Termiz davlat universiteti хorijiy filologiya fakulteti 5111400-Xorijiy til va adabiyoti
part of the body, e.g. stomach, liver
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part of the body, e.g. stomach, liver approaches that differ from conventional western approaches №155.
Qiyinlik darajasi 2 What is What is the definition of organ? part of the body one that is severe and sudden in onset one thais severe and sudden in onset approaches that differ from conventional western approaches that differ from conventional western approaches №156.
Qiyinlik darajasi 2 Find the word for this definition general expression for all of the services offered by hospitals, clinics, dentists, opticians surgery national insurance one tha Healthcare Clinic №157. Manba: Michael McCarthy (2017) Vocabulary in the Use. Advanced. Cambridge Press. Qiyinlik darajasi 2 What i Find the word for this definition doctor who looks after people’s general heal urgery national insurance one thas general practitioner Clinic №158.
Qiyinlik darajasi 2 What is What is the definition of wi-fi? a system for connecting electronic devices to the internet without using wires genetic modification of plants one thadigital photography, digital video and audio recording; digital broadcasting design of environments so people can work efficiently and comfortably №159.
Qiyinlik darajasi 2 What is What is the definition of satellite communications? satellite navigation [SATNAV]systems; mobile phones Genetic modification of plants one tha digital photography, digital video and audio recording; digital broadcasting design of environments so people can work efficiently and comfortably №160.
Qiyinlik darajasi 2 What is What is the synonim of satellite communications? artificial intelligence Genetic ergonomics one tha B luetooth Wi-Fi № 161.
Qiyinlik darajasi 2 What is What is the definition of satellite communications? Despot genetic smart ID card one tha laptop Smartphone №162.
Qiyinlik darajasi 2 What is….has many pauses and fillers,such as’’hhh’’,’’er’’,’’mm’’,and’’ you know’’a and so on. genres genre Geneti Written discourse one Hesitation marks Spoken discourse №163.
Qiyinlik darajasi 2 What is Written discourse can be reffered to …. Genret fast genetic immediately one thareal time many times №164.
Qiyinlik darajasi 2 ...contains more uncompleted and reformulated sentences,topics can be changed,speakers may interrupt and overlap. genres Written discourse Hesitation marks Spoken discourse №165.
Qiyinlik darajasi 2 Stories that teach alesson.The lesson at the end of a …is also called a moral or proverb.A proverb is a wise saying. Folktales Fable, myth Fable Myth № 166.
Qiyinlik darajasi 2 What is the definition of hemmed in? surrounded by people and not able to move lots of people busily moving around the flat is very small; informal too many people in a small space; informal №166.
Qiyinlik darajasi 2 What is the definition of rear? back the edge of a large space the flat is very small; informal too many people in a small space; informal №167.
Qiyinlik darajasi 2 Find the word for definition it suggests doing something quickly and without much care. rear stuff in hemmed in boundary №168.
Qiyinlik darajasi 2 Find the word for definition vast and complex. Labyrinth rear hemmed in boundary №169.
Qiyinlik darajasi 2 Which do you prefer,the red or the green scarf?I’d like the red.I’d like the red one. Find cohesion. scarf-ellipsis(2times),one-substitution. The red-ellpsis,one-substitution scarf-ellipsis,one-substitution one-substitution №170.
Qiyinlik darajasi 2 If you could,I’d like you to be back here at five thirty. substitution verbal ellipsis clausal substitution Clausal ellipsis №171.
Qiyinlik darajasi 2 Is the girl beautiful? Yes,She is very charming.Find cohesion. substitution she-anaphora,very charming-substitution she-anaphora,very charming-substitution,girl-ellipsis very charming-substitution,girl-ellipsis very charming-substitution,girl-ellipsis №172.
Qiyinlik darajasi 2 Sam brought some carnations,and Ann some sweet pears. brought-verbal ellipsis brought-clausal ellipsis sweet peas-clausal substitution peas-clausal substitution №173.
Qiyinlik darajasi 2 What is the definition of quiet? without much noise or activity, or not talking much without noise or not talking; used for people and things that are perhaps unexpectedly or surprisingly quiet without noise (usually used as an adverb in formal or literary style) without sound (usually used as an adverb in formal or literary style to indicate an unexpected lack of sound) №174.
Qiyinlik darajasi 2 What is the definition of slammed? closed with a loud bang high, irritating noise making a rising and falling sound knocked very loudly and repeatedly №175.
Qiyinlik darajasi 2 Find the word for definition knocked very loudly and repeatedly. Queaking rang out Hammered Slammed №176. Manba: Michael McCarthy (2017) Vocabulary in the Use. Advanced. Cambridge Press. Qiyinlik darajasi 2 Find the word for definition typically used for the sound of a gunshot? Squeaking Hammered rang out Slammed №177.
Qiyinlik darajasi 2 ……..has:More pronouns,more lexical repetition,more first person references,more active verbs. Lexical characteristics of spoken discourse Lexical characteristics of written discourse Grammatical characteristics of written discourse Characteristics of written discourse №178
Qiyinlik darajasi 2 ...has a high level of nominalization. references spoken discourse written discourse substitution №179 Manba: Michael McCarthy (2017) Vocabulary in the Use. Advanced. Cambridge Press. Qiyinlik darajasi 2 Find definition “using standard, proven technology” privatisation Cutting age technology Heavy technology High technology №180.
Qiyinlik darajasi 2 What kind of room has no windows or doors? Lift Bedroom Mushroom. Roof №181 Manba:Michail McCarthy(2017)Discourse analysis for language teachers. Cambridge Press Qiyinlik darajasi -1 What kind of table has no legs? Life, roof Mushroom, bathroom Timetable, tablecloth Classroom, bedroom №182. Manba:Michail McCarthy(2017)Discourse analysis for language teachers. Cambridge Press Qiyinlik darajasi -2 What is definition of the word nagging? criticising faults or duties not done arguing in an irritated way usually about something petty saying nice things because she wanted something from me; negative teasing, fooling him №183.
Cambridge Press Qiyinlik darajasi -2 What is definition of the word lisp? difficulty in making an ‘s’ sound and making a ‘th’ sound instead speak with abnormal pauses and repetitions repeat sounds at the beginning of words his words had a slow, lazy sound, difficult to understand №184.
Cambridge Press Qiyinlik darajasi -1 Find the word for definition his words had a slow, lazy sound, difficult to understand. Stammer Lisp Nagging Slurring №185.
Cambridge Press Qiyinlik darajasi -2 Find the word for definition speak with abnormal pauses and repetitions. Nagging Lisp Stammer Slurring №186. Manba:Michail McCarthy(2017)Discourse analysis for language teachers. Cambridge Press Qiyinlik darajasi -1 Very beautiful and charming Coachpotato top banana cat’s whisks play, write №187. Manba:Michail McCarthy(2017)Discourse analysis for language teachers. Cambridge Press Qiyinlik darajasi -1 What is the forward reference? Exophora Cataphora Anaphora Endophora №188.
Cambridge Press Qiyinlik darajasi -1 What is the backwards reference? Exophora Anaphora Cataphora Endophora №189. Manba:Michail McCarthy(2017)Discourse analysis for language teachers. Cambridge Press Qiyinlik darajasi -1 It rained day and night for two weeks.Thebasement flooded and everything was under water.It spoilt all our calculations.What type of references are there in the sentence? Endophora Cataphora Exophora Anaphora №190. Manba:Michail McCarthy(2017)Discourse analysis for language teachers. Cambridge Press Qiyinlik darajasi -1 What is the definition of the word pitch black? intensely black, used about darkness, night intensely black, used about hair, eyes very bright red strong deep red №191. Manba:Michail McCarthy(2017)Discourse analysis for language teachers. Cambridge Press Qiyinlik darajasi -2 What is the definition of the word crimson? strong deep red intensely black, used about hair, eyes very bright red intensely black, used about darkness, night №192. Manba:Michail McCarthy(2017)Discourse analysis for language teachers. Cambridge Press Qiyinlik darajasi -1 What is the definition of the word zipand whizz? used about vehicles going quickly suggests fast movement over a short distance suggests that something is moving rapidly and is out of control suggest small rapid steps №193. Manba:Michail McCarthy(2017)Discourse analysis for language teachers. Cambridge Press Qiyinlik darajasi -1 What is the definition of the word scamper, scurry, scuttle? suggest small rapid steps, often used to describe the way a small animal runs suggests fast movement over a short distance suggests that something is moving rapidly and is out of control used about vehicles going quickly №194. Manba:Michail McCarthy(2017)Discourse analysis for language teachers. Cambridge Press Qiyinlik darajasi -1 What is a "rapport"? has a same position communication/relationship an agreement where two people each share the same job structure with important and less important people №195. Manba:Michail McCarthy(2017)Discourse analysis for language teachers. Cambridge Press Qiyinlik darajasi -2 Factual texts. endeavor to inform, instruct, or persuade through the use of facts and information complain and request only inform seek to entertain, enlighten, or elicit emotion through a creative use of language and structure №196. Manba:Michail McCarthy(2017)Discourse analysis for language teachers. Cambridge Press Qiyinlik darajasi -2 Types of discourse analysis. active and passive written and spoken transactional and interactional functional and phonological №197.
Cambridge Press Qiyinlik darajasi -1 What are the functions of discourse analysis? transactional and interactional written and spoken functional and phonological semantic and pragmatic №198. Manba:Michail McCarthy(2017)Discourse analysis for language teachers. Cambridge Press Qiyinlik darajasi -1 What is the definition of the word cause? usually collocates with negative results and situations more neutral, and deals with more concrete results a lot of pleasure over the years used about vehicles going quickly №199. Manba:Michail McCarthy(2017)Discourse analysis for language teachers. Cambridge Press Qiyinlik darajasi -2 What is the definition of the word produce? statistics and figures that can prove almost anything more neutral, and deals with more concrete results a lot of pleasure over the years used about vehicles going quickly №200. Manba:Michail McCarthy(2017)Discourse analysis for language teachers. Cambridge Press Qiyinlik darajasi -2 What is the definition of the wordsparked? quickly, suddenly caused more neutral, and deals with more concrete results a lot of pleasure over the years used about vehicles going quickly № 1. Manba: A course in language teaching, practice and theory. Cambridge teacher training and development. Penny Ur Chapter 2 Qiyinlik darajasi – 1 …..is an activity or game designed to welcome attendees and warm up the conversation among participants in a meeting, training class, team building session Warm up Lead in Ice breaker Post stage № 2.
Qiyinlik darajasi – 1 What is the purpose of a warm up session? It gets the blood flowing It introduce the topic It reviews what you learned last lesson It helps us to get feel for how much the student already know № 3.
Qiyinlik darajasi – 1 What is function? A function is a reason why we communicate A function is a feature of the reading skill A function is a component expressing context A function is a level of formality № 4.
Qiyinlik darajasi – 1 The language we use to express a function is called ….. Material Exponent Program Syllabus № 5. Manba: The TKT-teaching knowledge testcourse. Mary Spratt. Alan Pulverness. Melenie Williams. 1st Chapter Qiyinlik darajasi – 1 Match example sentence with function. What I mean is….. Disagreeing Comparing Clarifying speculating № 6.
Qiyinlik darajasi – 1 What subskill called “reading for specific information”? Identifying Skimming Analyzing Scanning № 7.
Qiyinlik darajasi – 1 Reading quickly through a text to get a general idea of what it is about called…. Scanning Skimming Proofreading Evaluating № 8.
Qiyinlik darajasi – 1 Extensive reading involves … Reading long pieces of text Reading fast and accurate Reading and translating Reading slow with proper pronunciation № 9.
Qiyinlik darajasi – 1 Which factors have to be taken into consideration while designing EAP syllabus? Plan,project,need Material, needs, project Needs , aims, means Aim, plan, material № 10. Manba: English for academic purposes . A guide and resource book for teachers. Cambridge university press. R R Jordan Qiyinlik darajasi – 1 Exclude unnecessary speaking strategy Reading literature Pragmatics, social skill activities Using minimal responses Recognizing strips № 11.
Qiyinlik darajasi – 1 Prediction tasks, vocabulary work, brainstorming can be used in….. Post-listening phase Pre-listening phase Preliminary phase While-listening phase № 12.
Qiyinlik darajasi – 1 What type of skill is listening? Productive skill Reproductive skill Receptive skill Critical skill № 13.
Qiyinlik darajasi – 1 Texts from real life sources are….. Book texts Course materials Authentic materials TV materials № 14.
Qiyinlik darajasi – 1 What is interaction? Two way communication that involves using language and body language One way monologue to provide information To interrupt others speech by disturbing To listen partner’s discussion № 15. Manba: The TKT-teaching knowledge test course. Mary Spratt. Alan Pulverness. Melenie Williams. 2st Chapter Qiyinlik darajasi – 1 Interactive strategies are: Eye contact, facial expression, asking questions Gestures, mimics, nodding Confirming, approving, conclude Answering, replying, evaluating № 16.
Qiyinlik darajasi – 1 What stages are there in the listening lessons? While-listening Pre- listening Pre-while and post listening Post-listening № 17.
Qiyinlik darajasi – 1 What are the functions of speaking? A means of communication/a means of teaching/practical aim of teaching A means of communication/a means of teaching/a means of learning A means of teaching/practical aim of teaching A means of teaching/a means of learning № 18.
Qiyinlik darajasi – 1 Comprehensive, critical, appreciative, therapeutic are types of which skill? Reading Speaking Listening Writing № 19.
Qiyinlik darajasi – 1 Accuracy and fluency belongs to which skill? Listening Speaking Writing Reading № 20.
Qiyinlik darajasi – 1 Choose a micro-skill which is not necessary for reading and listening Construction of the logical constituent Identification of the language meanings in the texts Comprehension of the main points of the information Recognition of the language units № 21.
Qiyinlik darajasi – 1 Which sub-skill is not appropriate for reading and listening Rewriting the text Specific ,detailed understanding of information Guessing and predicting Identifying the topic № 22.
Qiyinlik darajasi – 1 Listening for specific detail is…. Listen for specific information Collaborative work To learn new vocabulary Independent thinking № 23.
Qiyinlik darajasi – 1 What is post-activity? What is done after an activity, next logical step What is done before an activity to prepare learners for skill work What learners do when while they are doing an activity Prepare learners for an activity by introducing new language № 24.
Qiyinlik darajasi – 1 What is while –activity? What learners do while they are doing an activity What is done after an activity What is done before an activity to prepare learners for skill work Prepare learners for an activity by introducing new language № 25.
Qiyinlik darajasi – 1 What is intensive reading? Reading carefully for detailed understanding Retelling a text for a teacher to check learners understanding of the text Reading a text quickly to get the main idea Reading text quickly to find specific information № 26.
Qiyinlik darajasi – 1 Which type of reading requires to read chapter of a book rapidly in order to find out information about a particular date? Skimming Scanning Jigsaw reading Intensive reading № 27.
Qiyinlik darajasi – 1 What is scanning technique for reading activity? Reading a text quickly to find specific information Reading a text quickly to get the main idea Making guesses about the meaning of words Reading carefully for detailed understanding № 28.
Qiyinlik darajasi – 1 What is peer observation? When colleague comes in to watch your lesson When you will be observed online When your friend gives you a feedback When you will give a report about your lesson № 29.
Qiyinlik darajasi – 1 What can offer classroom observation tasks? Particular materials to help make observation a learning tool by which teacher can develop It guides the thinking and design of tasks that can reflect in teaching effectiveness Offers help to facilitate and guide learning by identifying priorities It accommodates in learning style of teachers № 30.
Qiyinlik darajasi – 1 What can be a source of information to develop effective teaching and learning? Teachers feedback Language classroom Quantitative data Discussion activity № 31.
Qiyinlik darajasi – 2 What type of test is multiple –choice? It offers more optional answers and is obviously very easy to mark It may be used to test aspects of language such as vocabulary grammar ,listening It is more easily administered in writing then in speech, marking is simple. It does not test writing or speech involves very little reading № 32.
Qiyinlik darajasi – 2 The testing type CLOZE …. Tests intensive reading spelling and some extent knowledge of vocabulary and grammar It tests ability of testee to transform grammatical structures It tests same sort of thing as transformation but reflects more thoroughly knowledge of the target items It tests general writing abilities. № 33.
Qiyinlik darajasi – 2 What is transformation test? It tests ability of testee to transform grammatical structures not same as testing grammar It tests same sort of thing as transformation but reflects more thoroughly knowledge of the target items It may be used to test aspects of language such as vocabulary grammar ,listening It does not test writing or speech involves very little reading № 34.
Qiyinlik darajasi – 2 Monologue tests…. Overall knowledge of pronunciation, grammar and vocabulary It involves paraphrasing the entire meaning of a sentence rather than transforming a particular item It can be adapted to target specific language items like omitting all the verbs It may supply some information for testees passive knowledge of pronunciation № 35.
Qiyinlik darajasi – 2 The stages of designing tests Preparation/performance/feedback Collection/adjusting/evaluation Selection/establishing/providing Maintaining/approving/ implementing № 36.
Qiyinlik darajasi – 2 What type of activity is goal oriented and requires a group or pair to achieve result? Brainstorming Topic based Task based Case study № 37.
Qiyinlik darajasi – 2 Topic based activity is… Discussion which can be done as a formal debate, where a motion is proposed and opposed by prepared speakers. This increases the sheer amount of learner talk going on in a limited period of time Classroom activity that develop learners ability to express themselves through speech It presents a selection of discussion activities suitable for various levels № 38.
Qiyinlik darajasi – 2 A group of activity in which learners have a free and relatively unstructured discussion on an assigned topic as away of generating ideas Warm up Multiple choice Icebreaker Brainstorming № 39.
B Brewerton.Chapter 3 Qiyinlik darajasi – 2 Kinesthetic learners learn…. By auditory style prefer to use hearing By thinking in pictures rather than words By carrying out physical activities By participating and acting № 40.
Qiyinlik darajasi – 2 Which activity type can be wholly scripted or wholly improvised? Matching activity Dialogues and role plays Question and answer Communicating strategy № 41.
Qiyinlik darajasi – 2 Which type of activity designed to encourage learners to practice communication such as paraphrasing, borrowing or inventing words. Picture stories Communication strategies Puzzle and problems Discussion and decisions № 42.
Qiyinlik darajasi – 2 Which type of activity require learners to make guesses, use their imagination and test their power of logical reasoning. Communication strategies Discussion and decisions Puzzle and problems Picture stories № 43.
Qiyinlik darajasi – 2 1. Which teaching sequence involves setting up a situation, eliciting or modelling some language that fits the situation, having students practice the new language in a controlled way and then encouraging students to use the new language in a freer way either for their own purposes and meanings or in differing, artificially constructed contexts? (TPR) Total Physical Response (TBL) Task-based learning (PPP) Presentation, Practice, Production Topic based learning № 44. Manba: Becoming a teacher. Uzbekistan State University of world languages. K Alimova.B Brewerton. Chapter 2 Qiyinlik darajasi – 2 Which process of the PPP includes this situation? After the visitor left, the students played the tape, noted down and discussed the content and the phrases that particularly conveyed the speaker’s enthusiasm. Practice Presentation Production Activation № 45.
Qiyinlik darajasi – 2 What helps to develop independent study, and pushes towards learner autonomy skills as well as encouraging students to become used to working outside of the school hours? And that is very important for both exam preparation and also for getting used the demands professional career in the future pair work group work homework pair work № 46.
Qiyinlik darajasi – 2 Most published course materials include a workbook or practice book, mainly including consolidation exercises, short reading texts and an answer key. This description belongs to… real-world tasks preparation tasks extensive tasks workbook-based tasks № 47.
Qiyinlik darajasi – 2 Which are the two of most important qualities that every teacher must possess in the classroom flexibility and adaptability punctuality and flexibility flexibility and realization success and dedication № 48.
Qiyinlik darajasi – 2 Two important reasons why flexible teaching will benefit the teacher and the students are……. maintaining control and working to abilities of the classroom pushing the boundaries and providing loose structure becoming disruptive and making sense of education letting discussions and follow the rules № 49.
Qiyinlik darajasi – 2 When working with mixed ability groups, you have a problem in terms of TASKS, for example, weaker students find the tasks for homework from the course book difficult and often come without doing homework. Find possible solution. Create easier and more challenging versions of the same homework task Adapt some kinds of other materials Try to get to know your learners, their language level and interests by making surveys or questionnaires Weak students need encouragement and support from the teacher, so motivate them. № 50.
Qiyinlik darajasi – 2 What can be the most appropriate as well as main reasons for homework? It reinforces and helps learners to retain information taught in the classroom as well as increasing their general understanding of the language. It may be used to shift to shift repetitive, mechanical, time-consuming tasks out of the classroom It can involve parents in the learning process. It also encourages learners to acquire resources such as dictionaries and grammar reference books. № 51.
Qiyinlik darajasi – 2 What functions as a contact between the teacher and students when it comes to enroll in the course? Syllabus Handouts Curriculum Assignments № 52.
Qiyinlik darajasi – 2 Which of the following is not included as a component of syllabus? Homework practices |Grading system Research papers Attendency policy № 53.
Qiyinlik darajasi – 2 Match the lesson summary with the correct lesson aim: Learners look at a town map and discuss the best route from the station to a hotel and they listen to a conversation on cassette and compare their route with the one on the cassette. To practice listening for detail To revise and practice modal auxiliary verbs To raise the awareness of how to join sentences and paragraphs To give learners oral fluency practice № 54.
Qiyinlik darajasi – 2 Match the lesson summary with the correct lesson aim: learners match words with pictures and build up word maps, which they compare and develop. Then they work together to produce entries for a class dictionary. To revise and consolidate vocabulary To practice writing for a communicative purposes To practice listening for detail To give learners oral fluency practice № 55.
Qiyinlik darajasi – 2 Introduce the topic or tasks, doing the task, planning the reporting back, reporting back, teacher input, language analysis, reviews and practice. These are the sequences of…. (ESA) Engage study activity (TBL)Task based learning (TPR) Total physical response (PPP) Presentation, practice, production № 56.
Qiyinlik darajasi – 2 How many types of aims are there in the lesson plan? Main aims, subsidiary aims and personal aims Private aims, lesson aims and main aims Student aims ,teacher aims and main aims Lesson aims, learner aim, study aim № 57.
Qiyinlik darajasi – 2 What is the purpose of Diagnostic tests? To identify student’s strength and weaknesses To provide information for student appropriate to their abilities To make student to obtain a score that places him in the top It requires the candidate quick reaction to the given test № 58.
Qiyinlik darajasi – 2 What are test techniques? They are means of eliciting behavior from candidates which will tell us about their language abilities. Students’ scores and combining scores to maximize its predictive power. Styles and topics of texts ,written or spoken found in teaching material Typical criteria against which tests are judged № 59.
Qiyinlik darajasi – 2 Which criteria doesn’t belong for evaluating lesson effectiveness The learners enjoyed the lesson The lesson lacks of necessary material The learners were attentive all the time The language was used communicatively throughout № 60.
Qiyinlik darajasi – 2 What is feedback? Giving information to learners about their learning. Asking their opinions about the tasks Evaluating their knowledge by testing Explaining the purpose of the given activity № 61.
Qiyinlik darajasi – 2 What is peer feedback? When teacher gives feedback to the student When learners attend one another’s lesson When learners give feedback to one another When student gives feedback to the teacher № 62.
Qiyinlik darajasi – 2 What is an approach? It is a set of assumptions dealing with the nature of language learning It is overall plan for systematic presentation of language based upon a selected approach It is wide variety of activities, exercises or tasks used in the language classrooms for realizing lesson objectives. It is language teaching methodology № 63.
Qiyinlik darajasi – 2 What is a method? It is overall plan for systematic presentation of language based upon a selected approach It is language teaching methodology It is a set of assumptions dealing with the nature of language learning It is wide variety of activities, exercises or tasks used in the language classrooms for realizing lesson objectives. № 64.
Qiyinlik darajasi – 2 What is a technique? It is wide variety of activities, exercises or tasks used in the language classrooms for realizing lesson objectives. It is a set of assumptions dealing with the nature of language learning It is language teaching methodology It is overall plan for systematic presentation of language based upon a selected approach № 65.
Qiyinlik darajasi – 2 What is TPR ? Total physical response ,built around the coordination of speech and action Teaching pupil to read, to implement reading styles in teaching pupils Tutorial practical research, establishing research materials in the lesson Training based procedure, combining teaching methods and approaches № 66.
Qiyinlik darajasi – 2 CLT aims to…. Development of listening competences Development of authentic materials Development of communicative competence Development of reading competences № 67.
Qiyinlik darajasi – 2 In teaching grammar for communication which type of approach explains how language works to produce meaning Prescriptive rules Descriptive rules Teaching through texts Spoken grammar № 68.
Qiyinlik darajasi – 2 What is prescriptive rule in teaching grammar for communication? Defines what language is appropriate Taking deductive approach to teach grammar Holistic approach to teach grammar Natural part of language learning and error correction № 69.
Qiyinlik darajasi – 2 Which activity type can be wholly scripted or wholly improvised? Question and answer Matching activity Dialogues and role plays Communicating strategy № 70.
Qiyinlik darajasi – 2 What type of test is multiple –choice? It offers more optional answers and is obviously very easy to mark It may be used to test aspects of language such as vocabulary grammar ,listening It is more easily administered in writing then in speech, marking is simple. It does not test writing or speech involves very little reading № 71.
Qiyinlik darajasi – 3 A teacher uses talk to support vocabulary development by: Establishing a role play/drama area, developing Stop Rewind activities, asking pupils to provide verbal feedback to written pieces and etc It opens a broad way to write a better composition Encouraging learners to draw connections between what they do know and unfamiliar words all answers are right № 72.
Qiyinlik darajasi – 3 A type of co-operative activity in which each member of a group has a piece of information needed to complete at reading work. Warm up jig-saw activity Brainstorming Filler № 73.
Qiyinlik darajasi – 3 Authentic materials….. Texts from books Texts from unreal life sources Texts from real life sources Materials from TV № 74.
Qiyinlik darajasi – 3 Authentic materials can involve the…………………… students to real language as it is used in real life situations by native speakers the reader may read a chapter of a book as rapidly as possible in order to find out information about a particular date, such as when someone was born. it helps learners see the connections between parts of a written text № 75.
Qiyinlik darajasi – 3 An activity which involves re-ordering a mixed up text to find its correct order; it helps learners see the connections between parts of a written text. reading jigsaw reading skimming Intensive reading № 76.
Qiyinlik darajasi – 3 PPP stands for … Pupil-Pupil-Practice Presentation, Practice, Pupil Presentation, Practice, Production Principles, Presentations, Practice № 77.
Qiyinlik darajasi – 3 What is a microteaching? a mini-lesson that participants teach to each other in order to practice what they have learned a kind of teaching where teacher teaches a less than 15 minutes a mini-lesson where all participants observe trainer’s lesson the same as macro teaching № 78. Manba: A course in language teaching, practice and theory. Cambridge teacher training and development. Penny Ur Chapter 3 Qiyinlik darajasi – 3 What is CLT? community language teaching complex language teaching communicative language teaching communication language teaching № 79.
Qiyinlik darajasi – 3 What is while-activity? what learners do while they are doing an activity what is done after an activity, usually the next logical step what is done before an activity to prepare learners for skills work preparing learners for an activity by introducing new language or a topic № 80. Manba: Materials development in English teaching. Second edition. Cambridge University press. Brian Tomlinson Part E/15 Qiyinlik darajasi – 3 What is the recent and latest approach of teaching English? Audio lingual approach Constructive approach Structural approach Communicative approach № 81.
Qiyinlik darajasi – 3 What is post-activity? what is done after an activity, usually the next logical step what is done before an activity to prepare learners for skills work what learners do while they are doing an activity preparing learners for an activity by introducing new language or a topic № 82.
Qiyinlik darajasi – 3 What types of skills do you know? Productive skills Receptive skills Productive and Receptive skills Critical skills № 83.
Qiyinlik darajasi – 3 To teach a foreign language effectively the teacher needs … and …… Accessories Syllabus Teaching aids and teaching material Program № 84.
Qiyinlik darajasi – 3 Language learning principles are generally sorted into three sub-groupings: didactic, psychological and cultural teaching, learning and mastering cognitive, affective and linguistic general, particular and special № 85.
Qiyinlik darajasi – 3 What are the stages of the lesson? Starting, while, post Pre, While, post Warm up, pre, while and post Homework, pre, while, pre, post № 86.
Qiyinlik darajasi – 3 Language skills………………. there are 4 principal language skills: listening, reading, speaking and writing. The skills also involve grammar and vocabulary a word which is included in the meaning of another word a sentence which is included in the meaning of another sentence a letter which is included in the meaning of another letter № 87.
Qiyinlik darajasi – 3 What is lesson objectives? Objectives are statements of what is to be achieved in a course or lesson. They are detailed descriptions of exactly what a learner is expected to be able to do at the end of a period of learning. This might be a single lesson, a chapter of a book, a term’s work, etc. Aims, on the other hand, are long-term goals, described in very general terms. All answers are correct. № 88.
Qiyinlik darajasi – 3 The foreign language …… is the main document which lays down the aims and the content of FLT in schools. Books Syllabus Aim Material № 89.
Qiyinlik darajasi – 3 What is Role play? Classroom activities in which students take the roles of different participants in a situation and act out what might typically happen in that situation. Classroom activities Discussing and debating Not correct answer № 90.
Qiyinlik darajasi – 3 What is active vocabulary? Active vocabulary is used in speaking and writing for expressing own thoughts Active vocabulary is used in reading and writing for expressing own thoughts Active vocabulary is used in listening and speaking for expressing own thoughts Active vocabulary is used listening for expressing own thoughts № 91. Manba: Being a teacher. Trainers course book. Tashkent 2016. Saida Ergasheva, Byrne Brewerton. Chapter 3 Qiyinlik darajasi – 3 What is realia? Things from real life which are used for learning(e.g. classroom furniture, pictures, household objects). listening and reading. Learners are required to introduce the language by listening and reading. Reading quickly to find a main idea of a text a communicative activity in which learners talk to each other in different character rules № 92. Manba: Being a teacher. Trainers course book. Tashkent 2016. Saida Ergasheva, Byrne Brewerton. Chapter 3 Qiyinlik darajasi – 3 What is portfolio? A collection of work, materials that a learner or course participant collects and puts together in a file, usually for assessment. Collected materials for teaching. Case for note books Students’ brief case. № 93.
Qiyinlik darajasi – 3 What is information gap activity? An activity in which a pair or two groups of students hold different information, or where one partner knows something that the other doesn’t. This gives a real purpose to a communication activity. Both partners know all information They discuss and finalize the topic All answers are correct. № 94.
Qiyinlik darajasi – 3 …….. the teacher will find all the instructions concerning the knowledge he must impart to his pupils, the habits and skills he must develop. In the syllabus In the document In the books In the program № 95.
Qiyinlik darajasi – 3 What is peer correction? Correction of a learner’s mistakes by fellow learners. Teacher corrects students’ mistakes. During the lesson teacher corrects mistakes Not correct answer. № 96.
Qiyinlik darajasi – 3 What are non-communicative tests? Role play and letter writing Dictation and cloze tests Problem solving and oral interview Dictation and essay writing № 97.
Qiyinlik darajasi – 3 What learning styles do you know? Auditoria, tactile and kinaesthetic Auditoria, learning and visual Visual, auditory, tactile and kinaesthetic Psychological and physical № 98.
Qiyinlik darajasi – 3 Audio-lingual methods are considered to be ….method Traditional Contemporary Grammar lexical № 99.
Qiyinlik darajasi – 3 “schools. The description of a classroom. To be on duty. At home. A room. My house. My family. A town and a village”- what are they? Syllabus Program Exercises Topics for speaking and reading № 100.
Qiyinlik darajasi – 3 The syllabus includes:……. . Here the teacher will find the aims of FLT in schools. Explanatory note Documents Instruction Aids № 101.
Qiyinlik darajasi – 1 Listening as an interactive process: …… Improving speaking proficiency Introducing real life aspects of listening Providing successful oral fluency practice Providing with listening activities № 102.
Qiyinlik darajasi – 1 What is the integrated-skill approach Improving listening, speaking, reading, writing during the lesson Improving vocabulary, pronunciation, syntax during the lesson Improving only listening and speaking during the lesson Using discrete and segregated skills № 103.
Qiyinlik darajasi – 1 Reasons for Integrating the Four Main Language Skills? This Integration will reflect the interrelationship among language, culture, and society. Teaching students productive skills Teaching students receptive skills Teaching authentic materials from real life exercises № 104.
Qiyinlik darajasi – 1 Receptive skills are…. Speaking and reading Listening and reading Writing and speaking Listening and writing № 105.
Qiyinlik darajasi – 1 Productive skills are… Speaking and reading Speaking and writing Speaking and reading Writing and speaking № 106.
Qiyinlik darajasi – 1 What skills do we use in communicative language teaching? Speaking and listening Speaking and writing Four language skills Listening and reading № 107.
Qiyinlik darajasi – 1 Theme categories for elementary level: ….. Food, sports, colors, animals, places to go Names of countries, languages, things found in the kitchen, in the bedroom Special clothes for special jobs, adjectives of size, texture, shape Proteins, types of industry, types of government, special tools № 108.
Qiyinlik darajasi – 1 Learning contracts is….. Written agreements between learners and teachers about what a learner will try to learn and how this will be measured Students are thinking as well as what they can produce and understand Written explanations by students, student drawings Students to come up with their own significant categories № 109.
Qiyinlik darajasi – 1 Tracer study …. Finding out what happens to students after they leave your class as give you information about which parts of your course were most or least helpful Leave a few days for students to think about their contracts Teacher checking students’ interest Checking how students are getting on with your teaching style. № 110.
Qiyinlik darajasi – 1 Listening comprehension is dependent on … Both a top-down and bottom-up processing Top-down processing of input A bottom-up processing of input A high-level of speaking proficiency № 111.
Qiyinlik darajasi – 1 Among the goals of pre-listening is….. to create expectations about the content of the listening text. to provide a list of new vocabulary and expressions found in the text. to give students an outline of the main ideas in the text. to create an English atmosphere № 112.
Qiyinlik darajasi – 1 Intensive listening activities aim to… transcribe the text for post-listening learn the meaning of new vocabulary. develop bottom-up processing skills.. learning by translating in mother tongue № 113.
Qiyinlik darajasi – 1 What is active listening? Understanding the meaning while listening Finding new vocabulary according to listening task Listening but not paying attention to the meaning Listening to songs and find new vocabulary № 114.
Qiyinlik darajasi – 1 How many stages are there in listening skill? 4 5 3 2 № 115.
Qiyinlik darajasi – 1 In Post listening stage students… This stage comprises all the exercises which are done after listening The teacher giving background information. Here, teachers’ obligation is only to guide students Consideration of how the whole- listening activity will be done № 116.
Qiyinlik darajasi – 1 Be mentally prepared to listen, evaluate the speech not the speaker, fight distractions by closing off sound sources are… Tips for effective listening Tips for effective writing Tips for effective speaking Tips for effective reading № 117.
Qiyinlik darajasi – 1 Grammatical patterns in teaching is… This is so that students whose language has a different normal word order can express their thoughts clearly in English Sentences are short, easy to write up on the board Creating discussion activities Teaching grammar for speaking № 118.
Qiyinlik darajasi – 1 What is study skill? Can be taught or learnt by both students and teachers Having ability to teach of teachers Learning within a language teaching Having ability to understand the topic of students № 119.
Qiyinlik darajasi – 1 What is PPP? Postponed practice Presentation, practice, production Practice for presenting presentation Pre, post presentation № 120.
Qiyinlik darajasi – 1 What should be considered while preparing your students for discussion activities? Name, level, major Culture, age, interest Interest, age, mother tongue Appearance, character, clothes № 121.
Qiyinlik darajasi – 1 How to group students in discussion activities? According to their level According to their age According to their favorite topic According to their culture № 122.
Qiyinlik darajasi – 1 For shy students which activity helps a lot … . Role playing Mind mapping Brainstorming Storming № 123.
Qiyinlik darajasi – 1 How periphery learning works in language teaching? Using the four skills in a target language is basically how you get more fluent in them Using listening activities Using the mother tongue in the class Learning the language by video games № 124.
Qiyinlik darajasi – 1 In pre- stage for receptive skill Students are prepared for reading or listening by getting them interested in a topic Students do the listening or reading and work on the allotted tasks Here there is evaluation of the work done during the in-stage tasks Practice of the language encountered in the text. № 125.
Qiyinlik darajasi – 1 What is TBL in teaching a language? Task based listening Task based learning Topic based learning Teaching based language № 126.
Qiyinlik darajasi – 1 What is CLT? Communicative language teaching Common language teaching Common learning technique Communicative learning technique № 127.
Qiyinlik darajasi – 1 What is EFL? English as a foreign language English for learners England foreign learners English for first language № 128.
Qiyinlik darajasi – 1 What is ESL? England student learners English for student language English as a second language Easy learning style № 129.
Qiyinlik darajasi – 1 What is TTT? Talking technique time Teaching technique time Teacher talking time Teacher teaches time № 130.
Qiyinlik darajasi – 1 What is STT? Student teacher time Second teacher talking Student talking time Student technique teaching № 131.
Qiyinlik darajasi – 2 What happens in Learners talking to learners? Each student participates in separate discussion group Students learn from their teacher Teacher teach them in separate way Teacher learn from students № 132.
Qiyinlik darajasi – 2 What are the characteristics of successful speaking activity? Learners talk a lot, motivation is high, language is an acceptable level Teacher talk a lot, explained only by teacher Learners listen each other, talk with teacher Teacher talk a lot, learners talk with their teacher № 133.
Qiyinlik darajasi – 2 In pre- writing students… Learners are asked to come up with ideas and plan what they write Learners can compose the first draft of their texts Learners have the opportunity to look back at their texts After writing several drafts, it is time to check № 134.
Qiyinlik darajasi – 2 What is the process writing? Process Writing is an approach to teaching writing Process Writing is an approach to teaching activities Process Writing is an approach to teaching speaking Process Writing is an approach to teaching reading № 135.
Qiyinlik darajasi – 2 Organizing, planning, selecting ideas happen in… Pre-writing stage While writing stage Post writing stage Revising stage № 136.
Qiyinlik darajasi – 2 In editing writing stage students…? Students select the ideas Students correct the spelling Students organize writing Students come up with their ideas № 137.
Qiyinlik darajasi – 2 What is time constraints in writing? Time for selecting plans Time for concentrating for ideas To give students time to go through the stages Time for only editing № 138.
Qiyinlik darajasi – 2 What are steps in writing an essay? Pre-writing, drafting, planning, organizing, revising, editing, final draft Organizing, drafting, pre-writing, planning, revising, editing Drafting, pre-writing, planning, organizing, editing, final draft Pre-writing, planning editing, final draft № 139.
Qiyinlik darajasi – 2 Before you actually begin writing your essay, you will need to do the following things: Revising Organizing Choosing a topic Drafting № 140.
Qiyinlik darajasi – 2 … a rough plan for your essay and can help make the process of writing much easier. Introduction Brainstorming Mapping Outline № 141.
Qiyinlik darajasi – 2 Don’t focus on ….. as you write your rough draft. You can check this later in the writing process. Meaning and content Introduction and conclusion Grammar and vocabulary Spelling and grammar № 142.
Qiyinlik darajasi – 2 Which style is used to write formal writings? Arial Times new Roman Algerian Calibri № 143.
Qiyinlik darajasi – 2 Publishing in writing is to…? Encourage students to publish their works in a variety of ways Help students writing their essays Teach students how to publish Students publish their essays № 144.
Qiyinlik darajasi – 2 What is my message? Is my message clear? Did I try hard to make it interesting? Did I have enough information? Writing based on… Organizing Ideas Word choice Sentence fluency № 145.
Qiyinlik darajasi – 2 How does my paper begin? Did I tell things in order? Does everything link to my message? How does my paper end? Writing based on… Ideas Organizing Word choice Sentence fluency № 146.
Qiyinlik darajasi – 2 Have I used some words that I really love? Can my reader tell what my words mean? Have I used any NEW words? Did I try not to repeat words too many times? Writing based on… Ideas Organizing Word choice Sentence fluency № 147.
Qiyinlik darajasi – 2 Do I really like this paper? Does this writing sound like me? How do I want my readers to feel? My favorite part is ____ .Writing based on… Organizing Voice Ideas Sentence fluency № 148.
Qiyinlik darajasi – 2 Did I use sentences? Do my sentences begin in different ways? Did I use some long and some short sentences? Writing based on… Organizing Sentence fluency Ideas Voice № 149.
Qiyinlik darajasi – 2 Did I leave spaces between words? Did I use a title? Did I use periods or question marks? Writing based on… Organizing Sentence fluency Conventions Voice № 150.
Qiyinlik darajasi – 2 What is “Writer’s Workshop”? Organizational structure for allowing the writing process Shop where you find writers’ books Shop where you learn writing Writing process to publish your writings № 151.
Qiyinlik darajasi – 2 In attentive listening you… Listen and understand the meaning Find phrases while listening Will be attentive after listening Find new vocabulary № 152.
Qiyinlik darajasi – 2 What is feedback? Information people receive about their performance Written essay to improve writing skill Ideas about your study Written letter to your speaking № 153.
Qiyinlik darajasi – 2 What is the feeling about your feedback? Consider how you respond to feedback Talking with the person who give feedback Discussing about your feedback Giving feedback to student’s writing № 154.
Qiyinlik darajasi – 2 What is the teaching technique reading KWL? What I know – What I want to know – What I learned Knowing world languages Know writing and listening Key words for learning reading № 155.
Qiyinlik darajasi – 2 Who is trainee teacher? Observe trainees Observe teachers Observe teachers and students Observe students № 156.
Qiyinlik darajasi – 2 What is the observation task? Focusing activity to work on observing progress Find the aim of observing Find activity to give students Teacher’s task to observe students № 157.
Qiyinlik darajasi – 2 Classroom language is… Language used by teacher and students in the class Language used by teachers in the class Language used by students in the class Language which is students are learning in a group № 158.
Qiyinlik darajasi – 2 What is TBLT? Teacher based learning technique Task based language teaching Technique based language teaching Task based learning technique № 159.
Qiyinlik darajasi – 2 What is DRTA in reading skill? Directed reading teaching activity Directed reading thinking activity Direct reading teacher activity Direct right teaching technique № 160.
Qiyinlik darajasi – 2 Sit down! This sentence belong to … in classroom language Student Teacher Download 131.02 Kb. Do'stlaringiz bilan baham: 
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