Ссаная методикааа

Ссаная методикааа
Инструкция
Мама в вас верит мои котики❤
№1
Put the lesson elements in the correct order for the Boomerang model
1 Engage
2 Activate 1
3 Study
4 Activate 2
Ответ: 1 2 3 4
№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 them do it
2
better
An opportunity given to language learners to decide on what task to perform, what language to use, or what
3
person to speak to.
A reason for language learners to get involved into the process of genuine communication due to the lack of
4
data.
A type of activity in a language learning classroom when class participants get involved into a genuine process
5
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 help) to
1 (1) 0 [1] vocabulary
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 the
3 (3) 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 of the
4 (3) 0 [4] F
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
Engage, as a successful element in a foreign language lesson, according to J.Harmer,
includes activities where the students are asked to focus on the construction of something, whether it is the
1
language itself, the ways in which it is used or how it sounds and looks.
helps students use all and any language which may be appropriate for a given situation or topic to try out real
2
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 translation
3
exercises in which they had to make use of the same rules and words.
includes games, music, challenging discussions, stimulating pictures, dramatic stories, amusing anecdotes,
4
predictions, etc.
capitalizes on the suggestion that if we describe the grammatical patterns of English, we can have students
5 repeat and learn them. In such structural-situational teaching, grammatical structures are presented in simple
situations which exemplified their usage.
№8
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
№9
Match the lesson elements to activities that can be done in them
watching a short video and predicting the topic

1 (1) Engage 0 [1]
of the lesson
reading a text and filling in the gaps with the
2 (2) Study 0 [2]
necessary words
3 (3) Presentation 0 [3] new grammar explanation done by the teaher
4 (4) Activate 0 [4] telling classmates about their hobby
№10
Engage, as a successful element in a foreign language lesson, according to J.Harmer,
includes games, music, challenging discussions, stimulating pictures, dramatic stories, amusing anecdotes,
1
predictions, etc.
capitalizes on the suggestion that if we describe the grammatical patterns of English, we can have students
2 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 try out real
3
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 translation
4
includes activities where the students are asked to focus on the construction of something, whether it is the
5
language itself, the ways in which it is used or how it sounds and looks.
№11
Write the appropriate word to complete the sentence:
receptive language skills are: Listening and Ответ

Ответ: Reading (без учета регистра)
№12
Skill oriented classes are planned to develop language
Ответ: skills (без учета регистра)
№13
Choose the appropriate word for each gap.
Complete the sentence with an appropriate word:

Vocabulary ______________________can be
1 (1) 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 procedures 0 [2] beginner
in teaching vocabulary.
The three lesson elements are Engage,
3 (3) 0 [3] Study
____________ and Activate.
№14
The three lesson elements are Engage, Ответ and Activate.

Ответ: Study (без учета регистра)
№15
A good lesson needs to contain a judicious blend of coherence and variety.
1 Верно
2 Неверно
№16
The SMART lesson objectives: match the description to the correct part
quantifiable: answer questions such as: how

1 (1) MEASURABLE 0 [1]
much, how many?
can be done within scheduled time and specified
2 (2) ACHIEVABLE 0 [2]
conditions
3 (3) REALISTIC 0 [3] relevant to the needs of the learners
precise and clear; what the learner will be able
4 (4) SPECIFIC 0 [4]
to do
5 (5) TIME BOUND/ TIME FRAMED 0 [5] can be finished by the end of the lesson
№17
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
№18
An overall plan for the orderly presentation of language material is:
1 Method
2 Level
3 Theory
4 Technique
5 Principle
№19
Match the type of plan to its description
Otherwise called calendar plan, it sets goals for

1 (1) Long-term plan 0 [1]
a whole year or term
2 (1) Mid-term plan 0 [2] Otherwise called theme plan, it helps to set
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.
№20
Match the lesson elements to activities that can be done in them
reading a text and filling in the gaps with the

1 (1) Study 0 [1]
necessary words
watching a short video and predicting the topic
2 (2) Engage 0 [2]
of the lesson
3 (3) Activate 0 [3] telling classmates about their hobby
4 (4) Presentation 0 [4] new grammar explanation done by the teacher
№21
Language oriented classes are planned to develop speaking and reading skills.
1 Верно
2 Неверно
№22
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 background
2 (2) Who exactly are the students for this activity? 0 [2] and individual characteristics have to be taken
into account
Consider the physical environment of the
3 (3) What will be needed? 0 [3] classroom itself and how that might affect
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 to
5 (5) How long will it take? 0 [5]
complete.
6 (6) What might go wrong? 0 [6] Identify problems that might arise in the lesson.
Ensure that we have some reasonable vision of
How will it fit in with what comes before and
7 (7) 0 [7] the overall shape of our lesson and that it is not
after it?
composed of unrelated scraps.
№23
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
№24
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?
№25
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)
№26
Vocabulary explanation, repetition and practice is a form of Study element of the lesson.
1 Верно
2 Неверно
№27
Information gap is
1
2
better
3
data.
4
person to speak to.
№28
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
№29
Vocabulary Ответ can be done in a variety of ways: using pictures, translation, definition or synonyms.
Ответ: presentation (без учета регистра)
№30
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')
№31
At Ответ levels, teachers frequently use explain and practise procedures in teaching vocabulary.
Ответ: beginner (без учета регистра)
№32
Choose the appropriate word for each sentence:
Write the appropriate word to complete the

1 (1) sentence:receptive language skills are: Listening [1] Reading
and _______.
2 (2) At _______________ levels, teachers frequently [2] beginner
use explain and practise procedures in teaching
vocabulary.
Productive language skills are: Speaking and
3 (3) [3] Writing
________.
A way of exploiting students' existing vocabulary is
4 (4) to get the class (with our help) to build their own [4] vocabulary
______________________ tree.
Vocabulary ______________________can be done
5 (5) in a variety of ways: using pictures, translation, [5] presentation
definition or synonyms.
№33
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: 1 2 3 4 5
№34
Match the task to the type of exercise used for teaching grammar:
Put the verbs in brackets into the correct tense:

1 (1) Present Simple, Present Continuous or Present [1] transformation
Perfect
2 (2) Rewrite the adjectives in the comparative degree [2] drill
Read the text and underline the Present Continuous
3 (3) [3] recognition
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 correct
6 (6) [6] identification
them.
№35
Match the types of exercises to the stage where they should be used in the lesson:
Look at the pictures and predict what the listening

1 (1) [1] Pre-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 listening
3 (3) [3] Post-listening activity 2
passage
Listen and say where the conversation is taking
4 (4) [4] While -listening first time
place
Listen and say what you think about the problem
5 (5) [5] Post-listening activity 1
you hear
№36
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
№37
Choice is defined as
1
data.
2
better
3 A type of activity in a language learning classroom when class participants get involved into a genuine process
4
person to speak to.
№38
Fluency
№39
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
№40
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.
№41
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
№42
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
№43
Interaction
№44
Rapport
№45
In deductive grammar presentation students discover the rules themselves through working with the language.
1 Верно
2 Неверно
№46
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 a raised
1
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, where
4
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.
№47
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
№48
Teachers' voice variety, according to J.Harmer, is understood the following way:
1 Experienced teachers rough-tune the way they speak to students.

2 They must be sure that the students at the back of the class can hear them just as well as those at 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 voice which
4
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 they don't
5
strain their larynxes.
№49
How many language skills are usually considered in language teaching?
Ответ: Число [4]
№50
PPP stands for Presentation, Practice and Ответ

Ответ: Production (без учета регистра)
№51
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.
3 They should do their best to keep abreast of new developments in teaching approaches and 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.
№52
Teachers' voice conservation, according to J.Harmer, is understood the following way:
1
2 They must be sure that the students at the back of the class can hear them just as well as those at the front
4
№53
Being reliable, according to J.Harmer, means for the teachers
having a knowledge of the grammar system, understanding the lexical system, being aware of pronunciation
1
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
№54
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

2 Expressing despair at students' efforts and criticizing the character of the student who makes a 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 mockery or
5
sarcasm
№55
Match the methods to their expected results
1 (1) Communicative Language Teaching [1] ommunication is the main goal of language learning
claimed a foreign language could be taught without
2 (2) Natural Method [2]
translation
frozen rules of morphology and syntax were to be
3 (3) Gram¬mar-Translation Method [3]
explained and eventually memorized
4 (4) Language-focused learning [4] an add directly to implicit knowledge
№56
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.
№57
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 at the
1
front
3
5
№58
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 a raised
2
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
3
In order to manage a class successfully, the teacher has to be aware of what students are doing and, where
4
possible, how they are feeling. This means watching and listening just as carefully as teaching.
№59
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
№60
Performance
№61
Mark the statements as true or false:
Pronunciation is an important part of language

1 (1) [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 every
3 (3) [3] T
lesson.
Being able to pronounce requires knowledge of
4 (4) [4] F
pronunciation principles.
Teacher should present pronunciation rules at every
5 (5) [5] F
lesson
№62
Motivation is

№63
Pace
№64
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
№65
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 well as -
1
if not more than - intensively.
We need to choose good reading tasks - the right kind of questions, appropriate activities before, during, and
2
after reading, and useful study exploitation.
Teachers should try to integrate the reading text into interesting lesson sequences, using the topic for
3 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 before they
4
actually start reading.
It is especially important that students should be allowed to show their feelings about the topic - thus
5
provoking personal engagement with it and the language.
№66
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: 1 2 3 4 5
№67
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, too, we will
3 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
№68
According to J.Harmer, reading principle 4: Prediction is a major factor in reading means:
1
3
4
5
№69
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
№70
Choose all that apply:
According to J.Harmer, reading principle 1: Encourage students to read as often and as much as possible means:
The more students read, the better. Everything we do should encourage them to read extensively as well as
1
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
№71
A lot of reading activities can use the Internet. One type of activity using the Internet is a webquest. In a webquest,
students
1 visit various websites (pre-determined by the teacher) in order to find information to use in a class 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
№72
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
№73
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
№74
Abbreviation STT stands for:
1 Student Talking Time
2 Simple Tales Telling
3 Slow Talking Time
4 Strong Tough Try
5 Smile Telling Tales
№75
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.
№76
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 then
1
producing a final (and satisfactory) version.
Students should have an opportunity to give comment on what they have read, either verbally or in written
2
form.
We can show students examples of texts so that they get a feel for the conventions of a genre. Such analysis
3 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 part in, so
4 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 offers
5
opportunities for language study.
№77
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 the
1
language itself that is the main focus of attention
2 as the kind of writing we ask students to do depending on their age, level, learning styles and 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
№78
Abbreviation TTT stands for:
1 Tune Talking Time

2 Try Tell Talk
3 sTudent Talking Time
4 Teacher Talking Time
5 Tell Tough Tales
№79
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) which has to
1
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 club or
3 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 We can play a piece of music and the students have to imagine and then write out the film scene 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.
№80
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
№81
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 the
4
language itself that is the main focus of attention
5 as the kind of writing we ask students to do depending on their age, level, learning styles and interests
№82
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
№83
TTT stands for
Ответ: Teacher Talking Time (без учета регистра)
№84
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 in
2 (2) managing classroom space [2]
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 the
5 (5) working with a computer [5]
lesson
6 (6) managing resources [6] hand out paper and markers for project work
№85
Making use of the students' L1 (where possible) means we should abandon the commitment to creating an English
environment.
1 Верно
2 Неверно
№86
STT stands for
Ответ: Student Talking Time (без учета регистра)
№87
TTQ stands for Ответ
Ответ: Teacher Talking Quality (без учета регистра)
№88
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 great
3 (3) [3] T
care of their voices.
It is not important for teachers to vary the quality
4 (1) [4] F
of their voices
№89
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
№90
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
№91
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
№92
A/an Ответ teacher maximises STT and minimises TTT.
Ответ: good (без учета регистра)
№93
Match the beginnings of the sentences to their endings:
1 (1) Where teacher and students share [1] the same L1 it would be foolish to deny its
existence and potential value.
2 (2) When we have complicated instructions to explain, [2] we may want to do this in the L1.
it makes sense to use this translation process in an
3 (3) Since students translate in their heads anyway, [3]
active way.
№94
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 treating
3 (3) everyone as part of the same group, we can build a [3] an advantage of whole-class work
great sense of belonging
horseshoe, ordely rows, solowork, separate tables,
4 (4) Variety of seating plans [4]
circle
It can sometimes encourage students to be more
5 (5) disruptive than they would be in a whole-class [5] a disadvantage of group work
setting
When students sit in small groups at individual
6 (6) [6] separate tables
tables
№95
Fill in the gaps with appropriate words:
Name the element of the ESA model when students

1 (1) [1] Study
listen to a dialogue and repeat after it.
2 (2) STT stands for __________________ [2] Student Talking Time
3 (3) TTT stands for _________________ [3] Teacher Talking Time
4 (1) discover new grammar and exercise it in group [4] Study
activities.
№96
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
№97
If the teacher acts as a prompter, he is

№98
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 professionalism to
2
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
№99
1 (1) The language portfolio is a type of progress test [1] F

2 (2) Proficiency tests are designed to show what level a [2] T
student has reached at anyone time
At various stages during their learning, students
3 (3) may need or want to be tested on their ability in [3] T
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 portfolio
6 (6) and keeping record how well students do their [6] T
hometasks
№100
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
№101
If we want to manage classrooms effectively, we have to be able to handle a range of variables. These include all of
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
№102
If the teacher acts as a feedback provider, he is
1 helping students to evaluate their performance

№103
If the teacher acts as an assessor, he is

4 telling students how well they have done or giving them grades
№104
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
№105
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
№106
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
№107
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 safety of the
1
classroom
Speaking tasks in which students try to use any or all of the language they know provide feedback for both
2 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 fluently
3
without very much conscious thought.
While students are busy with a speaking activity, the teacher can use the time checking their homework or
4
planning the next lesson
The more students have opportunities to activate the various elements of language they have stored in their
5
brains, the more automatic their use of these elements becomes.
№108
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
№109
The introduction stage of webquests includes the activities
where the overall theme of the webquest is presented with appropriate background information. Sometimes
1
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 language
3
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
№110
The task section of webquests includes the activities
1
3
№111
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
№112
The Grammar-translation method
introduced the idea of presenting students with short grammar rules and word lists, and then translation
1
puts communicative activities at the heart of learning, and as a result its syllabus might well be a list of tasks
2
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
3 items slotted in, but also involves language functions such as inviting, agreeing and 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. describing
4
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 students
5 repeat and learn them. In such structural-situational teaching, grammatical structures were presented in
simple situations which exemplified their usage.
№113
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
№114
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
№115
Upper-intermediate students are those who
have well-developed communicative competence plus an extended knowledge of grammatical construction and
1
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 comprehension of
2 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 straightforward listening
4
and reading.
are able to communicate in a basic way: they can string some sentences together, construct a simple story, or
5
take part in simple spoken interactions.
№116
The younger the students are, abstraction of grammar rules will be
1 less effective.
2 important
3 more effective.
4 easier
5 most effective.
№117
What is language according to behaviorism?
1 Observable response
2 Empirical study
3 A set of structures
4 Representational mediation process
5 Verbal behavior
№118
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
№119
Productive language skills are: Speaking and
Ответ: Writing (без учета регистра)
№120
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
№121
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
№122
What of the following is not a level of affective domain?
1 Valuing
2 Responding
3 Value system
4 Motivation
5 Receiving
№123
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 they think it
2
could accompany.
We can get students to look at a variety of brochures (e.g. for a town, entertainment venue, health club or
3 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) which has to
5
be answered. They can be involved, under our supervision, in live chat sessions on the Internet.
№124
There is some authentic written material which beginner students can understand to some degree. It includes all of
1 Newspaper articles
2 basic instructions
3 Timetables
4 Signs
5 Menus
№125
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)
№126
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
№127
Complete the sentence with one word:
Teaching pronunciation involves a lot of Ответ

Ответ: listening (без учета регистра)
№128
Name the element of the ESA model when students write a short story.
Ответ: Activate (без учета регистра)
№129
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
№130
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.
№131
The process stage of webquests includes the activities
3
4
№132
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
№133
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
№134
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
№135
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
№136
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
№137
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)
№138
Name the element of the ESA model when students listen to a song, read and translate the lyrics and then sing it
together.
Ответ: Study (без учета регистра)
№139
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 learning (or
5
learnt yesterday, last week or last month
№140
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
№141
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
№142
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
№143
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
№144
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.
№145
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.
№146
Name the element of the ESA model when students watch a short video to guess the lesson topic.
Ответ: Engage (без учета регистра)
№147
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 pronunciation
2
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
№148
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
№149
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.
№150
Organization of system of believes is one of the levels of:
1 Self-esteem
2 Structuralism
3 Teacher observation
4 Motivation
5 Affective domain
№151
For Pre-listening the teacher can use
Ответ: brainstorming (без учета регистра)
№152
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)
№153
How many times should a recording be played in a teaching lestening classroom?
Ответ: three (без учета регистра)
№154
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 in a
4 (4) [4] at least two times
teaching lestening classroom?
Name the stage of a listening lesson when the
5 (5) teacher asks students a general comprehension [5] while-listening
question about the text they heard once
№155
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: 1 2 3 4
№156
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
№157
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
№158
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
№159
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
№160
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
10 class notice board
№161
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
№162
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
№163
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 long
3 (3) Difficulties in listening [3]
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
№164
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
№165
Digital reading no longer o projection for the future, is a ___ today
1 Hope
2 Dream
3 Reality
4 Desire
№166
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 the
4
language
5 are written especially for language learners
№167
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
№168
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 to meet
3
end why
4 they can learn the text by heart
5 students can write descriptions of themselves for the same page in the magazine
№169
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 with English
2
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 even in
4
their mother tongue
5 ask many questions about the texts students read
№170
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 own. It is a
1 good idea to leave a ten-minute reading period at various times during a course just to get students
comfortable with the activity.
2 Students need to have access to a collection of readers, both at their own level and above and below it
Students should have on opportunity to give comment on what they have read, either verbally or in written
3
form.
4
A major aspect of joyful reading is that students should be able to choose what they read. They are much
5
more likely to read with enthusiasm if they have made the decision about what they read.
№171
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
№172
According to J.Harmer, there are four factors which contribute to the success of extensive reading, choice among
them. Find its definition below.
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 get students
3
form.
4
5
№173
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
№174
True or False
1 (1) Listening is a productive skill [1] F
2 (2) Writing is a productive skill [2] T
3 (3) Reading is a receptive skill [3] T
4 (4) Speaking is a receptive skill [4] F
№175
According to J.Harmer, there are four factors which contribute to the success of extensive reading, library among
According to J.Harmer, there are four factors which contribute to the success of extensive reading, choice
1
among them. Find its definition below.
4
form.
5
6
№176
According to J.Harmer, there are four factors which contribute to the success of extensive reading, feedback among
3
form.
4
5
№177
Mark the statement as true or false
Imitation of native speakers is the best way to

1 (1) [1] True
master pronunciation skills
2 (2) The mastery of pronunciation begins with listening [2] True
Pronunciation should be trained separately from
3 (3) [3] False
vocabulary
4 (4) It is impossible to develop native-like pronunciation [4] False
№178
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
3 (3) Answering questions about a newspaper article [3] reading and speaking
4 (4) Retelling a story, you have read to your partner [4] reading listening and speaking
5 (5) In a group brainstorming ideas for an essay [5] both speaking and writing
6 (6) Answering an e-mail [6] writing
№179
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 every
2 (2) [2] true
lesson
Being able to pronounce requires knowledge of
3 (3) [3] false
pronunciation principles
Teacher should present pronunciation rules at every
4 (4) [4] false
lesson
Pronunciation is an important part of language
5 (5) [5] true
learning
№180
Match the statement as true or false
1 (1) Inducting grammar teaching is student-centered [1] true

Deductive approach begins with rules taught by the
2 (2) [2] true
teacher
3 (3) Student discover the rules in inductive approach [3] true
4 (4) Deductive grammar teaching is student-centered [4] false
№181
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
3 (3) Rise, grow, climb, shooot up [3] dramatic, sharp, significant, rapid + ly in each word
4 (4) Fluctuate [4] wildly
№182
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
№183
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 where
2
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
3
All the positions teachers take- sitting on the edge of tables, standing behind on a raised dais, etc. - make
4
strong statements about the kind of person the teacher is.
№184
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 where
2
How much we move around in the classroom will depend on our personal style where we feel most
3
All the positions teachers take- sitting on the edge of tables, standing behind on a raised dais, etc. - make
4
strong statements about the kind of person the teacher is.
№185
Effective teachers should possess certain teacher skills. These include all of the following, EXCEPT.
1 a varying activities and topics

2 b setting destinations, or learning outcome
3 c getting stuck in sterile routines
4 d matching tasks and groups
5 e managing classes
№186
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 differences and
4
needs.
5 e. Trying to build our lessons in as formal style as possible in order to ensure good discipline
№187
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
№188
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
№189
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 pronunciation
2
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
№190
Recognizing students, according to Harmer, means for the teachers

2 To develop a number of strategies to help them remember students’ names
4
solve the problem
№191
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 chances of their
5
being understood
№192
Respecting students, according to Harmer, means for the teachers
1 To develop a number of strategies to help them remember students names

3
solve the problem
№193
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 differences and
4
needs.
5 e. Trying to build our lessons in as formal style as possible in order to ensure good discipline.
№194
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 on a
1
raised dais, etc – make strong statements about the kind of person the teacher is.
b. In order to manage a class successfully, the teacher has to be aware of what students are doing and, where
2
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 most
5
№195
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
№196
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
№197
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 and, where
1
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 management of
3
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 raised
5
dais, etc make strong statements
№198
Effective teachers should possess certain teacher skills. These include all of the following, EXCEPT:
1 a. varying activities topics setting destinations, or learning outcome

2 c. getting stuck in sterile routines
3 d. matching tasks and groups
4 e. managing classes
№199
Communicative activity is :
1
2 Вариант ответа №2
№200
Choose the appropriate word for each sentence
1 (1) make up their own sentences with new grammar or [1] activate
vocabulary
The three lesson elements are Engage,
2 (2) [2] study
____________ and Activate
A way of exploiting students' existing vocabulary is
3 (3) to get the class (with our help) to build their own [3] vocabulary
______________________ tree
4 (4) TTQ stands for _________________________ [4] teacher talking quality
At _______________ levels, teachers frequently
5 (5) use explain and practise procedures in teaching [5] beginer
vocabulary.
№201
Using the translation process for teaching English to advantage, according to J.Harmer, means
1 we help students to see connections and differences between the L1 and the L2
№202
№203
fIll in the gaps with appropriate words:
1 (1) [1] activate
do a role-play
2 (2) discover new grammar and exercise it in group [2] study
activities.
3 (3) [3] activate
listen to a dialogue and repeat after it.
4 (4) [4] engage
get involved int the lesson by answering questions.
№204
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
lessons presents
In PPP or sequences, the teacher the context and situation for the
explains
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').
practise
The students then making sentences with 'going to' (this is often called
production
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 ho
w one can lead to the others in a variety of different sequences such as the straight arrows , boomerang and patchwork sequences"
flexible creatively
Good teachers are and respond to what happens in the classroom, but they also need to
ahead destination
have thought , to have a which they want their students to reach, and
idea
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 something, whether it is the language itself, the
ways in which it is used or how it sounds and looks. Study activities can range from the focus on and practice of a single sound to an in
vestigation of how a writer achieves a particular effect in a long text; from the examination and practice of a verb tense to the study of a
transcript of informal speech in order to discuss spoken style.
Fill the gaps with the appropriate words:

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 .
teachers management formula
Effective see classroom as a separate aspect of their . (1 ОШИБКА
ЕСТЬ)
inappropriate more less

Overuse of TTT is because the a teacher talks, the chance there is for the
practise students
students to their own speaking - and it is the who need the practice, not
teacher
the .
good
a/an teacher maximises STT and minimises TTT.
move and stand physically
The way we , and the degree to which we are demonstrative can have
clear importantly
a effect on the management of the class. Most , the way we are able to respond to
happens marks
what in class, the degree to which we are aware of what is going on, often the
successful
difference between teaching and less satisfactory lessons.
activity clear
When an has finished and/or another one is about to start, it helps if teachers make this through
students clearly
the way they behave and the things they say. It helps if they are made aware of the end of
beginning
something and the of what is coming next.
puts activities
Task-based learning communicative at the heart of learning, and as a result
syllabus tasks list
its might well be a list of and activities, not a
language
of .
method describe
The audio-lingual capitalized on the suggestion that if we the grammatical patterns of
students teaching
English, we can have repeat and learn them. In such structural-situational , grammatical
situations usage
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.
4.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
18.Because there are different things we want to do with a listening text we

need to set different tasks for different listening stages. For a 1st listening, the
tasks may need to be fairly straightforward and general. That way the
student’s general understanding and response can be successful – and the
stress associated with listening can be reduced. Later listening, however, may
focus in on detailed information, language use or pronunciation, etc. It will be
the teacher’s job to ..to focus in on what they are listening for
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)
46.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.
Inductive grammar teaching is student-centered

Deductive approach begins with rules taught by teacher
Students discover the rules in inductive approach
The mastery of pronunciation begins with listening - Imitation of native speakers is the best way to
master pronunciation skills
Activation possibilities with an intensive reading text from a magazine include
all of the following EXCEPT they can learn a text by heart

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

A way of exploiting students' existing

Any of the productive skills can be used for

watching a short video and predicting the topic

receptive language skills are: Listening and Ответ

Complete the sentence with an appropriate word:

The three lesson elements are Engage, Ответ and Activate.

quantifiable: answer questions such as: how

Otherwise called calendar plan, it sets goals for

reading a text and filling in the gaps with the

Think carefully about the mechanics of an

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

1 Students should be trained how to translate

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

Write the appropriate word to complete the

Put the verbs in brackets into the correct tense:

Look at the pictures and predict what the listening

1 (1) Reading is a receptive skill [1] T

1 getting stuck in sterile routines

1 I'll see you tomorrow.

1 Experienced teachers rough-tune the way they speak to students.

Ответ: Число [4]

PPP stands for Presentation, Practice and Ответ

1 Being even-handed: treat all students equally

1 being aware of pronunciation features such as sounds, stress and intonation

Pronunciation is an important part of language

1 someone who helps a person or organization to find a solution to a problem

1 unreal English on the other

1 Predict the topic by the tiltle of the listening text

1 to give students more chances for interaction.

1 Tune Talking Time

Ответ: Teacher Talking Time (без учета регистра)

1 (1) Teachers have to shout to be audible. [1] F

1 how we organise classroom time

Name the element of the ESA model when students

1 feeding in a bit of information or language to help them proceed

1 To develop a number of strategies to help them remember students' names

1 (1) The language portfolio is a type of progress test [1] F

1 how the classroom is located inside school

1 helping students to evaluate their performance

1 working with students together cooperatively on a project

1 the evaluation stage

1 Listening and reading

1 The monitor hypothesis

Teaching pronunciation involves a lot of Ответ

Ответ: Activate (без учета регистра)

1 helps them to think carefully about meaning and construction.

1 To learn understanding a foreign language spoken discourse

1 Edward Sapir, Jean Piaget

1 the evaluation stage

1 Movement, awareness, proximity

1 we always tell them what to do at the lesson and at home.

1 reading which students do only if they want to

1 Brainstorming the topic of the lesson

1 Predict the topic by the title of the listening text

1 retell the text in his own words

Pre-Listening activities can include

1 Answer the questions about the topic of the listening text

1 visitors in the class

1 (1) Short dialogues are good listening sources [1] T

1 (1) A dialogue in the school textbook. [1] intensive listening

1 if students are severely punished for not doing it

1 are selected by the teacher from a good textbook