The document discusses different language teaching methods such as the direct method, audio-lingual method, and communicative language teaching. It provides descriptions of techniques used in each method, including the use of authentic materials, role plays, drills, and a focus on communication over grammar rules. Key differences between the methods are around how they approach error correction, the induction of grammar, and the role of the teacher in facilitating communication versus dictating answers.

2. 2.In a Direct Method class,
students are encouraged to ……
 a. use new words in complete
sentences
 b. think in the target language
as soon as possible
 c. demonstrate their knowledge
about the language
 d. learn grammar deductively

3. 3.It is important to prevent Ss
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

4. 4. Authentic materials are used in the CLT
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.

5. 5. 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

6. 6. Option …describes a technique in 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 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.

7. 7. Which approach believes that …..?
 a. The process of second language learning
should be modeled based on the first language
acquisition
 b. Learning a language should provide
exercises to help develop learners’ mind
 c. Language learning can be described as the
automatic process with habit formation and
conditioning
 d. Language learning must involve actual
communication (i.e. exchanging and negotiating
meaning) in social contexts.

8. 8. 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

9. 9. In which method is it believed that…..?
 a. it is desirable that Ss make a direct
association between the target language and
meaning.
 b. the major challenge of foreign language
teaching is getting students to overcome the
habits of their native language.
 c. it is very important that Ss get the correct
answer provided by their teacher.
 d. in a fluency practice, the teacher should not
correct the students, but simply notes the
errors, which he will return to at a later point.

10. 10. Which roles does the teacher have
when…
 A. setting up communicative activities
 B. offering advice and answering Ss’
questions
 C. taking one of the roles in a role-
play
 D. monitoring Ss’ performance in
pair/group work

11. 11. Which of the following is NOT an
example of authentic material?
 A. a copy of a sports column from a
recent issue of an English newspaper
 B. a piece of news from a sport program
on BBC
 C. a reading text from a textbook
designed by some Vietnamese teachers
 D. an entry in Facebook posted by an
American high school student

12. 12. In which approach is the target
language considered a vehicle for
classroom communication, not just the
subject of study?
 A. The Grammar-Translation Method
 B. The Direct Method
 C. The audio-Lingual Method
 D. The Communicative Language
Teaching

13. 13. What can Ss learn from the
technique of scrambled sentences?
 A. how to put the sentences in the
correct order
 B. coherence and cohesion properties
of language, which bind the sentences
together
 C. how to form their awareness
 D. how to deal with this type of task

14. 14. Which of these is NOT as
important part as the others of
communicative competence?
 A. Usage
 B. Learning to use language forms
appropriate to a given social context
 C. Use
 D. Language functions

15. 15. Where does it have the origin the
principle that the major objective of
language teaching should be for Ss to
acquire the structural patterns
before they learn vocabulary?
 A. Structural Linguistics
 B. The Direct Method
 C. Behavior Psychology
 D. The Grammar Translation Method

16. 16. Which of these is NOT of much
importance in a role-play?
 A. different forms of a language
function
 B. a specific social context
 C. concrete roles in a context
 D. setting (i.e. Ss do the role-play in
groups/ pairs)

17. 17. Which of these techniques is NOT
for the Audio-Lingual Method?
A. Make the same dialogue.
B. Practice the given dialogue with a
partner.
C. Change these sentences into
passive.
D. Complete the open dialogue with
true answers about you

18. 18. Which of the following is NOT true about
minimal pairs?
 A. They are among the techniques in the ALM.
 B. This technique is mainly used for recognizing
the difference between two English sounds
only.
 C. They are pairs of words which are different
in only one sound of the same position in the
string.
 D. Hopefully, they help with avoiding negative
transfer from Ss’ native language.

19. 19. In which of these methods are
vocabulary items presented
independently of the context?
 A. The Grammar- Translation
Method
 B. The Direct Method
 C. The Audio-Lingual Method
 D. The Communicative Language
Teaching

20. 20. Which of these activities is more
appropriate to a CLT language class?
 A. Complete sentences with appropriate
verb forms.
 B. Describe the differences in two pictures
as a practice of using present perfect.
 C. Complete the missing names of
geographical features in a map while
listening to the teacher’s directions
 D. Work in pair, practice a given dialogue.

21. Complete the following sentences with
appropriate words.
21. In the ALM, it is believed that
language learning is a …………
22. Activities in the Communicative
Language Teaching are often carried
out by students in …… or ……
23. When the teacher corrects a
grammar error by asking the students
to make a choice, he/she is
encouraging …………

22. 24. Grammar is taught deductively,
that is, the students …………
25. The teacher breaks down a long
line of a dialogue into several parts,
then begins with the part at the end
and works backward from there. This
is the description of ………… drill.
26. The two functions of MAY in these
examples ‘It may rain’ and ‘ You may
sit in the back’ are ………

23. 27. Having students work in small
groups maximizes ………
28. When playing games, students are
involved in not only exchanging
information, but also clarifying and
showing their opinions, in short, they
are ……… on meaning.
29. The roles of teachers and learners
are very ………… in the GTM.

24. 30. If the exercise is tightly
controlled so that students can only
say something in one way, it is not
………… at all.