English dictionaries
4 dictionaries written only in English, but which are designed especially for learners
5 dictionaries written in English and learners' mother-tongue
№141
When considering the use of the voice in the management of teaching, there are three issues to think
about, according to J.Harmer:
1 Movement, awareness, proximity
2 Movement, awareness, appropriacy
3 Audibility, variety, conservation
4 Proximity, appropriacy, superstition
5 Awareness, proximity, conservation
№142
In foreign language teaching children respond well to all of the following, EXCEPT:
1 teacher approval.
2 teacher being strict and demanding.
3 individual attention from the teacher.
4 activities that focus on their lives and experiences.
5 activities that involve movement around the classroom.
№143
We will help students to be responsible for their learning if
1 we always tell them what to do at the lesson and at home.
2 we give them huge home tasks.
3 we show them where they can continue studying outside the classroom.
4 we prepare a lot of handouts for every lesson.
5 we never explain anything at the lesson.
№144
Name the element of the ESA model when students watch a short video to guess the lesson topic.
Ответ
Engage (без учета регистра)
:
№145
Using mockery or sarcasm in teaching, according to J.Harmer, means for the teachers
1 taking the register, filling forms, writing reports for the school administration
having a knowledge of the grammar system, understanding the lexical system, being aware of
2
pronunciation features such as sounds, stress and intonation
3 having thought in advance of what we are going to do in our lessons
4 being accurate about things like timekeeping and homework checking
5 reacting with anger or ridicule when students do unplanned things
№146
What are the major focuses in Grammar-Translation Method?
1 Reading
2 Speaking and reading
3 Writing
4 Listening and Speaking
5 Reading and Writing
№147
The term intensive reading refers to
1 reading which students do only if they want to

2 reading which students do for pleasure out of the classroom
3 reading which students do exclusively out of the classroom
4 reading which students do often (but not exclusively) away from the classroom.
the detailed focus on the construction of reading texts which takes place usually (but not always) in
5
classrooms.
№148
Organization of system of believes is one of the levels of:
1 Self-esteem
2 Structuralism
3 Teacher observation
4 Motivation
5 Affective domain
№149
For Pre-listening the teacher can use
Ответ
brainstorming (без учета регистра)
:
№150
Name the stage of the listening lesson when the teacher asks students to discuss the story they have heard
in small groups
Ответ
post-listening (без учета регистра)
:
№151
How many times should a recording be played in a teaching lestening classroom?
Ответ three (без учета регистра)

:
№152
Choosthe right word for each gap:
1 (1) For Pre-listening the teacher can use [1] video
2 (2) While-listening stage can include [2] questions
Name the stage of a listening lesson when the

3 (3) teacher trains students in vocabulary they can [3] pre-listening
encounter during the listening
How many times should a recording be played

4 (4) [4] at least two times
in a teaching lestening classroom?
Name the stage of a listening lesson when the

teacher asks students a general
5 (5) [5] while-listening
comprehension question about the text they
heard once
№153
Put the activities from a listening lesson in the correct order
1 Brainstorming the topic of the lesson
2 Listen to the text and answer general comprehension question
3 Listen to the text and answer detailed questions about it
4 Discuss the situation from the listening text: would you do the same in their place?
Ответ
1234
:
№154
Put the activities for teaching listening in the correct order
1 Predict the topic by the title of the listening text

2 Listen and answer a general question about the text
3 Listen and do true-false about the text
4 Listen and say what you think about the text
5 Say how you would act in a similar situation
Ответ
12345
:
№155
Mark all the factors that can become difficulties in listening
1 Characteristics of the weather
2 Characteristics of the environment
3 Characteristics of the listener
4 Characteristics of delivery
5 Characteristics of the school
6 Characteristics of the message
7 Characteristics of the textbook
№156
Check all that apply.
An important part of o listening sequence is for teachers to ________
1 retell the text in his own words
2 find out what impression it makes on the students
3 drew out the meaning of what is being said
4 discern what is intended
5 write similar texts for students

№157
Pre-Listening activities can include
1 Answer the questions about the topic of the listening text
2 A short video
3 Answer the general question about the listening text
4 Tel what you know about the topic of the listening text
5 Retell the text
6 Brainstorming
№158
Listening sources can include
1 visitors in the class
2 teachers talk
3 printed book
4 listening material from the Internet
5 recorded extracts
6 dialogues recorded as a part of a course book.
7 real-life face-to-face encounters in the classroom
8 teachers' recording of their own listening materials
9 newspaper texts
1
class notice board
0
№159
Mark the statements true or false:

1 (1) Short dialogues are good listening sources [1] T
2 (2) Pre-listening stage can be skipped in a lesson [2] F
Post-listening should include a communicative

3 (3) [3] T
activity
Short dialogues can be effectively used for

4 (4) [4] F
extensive listening
№160
Match the type of recordings to the type of listening
1 (1) A dialogue in the school textbook. [1] intensive listening
2 (2) Movie "The Avengers' [2] extensive listening
3 (3) A popular song [3] listening for cultural information
№161
Match the terms to their descriptions
1 (1) Listening and language learning myths [1] Listening is a passive skill
2 (2) Why students should listen to English [2] Work, purpose and academic requirements
Characteristics of the message: the text is too

3 (3) Difficulties in listening [3]
long and complicated
4 (4) Characteristics of the spoken language [4] Features of pronunciation and interactivity
5 (5) What makes a good listening text [5] Content and delivery
№162
Extensive reading is enhanced under ell of the following circumstances. EXCEPT:

1 if students are severely punished for not doing it
2 if some opportunity is given for students to share their reaching experiences
3 if students have a chance to choose what they wont to reed
4 if students are encouraged to read by the teacher
5 if students enjoy what they are reading
№163
Digital reading no longer o projection for the future, is a ___ today
1 Hope
2 Dream
3 Reality
4 Desire
№164
Authentic texts - in other words, ere texts which
1 are selected by the teacher from a good textbook
2 are adapted for the students" level
3 are very interesting for students
are not written especially for language learners, but which are intended for any competent user of
4
the language
5 are written especially for language learners
№165
Although not all students are equally keen on extensive reading we can say with certainty that
1 students who read extensively sleep better
2 Students who avoid extensive reading feel happier
3 students who read least look better
4 students who read longer books do not have time to co exercises we
5 students who read most progress fastest
№166
Activation possibilities with an intensive re reading text from a magazine include all of the following
EXCEPT:
1 they can prepare o short talk on a topic connected with the text they have read
2 they can role-play an interview with the characters in the article
they can discuss in pairs and decide which of the four people they read about they would most like
3
to meet end why
4 they can learn the text by heart
5 students can write descriptions of themselves for the same page in the magazine
№167
According to J Harmer, to build up effective reading skills, we should do our best to
1 offer students exclusively authentic tens
offer o mixture of materials and activities so that students can practice using three various skills
2
with English tents
3 Group students so that they could help each other
provide students with understanding that sore of them may not reed much as ell in their daily lives
4
even in their mother tongue
5 ask many questions about the texts students read

№168
According to J.Harmer, there are four factors which contribute to the success of extensive reading, time
among them. Find its definition below.
We need to give students time for reading in addition to those occasions when they read on their
1 own. It is a good idea to leave a ten-minute reading period at various times during a course just to
get students comfortable with the activity.
Students need to have access to a collection of readers, both at their own level and above and
2
below it
Students should have on opportunity to give comment on what they have read, either verbally or in
3
written form.
4
A major aspect of joyful reading is that students should be able to choose what they read. They are
5
much more likely to read with enthusiasm if they have made the decision about what they read.
№169
According to J.Harmer, there are four factors which contribute to the success of extensive reading,
including all of the following. EXCEPT
1 Choice
2 Time
3 Pronunciation
4 Library
5 Feedback
№170
According to J.Harmer, there are four factors which contribute to the success of extensive reading, choice
1 We need to give students time for reading in addition to those occasions when they read on their
own. It is a good idea to leave a ten-minute reading period at various times during a course just to
2
below it
3
written form.
4
5
№171
According to J.Harmer, reading
1 should be developed as a primary sill in foreign language learning
2 is normally not integrated with productive skills
3 often follows on from - or is followed by - work on other skills, such as speaking ….
4 should be subordinated to speaking in foreign language learning
5 together with writing can be identified as a productive language skill
№172
According to J.Harmer, there are four factors which contribute to the success of extensive reading, library
1
choice among them. Find its definition below.
3
below it
4
written form.
5
6
№173
feedback among them. Find its definition below.
2
below it
3
written form.
4
5
№174
Mark the statement as true or false
Imitation of native speakers is the best way to

1 (1) [1] True
master pronunciation skills
The mastery of pronunciation begins with

2 (2) [2] True
listening
Pronunciation should be trained separately

3 (3) [3] False
from vocabulary
It is impossible to develop native-like

4 (4) [4] False
pronunciation
№175
Match activities to the skills they develop
1 (1) Writing down a story you have heard [1] listening and writing
2 (2) Discuss on a given topic [2] speaking
Answering questions about a newspaper

3 (3) [3] reading and speaking
article
Retelling a story, you have read to your

4 (4) [4] reading listening and speaking
partner
5 (5) In a group brainstorming ideas for an essay [5] both speaking and writing
6 (6) Answering an e-mail [6] writing
№176
Mark the statements as a true or false
You can learn correct pronunciation by simply

1 (1) [1] true
repeating after the native speakers recording
Students need practice in pronunciation at

2 (2) [2] true
every lesson
Being able to pronounce requires knowledge

3 (3) [3] false
of pronunciation principles
Teacher should present pronunciation rules at

4 (4) [4] false
every lesson
Pronunciation is an important part of language

5 (5) [5] true
learning
№177
Match the statement as true or false
Inducting grammar teaching is student-

1 (1) [1] true
centered
Deductive approach begins with rules taught
2 (2) [2] true
by the teacher
Student discover the rules in inductive

3 (3) [3] true
approach
Deductive grammar teaching is student-

4 (4) [4] false
centered
№178
Match the verbs to the adverbs they can be used with
unchanged, steady, stable, constant, plateau,

1 (1) Remain [1]
fixed/static
slight, steady, gradual, gentle, slow + ly in each

2 (2) Fall, decrease, drop, plunge, decline [2]
word
dramatic, sharp, significant, rapid + ly in each

3 (3) Rise, grow, climb, shooot up [3]
word
4 (4) Fluctuate [4] wildly
№179
All teachers, like all people, have their own physical characteristics and habits and they will take these into
the classroom with them. But there are a number of issues to consider which are nor just matters of
personality or style and which have direct bearing on the students’ perception of us. These include
according to J. Harmer of the following EXCEPT:
1 Proximity
2 Awareness
3 Appropriacy
4 Superstition
5 Movement
№180
Appropriacy as a characteristic of a teacher’s style according to J. Harmer is understood in the following
way:
1 Teachers need to consider how close they should be to the students they are working with
In order to manage a class successfully, the teacher has to be aware of what students are doing and
2
where possible, how they are feeling. This means watching and listening just as carefully as teaching
How much we move around in the classroom will depend on our personal style where we feel most
groups.
All the positions teachers take- sitting on the edge of tables, standing behind on a raised dais, etc. -
4
make strong statements about the kind of person the teacher is.
№181
Awareness, as a characteristic of a teacher’s style according to J. Harmer is understood in the following

way:
1 Teachers need to consider how close they should be to the students they are working with
In order to manage a class successfully, the teacher has to be aware of what students are doing and
2
where possible, how they are feeling. This means watching and listening just as carefully as teaching
How much we move around in the classroom will depend on our personal style where we feel most
groups.
All the positions teachers take- sitting on the edge of tables, standing behind on a raised dais, etc. -
4
make strong statements about the kind of person the teacher is.
№182
Experienced teachers know that in any classroom we have a number of different individuals with different
learning styles and preferences. So they try to ensure that different learning styles an.. for as often as
possible. What does it mean?
1 a. Working mostly with the whole class without dividing it into groups.
2 b. Using mostly role plays in our lessons and avoiding teaching grammar.
3 C Giving students as much translation work as possible to make sure they are busy.
d. Offering a wide range of different activity types in our lessons in order to cater for individual
4
differences and needs.
5 e. Trying to build our lessons in as formal style as possible in order to ensure good discipline
№183
Facilitator
1 a someone who helps a person or organization to find a solution to a problem
2 b. The overtly observable and concrete manifestation or realization of competence
3 c The ability to use language forms in a correct way
4 d a feeling of enthusiasm or interest that makes you determined to do something
5 e the ability to do something in a satisfactory or effective way
№184
Part of a good teacher’s is the ability to adopt a number of different roles in the class, depending on what
the students are doing. They may include all of the following:
1 Controller
2 Feedback provider
3 Prosecutor
4 Assessor
5 Prompter
№185
Preparation, according to J.Harmer, means for the teachers

1 Reacting with anger or ridicule when s-s do unplanned things
Having a knowledge of the grammar system, understanding the lexical system, being aware of
2
pronunciation features
3 Having thought in advance of what we are going to do in our lessons
4 Being accurate about things like timekeeping and homework checking
5 Taking the register, filling forms, writing reports for the school administration
№186
Recognizing students, according to Harmer, means for the teachers
2 To develop a number of strategies to help them remember students’ names
4
№187
Rough-tuning according to Harmer is
1 filling the lungs with air
2 breathing correctly, so that the teachers don't strain their larynxes.
3 never raising the teachers' voices
4 using the lower abdomen to help expand the rib cage
the simplification of language, which both parents and teachers make in order to increase the
5
chances of their being understood
№188
Respecting students, according to Harmer, means for the teachers
1 To develop a number of strategies to help them remember students names
3
№189
Experienced teachers know that in any classroom we have a number of different individuals with different
learning styles and preferences. So they try to ensure that different learning styles на видео не снято
продолжение и дальше for as often as possible. What does it mean?
1 a. Working mostly with the whole class without dividing it into groups.
2 b. Using mostly role plays in our lessons and avoiding teaching grammar.
3 c. Giving students as much translation work as possible to make sure they are busy.
d. Offering a wide range of different activity types in our lessons in order to cater for individual
4
differences and needs.
5 e. Trying to build our lessons in as formal style as possible in order to ensure good discipline.
№190
Movement, as a characteristic of a teacher's style, according to J. Harmer is understood in the following

way:
a. All the positions teachers take - sitting on the edge of tables, standing behind a lectern, standing
1
on a raised dais, etc – make strong statements about the kind of person the teacher is.
2 b. In order to manage a class successfully, the teacher has to be aware of what students are doing
and, where possible, how they are feeling. This means watching and listening just as carefu as
teaching
3 c. Teachers need to consider how close they should be to the students they are working with.
4 d. Our physical presence can play a large part in our management of the classroom environment.
e. How much we move around in the classroom will depend on our personal style, where we feel
5 most comfortable for the management of the class and whether or not we want to work with
smaller groups.
№191
Keeping records, according to J.Harmer, means for the teachers
1 a. taking the register, filling forms, writing reports for the school administration
2 b. having thought in advance of what we are going to do in our lessons
3 c. reacting with anger or ridicule when students do unplanned things
d. having a knowledge of the grammar system, understanding the lexical system, being aware of
4
pronunciation features such as sounds, stress…
5 e. being accurate about things like timekeeping and homework checking
№192
One of the disadvantages of selected ethnography is:
1 a. It is easyto use
2 b. A The student teacher could choose inappropriate information
3 c. It could judgmental evaluative
4 d. The student teacher learns experience
5 e. It does not address specific questions
№193
Awareness, as a characteristic of a teacher's style, according to j Harmer understood in the following way
a. In order to manage a class successfully, the teacher has to be aware of what students are doing
1 and, where possible, how they are feeling. This means watching and listening just as carefully as
teaching
2 b. Teachers need to consider how close they should students they are working with.
c. How much we classroom will depend on our personal style, where we feel comfortable the
3
management of the smaller groups.
4 d. Our physical presence can play a large part in our management of the classroom environment.
e. All the positions teachers take - sitting the edge of tables, standing behind lectern, standing on a
5
raised dais, etc make strong statements
№194
Communicative activity is :
1
2 Вариант ответа №2
№195
Choose the appropriate word for each sentence

1 (1) students make up their own sentences with [1] activate
new grammar or vocabulary
The three lesson elements are Engage,

2 (2) [2] study
____________ and Activate

vocabulary is to get the class (with our help) to
3 (3) [3] vocabulary
build their own ______________________
tree
4 (4) TTQ stands for _________________________ [4] teacher talking quality

5 (5) frequently use explain and practise procedures [5] beginer
in teaching vocabulary.
№196
fIll in the gaps with appropriate words:

1 (1) [1] activate
students do a role-play

2 (2) students discover new grammar and exercise [2] study
it in group activities.

3 (3) students listen to a dialogue and repeat after [3] activate
it.

4 (4) students get involved int the lesson by [4] engage
answering questions.
№197
Keeping records, according to J.Harmer, means for the teachers
1 a. taking the register, filling forms, writing reports for the school administration
2 b. having thought in advance of what we are going to do in our lessons
3 c. reacting with anger or ridicule when students do unplanned things
d. having a knowledge of the grammar system, understanding the lexical system, being aware of
4
pronunciation features such as sounds, stress…
5 e. being accurate about things like timekeeping and homework checking
№198
Identify the reading skill you use for looking through a computer "Help' window to find the one piece of
information you need to get out of a difficulty:
Выберите один ответ:
1 a. Reading desperately
2 b. Reading for detail
3 c. Reading for pleasure
4 d.Skimming
5 e. Scanning
№199
Virtual learning environments are those when
1 a. teachers do not work with students.
2 b. students are not allowed to talk to each other.
3 c. computer programs completely replace human communication.
d. students can learn even when they are literally thousands of miles away from a teacher or other
4
classmates.
5 e. students are not allowed to use any other learning aids than computer.
№200
When teachers give instructions, they have to check that the students have understood what they are
being asked to do. This can be achieved by all of the following methods, EXCEPT:
1 a. by getting someone to show the other people in the class how the exercise works.
2 b. by asking a student to explain the activity after the teacher has given the instruction.
3 C. by asking a member of the class to translate the instructions into their mother tongue.
4 d. By giving an example to show how the exercise works.
5 e. by repeating this instruction two times, using exactly the same words, but in a louder voice
№201
What the teacher should use to help students learn a complicated topic or introduce a new idea
Ответ
visual support (без учета регистра)
:
№202
Successful classroom management involves being able to deal with difficult situations.
1 Верно
2 Неверно
№203
Put the stages of a speaking lesson in the correct order:
1 Prediction of the lesson topic based on pictures
2 Pre-teaching vocabulary
3 Vocabulary consolidation
4 Discussing the topic in small groups using the new vocabulary
Ответ
1234
:
№204
According to Stephen Krashen, we can make a distinction between acquisition and learning. It can be put in
the following way:
a. Whereas acquisition is how adults get a language knowledge, learning is a process which
1
describes children's language study
2 b. Whereas acquisition is free, learning is a process when we have to pay for the language study.
С. Whereas acquisition is subconscious and anxiety free, learning is a conscious process where
3
separate items from the language are studied and practised in turn.
4 d. Whereas acquisition is long and difficult, learning is an easy process.
5 e. Whereas acquisition is conscious, learning is a subconscious process.

№205
We need to think about what role, if any, there may be in classroom management for the use of
1 a. the Chinese language
2 b. the students' mother tongue in lessons
3 c. the sport equipment and facilities
4 d. the foreign language we teach
5 e. the students' parents
№206
What is the lesson structural element called when the students are given tasks which require them to use
not only the language they are studying, but also other language that they have learnt?
1 a. Demonstration
2 b. Presentation
3 C.Engage
4 d. Study
5 e. Activate
№207
What does the phrase "productive skills" mean?
1 a. Listening and speaking
2 b. Reading and writing
3 c. Speaking and reading
4 d. Speaking and writing
5 e. Writing and listening
№208
Identify the type of activity: students read an extract from a play or film and, after ensuring that they
understand it and analyzing its construction, they have to work on acting it out. This means thinking about
how lines are said, concentrating on stress, intonation, speed, etc.
1 a. Play extracts
2 b. Reading puzzles
3 c. Different responses
4 d. Predicting from words and pictures
5 e. Jigsaw reading
№209
Identify the skill the following activity develops: (out of the four main skills - reading, listening, writing and
speaking)
In pairs, students tell each other about their vacations
Ответ
speaking and listening (без учета регистра)
:
№210
In good speaking activities students
1 a. students speak only to focus on and practise specific language constructions
b. are using any and all of the language at their command to achieve some kind of purpose which is
2
not purely linguistic.
3 c. students say a lot of sentences using a particular piece of grammar
4 d. students say a lot of sentences using a particular list of expressions or words
5 e. students say a lot of sentences using a particular function
№211
Cohesion will make no difference to the success of a text if it is not
Ответ
logical (без учета регистра)
:
№212
Name the element of the ESA model when students read a text and answer questions about it.
Ответ
:
№213
How do we call a document whre learning objectives, lesson objectives, timing for activities and other
important aspects for the lesson are described?
Ответ
lesson plan (без учета регистра)
:
№214
Identify the type of skill the activity below develops: (out of four main skills - writing, reading, speaking and
listening)
Students discuss the questions in small groups
Ответ
Speaking (без учета регистра)
:
№215
Put the activities in a teaching writing class in the correct order:
1 Predicting the topic of the lesson from pictures- whole class
2 Pre-teaching vocabulary for the further writing activity - whole class
3 Vocabulary consolidation exercises (small groups)
4 In groups, brainstorming on the topic for writing

5 Individual work writing a plan
6 Drafting (solo work)
7 Reviewing (pair work)
8 Writing the clean version of the text (solo)
Ответ
12345678
:
№216
A situation when during a discussion phase a student suddenly says something really interesting,
something which could provoke fascinating conversation or suggest a completely unplanned (but
appropriate and enjoyable) activity.
1 occurance situation
2 happening event
3 lesson stage
4 magic moment
5 fragment situation
№217
Mark all types of plans in foreign language teaching
тут только прав
1 • Long-term plan
2 • Mid-term plan
3 • Short-term plan
№218
What is the lesson structural element called which is aimed at getting the students interested in the class
and involved in a learning activity?
1 a. Study
2 b. Activate
3 c. Introduction
4 d.Lesson
5 e.Engage
№219
How is lesson plan otherwise called?
Ответ
short-term plan (без учета регистра)
:
№220
Put the elements of the lesson in the correct order
1 Warm-up
2 Presentation
3 Practice
4 Production
Ответ
1234
:
№221
How does J.Harmer call this situation: during a discussion phase a student suddenly says something really
interesting, something which could provoke fascinating conversation or suggest a completely unplanned
(but appropriate and enjoyable activity)
Ответ
a magic moment (без учета регистра)
:
№222
Identify the skill out of the four main skills (reading, writing, speaking and listening) that the activity below
develops: Student answer the letter from a friend
Ответ
writing (без учета регистра)
:
№223
Where teachers and students share the same L1 it would be foolish, according to J.Harmer, to deny its
existence and potential value. All of the following are examples of how to use L1 to advantage, EXCEPT:
1 • We give all instructions to students in L1, using English only as a subject to study
№224
Proximity
1 – teachers need to consider how close they should be to the students they are working with
№225
In order to help students write successfully and enthusiastically in different ways, we need to consider,
according to J.Harmer, all of the following separate issues, EXCEPT:
1 • Building the reading habit
№226
Lesson planning is unnecessary
1 НЕВЕРНО
2 верно
№227
Scanning as a reading skill means that students
1 do not have to read every word and line
№228
Name the element of the ESA model when students get involved int the lesson by answering questions
Ответ
engage (без учета регистра)
:
№229
Some students prefer to have a private session with just them on their own and a teacher. This is
commonly referred to as
1 one-to-one-teaching
№230
Within education, the term young learners is generally used for
1 learners between the ages of about 5 to 9
№231
Read the description of a speaking activity and choose its name from the list below: this technique can
work with any pictures of people - including portraits and photographs - or, for children, puppets or
computer-generated characters. It can also be employed when students have worked with a reading text:
they can ask the people they have read about how they feel, what they do, etc.
1 a. Simulations
2 b. information-gap activity
3 c. a photographic competition
4 d. interview
5 e. Role-plays
№232
(Cohesion )refers to the devices we use to stick text together- the way we connect ideas and sentences
together
Ответ
Cohesion (без учета регистра)
:
№233
A personal judgment of worthiness that is expressed in the attitudes that individua's have towards
themselves is
1 Self-esteem
№234
Activate as a successful element in a foreign language lesson, according to JHarmer,
1 a. includes games, music predictions, etc
2 b. helps students use all and any language with no restriction.
3 C.trains students in making use of the rules and words they have studied
4 d. includes activities where students focus on the construction of the language.
5 e. the students repeat and learn grammatical patterns of English
№235
When thinking about writing, it is helpful, according to Harmer, to make a distinction between
1 a. writing-for-thinking and writing-for-waiting
2 b. writing-for-resting and writing-for-keeping busy
3 c writing-for-learning and writing-for-writing
4 d. writing-for-listening and writing-for-speaking
5 e. writing-for-staying and writing-for-going
№236
How Is calendar plan (that you make for the whole shool year otherwise called
Ответ
Long-term plan (без учета регистра)
:
№237
What the teacher should use to help students learn a complicated topic or introduce a new idea
Ответ
Presentation (без учета регистра)
:
№238
How do you otherwise call a theme plan'a unit plan/a module plan?
Ответ
Mid-term plan (без учета регистра)
:
№239
Overall results that can be achieved after a series of lessons that are described in the state programme are
called
Ответ
Learning objectives (без учета регистра)
:
№240
Name the element of the ESA model when students discover new grammar and exercise it in group
activities
Ответ
:
№241
Skimming as a reading skill means that students
1 a. Read carefully for every detail
2 B. Are computer literate
3 c. have to read every word and line in the text
4 d cast their eyes over a text surface- to get a general idea of what it is about
5 e. Do not know how to read foreign texts
№242
Poetry: many teachers like getting students to write poems because it allows them to be more creative
than is permitted in some other activities. Find the definition of such activity below.
a We can play a piece of music and the students have to imagine and then write out the film scene
1
2 b. Activities where students are asked to write immediately in response to a teacher request.
c. We can get students to look at a variety of brochures (eg, for a town, entertainment venue,
3 health club or leisure complex) to analyze how they are put together. They can then write their own
brochure or town guide using this analysis to help them.
d. We can get students to write lines about someone they like with instructions such as 'Write about
4
this person as if they were a kind of weather
E. We can get students to look at a range of different articles and ask them to analyze how
5 headlines are constructed and how articles are normally arranged. They then write an article about
a real or imaginary news story that Interests them.
№243
In order to help students write successfully and enthusiastically in different styles, we need to consider,
according to J.Harmer, some separate issues, genre among them. Find its definition below
a. Reading is good for language acquisition in general provides good models for future writing and
1
b Planning what we are going to write, drafting it, reviewing and editing what we have written and
2
then producing a final (and satisfactory) version.
c We can show students examples of texts so that they get a feel for the conventions of a genre.
3 Such analysis will help students see how typical texts within a genre are constructed, and this
knowledge will help them construct appropriate texts of their own.
d. We need to engage students, from early levels, with activities which are easy and enjoyable to
4 take part in, so that writing activities not only become a normal part of classroom life but also
present opportunities for students to achieve almost instant success
e Students should have an opportunity to give comment on what they have read, either verbally or
5
in written form
№244
Read the description of a speaking activity and choose its name from the list below the teacher gives
students six objects, or pictures of objects. In groups, they have to invent a story which connects the
objects. Выберите один ответ:
1 a. information-gap activity
2 b. Role-plays
3 c. a photographic competition
4 d. Telling stories
№245
Listening texts are good pronunciation models
1 Верно
2 no vерно
№246
The way we talk to students- and who talks most in the lesson
1 a. is another key factor in classroom management+
2 B is not important for the teacher
3 C. does mot really matter
4 d. can be decided by students
5 e does not play any role
In PPP or sequences, the teacher the context and situation for the language (e.g. describing
someone's holiday plans) and both and demonstrates the meaning and form of the new
language (for example, the 'going to' future - e.g. 'He's going to visit the Hermitage
Museum').
The students then making sentences with 'going to' (this is often called controlled practice
and may involve drilling) before going on to the stage in which they talk more freely about
themselves ('Next week I'm going to see that new film') or other people in the real world
('My cousin's going to buy a new car', etc).
Click on the lesson elements in the following quote from J.Harmer's book: "In effective
lessons, the teacher has thought (and is thinking) carefully about the balance of engagement,
study and activation, and how one can lead to the others in a variety of different sequences
such as the straight arrows, boomerang and patchwork sequences."
Fill the gaps with the appropriate words:

Activities and materials which frequently engage students include: games (depending on
the age of the learners and the type of game), music, discussions (when handled
challengingly), stimulating pictures, dramatic stories, amusing anecdotes, etc.
In the following quote from J.Harmer's book, click on the lesson models:
"In effective lessons, the teacher has thought (and is thinking) carefully about the balance of
engagement, study and activation, and how one can lead to the others in a variety of differe
nt sequences such as the straight arrows, boomerang and patchwork sequences"
Good teachers are and respond to what happens in the classroom, but they also need to
have thought , to have a which they want their students to reach, and some of how they
are going to get there.
Click on the words that describe lesson elements

Study activities are those where the students are asked to focus on the construction of som
ething, whether it is the language itself, the ways in which it is used or how it sounds and loo
ks. Study activities can range from the focus on and practice of a single sound to an investig
ation of how a writer achieves a particular effect in a long text; from the examination and pra
ctice of a verb tense to the study of a transcript of informal speech in order to discuss spoke
n style.
The teacher should find ways to make a language-rich pronunciation classroom in which

students hear a variety of speakers engaged in diverse real-world
communicative events in order to develop active listening skills and a comfortable level
of fluency .
There are two general rules for giving instructions: they must be kept as simple as possible,
and they must be logical .
Effective see classroom as a separate aspect of their . (1 ОШИБКА ЕСТЬ)
Overuse of TTT is because the a teacher talks, the chance there is for the students
to their own speaking - and it is the who need the practice, not the .
good
a/an teacher maximises STT and minimises TTT.
The way we , and the degree to which we are demonstrative can have a effect on the
management of the class. Most , the way we are able to respond to what in class, the
degree to which we are aware of what is going on, often the difference between teaching
and less satisfactory lessons.
When an has finished and/or another one is about to start, it helps if teachers make
this through the way they behave and the things they say. It helps if they are made aware
of the end of something and the of what is coming next.
Task-based learning communicative at the heart of learning, and as a result its might well

be a list of and activities, not a of .
The audio-lingual capitalized on the suggestion that if we the grammatical patterns of
English, we can have repeat and learn them. In such structural-situational , grammatical
structures were presented in simple which exemplified their .
Listening is GOOD for our student’s pronunciation, too, in that the more they HEAR AND
UNDERSTAND English being spoken, THE MORE they absorb appropriate pitch and intonation,
stress and the sounds of both INDIVIDUAL words and those which BLEND together in CONNECTED
speech.
Because there are different things we want so do with a listening text, we need to set DIFFERENT
tasks for different listening stages. For o first listening the task(s) may need to be fairly
STRAIGHTFORWARD and general. That way, the students GENERAL understanding and response
can be SUCCESSFUL -and the stress ASSOCIATED with listening can be reduced. Later listening,
however, may focus in on so focus in on0 DETAILED information… (там еще немного текст, но
мне лень писать)
What STARTS as a speaking activity may very well GO on to writing – or the speaking
activity ITSELF may develop from a reading TEXT or after listening to an audio TRACK
In the speaking activity, STUDENTS have to DISCUSS criteria before reaching a final
DECISION. They also have to be able to GIVE reasons for their DECISION
The activity BEGINS when students WORKING in groups are told that they are GOING to
be the JUDGES of a phonographic competition in which all the IMAGES are of men.
Before they SEE the four finalists, they have to decide the criteria they are going to use to
make their choice.
Participants need to be PROFICENT at turn-taking, the conversational convention that

REQUIRES that only one PERSON speak at any one time. Moreover, if the
CONVERSATION is to be successful, SPEAKERS should avoid long silences, and should
LISTEN when someone else is speaking.
When a text is COHERENT – when it has some internal LOGIC – the readers should BE
ABLE to perceive the writers’ PURPOSE and follow their line of thought.
A GOOD lesson needs to contain a JUDICIOUS blend of coherence and variety.
COHERENCE means that students can see a logical pattern to the lesson. The lack of
VARIETY would militate against the POSSIBILITY of real STUDENT engagement.
The make-up of the CLASS will influence the way we plan. The students’ AGE, level,
cultural background and individual CHARACTERISTICS have to be taken into
ACCOUNT what deciding what ACTIVITIES, texts or methodologies TO USE in the
classroom.
Teaching pronunciation should be 1st established as a class routine, so that further on

students could continue working with their pronunciation on their own at home
Students need to be able to RECOGNIZE PARALINGUISTIC clues such as intonation in order

to UNDERSTAND MOOD AND meaning. They also need to be able to LISTEN FOR SPECIFIC
INFORMATION (such as times, platform numbers, etc) and sometimes FOR MORE GENERAL
UNDERSTANDING (when they are listening to a story or interacting in a social conversation)
It’s the mark of a GOOD teacher to know when and how TO DEAL with unplanned EVENTS,
and how TO BALANCE a proposal for ACTION with APPROPRIATE flexibility.
We should try TO ESTIMATE how long each activity will TAKE based in our experience
and KNOWLEDGE of the class so that we can MEASURE our progress as the lesson
CONTINUES against our PROPOSED timetable
Click on the advantages of planning: For students, evidence of a plan shows THAT THE
TEACHER HAS DEVOTED TIME TO THINKING ABOUT THE CLASSY. It strongly
suggests a LEVEL OF PROFESSIONALIST and COMMITMENT TO THE KIND OF
RESEARCH they might reasonably expect.
We may [use] what happens in a [speaking] activity as a [focus] for future study, especially
where the speaking activity [throws] up some language [problems] that subsequently [need]
fixing.
Magic moments are [precious], in other words, and should not be [wasted] just because we
didn't know they [were going] to happen. There will always be a [tension] between what we
had planned to do and what we [actually] do when magic moments or [unforeseen] problems
present themselves.
Click on the skills of listening Students need to be able to RECOGNISE

PARALINGUISTIC CLUES such as intonation in order to UNDERSTAND MOOD AND
MEANING . They also need to be able to LISTEN FOR SPECIFIC INFORMATION
(such as times, platform numbers, etc), and sometimes FOR MORE GENERAL
UNDERSTANDING (when they are listening to a story or interacting in a social
conversation).
Experienced [teachers] may have [procedures] firmly fixed in their [minds], but even they,
activity.
There are significant regional variations in the way people speak English in a country like
Britain. For example, the ‘a’ of ‘BATH is pronounced like the vowel sound in ‘PARK’ in
some parts of Britain, but like the ‘a’ in ‘CAT’ in others
Tick all the aspects of pronunciation. Teaching pronunciation should involve working not only with
SOUNDS, but also bring into focus STRESS, RHYTHM, INTONATION, and PAUSATION.
Before deciding [to use} an activity we need to try to predict what will [achieve] What
will students [know], be able to do, understand or [feel] after the [activity] that they
did not know, were not able to do, did not [understand] or feel before? What in other
words, is the learning outcome of the activity?
Click on the forms of class management Both (pairwork) and (groupwork) give
the students chances for greater independence. Because the students are working
together without the teacher controlling every move, they take some of their own
learning decisions
Click on the advantages of planning For students, Evidence of a plan shows that
[the teacher has devoted time to thinking about the class]. It strongly a [level of
professionalism] and [a commitment to the kind of research] they might reasonably
expect.

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1.

1 a relationship in which people like, understand, and respect each other

Choose appropriate words to complete the sentences.

A way of exploiting students' existing

Complete the sentence with an appropriate

Mark the statements as True or False

Any of the productive skills can be used for

2 (1) Study is essential for any model. 0 [2] T

3 (3) Activate involves students' speaking only 0 [3] F

Engage should always be in the beginning

2 a relationship in which people like, understand, and respect each other

3 the ability to use language forms in a correct way

5 the speed at which something happens or is done

Engage, as a successful element in a foreign language lesson, according to J.Harmer,

Write the appropriate word to complete the sentence:

receptive language skills are: Listening and Ответ

Skill oriented classes are planned to develop language

Choose the appropriate word for each gap.

Complete the sentence with an appropriate word:

At _______________ levels, teachers

The three lesson elements are Engage,

Write the appropriate word to complete the sentence:

The three lesson elements are Engage, Ответ and Activate.

A good lesson needs to contain a judicious blend of coherence and variety.

quantifiable: answer questions such as:

can be done within scheduled time and

3 (3) REALISTIC 0 [3] relevant to the needs of the learners

precise and clear; what the learner will be

Match the type of plan to its description

Otherwise called calendar plan, it sets goals

Otherwise called theme plan, it helps to set

Otherwise called lesson plan, it sets the

Match the lesson elements to activities that can be done in them

reading a text and filling in the gaps with

watching a short video and predicting the

new grammar explanation done by the

Match the questions to their explanations.

Think carefully about the mechanics of an

The students' age, level, cultural

Consider the physical environment of the

Estimate the time each activity will require

Identify problems that might arise in the

Ensure that we have some reasonable

4 describe the over-arching objectives for the topic or unit

6 the learning outcomes of the unit or topic

7 describe what learners are expected to achieve in this particular class

1 What is the important information I am trying to convey?

3 What date is it today?

4 What information do they need first?

5 Which information should come next?

5 a relationship in which people like, understand, and respect each other

1 Students should be trained how to translate

2 a return to a traditional Grammar-translation method

3 we should abandon the commitment to creating an English environment

4 English should not necessarily predominate in an English lesson

Complete the sentence with an appropriate word:

1 the past ('I am watching this film yesterday night')

2 expressing annoyance ('He's always putting his foot in it').

3 a temporary uncompleted event ('They are enjoying the weather')

4 regular repeated actions in the present ( We are living in this street)

5 the future ('I'm seeing him tomorrow')

6 the present ('I'm not listening')

Complete the sentence with an appropriate word:

Write the appropriate word to complete the