2. Grammar patterns

3. Speech patterns

4. phonic origin

5. accent patterns

157.Teaching pronunciation cover:

1. sentence stress study

2. word study

3. grammar study

4. syllables study

5. letter study

158.Difficulties in pronunciation include:

1. stress in a sentence

2. spelling of a word

3. word order

4. articles

5. dialects

159.Teaching pronunciation cover:

1. rhythmic groups

2. spelling of a word

3. word order

4. word study

5. grammar study

160.Difficulties in pronunciation include:

1. testy of long vowels articulation

2. length of long vowels

3. strong articulation of voiced consonants

4. final position of long vowels

5. final position of voiced consonants

161.Difficulties in pronunciation include:

1. diphthongs pronunciation

2. monophthongs pronunciation

3. pronunciation of voiceless consonants

4. pronunciation of short vowels

5. pronunciation of reduced vowels

162.Difficulties in pronunciation include:

1. strong articulation of voiced consonants

2. length of long vowels

3. weak articulation of voiceless consonants

4. final position of long vowels

5. final position of voiceless consonants

163.Difficulties in pronunciation include:

1. rising tone in interrogative sentences

2. falling tone in affirmative sentences

3. middle pitch in affirmative sentences

4. low pitch in affirmative sentences

5. rising tone in question-tags

164.“Da di di Da di di Da” This exercise is designed for:

1. teaching English rhythm

2. teaching English intonation

3. teaching English sounds

4. teaching English syllables

5. teaching English phonemes

165.In teaching pronunciation we should use:

1. practical approach

2. theoretical approach

3. theoretical explanation

4. written presentation

5. schematic presentation

166.In teaching pronunciation we should:

1. insert additional sounds for word connection

2. pronounce distinctly every sound

3. omit final sounds

4. slip the tongue

5. pronounce every word in isolation

167.In teaching pronunciation we should:

1. practice on unstressed syllables

2. pronounce distinctly every sound

3. omit final sounds

4. slip the tongue

5. pronounce every word in isolation

168.In teaching pronunciation we should use:

1. contrasting words

2. tables

3. Schemes

4. theoretical explanation

5. games

169.In teaching pronunciation we should use:

1. sound symbols

2. tables

3. Schemes

4. theoretical explanation

5. games

170.In teaching pronunciation we should use:

1. tongue twist

2. tables

3. Schemes

4. theoretical explanation

5. games

171.Grammar studies:

1. relationship between words

2. relationship between sounds

3. relationship between sentences

4. relationship between syllables

5. relationship between characters

172.To “active” grammar we refer:

1. past simple

2. past continuous

3. future perfect

4. past perfect

5. present perfect continuous

173.To “active” grammar we refer:

1. “have to” form

2. “might” form

3. “will you” form

4. “ought to” form

5. “would you mind” form

174.Grammar studies:

1. structure of a sentence

2. meaning of words

3. pronunciation of words

4. idioms and set expressions

5. history of language

175.Difficulties in grammar include:

1. the use of tense forms

2. the use of word stress

3. the use of word meanings

4. rising tone in interrogative sentences