1. all variants are correct

2. Pictures

3. schedules

4. advertisement

5. articles from English magazines or newspapers.

864. Vocabulary that students have heard and can understand, but do not necessarily use when they speak or write.

A) passive vocabulary

B) active vocabulary

C) typical vocabulary

D) usual vocabulary

E) ordinary vocabulary

865. The false assumption that the language skills of reading and listening do not involve students in doing anything but receiving information.

A) passive

B) active

C) typical

D) usual

E) ordinary

866. For EFL teachers, four factors outside aptitude and attitude affect the rate at which a student learns a second language. These are (1) the student’s motivation, including whether it is instrumental or integrative; (2) the amount of time the student spends in class and practicing the language outside class; (3) the teacher’s approach to teaching; and (4) the teacher’s effectiveness and teaching style. The most important of these motivators are the first two, which are also the two the teacher has least control over. These factors we refer to:

A) learning factors

B) factors of safety

C) contributing factors

D) common factors

E) deciding factors

867. In writing, an activity whereby students help each other with the editing of a composition by giving each other feedback, making comments or suggestions; can be done in pairs or small groups.

A) peer correction

B) testing

C) analyzing

D) correcting

E) typing

868. A lesson plan includes the following:

A) all variants are correct

B) pre-assessment of class

C) aims and objectives

D) warm-up and review

E) assessment of lesson

869. A lesson plan includes the following:

A) all variants are correct

B) engagement, study, activation of language

C) aims and objectives

D) warm-up and review

E) assessment of lesson

870. The whole-word method or a method to teach reading to children, usually in their first language; has been adapted for second-language reading; words are taught in association with visuals or objects; students must always say the word so the teacher can monitor and correct pronunciation.

A) look and say

B) listen and say

C) listen and write

D) write and say

E) read and write

871. A lesson plan includes the following:

A) all variants are correct

B) engagement, study, activation of language

C) aims and objectives

D) warm-up and review

E) pre-assessment of class

874. … items are features of the sound system of the language, including intonation, word stress, rhythm and register. A common way to teach phonology is simply to have students repeat vocabulary using proper stress and pronunciation.

A) phonological

B) structural

C) lexical

D) functional

E) grammatical

873. An approach based on teaching first language reading to young children, but adapted for use with adults. Students use vocabulary and concepts already learned to tell a story or describe an event. The teacher writes down the information they provide, and then uses the account to teach language, especially to develop reading skills.

1. language experience approach

2. structural approach

3. communicative approach

4. functional approach

5. experienced approach

874. A … item is a new bit of vocabulary. It is sometimes difficult to decide whether an item is structural or lexical. For example, the teacher could teach phrasal verbs like “chop down” and “stand up” as lexis or structure.

A) lexical

B) phonological

C) structural

D) functional

E) grammatical

875. Read and select the right answer. Realia, pictures, mime, actions, gestures, explanation, translation are:

1. Ways of presenting vocabulary

2. Exercises used for developing pronunciation

3. Teaching grammar

4. Teaching writing as a skill

5. Teaching materials

876. Find out what way of presenting Vocabulary is depicted: _______ is quick and easy way to represent the meaning of the word.

1. Translation

2. Word-building element

3. Gestures

4. Mime

5. Actions

877. Find out what way of presenting Vocabulary is depicted: we can use the words’ sense relation in presentation. We can give opposites to the known words, e.g. full-empty, hot-cold.