Andijon davlat chet tillar instituti

20.How do we teach pronunciation to students in the English classroom?
A. approximated pronunciation
B. authentic pronunciation
C. we don’t pay attention to pronunciation
D. correct pronunciation
21.What methods are used for teaching pronunciation?
A. Imitative and analytical methods
B. Explanatory methods
C. Deductive and inductive methods
D. Direct and translation methods
22.Exclude a technique which is not suitable to teaching pronunciation.
A. drilling
B. taping
C. paraphrasing
D. homophones exercises
23.What methods are used for lexical units’ semantization
A. Imitative and analytical methods
B. Reproduction and production methods
C. Deductive and inductive methods
D. Direct and translation methods
24.What methods are used for presentation of a grammar phenomena?
A. Imitative and analytical methods
B. Explanatory methods
C. Deductive and inductive methods
D. Direct and translation methods
25.When we present a new language unit we should focus on
A. meaning and function
B. form, meaning and function
C. structure and meaning
D. spelling and meaning
26.What difficulties do students usually face in learning language units?
A. formal, semantic
B. functional, formal, semantic
C. functional and formal
D. structural and semantic
27.Exclude a principle which is not suitable for selection of the active vocabulary
A. semantic
B. frequency and range
C. word-building value
D. including synonyms
28.Exclude a principle which is not suitable for selection of the passive vocabulary
A. derivability
B. excluding synonyms
C. polysemantic character
D. semantic and word-building value
29.We have three types of memory:
A. sensory, short-term and long-term memory
B. auditory, short-term and long-term memory
C. acoustic short-term and long-term memory
D. photographic, sensory, visual
30.Choose a micro-skill which is not necessary for reading and listening
A. recognition of language units
B. construction of the logical constituents
C. identification of the language meanings in the context
D. comprehension of the main points of the information
31.Exclude a sub-skill which is not appropriate for reading and listening
A. Indentifying the topic
B. predicting and guessing
C. General, specific, detailed understanding of information
D. Rewriting the text
32.Study the list of different strategies and exclude which is not appropriate
for teaching to speak.

1. 
   select appropriate words and sentences according to the proper social
   

setting, audience, situation and subject matter
B. use language as a means of expressing values and judgments
C. skim the text to find the main idea
D. use the language quickly and confidently with few unnatural pauses,
which is called as fluency
33.Accuracy activities focus on
A. reproduction or production of correct language.
B. controlling speed of the speech
C. developing reflective skills
D. making up situations
34.Fluency activities focus on
A. accurate using of language units in the sentences
B. language accuracy improving
C. developing language sub-skills
D. allowing the student to ex’eriment and be creative with the language.
35.Speaking involves three areas of knowledge. Exclude unnecessary area.
A. mechanics (pronunciation, grammar, and vocabulary)
B. functions (transaction and interaction)
C. global information from different spheres of activity
D. social and cultural rules and norms (turn-taking, rate of speech, length
of pauses between speakers, relative roles of participants).
36.Exclude unnecessary speaking strategy:
A. using minimal responses
B. recognizing scripts
C. pragmatics/social skills activities
D. reading literature
37.Vocabulary work, prediction tasks, brainstorming can be used in
A. While-listening phase
B. pre-listening phase
C. post-listening phase
D. preliminary phase
38.Choose appropriate word for filling in the gap
According to the model, listeners build understanding by starting with the smallest units of the acoustic message: individual sounds, or phonemes. These are then combined into words, which in turn, together make up phrases, clauses, and sentences. Finally, individual sentences combine to create ideas and concepts and relationship between them.
A. top-down
B. bottom-up
C. data processing
D. result-oriented
39.Teaching speaking under the top-down approach presupposes
A. dialogue begins with phrases which tempt to speak, to ask and to inform.
B. the sample is given to listening as a collection of dialogue identity then
it is learned by heart afterwards there will be lexical changes, and it is worked
on part to part and then it will be performed.
C. from rule to example
D. from example to rule
40.What are the psychological and physiological mechanisms of speaking?
A. perception, comprehension and response
B. Reproduction, selection, connecting, composing, anticipation, discursivity
C. Inner and outer
D. Natural and artificial
41.Writing refers to several sub-skills and skills. Choose which is not suitable.
A. mechanics of writing
B. making sentences and linking them in paragraphs
C. producing a piece of writing
D.data-processing