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Particular sound may not exist in the mother tongue
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Particular sound may not exist in the mother tongue Student don’t know how to pronounce the sound Student imitate to native speakers Students learn the sounds by errors № 175.
Qiyinlik darajasi – 3 What needs to be taught vocabulary? Pronunciation, grammar, aspect of meaning, collocations The stems of the word Word phrases, word combinations Grammar structure of the sentence № 176.
Qiyinlik darajasi – 3 According to the Antony’s model what is approach? Level at which theory is put into practice and at which choices are made about particular skills to be taught, the content to be taught Level at which classroom procedures are described. Level at which assumptions and beliefs about language and language learning are specified Level of students № 177.
Qiyinlik darajasi – 3 Procedure includes Theory Task, techniques and activities. Principles, project work Task, theory № 178.
Qiyinlik darajasi – 3 Technique is… a way for a teacher to organize a learner’s activity a procedure of teaching and learning FL understand the complex system Technical equipment you use № 179.
Qiyinlik darajasi – 3 Through techniques we develop in learners… Productive, receptive and interactive skills Reading, writing skills Speaking, listening skills Speaking oral fluency № 180.
Qiyinlik darajasi – 3 What is technology? Systematic method of creation Procedure of teaching and learning FL in the classrooms Systematic process of study Technical equipment’s which we use during the lesson № 181.
Qiyinlik darajasi – 3 What is Learner-centered Learning? Stressing the dual roles of "receiver" and "sender" in any communicative situation Giving over of some "power" in the language learning process to the learners themselves Students learning from each other in groups Teacher learn students learning № 182.
Qiyinlik darajasi – 3 Linguo-cultural teaching and learning is implemented through… Content-based and context-based language instruction Cooperative/Collaborative Learning Background knowledge of the target language group Task based learning, project based learning № 183.
Qiyinlik darajasi – 3 Who involves to peer observation? Teacher Teacher and student Student Students group № 184.
Qiyinlik darajasi – 3 What is real life listening? Different situation listening from real life Music’s, songs Gossips, interview Conversation between teacher and student № 185.
Qiyinlik darajasi – 3 What is the speaker attention The speaker directs his or her attention to the listener The speaker directs his or her attention to the meaning of speech The speaker directs his or her attention to the teacher The speaker direct his or her attention to the student № 186.
Qiyinlik darajasi – 3 Find the learner difficulties in the listening Trouble with sounds, have to understand every word Can’t hear the sounds, being in a hurry Trouble with sentences, not being able to read fast Not being able to speak, not to understand the meaning № 187.
Qiyinlik darajasi – 3 What is role play in teaching? Learner imagine they are in different situation outside the class Learner try speak aloud Learner play as actors in the class Learner play the role of different people № 188.
Qiyinlik darajasi – 3 What is oral testing? Testing by written form Testing by giving some questions Testing by giving dialogues, role play, interview Testing by taking an exam № 189.
Qiyinlik darajasi – 3 What is standard language? Generally acceptable variety of the language Using regional language Mother tongue Target language № 190.
Qiyinlik darajasi – 3 What is the classroom power approach? Learner centered teaching and skill based learning The power of the students The used method of teachers Language skill which should be taught in the class № 191.
Qiyinlik darajasi – 3 Learner as a doer… Learn by speaking Learn by reading Learn by doing Learn by listening № 192.
Qiyinlik darajasi – 3 Classroom observation task is… The learning tool while observing the process The learning tool while observing the process Books to observe the class Activities for giving students Used accessories by the teacher № 193.
Qiyinlik darajasi – 3 What kind of a speech activity is writing? Receptive Productive Written communication Theoretical perspective № 194.
Qiyinlik darajasi – 3 What are the main objective of teaching writing for beginners to develop learners’ calligraphy, graphic and orthography skills to develop learners’ orthography to develop learners ’graphic skills to develop learners’ writing skills № 195.
Qiyinlik darajasi – 3 What is goal of teaching writing in the ELT? to acquire graphical and orthographical skills to teach production of written texts to support oral speech to practice written forms № 196.
Qiyinlik darajasi – 3 What is the course book? Textbook which provides the core materials for a language-learning course. It aims to provide as much as possible in one book. book which contains extra practice activities for learners to work on in their own time? text written to exemplify the use of reported speech, a dialogue scripted to exemplify ways of inviting № 197.
Qiyinlik darajasi – 3 What type of reading is this? Often reading for pleasure. Reading in order to gain an overall understanding of a longer piece of text. We want to get the main ideas and also often react personally to what we have read. Scanning Skimming Intensive reading Extensive reading № 198.
Qiyinlik darajasi – 3 What is a microteaching? mini-lesson that participants teach to each other in order to practice what they have learned kind of teaching where teacher teaches a less than 15 minutes mini-lesson where all participants observe trainer’s lesson the same as macro teaching № 199.
Qiyinlik darajasi – 3 The purpose of the feedback in teaching is ... to check to show negative sides to assess to give and receive professional support № 200.
Qiyinlik darajasi – 3 Hearing, speaking, reading and writing are……. Habits and skills Language material Syllabus Language skills Download 131.02 Kb. Do'stlaringiz bilan baham: 
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