2. Hear the target language from the teacher

3. actively use the target language in the classroom

4. Have a pen-friend

5. Use Internet

86.Problem of the acquisition use in the classroom is:

1. lack of the target community

2. a great deal of comprehensible input

3. active use of the target language

4. a high level of input

5. constant communication in the target language

87.The Principle of activity involves:

1. teaching living speech

2. being noisy

3. being movable

4. extensive teaching of vocabulary

5. active use of mimic and gestures

88.The Principle of activity involves:

1. thinking in the target language

2. active use of the mother tongue

3. conscious comparative method

4. analysis of two languages

5. extensive teaching of vocabulary

89.The Principle of activity involves:

1. cultivating the power of guessing

2. passive recipients of the target language

3. active use of the mother tongue

4. conscious comparative method

5. analysis of two languages

90.The Principle of activity involves:

1. dramatizing the language taught

2. passive recipients of the target language

3. active use of the mother tongue

4. conscious comparative method

5. analysis of two languages

91.The Principle of activity involves:

1. active use of group-, pair work

2. active use of the mother tongue

3. conscious comparative method

4. analysis of two languages

5. extensive teaching of vocabulary

92.The Principle of activity involves:

1. self-correction of errors

2. ignorance of errors

3. free error speech

4. teacher’s correction

5. slip of the tongue

93.The Principle of activity involves:

1. active listeners

2. active use of the mother tongue

3. extensive teaching of vocabulary

4. active teacher

5. active thinking in mother tongue

94.The Principle of activity involves:

1. students’ independent work at the subject

2. students’ home assignment at the subject

3. listening to the tape recorder

4. communication with native speakers

5. extensive teaching of vocabulary

95.According to the principle of consecutiveness we start from:

1. simpler material

2. unknown material

3. more distant material

4. difficult material

5. native language

96.Generalization and classification we observe in the:

1. principle of systematic ness

2. principle of durability

3. conscious approach

4. scientific approach

5. accessibility

97.The principle of accessibility is realized through:

1. correspondence to the age

2. conscious approach

3. scientific approach

4. correspondence to the needs

5. correspondence to the imaginative abilities

98.The principle of accessibility is realized through:

1. rightly dosed material

2. abundance of the material

3. scarce material

4. high level of the material

5. great variety of the material

99.The principle of accessibility is realized through:

1. properly graded material

2. abundance of the material

3. scarce material

4. high level of the material

5. great variety of the material

100.The principle of accessibility is realized through:

1. presentation one difficult material at a time

2. intensive studying of the material

3. abundance of the material

4. scarce material

5. high level of the material

101.Durable instruction can be ensured by:

1. systematic revision of the knowledge

2. properly graded material

3. abundance of the material

4. scarce material

5. high level of the material

102.Durable instruction can be ensured by:

1. drill exercise of skills and habits

2. constant speaking

3. conscious comparative method

4. analysis of two languages

5. extensive teaching of vocabulary

103.Durable instruction can be ensured by:

1. interest and attention

2. conscious comparative method

3. analysis of two languages

4. extensive teaching of vocabulary

5. constant speaking

104.Durable instruction can be ensured by:

1. motivation factor

2. conscious comparative method

3. analysis of two languages

4. extensive teaching of vocabulary

5. constant speaking

105.To create natural environment helps:

1. visual material

2. question-answer work

3. individual work

4. drill exercise

5. pair-work

106.To objective visual material we refer:

1. toys

2. pictures

3. charts

4. schemes

5. textbook

107.To objective visual material we refer:

1. cubes

2. pictures

3. charts

4. schemes

5. textbook

108.To realistic visual material we refer:

1. classroom environment

2. pictures

3. charts

4. schemes

5. textbook

109.To realistic material we refer:

1. life situation

2. pictures

3. charts

4. schemes

5. textbook

110.To observe the principle of individualization help:

1. cards of different levels

2. pictures

3. schemes

4. textbook

5. life situation

111.To observe the principle of individualization help:

1. selection of exercises

2. pictures

3. schemes

4. textbook

5. life situation

112.To observe the principle of individualization help:

1. free communication

2. pictures

3. schemes

4. textbook

5. life situation

113.“Comprehensible material” means:

1. understandable

2. audible

3. visual

4. valuable

5. additional

114.“Available material” means:

1. accessible

2. valuable

3. understandable

4. audible

5. visual

115.At presentation stage students:

1. perceive the material

2. master the material

3. train the material use

4. check the material

5. explain the material

116.At presentation stage students:

1. understand the material

2. master the material

3. train the material use

4. check the material

5. explain the material

117.At presentation stage students:

1. assimilate the material

2. master the material

3. train the material use

4. check the material

5. explain the material

118.“Assimilate information” means:

1. digest information

2. consolidate information

3. master information

4. understand information

5. introduce information

119.“To facilitate learner’s input” means:

1. to make it easier

2. to foster it

3. to make it more complex

4. to “chew” it

5. to repeat it

120.Presentation stage is:

1. non – communicative stage

2. communicative stage

3. active stage

4. long in time

5. initial stage

121.Before presenting a new stage the teacher must:

1. tune the students

2. check attendance

3. control understanding

4. consult the plan

5. review the material

122.Before presenting a new stage the teacher must:

1. check students’ attention

2. check students’ attendance

3. control understanding

4. consult the plan

5. review the material

123.Presentation stage is:

1. controlled stage

2. communicative stage

3. active stage

4. long in time

5. free stage

124.At presentation stage the teacher check:

1. students’ pronunciation

2. students’ attendance

3. students’ explanation

4. students’ homework

5. students’ notebooks

125.“Explanation” means:

1. give explicit description

2. give implicit description

3. give terminology

4. give effective description

5. give formal description

126.Material should be presented

1. in context

2. with translation

3. in native language

4. in expressions

5. with illustrations

127.Pupils can deduce the grammar meaning thanks

1. several examples

2. grammar explanation