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  • 1. Which approach most closely matches the description below? The students learn patterns of language by repeating model sentences that the teacher provides. They memorize set phrases and receive positive reinforcement from their teacher when they perform drills correctly. A. The GTM C. The ALM B. The CLT D. The DM 1
  • 2. Which approach most closely matches the description below? The teacher says commands and acts them out. The students try to perform the action. The teacher repeats by saying the command without acting it out. The students respond by acting out. The roles are then reversed. A. The GTM B. The ALM C. The CLT D. The DM E. The TPR 2
  • 3 3. Which approach most closely matches the description below? Students listen to a dialog between a taxi driver and passenger. They fill in gaps and then practice the dialog with a partner. The next day they will go outside and practice asking for directions. A. The GTM B. The ALM C. The CLT D. The DM E. The TPR
  • 4 4. In the CLT, communication is achieved with greater emphasis on: A. imitation and memorization B. use rather than usage/form C. accuracy D. vocabulary
  • 5 5. Which of the following is the role of the teacher who adopts the ALM? A. a model for imitation B. a facilitator C. a partner D. an authority
  • 6 6. Which of the followings describes the CLT? A. The comprehension questions are usually sequenced B. Students take turns reading sections of a passage C. Dialogues/short conversations are often used to begin a new lesson D. Students are required to collect and share information to reach a decision.
  • 7 7. Which is NOT true about the characteristics of the ALM? A. The teacher is a good model for imitation B. A great effort is made to prevent learner’s errors C. Students are exposed to examples of natural language/authentic materials D. Students make responses based on repetition, substitution, or transformation
  • 8 8.Which approach most closely matches the example below? In groups the students design a program for a school trip to Hanoi. Then afterward, they discuss what vocabulary they need to do the task. A. The GTM B. The ALM C. The CLT D. The DM E. The Task-based instruction
  • 9. Which of the following statements does NOT match the approach of TPR? A. Students hear dialogues then repeat them. B. Students focus on understanding before speaking. C. Students move round the classroom to carry out instructions. D. Students delay their speaking practice until they feel ready for it. 9
  • 10 10. Which of the following statements does NOT match the approach of GTM? A. Language must be analyzed in order to learn it. B. The teacher does not control the language that students use in tasks. C. Exercises help students apply grammatical rules. D. Grammatical accuracy should be of first priority.
  • 11 11. Which of the following statements does NOT match the approach of CLT? A. The syllabus focuses on tasks, functions and topic areas based on learners’ communicative needs. B. Classroom activities focus on fluency much more than accuracy. C. Examples of real language used for real communication are often used. D. Tasks aim to show students what language they need to learn.
  • 12 12. When acting as a monitor in pairwork, the teacher … A. stands watching the learners. B. goes around the class and provides support as necessary. C. encourages the use of the target language D. explains meaning to learners.
  • 13 13. When acting as a monitor in pairwork, the teacher shouldn’t ……… A. stand watching the learners B. move around the classroom C. partner a learner D. provide support as necessary
  • 14 14. In CLT, the fact that …… prevents true communication from happening. A. the practice is highly controlled B. one speaker in an exchange knows something that the other doesn’t C. the speakers decides what they will say and how they will say it D. the speaker has a chance to give feedback in an exchange
  • 15 15.Referring to Communicative Language Teaching, it is TRUE that ……………………….. A. Language learning focuses on meaning to the exclusion of attention to language forms. B. Corrective feedback should be avoided to foster optimal communication among students. C. The emphasis of language teaching and learning is on speaking and listening skills. D. Learners need as mush communicative practice as they can to be successful learners in the target language
  • 16 16.The natural first language acquisition is through ……………… A. speaking, listening, writing, reading B. listening, reading, speaking, writing C. reading, listening, writing, speaking D. listening, speaking, reading, writing
  • 17 17. The students’ role in a Direct Method class is …… A. very passive B. rather active; teachers and students are more like partners in the teaching / learning process C. imitator of the teacher’s model D. negotiator
  • 18. The learner is the center in the teaching and learning process. 19. The teacher acts as a facilitator in setting up communicative activities and as an advisor during the activities. 20. The teacher should be like an orchestra leader. 21. Authentic language should be taught to the students. 22. One of the teacher’s major responsibilities is to set up situations for meaningful communicative activities. 23. A great effort is made to prevent learner’s errors. 18 Which of these sentences are about GTM, ALM, and CLT?
  • 24. ‘Making requests’ is an example of language function. 25. Ss should be provided with practice for accuracy and for fluency. 26. Mistakes are tolerated in free practice. 27. Some common kinds of drill are repetition, transformation, substitution, and completion. 28. Role-plays are very important because they give Ss an opportunity to practice communicating in different social contexts and with different social roles. 29. Grammar is taught deductively. 30. In order to form new habits in the TL and overcome the old habits of the MT, Ss need to overlearn the TL, and to learn to use it automatically. 19
  • 31. Only important errors that hinder communication should be corrected right away. Other unimportant errors can be corrected later so as not to discourage the Ss. 32. It is assumed that language is habit formation. 33. Language teaching should develop learners’ fluency rather than accuracy. 34. The skills are integrated. 35. The skills are sequenced in the natural order of first language acquisition – Listening, Speaking should be followed by Reading and Writing. 36. Linguistic competence is just one part of communicative competence. 37. It is necessary to get meaning emphasized over form even in writing exercises, which means Ss should also learn about cohesion and coherence. 20
  • 38. The emphasis in the Grammar- Translation Method is on …… a. students’ flexibility and motivation b. interaction among students themselves c. students’ mastery of language forms d. the process of communication 21
  • 39. In a Direct Method class, students are encouraged to …… a. use new words in complete sentences b. speak out their feelings in the target language c. demonstrate their knowledge about the language d. learn grammar deductively 22
  • 40. It is important to prevent students from making errors in an Audio-Lingual class because … a. errors are evidences of students’ weakness b. errors interfere with the use of drills c. errors can lead to bad habits in the target language d. errors are not natural 23
  • 41. One of the goals of teachers who use the Communicative Language Teaching is …… a. to have students enjoy their experience in learning to communicate in a foreign language b. to have students become communicatively competent c. to be able to read literature written in the target language d. to have students learn to use a foreign language for everyday communication. 24
  • 42. In the Grammar-Translation Method, students study grammar ….. a. without explicit grammar rules b. deductively c. through examples first and then rules come later d. inductively 25
  • 43. In the Audio-Lingual method, the major objective of language teaching should be for students to ... a. learn vocabulary from the beginning b. use the language for reading literature c. acquire the structural patterns d. practice the target linguistic systems 26
  • 44. Authentic materials are used in the Communicative Language Teaching so that …… a. students can interact with each other from the beginning in various activities directed by the teacher. b. students can cooperate with one another in a relaxed, enjoyable learning environment. c. students would be given an opportunity to develop strategies for understanding language as it is actually used by native speakers. d. students can learn at different rates. 27
  • 45. The teacher in Communicative Language Teaching plays all of the roles below EXCEPT …. a. advisor b. authority c. facilitator d. monitor 28
  • 46. ...... are considered language materials. a. speaking, pronunciation, and intonation b. pronunciation, grammar and vocabulary c. writing, grammar and vocabulary d. listening, speaking, reading and writing 29
  • 47. According to the Direct Method, …...... to acquire grammar rules of the target language. a. students induce grammar rules from examples b. students try to apply the rules in new sentences c. students memorize explicit grammar rules d. students memorize rules after the teacher’s presentation 30
  • 48. In the teaching and learning process of the Grammar-Translation Method …… is NOT considered. a. structures b. pronunciation c. rules of grammar d. sentence formation 31
  • 49. Option …describes a technique in the Communicative Language Learning. a. Students are asked to complete the dialog they have just learned by filling in the blanks with the missing words. b. The teacher reads a passage aloud phrase by phrase, so that the students can write down what they hear. c. Students choose a name in the target language and a new occupation d. Students work in group, trying to rearrange the jumbled pictures from a story, then retell the story. 32
  • 50. Authentic materials are some things like …… a. texts specially written for learners b. simplified materials c. articles, brochures, story books, and so on d. CDs designed for language learners only 33
  • 51. Errors in the Audio-Lingual Method are considered …………………………. a. evidence of students’ weakness. b. not natural c. the obstacle which leads to bad habit in the target language d. interference with the use of drills 34
  • 52. How are errors thought of in the Communicative Language Teaching? They are seen as …… A. students’ weaknesses in communication. B. Ss’ misunderstanding in using the target language. C. an unacceptable matter when learning a foreign language. D. a natural outcome of the development of communication skills. 35
  • 53. What should be the major objective of language teaching and learning in the Audio- Lingual Method? – It should be for students to …… A. learn the vocabulary from the beginning B. use the language for reading literature. C. acquire the structural patterns D. practice the target linguistic systems. 36
  • 37 54. Who are successful language learners according to the Grammar Translation Method(GTM)? A. Those who can imitate exactly what a native speaker of the target language says. B. Those who can translate from their native language into the target language. C. Those who can write in the target language accurately. D. Those who can communicate in the target language fluently and accurately.
  • 38 55. How does the teacher who adopts the Direct Method (DM) deal with students’ errors? A. Encouraging them to self-correct if possible B. Having the students get the correct answer C. Considering their errors are inevitable D. Correcting all of the mistakes made by students
  • 39 56. Lists of vocabulary words are taught before the reading begins, and the teacher will later test them on the understanding of this vocabulary. Which of the following methods makes use of this technique? A. The Audio-Lingual Method B. The Direct Method C. The Grammar-Translation Method D. The Communicative Language Teaching
  • 40 57.How does the teacher of CLT use the students’ native language? A. The new language items are usually introduced in the students’ native language; after the introduction, rarely would the mother tongue be used. B. The teacher uses the students’ native language to enhance students’ security. C. The students’ native language can be used to give instructions when necessary. D. The students’ native language is not allowed to use in class.
  • 41 58. Which of the following is NOT one of the characteristics of the Direct Method? A. The teacher encourages direct and spontaneous use of the target language in the classroom. B. Concrete vocabulary is taught through demonstrations, objects, and pictures. C. New teaching points are introduced orally through modelling and practice. D. Language teaching and learning occurs in a deductive environment.
  • 42 59. Which is the similarity between the CLT and the ALM? It is …… A. the way the culture is introduced B. learners’ roles in the classroom C. the way to correct learners’ errors D. the use of learners’ mother tongue in the classroom
  • 43 60. Which of the following describes the CLT? A. Students are asked to complete the dialog they have just learned by filling in the blanks with the missing words. B. The teacher read a passage aloud phrase by phrase, so that the students can write down what they hear. C. Using strip stories is an example of a problem-solving task. D. Students choose a name in the target language and a new occupation.
  • 44 61. Repetition, chain drill, substitution are among …. A. practice for fluency B. practice for production C. mechanical drills D. peer correction
  • 45 62. Making request, asking for directions, apologising are examples of …. A. language forms B. language patterns C. functional language D. language functions
  • 63. Which is NOT true about the characteristics of the ALM? A. The teacher is a good model for imitation B.A great effort is made to prevent learner’s errors C. Students are exposed to examples of natural language/authentic materials D. Students make responses based on repetition, substitution, or transformation 46
  • 64. Learners perform actions in response to the teacher’s instructions. 65. A great effort is made to prevent learners’ errors. 66. The teachers do not force their students to perform the target language orally if they are not ready. 67. It is necessary to get meaning emphasized over form even in writing exercises, which means students should also learn about cohesion and coherence. 68. This approach aims to provide learners with a natural context for language use. 47
  • 69. It receives its name from the fact that meaning is to be conveyed directly in the target language through the use of demonstration and visual aids. 70. One of the teacher’s major responsibility is to set up situations for meaningful communicative activities. 71. Through studying grammar of the target language, students would become more familiar with the grammar of their native language and this would help them speak and write their native language better. 48
  • 72. Linguistic competence is just one part of communicative competence. 73. Language learning is more effective when it is fun. 74. It was thought that the way to acquire the sentence patterns of the target language was through shaping and reinforcing desirable behaviours. 75. The roles of teacher and students are very traditional. 76. The skills are to be developed from the start; however, oral communication is seen as basic. 77. There is more emphasis on the written words than spoken communication. 49