Instytut Filologii Angielskiej 03 lipca 2009 r.
Uniwersytet Wrocławski Egzamin licencjacki Część B: Wybrana dziedzina specjalizacyjna Metodyka
1. In which of the answers are the terms organized from the most general to the most specific?
A approach, method, technique C technique, approach, method
B approach, technique, method D method, approach, technique
2. ____________methods avoid the conscious, formal teaching of explicit grammar rules.
A Inductive C Comprehension
B Deductive D Meta-cognitive
3. The principle that learning is facilitated if the learners are engaged both emotionally and intellectually is associated with:
A the Cognitive Method C behaviourism
B the Holistic Method D the humanist approach
4. A teacher provides one learner with a picture to describe to other learners who haven't seen it. This is an example of:
A an artificial information gap C a gap-filling activity
B a natural information gap D an isolated-skills activity
5. The so-called reasoning gap is emphasized as a stimulus to communication in:
A Task-Based Learning C cloze testing
B Peripheral Learning D the cognitive approach
6. One of the priorities in Content-Based Learning is to provide:
A a natural context for the language.
B a comfortable learning environment.
C the learner's participation in creating the syllabus.
D a strong sense of the teacher's commitment.
7. Dakowska defines _________ as ”verbal and non-verbal communication strategies used to regulate conversation, for example to compensate for communication breakdown”.
A communicative criteria C sociolinguistic competence
B regulation strategies D strategic competence
8. Two methods which in their pure form avoid any use of L1 are:
A the Grammar Translation Method and Community Language Learning.
B Community Language Learning and the Direct (or Conversational) Method.
C the Direct (or Conversational) Method and ALM.
D ALM and Desuggestopedia (or Suggestopedia).
9. Communicative Language Teaching defines L2 culture as:
A the way of life in L2 societies C a form of linguistiv imperialism
B the history and literature of L2 countries D irrelevant to the language- teaching process
10. In Desuggestopedia (or Suggestopedia), learners choose new identities in order to:
A participate in roleplays and simulations.
B enhance their sense of security and reduce inhibitions.
C desuggest (or suggest) their L2 competence.
D dramatize the dialogs presented in class.
11. The value of positive reinforcement from the teacher is emphasized in:
A the Grammar-Translation Method C ALM
B the Direct (or Conversational) Method D TPR
12. Little or no attention is given to pronunciation in:
A the Grammar- Translation Method C Desuggestopedia (or Suggestopedia)
B the Direct (or Conversational) Method D Community Language Learning
13. A method that strongly engages the learners' kinesthetic memory is:
A behaviourist C ALM
B communicative D TPR
14. One principle of the Whole Language Approach is that learners should attempt to understand overall meaning of a text:
A as a natural result of mastering individual linguistic forms.
B before working on the linguistic forms that comprise the text.
C only in the later stages of the learning process.
D only when they feel ready to attempt it.
15. In which pair do the two terms come from the same method?
A language function- verbal stimuli C the human computer- backward build-up
B infantilization- peripheral learning D action sequence- reflective listening
16. In which pair are both methods matched with appropriate metaphors for the role of the teacher?
A Grammar-Translation Method: authority; Direct (or Conversational) Method: interpreter
B Communicative Language Teaching: enforcer; Task- Based Learning: behavioral model
C Cooperative Learning: social director; TPR: technician
D ALM: orchestra conductor; Community Language Learning: counselor
17. Overlearning is one of the:
A aims of drilling C negative effects of testing
B common sources of errors D features of extrinsic motivation
18. Which of the following is an aim of a typical PPP presentation stage?
A focusing the learners' attention on the target item
B showing how the target item relates to what the learners already know
C providing a clear oral and/pr written model of the target item
D all of the above
19. In the PPP lesson model:
A very limited time is allowed for communicative L2 production
B the presentation stage is always inductive
C different correction techniques are appropriate at different stages of the lesson
D all of the above
20. Ur points out that teaching grammatical meaning is:
A as important as teaching grammatical forms
B overemphasized in many textbooks
C less effective than individual study outside the classroom
D suitable for older or more analytically-minded learners
21. One of the main challenges in teaching grammar is keeping the presentations:
A form-focused C both fluent and accurate
B consistent with previous presentations D both accurate and simple
22. So- called heterogeneous practice activities are appropriate for:
A learners from various L1 backgrounds C encouraging self-correction
B learners of different levels of ability D practicing more than one language skill
23. Example: Leonard has a headache.=> sore throat => Leonard has a sore throat. This is an example of a __________ drill.
A substitution C progressive
B transformation D heterogeneous
24. Having the learners form sentences according to a set pattern, but using vocabulary of their own choosing, is a form of _______________practice.
A awareness C guided meaningful
B rote D free discourse
25. A common distinction between errors and mistakes is that mistakes:
A are occasional inconsistent slips C arise from mis-learned generalizations
B are part of the backwash (or washback) effect D lead to breakdowns in communication
26. Which set of examples consists only of so-called language notions?
A obligation, spatial relations, time C conjugating, parsing, glossing
B promises, apologies, suggestions D lead to breakdowns in communication - ?
27. Units such as ”ordering a meal” and „at the bank” are most likely to be part of a ______syllabus.
A procedural C situational
B functional D topical
28. A question used in a classroom is said to have high availability if it:
A can be used in many real-life situations C elicits responses from many learners
B easy to prepare D activates only the higher-level learners
29. From the teacher's perspective, an advantage of multiple-choice tests is that they are inherently:
A easy to check C both valid and reliable
B easy to prepare D difficult to cheat on
30. Integrative tests are used to check:
A a relatively broad command of the language C socio-cultural competence
B knowledge of isolated language items D extended speaking and listening skills
31. Minimal pairs can be useful for:
A checking whether the learners perceive the sounds you want to teach
B providing the learners with practice speaking in so-called long turns
C reducing the learners' tendency to lapse into L1
D encouraging peer teaching in mixed-ability classrooms
32. Dictation and reading aloud are activities that provide practice in:
A pronunciation-spelling correspondence C real-life listening
B production-stage skills D none of the above
33. Pronunciation-spelling correspondence is:
A typical of behaviorist methods C greater in English than in Polish
B usually suitable only for advanced learners D greater in Polish than in English
34. Learners typically have the most trouble perceiving L2 phonemes that:
A have many allophonic variations C are not distinct phonemes in their L1
B make no difference to meaning D don't exist in their L1
35. When learners have trouble articulating a sound in the target language, it can be useful for the teacher to:
A ask the learners to repeat the sound in isolation and in words
B highlight the differences between this sound and similar L1 sounds
C show pictures presenting the position and movement of articulators
D all of the above
36. Which pair below matches a type of vocabulary with a technique that is likely to be helpful in conveying its meaning effectively?
A action verbs- demonstrations C abstract nouns-visual aids
B stative verbs- superordinates D collective nouns- antonyms
37. Ur points out that learners' tendency to look for associations and/or personal significance in vocabulary items:
A is generally more confusing than helpful
B is a strong aid to remembering vocabulary
C cannot be activated during a language lesson
D should gradually be replaced by systematic presentations
38. For teaching purposes, the appropriateness of a vocabulary item is one aspect of its:
A form C coverage
B meaning D availability
39. One of the main uses of authentic material is to:
A convey the meaning of concrete nouns C expose learners to natural L2 usage
B keep very young learners' attention focused D vary the way learners are grouped
40. learners who have read different fragments of a text together, pooling their knowledge and answering questions about the text. This type of activity is called a _____ activity.
A scrambled C lockstep
B sequencing D jigsaw
41. Reading at length for pleasure in a leisurely manner is one type of ______reading
A process C intensive
B product D extensive
42. Guessing the answers to comprehension questions before reading a passage:
A is a common flaw in the way comprehension questions are designed
B is one way to personalize classroom activities
C can increase learners' motivation to read the passage
D can discourage less-gifted learners from reading the passage
43. Putting events represented in pictures in the right order might be a task for:
A first listening or reading C extended- response listening
B peripheral reading D reflective listening
44. Clear pre-set listening comprehension tasks make the activities:
A more like real-life listening C unrealistic for most classroom situations
B less like real-life listening D less motivational for most learners
45. Redundancy in a listening passage refers to:
A replaying all or part of the passage more than one
B paraphrasing and reiteration that occurs in informal speech
C the part of the passage that's irrelevant to the task
D the part of the passage that's unintelligible to the listener
46. Learners take notes while listening to a passage describing a problem, then discuss it in groups before individually writing out their own solutions. This is an example of a ___activity
A combined-skills or integrated-skills C as close as possible to -?
B multi-strategic D homogeneous practice
47. Ur notes that oral-fluency practice activities are more productive if the level of L2 use they require is ______the level used in intensive language-learning activities in the same class.
A somewhat higher than C as close as possible to
B somewhat lower than D unrelated to
48. Which of the following typically provide[s] learners with the most practice speaking in long terms?
A group work C story telling and speech-making
B interactional talk D all of the above
49. So called macro-level writing skills include:
A content, organization and expression C spelling, punctuation and handwriting
B copying, revising and assessing D preparation, process and product
50. In the process approach to writing, the learners are expected to:
A plan, draft and edit compositions individually, with no feedback from the teacher
B submit several drafts of each composition to the teacher for assessment
C write compositions at home on the basis of detailed outlines provided by the teacher
D brainstorm with other learners at the planning and drafting stages of the writing process.
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