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Multiple-choice tests on Foreign Education Methodology 
2.
Test 1 (one correct answer) 
1. 
An approach in foreign language teaching is chosen according to: 
a) techniques used in teaching 
b) method of teaching 
c) aim of teaching
d) classroom management 
e) qualifications of the teacher 
3.
A method in foreign language teaching is based on: 
a) approach 
b) textbook 
c) syllabus 
d) techniques of teaching 
e) authentic teaching materials 
3. Which of the following documents contains the content of teaching English: 
a) Teacher’s book 
b) Unit plan 
c) Daily plan 
d) Curriculum 
e) Syllabus
4. The principle of communicative approach requires: 
a) learning by heart 
b) creation of real-life situations in teaching
c) writing dictations 
d) repeating after the teacher 
e) mechanical drill 
5. According to the structural view of the language the aim of language learning is: 
a) to develop learner’s mental abilities
b) to learn different types of reading 
c) to master the elements of the language system 
d) to teach creative writing 
e) to develop critical thinking 
6. According to the interactional view language is: 
a) a rule-governed behavior 
b) a set of rules 
c) a set of structures 
d) a tool for communication
e) a set of models 
7. The aim of teaching writing as a communicative activity is: 
a) teaching correct spelling of the English words 
b) conveying of a message to the reader
c) vocabulary practice 
d) grammar practice 
e) handwriting and punctuation 

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8.
Which of the following competences writing does not include: 
a) use of correct rhythm and articulation 
b) grammatical competence 
c) sociolinguistic competence 
d) discourse competence 
e) strategic competence 
9.
Which of the following does not belong to pre-writing activities: 
a) planning 
b) brainstorming 
c) self-editing
d) generating ideas 
e) discussion and debate 
10.
Which of the following does not characterize the process approach to teaching writing: 
a) emphasis on creative process 
b) ideas as starting point 
c) more than one draft 
d) imitate model text
e) reader is emphasized 
11.
Which of the following does not belong to the product approach to teaching writing: 
a) one draft 
b) imitate model text 
c) individual 
d) emphasis on end product 
e) emphasis on creative writing
12.
The main ways of introducing new grammar items are: 
a) inductive, deductive, whole language participatory guided approach 
b) inductive, communicative 
c) communicative, direct 
d) implicit, inductive,
e) explicit, inductive 
13.
To facilitate learner’s learning the teacher must observe the rule: 
a) make learners repeat many times 
b) one difficulty at a time
c) make learners learn by heart 
d) the more learners imitate the better 
e) read more aloud 
14.
The most characteristic feature of inductive grammar explanation is: 
a) it rejects learning by heart 
b) it requires translation 
c) it rejects the need of formal grammar analysis
d) it guarantees conscious learning 
e) it designates a passive role on the part of the learners 
15.
The most characteristic feature of deductive grammar explanation is: 
a) interaction takes place before explanation 
b) students can acquire language naturally 

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c) learners discover rules for themselves 
d) direct teacher explanations are followed by related exercises
e) the teacher’s role is rather passive 
16.
Learning is: 
a) a dynamic, reciprocal and interactive process 
b) memorizing 
c) repeating and learning by heart 
d) copying many texts 
e) retelling 
17.
Speaking as a communicative activity is: 
a) production 
b) reproduction 
c) articulation 
d) repetition 
e) reception 
18. Listening comprehension as a communicative activity is: 
a) production
b) reception 
c) reproduction 
d) practice 
e) presentation 
19. Writing as a communicative activity is: 
a) copying
b) production 
c) grammar practice 
d) vocabulary practice 
e) making up dialogues in writing 
20. Which of the following notions does not refer to methodology? 
a) science and art of teaching 
b) aims of teaching 
c) content of teaching 
d) methods of teaching 
e) teaching aids 
21. In the communicative approach
a) the language is mastered through reading 
b) the language is mastered by memorizing 
c) the language is mastered by learning patterns 
d) the language is mastered with the help of drill 
e) the language is mastered through its function
22. Taking into account interference of the mother tongue we can divide the sounds of the 
English language into: 
a) six groups 
b) two groups 
c) four groups
d) five groups

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e) three groups
23. Which of the following problems the teacher does not have to cope with in teaching 
pronunciation: 
a) the problem of discrimination 
b) the problem of developing learner’s penmanship
c) the problem of articulation 
d) the problem of intonation 
e) the problem of integration 
24. The final aim of foreign language teaching at school is: 
a) language competence 
b) teaching speaking 
c) crosscultural communication
d) teaching oral communication 
e) teaching reading and speaking 
25. Which method is characterized by the use of translation of reading passages: 
a) suggestopedia 
b) silent way 
c) TPR 
d) the grammar-translation method
e) audio-lingual method 
26. Which principle belongs to special methodological principles: 
a) the principle of visualization 
b) the principle of conscious approach 
c) the principle of consecutiveness 
d) the principle of durability 
e) the principle of communicative approach
27. Which method is based on G. Losanov’s theory: 
a) suggestopedia 
b) silent way 
c) TPR 
d) community language learning 
e) communicative approach 
28. In which method the frequent use of commands is considered beneficial to language 
learning: 
a) audio-lingual method 
b) silent way 
c) TPR
d) communicative approach 
e) community language learning 
29. Foreign language teaching methodology is a branch of: 
a) psychology 
b) didactics
c) linguistics 
d) philology 
e) behaviorism 

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30. Choose the most appropriate technique for communicative teaching: 
a) grammar analysis 
b) simulation and role-plays
c) drills 
d) close to the text retelling 
e) learning by heart 
2) Test 2 (two correct answers) 
1. Find two examples of reading for specific information (scanning): 
a) read the text to find the dates of Ann's and Sam's birthdays 
b) find all the words in the story about pets 
c) read and say when Ann and Sam adopted their pets 
d) finish reading the story at home 
e) read the text and decide which is the best title for it 
2. Find two examples of reading for detail: 
a) read the text to find the dates of Ann's and Sam's birthdays 
b) find all the words in the story about pets 
c) read and say when Ann and Sam adopted their pets 
d) read and describe in detail the procedure of adopting a pet 
e) read and describe exactly how the machine works 
3. Find two examples of extensive reading:
a) read the text to find the dates of Ann's and Sam's birthdays 
b) find and read another story about pets 
c) read and say when Ann and Sam adopted their pets 
d) finish reading the story at home 
e) read and describe exactly how the machine works 
4. Find two examples of reading for general information (skimming) 
a) read the text to find the dates of Ann's and Sam's birthdays 
b) find all the words in the story about pets 
c) choose the sentence which expresses the idea of the text 
d) finish reading the story at home 
e) read the text and decide which is the best title for it 
5. Find two examples of listening for gist: 
a) listen to the story and give it a title 
b) listen to the story and draw a picture about it 
c) listen to the pair of words and compare them 
d) listen and name the city where Jimmy lives 
e) listen and underline the stressed words 
6. Find two examples of listening for individual sounds: 
a) raise your hand when you hear the [e] sound 
b) listen to the story and draw a picture about it 
c) listen to the words and compare the first sounds 
d) listen and name the city where Jimmy lives 
e) listen and underline the stressed words 

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7. Find two examples of listening for sentence stress: 
a) listen to the story and give it a title 
b) write down the accented words 
c) listen to the pair of words and compare them 
d) listen and name the city where Jimmy lives 
e) listen and underline the stressed words 
8. Find two examples of listening for detail: 
a) listen to the story and give it a title 
b) listen to description of a boy and draw a picture
c) listen to the pair of words and compare them 
d) listen and describe the city where Jimmy lives 
e) listen and underline the stressed words 
9. Being exposed to the right level of language helps learners (Select 2): 
a) check their progress 
b) acquire more language 
c) increase interaction 
d) pick up some words and phrases 
e) focus on the grammar structures 
10. When we focus on the form of language we: (Select 2) 
a) pay no attention to pronunciation 
b) watch and listen to the videos
c) read extensively 
d) pay attention to accuracy 
e) do language exercises
11. Find 2 examples of mistakes caused by interference: 
a) the learner's pronunciation was full of sounds from his L1 
b) all the learners are confused about the tense system 
c) the learner kept using vocabulary based on his L1 
d) the learner was stressed and made many mistakes 
e) the learner avoided speaking in L2 
12. Find 2 examples of mistakes caused by a 'slip': 
a) the learner's pronunciation was full of sounds from his L1 
b) the learner was very tired and made some mistakes 
c) the learner kept using vocabulary based on his L1 
d) the learner was stressed and made many mistakes 
e) the learner avoided speaking in L2 
13. Find 2 examples of 'choral drilling' activity: 
a) teacher says words, learners repeat the words together
b) learners use maps to find the best way to get from X to Z 
c) new sounds are repeated by the whole class 
d) in pairs learners act as a salesperson and a customer 
e) in groups learners decide on a list of items for a party with limited budget 
14. Find 2 examples of 'problem solving' activity: 
a) teacher says words, learners repeat the words together
b) learners use maps to find the best way to get from X to Z 

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c) new sounds are repeated by the whole class 
d) in pairs learners act as a salesperson and a customer 
e) learners decide on a list of items for a party with limited budget 
15. Find 2 examples of 'role playing' activity: 
a) teacher says words, learners repeat the words together
b) one learner pretends to be a tourist guide, the others as a tourist group 
c) new sounds are repeated by the whole class 
d) in groups learners decide on a list of items for a party with limited budget 
e) in pairs learners act as a salesperson and a customer 
16. Find 2 examples of 'project work' activity: 
a) teacher says words, learners repeat the words together
b) learners interview parents about their family history and make posters of their family trees. 
c) learners go to the museum and the library to collect information about their home town. They 
make presentations in groups 
d) in pairs learners act as a salesperson and a customer 
e) in groups learners decide on a list of items for a party with limited budget 
17. Choose 2 possible aims for the task: Learners read the text and answer true/false questions 
a) setting context for language presentation 
b) focus on form 
c) pre-teaching vocabulary 
d) peer correction 
e) check comprehension 
18. Choose 2 possible aims for the task: Learners reorder jumbled paragraphs of a text 
a) teaching text organization 
b) check comprehension 
c) pre-teaching vocabulary 
d) setting context for language presentation 
e) peer correction 
19. Choose 2 possible aims for the task: Learners exchange texts and give feedback 
a) focus on form 
b) check comprehension 
c) pre-teaching vocabulary 
d) discussion of drafts 
e) peer correction 
20. Choose 2 possible aims for the task: Learners underline examples of reported speech 
a) focus on form 
b) check comprehension 
c) grammar revision 
d) setting context for language presentation 
e) peer correction 
21. Choose 2 possible assessment aims for the task: Find the words in the text that match the 

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