473.Psychology

1. is the study of human experience & practice that comprises physical & mental ability, interaction of the brain & other organs of human body.

2. is the study of patterns and variations in language within a society or community.

3. is the scientific study of human social relations or group life.

4. describes each culture, including its language, the physical characteristics of its people, its material products, and its social customs.

5. the branch of knowledge or academic study devoted to the systematic examination of basic concepts such as truth, existence, reality, causality, and freedom

474.Ethnology or Cultural Anthropology

1. describes each culture, including its language, the physical characteristics of its people, its material products, and its social customs.

2. is the study of human experience & practice that comprises physical & mental ability, interaction of the brain & other organs of human body.

3. is the study of patterns and variations in language within a society or community.

4. is the scientific study of human social relations or group life.

5. the branch of knowledge or academic study devoted to the systematic examination of basic concepts such as truth, existence, reality, causality, and freedom

475.Philosophy

1. the branch of knowledge or academic study devoted to the systematic examination of basic concepts such as truth, existence, reality, causality, and freedom

2. describes each culture, including its language, the physical characteristics of its people, its material products, and its social customs.

3. is the study of human experience & practice that comprises physical & mental ability, interaction of the brain & other organs of human body.

4. is the study of patterns and variations in language within a society or community.

5. is the scientific study of human social relations or group life.

476.It is the branch of knowledge or academic study devoted to the systematic examination of basic concepts such as truth, existence, reality, causality, and freedom.

1. Philosophy

2. Ethnology or Cultural Anthropology

3. Psychology

4. Sociolinguistics

5. Sociology

477.It describes each culture, including its language, the physical characteristics of its people, its material products, and its social customs.

1. Ethnology or Cultural Anthropology

2. Philosophy

3. Psychology

4. Sociolinguistics

5. Sociology

478.It is the study of human experience & practice that comprises physical & mental ability, interaction of the brain & other organs of human body.

1. Psychology

2. Ethnology or Cultural Anthropology

3. Philosophy

4. Sociolinguistics

5. Sociology

479.It is the study of patterns and variations in language within a society or community.

1. Sociolinguistics

2. Psychology

3. Ethnology or Cultural Anthropology

4. Philosophy

5. Sociology

480.It is the scientific study of human social relations or group life.

1. Sociology

2. Sociolinguistics

3. Psychology

4. Ethnology or Cultural Anthropology

5. Philosophy

481.The earliest **** of teaching were based on a premise that the main justification for teaching anything is not for itself but for what it trains—intelligence, attitudes, and values.

1. mental-discipline theories

2. naturalistic theories

3. bilingualism

4. behaviourism

5. structuralist principle

482.In their purest form, **** are clearly inadequate in the modern world of technology, but their emphasis on spontaneous child activity, as opposed to excessive formal instruction, is a valuable component of the educational process.

1. naturalistic theories

2. mental-discipline

3. bilingualism

4. behaviourism

5. structuralist principle

483.**** leads to mutual interference between the two languages

1. bilingualism

2. naturalistic theories

3. mental-discipline

4. behaviourism

5. structuralist principle

484.Classical **** was characterized by a strict determinism based on the belief that behind every response lies a stimulus that elicits it.

1. behaviourism

2. bilingualism

3. naturalistic theories

4. mental-discipline

5. structuralist principle

485.****considers that a language is a self-contained relational structure, the elements of which derive their existence and their value from their distribution and oppositions in texts or discourse.

1. structuralist principle

2. behaviourism

3. bilingualism

4. naturalistic theories

5. mental-discipline theories

486.Structuralist principle

1. considers that a language is a self-contained relational structure, the elements of which derive their existence and their value from their distribution and oppositions in texts or discourse.

2. was characterized by a strict determinism based on the belief that behind every response lies a stimulus that elicits it.

3. leads to mutual interference between the two languages

4. In their purest form, they are clearly inadequate in the modern world of technology, but their emphasis on spontaneous child activity, as opposed to excessive formal instruction, is a valuable component of the educational process.

5. were based on a premise that the main justification for teaching anything is not for itself but for what it trains—intelligence, attitudes, and values.

487.Behaviourism

1. was characterized by a strict determinism based on the belief that behind every response lies a stimulus that elicits it.

2. considers that a language is a self-contained relational structure, the elements of which derive their existence and their value from their distribution and oppositions in texts or discourse.

3. leads to mutual interference between the two languages

4. In their purest form, they are clearly inadequate in the modern world of technology, but their emphasis on spontaneous child activity, as opposed to excessive formal instruction, is a valuable component of the educational process.

5. were based on a premise that the main justification for teaching anything is not for itself but for what it trains—intelligence, attitudes, and values.

488.Bilingualism

1. leads to mutual interference between the two languages

2. was characterized by a strict determinism based on the belief that behind every response lies a stimulus that elicits it.

3. considers that a language is a self-contained relational structure, the elements of which derive their existence and their value from their distribution and oppositions in texts or discourse.

4. In their purest form, they are clearly inadequate in the modern world of technology, but their emphasis on spontaneous child activity, as opposed to excessive formal instruction, is a valuable component of the educational process.

5. were based on a premise that the main justification for teaching anything is not for itself but for what it trains—intelligence, attitudes, and values.

489.Naturalistic theories

1. In their purest form, they are clearly inadequate in the modern world of technology, but their emphasis on spontaneous child activity, as opposed to excessive formal instruction, is a valuable component of the educational process.

2. leads to mutual interference between the two languages

3. was characterized by a strict determinism based on the belief that behind every response lies a stimulus that elicits it.

4. considers that a language is a self-contained relational structure, the elements of which derive their existence and their value from their distribution and oppositions in texts or discourse.

5. were based on a premise that the main justification for teaching anything is not for itself but for what it trains—intelligence, attitudes, and values.

490.Mental-discipline theories

1. were based on a premise that the main justification for teaching anything is not for itself but for what it trains—intelligence, attitudes, and values.

2. In their purest form, they are clearly inadequate in the modern world of technology, but their emphasis on spontaneous child activity, as opposed to excessive formal instruction, is a valuable component of the educational process.

3. leads to mutual interference between the two languages

4. was characterized by a strict determinism based on the belief that behind every response lies a stimulus that elicits it.

5. considers that a language is a self-contained relational structure, the elements of which derive their existence and their value from their distribution and oppositions in texts or discourse.

491.Large-group instruction

1. in which the total complement of some 50 to 150 students in the program is periodically taught by one teacher (either the same teacher or several teachers in rotation) in a lecture hall.

2. which alternates with large-group instruction so as to allow small numbers of students and a member of the teaching team to discuss, report, and exchange ideas.

3. whereby students are given individual projects or library work.

4. in which, daily or weekly, the teachers plan, coordinate, report on, and evaluate their programs. _

5. a program of instructional material presented by means of a computer or computer systems.

492.Small-group instruction

1. which alternates with large-group instruction so as to allow small numbers of students and a member of the teaching team to discuss, report, and exchange ideas.

2. in which the total complement of some 50 to 150 students in the program is periodically taught by one teacher (either the same teacher or several teachers in rotation) in a lecture hall.

3. whereby students are given individual projects or library work.

4. in which, daily or weekly, the teachers plan, coordinate, report on, and evaluate their programs. _

5. a program of instructional material presented by means of a computer or computer systems.

493.Independent study

1. whereby students are given individual projects or library work.

2. which alternates with large-group instruction so as to allow small numbers of students and a member of the teaching team to discuss, report, and exchange ideas.

3. in which the total complement of some 50 to 150 students in the program is periodically taught by one teacher (either the same teacher or several teachers in rotation) in a lecture hall.

4. in which, daily or weekly, the teachers plan, coordinate, report on, and evaluate their programs. _

5. a program of instructional material presented by means of a computer or computer systems.

494.Computer-assisted instruction (CAI)

1. a program of instructional material presented by means of a computer or computer systems.

2. whereby students are given individual projects or library work.

3. which alternates with large-group instruction so as to allow small numbers of students and a member of the teaching team to discuss, report, and exchange ideas.

4. in which the total complement of some 50 to 150 students in the program is periodically taught by one teacher (either the same teacher or several teachers in rotation) in a lecture hall.

5. in which, daily or weekly, the teachers plan, coordinate, report on, and evaluate their programs.

495.Team planning sessions

1. in which, daily or weekly, the teachers plan, coordinate, report on, and evaluate their programs.

2. a program of instructional material presented by means of a computer or computer systems.

3. whereby students are given individual projects or library work.

4. which alternates with large-group instruction so as to allow small numbers of students and a member of the teaching team to discuss, report, and exchange ideas.

5. in which the total complement of some 50 to 150 students in the program is periodically taught by one teacher (either the same teacher or several teachers in rotation) in a lecture hall.

496.Program of instructional material presented by means of a computer or computer systems.

1. Computer-assisted instruction (CAI)

2. Independent study

3. Small-group instruction

4. Large-group instruction

5. Team planning sessions

497.Daily or weekly, the teachers plan, coordinate, report on, and evaluate their programs.

1. Team planning sessions

2. Computer-assisted instruction (CAI)

3. Independent study

4. Small-group instruction

5. Large-group instruction

498.Students are given individual projects or library work.

1. Independent study

2. Team planning sessions

3. Computer-assisted instruction (CAI)

4. Small-group instruction

5. Large-group instruction

499.It allow small numbers of students and a member of the teaching team to discuss, report, and exchange ideas.

1. Small-group instruction

2. Independent study

3. Team planning sessions

4. Computer-assisted instruction (CAI)

5. Large-group instruction

500. 50 to 150 students in the program are periodically taught by one teacher (either the same teacher or several teachers in rotation) in a lecture hall.

1. Large-group instruction

2. Small-group instruction

3. Independent study

4. Team planning sessions

5. Computer-assisted instruction (CAI)

501.What is the best way of presentation for the word “a plane”:

1. to demonstrate a picture

2. to demonstrate an object

3. to give translation

4. to give an explanation

5. to give a synonym

502.What is the best way of presentation for the word “soft drinks”:

1. enumeration of different drinks

2. demonstration of a picture

3. to give translation

4. to give an explanation

5. to give a synonym

503.“Methods of Teaching” means:

1. manner of doing something’

2. psychology of teaching

3. treatment of teaching

4. upbringing of children

5. task for education

504. The origin of the word ‘method’ is

1. Greek

2. Latin

3. Old Germanic

4. Proto Germanic

5. Anglo-Saxon

505. The founder of the Communicative Language Teaching Approach was:

1. Е. I . Passov

2. L.V. Sherba

3. J. Chaucer

4. N. Homsky

5. J. Grimm

506. The oldest method of teaching foreign languages is

1. Grammar-translation method

2. Inductive method

3. Contemporary Method

4. Direct Method

5. Interactive method

507. Who was the 1^st methodologists who tried to work out the principles of vocabulary selection on a scientific basis

1. H. Palmer

2. L.V. Sherba

3. J. Chaucer

4. N. Homsky

5. J. Grimm

507. Who advanced the following: “From reading –

reception, to speaking – reproduction”

1. M. West

2. N. Homsky

3. J. Grimm

4. L.V. Sherba

5. J. Chauce

509. It is determined as a long-term goal

1. Aim

2. Objective

3. Purpose

4. Target

5. Goal

510. It is determined as a short-term goal

1. Objective

2. Purpose

3. Target

4. Goal

5. Aim

511. The changes the teachers must bring up in students may be

1. Fourfold

2. Threefold

3. Fivefold

4. Twofold

5. Sixfold

512. The changes the teachers must bring up in students

1. All answers are correct

2. Practical

3. Educational

4. Cultural

5. Cognitive

513. Practical aim is

1. The teaching of FL should result in the student’s acquiring a second language for the same purpose as the native language: to use it as a means of communication on a competent level.

2. To develop the learners’ intellect, conscious & subconscious (voluntary & involuntary) memory, his imaginative abilities, will-power.

3. To promote learners’ general & cultural growth by increasing their knowledge about foreign countries (customs & traditions).

4. Creating an individuum in the process of learning.

5. All answers are correct

514. Educational aim is

1. To develop the learners’ intellect, conscious & subconscious (voluntary & involuntary) memory, his imaginative abilities, will-power.

2. The teaching of FL should result in the student’s acquiring a second language for the same purpose as the native language: to use it as a means of communication on a competent level.

3. To promote learners’ general & cultural growth by increasing their knowledge about foreign countries (customs & traditions).

4. Creating an individuum in the process of learning.

5. All answers are correct

515. Cultural aim is

1. To promote learners’ general & cultural growth by increasing their knowledge about foreign countries (customs & traditions).

2. The teaching of FL should result in the student’s acquiring a second language for the same purpose as the native language: to use it as a means of communication on a competent level.

3. To develop the learners’ intellect, conscious & subconscious (voluntary & involuntary) memory, his imaginative abilities, will-power.

4. Creating an individuum in the process of learning.

5. All answers are correct

516. Cognitive aim is

1. Creating an individuum in the process of learning.

2. All answers are correct.

3. To develop the learners’ intellect, conscious & subconscious (voluntary & involuntary) memory, his imaginative abilities, will-power.

4. The teaching of FL should result in the student’s acquiring a second language for the same purpose as the native language: to use it as a means of communication on a competent level.

5. To promote learners’ general & cultural growth by increasing their knowledge about foreign countries (customs & traditions).

517.The method is the confusing homophony of the phrase aural-oral.