Llgd ex 1 (2)

1. 1. The teacher of Total Physical Response deal with students’
feelings by ………
a. responding to students’ negative feelings
b. trying to find ways for the students to overcome feelings
interfered
c. trying to eliminate the psychological barriers that students
bring to class
d. not forcing students to speak when they are not ready to
speak.

2. 2. Which procedure most closely matches the example given
below?
First the teacher finds a way for the students to engage with
a subject emotionally. Then students focus on studying the
construction of the target language. Then learners activate
what they learned through engaging activities.
A. PPP B. Pre-/While-/Post-
C. ESA D. Task-based instruction

3. 3. In mixed ability classes, using group work ….
a. helps to identify weaker students.
b. means the teacher can give attention to all students.
c. encourages students to help one another.
d. means students can work independently of the teacher.

4. 4. In the Audio-Lingual method, the major objective of
language teaching 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

5. 5. The Total Physical Response Method was developed in
order to …
a. reduce the stress people feel when studying foreign
languages
b. encourage students to do more physical exercises in the
classroom.
c. help students avoid their errors when learning foreign
languages.
d. Improve students’ physical health while learning a foreign
language.

6. 6. Which principle below belongs to the Audio-Lingual Method?
a. The target language is a vehicle for classroom communication,
not a subject to study.
b. Students’ feelings of success and low anxiety facilitate their
learning process.
c. It is important for students to learn about the forms of the
target language.
d. Students should learn to answer automatically without
stopping to think.

7. 7. Which of the following statements is NOT a characteristic
of the GTM?
a. Accuracy in term of correct grammar forms is the desired
goal.
b. Learners’ mother tongue is the main vehicle of
instruction.
c. Students work on all four language skills from the
beginning.
d. Structures and forms are more important than meaning.

8. 8. How do students acquire grammar rules of the target
language according to the Direct Method?
a. Students induce grammar rules from the examples.
b. They try to apply grammar rules in new sentences.
c. The teacher explains grammar rules explicitly.
d. They memorize rules after the teacher’s presentation.

9. 9. Choose the best statement describing an ‘information gap’
activity when teaching speaking skill.
a. This is a highly motivating communicative activity for
using language.
b. A real purpose for the communication is taking place in
the classroom.
c. This is one of the most interesting forms of
communicative activities.
d. Two speakers with different information exchange or tell
each other what they know.

10. 10. Which of the following is NOT an appropriate correction
strategy in the situation below?
A student says the word ‘August’ with poor pronunciation in
open class. The teacher ……
a. says the word correctly, and asks the student to repeat it.
b. writes the transcription of the word on the board and asks
the student to say it.
c. asks the student to say the word again, with no correction,
and then moves on.
d. encourages other students to help with the correction.

11. 11. Which features are common to GTM?
a. Vocabulary lists, memorization, writing
b. Opinion gaps, speaking, fluency
c. Accurate pronunciation, noticing, listening
d. Series of tasks which have concrete outcome

12. 12. Which are common features of the Presentation,
Practice and Production approach?
a. Reading and writing activities
b. Controlled and freer practice
c. Noticing and discovery activities
d. Learners learn by heart

13. 13. In TPR approach, ……
a. learners learn language mainly through song and
dance
b. learners learn language by carrying out project
work
c. learners learn language by following instructions
d. learners learn language through doing tasks

14. 14. The natural order refers to ……
a. the sequence in which learners naturally learn
items in a language.
b. the sequence in which lesson plans are organized.
c. the sequence in which learners’ cognitive skills
develop.
d. the sequence in which learners practice a language
item.

15. 15. ‘Give comments on students’ work which are
helpful and enable them to feel a sense of progress ‘ is
an example of ………
a. instrumental motivation
b. integrative motivation
c. intrinsic motivation
d. extrinsic motivation

16. 16. Which correction strategy is NOT appropriate to the given
situation?
‘During a role-play, a student makes a mistake but his
partner understand what he means.’
a. Interrupt the role-play and make sure the student corrects
the mistake.
b. Ignore the mistake; the pair have used a lot of good
language too.
c. Make a note of the mistake to give to the student later.
d. Prompt the student to correct the mistake him/herself.

17. For questions 17 – 25, match the class activities with
the teaching approaches listed A-E.
A. PPP B. TBL C. TPR D. GT E. CLT
17. The teacher moved from providing models of
language use (e.g. how CAN and CAN’T are
constructed and pronounced) to monitoring learners’
use of language (e.g. students make a presentation
saying what their robot can and can’t do).

18. For questions 17 – 25, match the class activities with
the teaching approaches listed A-E.
A. PPP B. TBL C. TPR D. GT E. CLT
18. The teacher explained new vocabulary items by
translating them into the students’ native language.

19. For questions 17- 25 choose the method that suits the
given description.
A. GTM B. DM C. ALM D. TPR E. CLT F. TBL
19. Because the native language and the target
language have separate linguistic systems, they should
be kept apart so that the students’ mother tongue
interferes as little as possible with the students’
attempts to acquire the target language.

20. For questions 17 – 25, match the class activities with
the teaching approaches listed A-E.
A. PPP B. TBL C. TPR D. GT E. CLT
20. Students were advised to learn how to use
language functions such as inviting, agreeing, and
they also needed to be aware of the need for
appropriacy when talking or writing to people.

21. For questions 17 - 25 choose the method that
suits the given description.
A.GTM B. DM C. ALM D. TPR E. CLT F.
TBL
21. The grammar and vocabulary that the
students use follow from the function, social
context, and the roles of the interlocutors.

22. For questions 17 – 25 choose the method that
suits the given description.
A.GTM B. DM C. ALM D. TPR E. CLT F.
TBL
22. In order to communicate in the target
language successfully, students should learn to
think directly in the target language.

23. For questions 17 – 25 choose the method that
suits the given description.
A.GTM B. DM C. ALM D. TPR E. CLT F.
TBL
23. The teacher believes that studying a foreign
language provides students with good mental
exercises which help develop their mind.

24. For questions 17 – 25 choose the method that suits
the given description.
A. GTM B. DM C. ALM D. TPR E. CLT F. TBL
24. The language focus comes after a communicative
activity, so that learners notice gaps in their language.

25. For questions 17 – 25, match the class activities with
the teaching approaches listed A-E.
A. PPP B. TBL C. TPR D. GT E. CLT
25. The teacher gave the class a series of instruction,
for instance, to stand up and turn around, which they
followed. Then some students gave the same
instructions.