4. Listening comprehension

5. Testing

323. Synonyms:

1. items that mean the same

2. items that means the opposite

3. items that serve as specific examples of a general concept

4. general concepts that cover specific items

5. part of the same real - world context

324. Antonyms

1. items that means the opposite

2. items that mean the same

3. items that serve as specific examples of a general concept

4. general concepts that cover specific items

5. part of the same real - world context

325. Hyponyms

1. items that serve as specific examples of a general concept

2. items that mean the same

3. items that means the opposite

4. general concepts that cover specific items

5. part of the same real - world context

326. Super ordinates

1. general concepts that cover specific items

2. items that serve as specific examples of a general concept

3. items that mean the same

4. items that means the opposite

5. part of the same real - world context

327. associate items

1. part of the same real - world context

2. general concepts that cover specific items

3. items that serve as specific examples of a general concept

4. items that mean the same

5. items that means the opposite

328. Part of the same real - world context is

1. Associate items

2. Super ordinates

3. Hyponyms

4. Antonyms

5. Synonyms

329. General concepts that cover specific items

1. Super ordinates

2. Associate items

3. Hyponyms

4. Antonyms

5. Synonyms

330. Items that serve as specific examples of a general concept

1. Hyponyms

2. Super ordinates

3. Associate items

4. Antonyms

5. Synonyms

331. Items that means the opposite

1. Antonyms

2. Hyponyms

3. Super ordinates

4. Associate items

5. Synonyms

332. Items that mean the same

1. Synonyms

2. Antonyms

3. Hyponyms

4. Super ordinates

5. Associate items

333. Collocation is

1. a factor that makes a particular combination sound ‘right’ or ‘wrong’ in a given context., that is which words go with each other.

2. what a word looks like (its spelling).

3. the sort of definition that is given in a dictionary.

4. An additional, contextual meaning of a word.

5. a fixed, distinctive, and often colorful expression whose meaning cannot be understood from the combined meanings of its individual words, for example, “to have somebody in stitches”

334. Denotation is

1. the sort of definition that is given in a dictionary

2. a factor that makes a particular combination sound ‘right’ or ‘wrong’ in a given context., that is which words go with each other.

3. what a word looks like .

4. An additional, contextual meaning of a word.

5. a fixed, distinctive, and often colorful expression whose meaning cannot be understood from the combined meanings of its individual words, for example, “to have somebody in stitches”

335. Spelling is

1. what a word looks like .

2. the sort of definition that is given in a dictionary

3. a factor that makes a particular combination sound ‘right’ or ‘wrong’ in a given context., that is which words go with each other.

4. An additional, contextual meaning of a word.

5. a fixed, distinctive, and often colorful expression whose meaning cannot be understood from the combined meanings of its individual words, for example, “to have somebody in stitches”

336. Connotation is

1. An additional, contextual meaning of a word.

2. what a word looks like .

3. the sort of definition that is given in a dictionary

4. a factor that makes a particular combination sound ‘right’ or ‘wrong’ in a given context., that is which words go with each other.

5. a fixed, distinctive, and often colorful expression whose meaning cannot be understood from the combined meanings of its individual words, for example, “to have somebody in stitches”

337. Idiom is

1. a fixed, distinctive, and often colorful expression whose meaning cannot be understood from the combined meanings of its individual words, for example, “to have somebody in stitches”

2. An additional, contextual meaning of a word.

3. the sort of definition that is given in a dictionary

4. a factor that makes a particular combination sound ‘right’ or ‘wrong’ in a given context., that is which words go with each other.

5. what a word looks like .

338. A factor that makes a particular combination sound ‘right’ or ‘wrong’ in a given context., that is which words go with each other.

1. Collocation

2. Denotation

3. Connotation

4. Spelling

5. Idiom

339. What a word looks like.

1. Spelling

2. Collocation

3. Denotation

4. Connotation

5. Idiom

340. The sort of definition that is given in a dictionary

1. Denotation

2. Spelling

3. Collocation

4. Connotation

5. Idiom

341. An additional, contextual meaning of a word.

1. Connotation

2. Denotation

3. Spelling

4. Collocation

5. Idiom

342. A fixed, distinctive, and often colorful expression whose meaning cannot be understood from the combined meanings of its individual words, for example, “to have somebody in stitches”

1. Idiom

2. Connotation

3. Denotation

4. Spelling

5. Collocation

343. Way of presenting vocabulary: The teacher holds up the object or point to it.

1. Realia

2. Mime

3. Enumeration

4. Contrast

5. Explanation

344. Way of presenting vocabulary: give opposites to the known words, e.g. full - empty, hot - cold.

1. Contrast

2. Realia

3. Mime

4. Enumeration

5. Explanation

345. Way of presenting vocabulary: We can use general and specific meanings of words. The word ‘clothes’ we can explain by listing various items ‘a dress, a skirt, a shirt’.

1. Enumeration

2. Contrast

3. Realia

4. Mime

5. Explanation

346. Way of presenting vocabulary: giving of details about something including facts of the word use.

1. Explanation

2. Enumeration

3. Contrast

4. Realia

5. Mime

347. Way of presenting vocabulary: The knowledge of the meaning of the first form and the meaning of affixes.

1. Word – building element

2. Explanation

3. Enumeration

4. Contrast

5. Realia

348. Word – building element in presenting vocabulary

1. The knowledge of the meaning of the first form and the meaning of affixes.

2. Giving of details about something including facts of the word use

3. We can use general and specific meanings of words. The word ‘clothes’ we can explain by listing various items ‘a dress, a skirt, a shirt’.

4. Give opposites to the known words, e.g. full - empty, hot - cold.

5. The teacher holds up the object or point to it.

349. Explanation in presenting vocabulary

1. Giving of details about something including facts of the word use

2. The knowledge of the meaning of the first form and the meaning of affixes.

3. We can use general and specific meanings of words. The word ‘clothes’ we can explain by listing various items ‘a dress, a skirt, a shirt’.

4. Give opposites to the known words, e.g. full - empty, hot - cold.

5. The teacher holds up the object or point to it.

350. Enumeration in presenting vocabulary

1. We can use general and specific meanings of words. The word ‘clothes’ we can explain by listing various items ‘a dress, a skirt, a shirt’.

2. The knowledge of the meaning of the first form and the meaning of affixes.

3. Giving of details about something including facts of the word use

4. Give opposites to the known words, e.g. full - empty, hot - cold.

5. The teacher holds up the object or point to it.

351. Contrast in presenting vocabulary

1. Give opposites to the known words, e.g. full - empty, hot - cold.

2. The knowledge of the meaning of the first form and the meaning of affixes.

3. Giving of details about something including facts of the word use

4. We can use general and specific meanings of words. The word ‘clothes’ we can explain by listing various items ‘a dress, a skirt, a shirt’.

5. The teacher holds up the object or point to it.

352. Realia in presenting vocabulary

1. The teacher holds up the object or point to it.

2. The knowledge of the meaning of the first form and the meaning of affixes.

3. Giving of details about something including facts of the word use

4. We can use general and specific meanings of words. The word ‘clothes’ we can explain by listing various items ‘a dress, a skirt, a shirt’.

5. Give opposites to the known words, e.g. full - empty, hot - cold.

353. Grammar

1. the underlying structure of a language

2. sound

3. system of word formation

4. patterns of word arrangement

5. meaning

354. Phonology

1. sound

2. the underlying structure of a language

3. system of word formation

4. patterns of word arrangement

5. meaning

355. Morphology

1. system of word formation

2. the underlying structure of a language

3. sound

4. patterns of word arrangement

5. meaning

356. Syntax

1. patterns of word arrangement

2. the underlying structure of a language

3. sound

4. system of word formation

5. meaning

357. Semantics

1. meaning

2. the underlying structure of a language

3. sound

4. system of word formation

5. Patterns of word arrangement

358. Patterns of word arrangement

1. Syntax

2. Morphology

3. Semantics

4. Grammar

5. Phonology

359. System of word formation

1. Morphology

2. Syntax

3. Semantics

4. Grammar

5. Phonology

360. Sound system

1. Phonology

2. Morphology

3. Syntax

4. Semantics

5. Grammar

361. The underlying structure of a language

1. Grammar

2. Phonology

3. Morphology

4. Syntax

5. Semantics

362. Meaning

1. Semantics

2. Grammar

3. Phonology

4. Morphology

5. Syntax

363. Lead-in stage in presenting Grammar

1. The context is introduced and the meaning is demonstrated. During this stage learners become aware of certain key concepts.

2. Learners try to deduce, set a new form and meaning with the help of several examples.

3. The teacher shows how the new language is constructed and gives explicit explanation as with grammatical terms as in the students’ own language.

4. Learners are asked to repeat and practice a certain number of models.

5. Learners try to make their own sentences under the teacher’s guidance by means of expressions in infinitive forms.

364. Elicitation stage in presenting Grammar

1. Learners try to deduce, set a new form and meaning with the help of several examples

2. The context is introduced and the meaning is demonstrated. During this stage learners become aware of certain key concepts.

3. The teacher shows how the new language is constructed and gives explicit explanation as with grammatical terms as in the students’ own language.

4. Learners are asked to repeat and practice a certain number of models.

5. Learners try to make their own sentences under the teacher’s guidance by means of expressions in infinitive forms.

365. Explanation stage in presenting Grammar

1. The teacher shows how the new language is constructed and gives explicit explanation as with grammatical terms as in the students’ own language.

2. The context is introduced and the meaning is demonstrated. During this stage learners become aware of certain key concepts.

3. Learners try to deduce, set a new form and meaning with the help of several examples.

4. Learners are asked to repeat and practice a certain number of models.

5. Learners try to make their own sentences under the teacher’s guidance by means of expressions in infinitive forms.

366. Reproduction stage in presenting Grammar

1. Learners are asked to repeat and practice a certain number of models.

2. The context is introduced and the meaning is demonstrated. During this stage learners become aware of certain key concepts.

3. Learners try to deduce, set a new form and meaning with the help of several examples.

4. The teacher shows how the new language is constructed and gives explicit explanation as with grammatical terms as in the students’ own language.

5. Learners try to make their own sentences under the teacher’s guidance by means of expressions in infinitive forms.

367. Immediate creativity stage in presenting Grammar

1. Learners try to make their own sentences under the teacher’s guidance by means of expressions in infinitive forms.

2. Learners are asked to repeat and practice a certain number of models.

3. The context is introduced and the meaning is demonstrated. During this stage learners become aware of certain key concepts.

4. Learners try to deduce, set a new form and meaning with the help of several examples.

5. The teacher shows how the new language is constructed and gives explicit explanation as with grammatical terms as in the students’ own language.

368. The teacher shows how the new language is constructed and gives explicit explanation as with grammatical terms as in the students’ own language.

1. Immediate creativity

2. Reproduction

3. Explanation

4. Lead – in

5. Elicitation

369. Learners try to deduce, set a new form and meaning with the help of several examples.

1. Elicitation

2. Immediate creativity

3. Reproduction

4. Explanation

5. Lead – in

370. The context is introduced and the meaning is demonstrated. During this stage learners become aware of certain key concepts.

1. Lead – in

2. Elicitation

3. Immediate creativity

4. Reproduction

5. Explanation

371. Learners are asked to repeat and practice a certain number of models.

1. Reproduction

2. Lead – in

3. Elicitation

4. Immediate creativity

5. Explanation

372. Learners try to make their own sentences under the teacher’s guidance by means of expressions in infinitive forms.

1. Immediate creativity

2. Reproduction

3. Lead – in

4. Elicitation

5. Explanation

373. Type of grammar practice: Awareness

1. After the learners have been introduced to the structure, they are given opportunities to encounter it within some kind of discourse, and do a task that focuses attention on its form and/or meaning.

2. Learners produce examples of the structure: these examples are predetermined by the teacher or textbook, and have to conform to very clear, closed-ended cues.

3. Learners form sentences of their own according to a set pattern, but exactly what vocabulary they use is up to them.

4. Learners are provided with a visual or situational cue, and invited to compose their own responses; they are directed to use the structure.

5. Learners hold a discussion or write a passage according to a given task; they are directed to use at least some examples of the structure within the discourse.

374. Type of Grammar practice: Controlled drills

1. Learners produce examples of the structure: these examples are predetermined by the teacher or textbook, and have to conform to very clear, closed-ended cues.

2. After the learners have been introduced to the structure, they are given opportunities to encounter it within some kind of discourse, and do a task that focuses attention on its form and/or meaning.

3. Learners form sentences of their own according to a set pattern, but exactly what vocabulary they use is up to them.

4. Learners are provided with a visual or situational cue, and invited to compose their own responses; they are directed to use the structure.

5. Learners hold a discussion or write a passage according to a given task; they are directed to use at least some examples of the structure within the discourse.

375. Types of Grammar practice: (Structure-based) discourse composition

1. Learners hold a discussion or write a passage according to a given task; they are directed to use at least some examples of the structure within the discourse.

2. Learners produce examples of the structure: these examples are predetermined by the teacher or textbook, and have to conform to very clear, closed-ended cues.

3. After the learners have been introduced to the structure, they are given opportunities to encounter it within some kind of discourse, and do a task that focuses attention on its form and/or meaning.

4. Learners form sentences of their own according to a set pattern, but exactly what vocabulary they use is up to them.

5. Learners are provided with a visual or situational cue, and invited to compose their own responses; they are directed to use the structure.

376.Type of Grammar practice: (Structure-based) free sentence composition

1. Learners are provided with a visual or situational cue, and invited to compose their own responses; they are directed to use the structure.

2. Learners hold a discussion or write a passage according to a given task; they are directed to use at least some examples of the structure within the discourse.

3. Learners produce examples of the structure: these examples are predetermined by the teacher or textbook, and have to conform to very clear, closed-ended cues.

4. After the learners have been introduced to the structure, they are given opportunities to encounter it within some kind of discourse, and do a task that focuses attention on its form and/or meaning.

5. Learners form sentences of their own according to a set pattern, but exactly what vocabulary they use is up to them.

377. Types of Grammar practice: Controlled drills

1. Learners produce examples of the structure: these examples are predetermined by the teacher or textbook, and have to conform to very clear, closed-ended cues.

2. Learners are provided with a visual or situational cue, and invited to compose their own responses; they are directed to use the structure.

3. Learners hold a discussion or write a passage according to a given task; they are directed to use at least some examples of the structure within the discourse.

4. After the learners have been introduced to the structure, they are given opportunities to encounter it within some kind of discourse, and do a task that focuses attention on its form and/or meaning.

5. Learners form sentences of their own according to a set pattern, but exactly what vocabulary they use is up to them.

378.Types of Grammar practice: Guided, meaningful practice

1. Learners form sentences of their own according to a set pattern, but exactly what vocabulary they use is up to them.

2. Learners produce examples of the structure: these examples are predetermined by the teacher or textbook, and have to conform to very clear, closed-ended cues.

3. Learners are provided with a visual or situational cue, and invited to compose their own responses; they are directed to use the structure.

4. Learners hold a discussion or write a passage according to a given task; they are directed to use at least some examples of the structure within the discourse.

5. After the learners have been introduced to the structure, they are given opportunities to encounter it within some kind of discourse, and do a task that focuses attention on its form and/or meaning.

379. Learners produce examples of the structure: these examples are predetermined by the teacher or textbook, and have to conform to very clear, closed-ended cues.

1. Controlled drills

2. (Structure-based) free sentence composition

3. (Structure-based) discourse composition

4. Awareness

5. Guided, meaningful practice

380. Learners form sentences of their own according to a set pattern, but exactly what vocabulary they use is up to them.

1. Guided, meaningful practice

2. Controlled drills

3. (Structure-based) free sentence composition

4. (Structure-based) discourse composition

5. Awareness

381. Learners are provided with a visual or situational cue, and invited to compose their own responses; they are directed to use the structure.

1. (Structure-based) free sentence composition

2. Guided, meaningful practice

3. Controlled drills

4. (Structure-based) discourse composition

5. Awareness

382. Learners hold a discussion or write a passage according to a given task; they are directed to use at least some examples of the structure within the discourse.

1. (Structure-based) discourse composition

2. (Structure-based) free sentence composition

3. Guided, meaningful practice

4. Controlled drills

5. Awareness

383. After the learners have been introduced to the structure, they are given opportunities to encounter it within some kind of discourse, and do a task that focuses attention on its form and/or meaning.

1. Awareness

2. (Structure-based) discourse composition

3. (Structure-based) free sentence composition

4. Guided, meaningful practice

5. Controlled drills

384. Predictive skill in reading

1. The ability to foresee some events

2. To find out a fact or some events.

3. To have an idea of the main points of the text without being too concerned with the details.

4. To answer Questions like: How many? Why? How often? When?

5. To guess the meaning of unfamiliar words from the context

385. Skill of extracting specific information (scanning)

1. To find out a fact or some events.

2. The ability to foresee some events

3. To have an idea of the main points of the text without being too concerned with the details.

4. To answer Questions like: How many? Why? How often? When?

5. To guess the meaning of unfamiliar words from the context

386. Skill of Getting to general picture (skimming).

1. To have an idea of the main points of the text without being too concerned with the details.

2. To find out a fact or some events.

3. The ability to foresee some events

4. To answer Questions like: How many? Why? How often? When?

5. To guess the meaning of unfamiliar words from the context

387. Skill of Extracting detailed information.

1. To answer Questions like: How many? Why? How often? When?

2. To have an idea of the main points of the text without being too concerned with the details.

3. To find out a fact or some events.

4. The ability to foresee some events

5. To guess the meaning of unfamiliar words from the context

388. Skill of deducing meaning from the context

1. To guess the meaning of unfamiliar words from the context

2. To answer Questions like: How many? Why? How often? When?

3. To have an idea of the main points of the text without being too concerned with the details.

4. To find out a fact or some events.

5. The ability to foresee some events

389. The ability to foresee some events

1. Predictive skill in reading

2. Deducing meaning from the context

3. Extracting detailed information

4. Getting to general picture (skimming)

5. Extracting specific information (scanning)

390. To find out a fact or some events

1. Extracting specific information (scanning)

2. Predictive skill in reading

3. Deducing meaning from the context

4. Extracting detailed information

5. Getting to general picture (skimming)

391. To have an idea of the main points of the text without being too concerned with the details.

1. Getting to general picture (skimming)

2. Extracting specific information (scanning)

3. Predictive skill in reading

4. Deducing meaning from the context

5. Extracting detailed information

392. To answer Questions like: How many? Why? How often? When?

1. Extracting detailed information

2. Getting to general picture (skimming)

3. Extracting specific information (scanning)

4. Predictive skill in reading

5. Deducing meaning from the context

393. To guess the meaning of unfamiliar words from the context

1. Deducing meaning from the context

2. Extracting detailed information

3. Getting to general picture (skimming)

4. Extracting specific information (scanning)

5. Predictive skill in reading

394.Learners are given short texts and asked to find all examples of the verbs. (Past Tense of regular verbs is given) Then they are asked to underline endings of the verbs and adverbial modifier of time.

1. Awareness

2. Controlled drills

3. Guided, meaningful practice

4. (Structure-based) free sentence composition

5. (Structure-based) discourse composition

395.Learners are given a short text or some sentences with 2 forms of the verbs (Past Simple and Present Perfect) and are asked to choose or underline the right form of the verbs.

1. Controlled drills

2. Awareness

3. Guided, meaningful practice

4. (Structure-based) discourse composition

5. (Structure-based) free sentence composition

396. Practicing conditional clauses, learners are given the cue If I won a lottery I would…and suggest, in speech or writing, what they would do.

1. Guided, meaningful practice

2. Controlled drills

3. Awareness

4. (Structure-based) free sentence composition

5. (Structure-based) discourse composition

397. A picture showing a number of people doing different things is shown to the class; they describe it using the appropriate tense.

1. (Structure-based) free sentence composition

2. Guided, meaningful practice

3. Controlled drills

4. Awareness

5. (Structure-based) discourse composition

398. The class is given a dilemma situation ‘You have seen a good friend cheating in an important test’, and asked to recommend a solution. They are directed to include modals (might, should, must, can, could, etc.)

1. (Structure-based) discourse composition

2. (Structure-based) free sentence composition

3. Guided, meaningful practice

4. Controlled drills

5. Awareness

399. Awareness

1. Learners are given short texts and asked to find all examples of the verbs. (Past Tense of regular verbs is given) Then they are asked to underline endings of the verbs and adverbial modifier of time.

2. Learners are given a short text or some sentences with 2 forms of the verbs (Past Simple and Present Perfect) and are asked to choose or underline the right form of the verbs.

3. Practicing conditional clauses, learners are given the cue If I won a lottery I would…and suggest, in speech or writing, what they would do.

4. A picture showing a number of people doing different things is shown to the class; they describe it using the appropriate tense.

5. The class is given a dilemma situation ‘You have seen a good friend cheating in an important test’, and asked to recommend a solution. They are directed to include modals (might, should, must, can, could, etc.)

400. Controlled drills

1. Learners are given a short text or some sentences with 2 forms of the verbs (Past Simple and Present Perfect) and are asked to choose or underline the right form of the verbs.

2. Learners are given short texts and asked to find all examples of the verbs. (Past Tense of regular verbs is given) Then they are asked to underline endings of the verbs and adverbial modifier of time.

3. Practicing conditional clauses, learners are given the cue If I won a lottery I would…and suggest, in speech or writing, what they would do.

4. A picture showing a number of people doing different things is shown to the class; they describe it using the appropriate tense.

5. The class is given a dilemma situation ‘You have seen a good friend cheating in an important test’, and asked to recommend a solution. They are directed to include modals (might, should, must, can, could, etc.)

401. Guided, meaningful practice

1. Practicing conditional clauses, learners are given the cue If I won a lottery I would…and suggest, in speech or writing, what they would do.

2. Learners are given a short text or some sentences with 2 forms of the verbs (Past Simple and Present Perfect) and are asked to choose or underline the right form of the verbs.

3. Learners are given short texts and asked to find all examples of the verbs. (Past Tense of regular verbs is given) Then they are asked to underline endings of the verbs and adverbial modifier of time.

4. A picture showing a number of people doing different things is shown to the class; they describe it using the appropriate tense.

5. The class is given a dilemma situation ‘You have seen a good friend cheating in an important test’, and asked to recommend a solution. They are directed to include modals (might, should, must, can, could, etc.)

402. (Structure-based) free sentence composition

1. A picture showing a number of people doing different things is shown to the class; they describe it using the appropriate tense.

2. Practicing conditional clauses, learners are given the cue If I won a lottery I would…and suggest, in speech or writing, what they would do.

3. Learners are given a short text or some sentences with 2 forms of the verbs (Past Simple and Present Perfect) and are asked to choose or underline the right form of the verbs.

4. Learners are given short texts and asked to find all examples of the verbs. (Past Tense of regular verbs is given) Then they are asked to underline endings of the verbs and adverbial modifier of time.

5. The class is given a dilemma situation ‘You have seen a good friend cheating in an important test’, and asked to recommend a solution. They are directed to include modals (might, should, must, can, could, etc.)

403. (Structure-based) discourse composition

1. The class is given a dilemma situation ‘You have seen a good friend cheating in an important test’, and asked to recommend a solution. They are directed to include modals (might, should, must, can, could, etc.)

2. A picture showing a number of people doing different things is shown to the class; they describe it using the appropriate tense.

3. Practicing conditional clauses, learners are given the cue If I won a lottery I would…and suggest, in speech or writing, what they would do.

4. Learners are given a short text or some sentences with 2 forms of the verbs (Past Simple and Present Perfect) and are asked to choose or underline the right form of the verbs.

5. Learners are given short texts and asked to find all examples of the verbs. (Past Tense of regular verbs is given) Then they are asked to underline endings of the verbs and adverbial modifier of time.

404.Awareness

1. Recognition exercise: Learners are given short texts or sentences and are asked to find or underline the form of the Past form of the verbs.

2. Write or say statements about John, modeled on the following example:

   1. John drinks tea but he doesn’t drink coffee.

3. a) like ice cream/cake b) speak English/Italian

4. Write or speak about the biography of your favorite singer or actor that you know well. (Past Simple and Present Perfect is consolidated)

1. Practice forms of the present simple tense:

choose someone you know very well, and write his or her name. Now compose true statement about them according to the following model:

He/she likes ice cream; or he/she doesn’t like ice cream.

a) enjoy playing tennis; b) drink Coca; c) speak French.

5. A picture showing a number of people doing different things is shown to the class; they describe it using the appropriate tense.

405.Controlled drills

1. Write or say statements about John, modeled on the following example:

John drinks tea but he doesn’t drink coffee.

a) like ice cream/cake b) speak English/Italian

2. Recognition exercise: Learners are given short texts or sentences and are asked to find or underline the form of the Past form of the verbs.

3. Write or speak about the biography of your favorite singer or actor that you know well. (Past Simple and Present Perfect is consolidated)

4. Practice forms of the present simple tense:

Choose someone you know very well, and write his or her name. Now compose true statement about them according to the following model:

He/she likes ice cream; or he/she doesn’t like ice cream.

a) enjoy playing tennis; b) drink Coca; c) speak French.

5. A picture showing a number of people doing different things is shown to the class; they describe it using the appropriate tense.

406. Free discourse

1. Write or speak about the biography of your favorite singer or actor that you know well. (Past Simple and Present Perfect is consolidated)

2. Write or say statements about John, modeled on the following example:

John drinks tea but he doesn’t drink coffee.

a) like ice cream/cake b) speak English/Italian

3. Recognition exercise: Learners are given short texts or sentences and are asked to find or underline the form of the Past form of the verbs.

4. Practice forms of the present simple tense:

Choose someone you know very well, and write his or her name. Now compose true statement about them according to the following model:

He/she likes ice cream; or he/she doesn’t like ice cream.

a) enjoy playing tennis; b) drink Coca; c) speak French.

5. A picture showing a number of people doing different things is shown to the class; they describe it using the appropriate tense.

407. Meaningful drills

1. Practice forms of the present simple tense:

Choose someone you know very well, and write his or her name. Now compose true statement about them according to the following model:

He/she likes ice cream; or he/she doesn’t like ice cream.

a) enjoy playing tennis; b) drink Coca; c) speak French.

2. Write or speak about the biography of your favorite singer or actor that you know well. (Past Simple and Present Perfect is consolidated)

3. Write or say statements about John, modeled on the following example:

John drinks tea but he doesn’t drink coffee.

a) like ice cream/cake b) speak English/Italian

4. Recognition exercise: Learners are given short texts or sentences and are asked to find or underline the form of the Past form of the verbs.

5. A picture showing a number of people doing different things is shown to the class; they describe it using the appropriate tense.

408. (Structure-based) free sentence composition

1. A picture showing a number of people doing different things is shown to the class; they describe it using the appropriate tense.

2. Practice forms of the present simple tense:

Choose someone you know very well, and write his or her name. Now compose true statement about them according to the following model:

He/she likes ice cream; or he/she doesn’t like ice cream.

a) enjoy playing tennis; b) drink Coca; c) speak French.

3. Write or speak about the biography of your favorite singer or actor that you know well. (Past Simple and Present Perfect is consolidated)

4. Write or say statements about John, modeled on the following example:

John drinks tea but he doesn’t drink coffee.

a) like ice cream/cake b) speak English/Italian

5. Recognition exercise: Learners are given short texts or sentences and are asked to find or underline the form of the Past form of the verbs.

409.A picture showing a number of people doing different things is shown to the class; they describe it using the appropriate tense.

1. (Structure-based) free sentence composition

2. Meaningful drills

3. Free discourse

4. Controlled drills

5. Awareness

410.Practice forms of the present simple tense:

Choose someone you know very well, and write his or her name. Now compose true statement about them according to the following model:

He/she likes ice cream; or he/she doesn’t like ice cream.

a) enjoy playing tennis; b) drink Coca; c) speak French.

1. Meaningful drills

2. (Structure-based) free sentence composition

3. Free discourse

4. Controlled drills

5. Awareness

411.Write or speak about the biography of your favorite singer or actor that you know well. (Past Simple and Present Perfect is consolidated)

1. Free discourse

2. Meaningful drills

3. (Structure-based) free sentence composition

4. Controlled drills

5. Awareness

412.Write or say statements about John, modeled on the following example:

John drinks tea but he doesn’t drink coffee.

a) like ice cream/cake b) speak English/Italian

1. Controlled drills

2. Free discourse

3. Meaningful drills

4. (Structure-based) free sentence composition

5. Awareness

412.Recognition exercise: Learners are given short texts or sentences and are asked to find or underline the form of the Past form of the verbs.

1. Awareness

2. Controlled drills

3. Free discourse

4. Meaningful drills

5. (Structure-based) free sentence composition

413.Lead-in Stage in presentation of the listening material

1. The aim is to create expectations with students according to the content, theme of the text. If they have some idea of what is coming they are ready to overcome a ‘panic barrier’ between them and the tape recorder.

2. Some pictorial material creates expectation and reassures the listener.

3. Students are provided with the task to do while listening.

4. With this stage the teacher will see if they have completed the task successfully otherwise they failed with comprehension and they need some help from the teacher in the form of guiding questions.

5. The teacher organizes some kind of follow up task to the text. The text –related task is optional and can be fulfilled only after the wholly comprehension of the text. Thus the teacher can return to the direct comprehension or even listening to be sure that students are ready to fulfill the text-related task.

414.The use of the visual material.

1. Some pictorial material creates expectation and reassures the listener.

2. The aim is to create expectations with students according to the content, theme of the text. If they have some idea of what is coming they are ready to overcome a ‘panic barrier’ between them and the tape recorder.

3. Students are provided with the task to do while listening.

4. With this stage the teacher will see if they have completed the task successfully otherwise they failed with comprehension and they need some help from the teacher in the form of guiding questions.

5. The teacher organizes some kind of follow up task to the text. The text –related task is optional and can be fulfilled only after the wholly comprehension of the text. Thus the teacher can return to the direct comprehension or even listening to be sure that students are ready to fulfill the text-related task.

415.Listening task.

1. Students are provided with the task to do while listening.

2. Some pictorial material creates expectation and reassures the listener.

3. The aim is to create expectations with students according to the content, theme of the text. If they have some idea of what is coming they are ready to overcome a ‘panic barrier’ between them and the tape recorder.

4. With this stage the teacher will see if they have completed the task successfully otherwise they failed with comprehension and they need some help from the teacher in the form of guiding questions.

5. The teacher organizes some kind of follow up task to the text. The text –related task is optional and can be fulfilled only after the wholly comprehension of the text. Thus the teacher can return to the direct comprehension or even listening to be sure that students are ready to fulfill the text-related task.

416.Feedback or checking comprehension.

1. With this stage the teacher will see if they have completed the task successfully otherwise they failed with comprehension and they need some help from the teacher in the form of guiding questions.

2. Students are provided with the task to do while listening.

3. Some pictorial material creates expectation and reassures the listener.

4. The aim is to create expectations with students according to the content, theme of the text. If they have some idea of what is coming they are ready to overcome a ‘panic barrier’ between them and the tape recorder.

5. The teacher organizes some kind of follow up task to the text. The text –related task is optional and can be fulfilled only after the wholly comprehension of the text. Thus the teacher can return to the direct comprehension or even listening to be sure that students are ready to fulfill the text-related task.

417.Text-related task.

1. The teacher organizes some kind of follow up task to the text. The text –related task is optional and can be fulfilled only after the wholly comprehension of the text. Thus the teacher can return to the direct comprehension or even listening to be sure that students are ready to fulfill the text-related task.

2. With this stage the teacher will see if they have completed the task successfully otherwise they failed with comprehension and they need some help from the teacher in the form of guiding questions.

3. Students are provided with the task to do while listening.

4. Some pictorial material creates expectation and reassures the listener.

5. The aim is to create expectations with students according to the content, theme of the text. If they have some idea of what is coming they are ready to overcome a ‘panic barrier’ between them and the tape recorder.

418.The teacher organizes some kind of follow up task to the text. The text –related task is optional and can be fulfilled only after the wholly comprehension of the text. Thus the teacher can return to the direct comprehension or even listening to be sure that students are ready to fulfill the text-related task.

1. Text-related task

2. Feedback or checking comprehension.

3. Listening task

4. The use of the visual material

5. Lead-in Stage in presentation of the listening material

419.With this stage the teacher will see if they have completed the task successfully otherwise they failed with comprehension and they need some help from the teacher in the form of guiding questions.

1. Feedback or checking comprehension

2. Text-related task

3. Listening task

4. The use of the visual material

5. Lead-in Stage in presentation of the listening material

420.Students are provided with the task to do while listening.

1. Listening task

2. Feedback or checking comprehension

3. Text-related task

4. The use of the visual material

5. Lead-in Stage in presentation of the listening material

421.Some pictorial material creates expectation and reassures the listener.

1. The use of the visual material

2. Listening task

3. Feedback or checking comprehension

4. Text-related task

5. Lead-in Stage in presentation of the listening material

422.The aim is to create expectations with students according to the content, theme of the text. If they have some idea of what is coming they are ready to overcome a ‘panic barrier’ between them and the tape recorder.

1. Lead-in Stage in presentation of the listening material

2. The use of the visual material

3. Listening task

4. Feedback or checking comprehension

5. Text-related task

423.Verbal communication

1. occurs mainly by means of language.

2. deals largely with narrative aspects of meaning

3. concerns the transaction of dispositions such as opinions and attitudes

4. involves the evocation of feeling states in others in order to pursue them to action

5. usually regarded as a poetic quality in speech, conveys stylistic aspects of expression.

424. Informative communication

1. deals largely with narrative aspects of meaning

2. occurs mainly by means of language.

3. concerns the transaction of dispositions such as opinions and attitudes

4. involves the evocation of feeling states in others in order to pursue them to action

5. usually regarded as a poetic quality in speech, conveys stylistic aspects of expression.

425.Dynamic discourse

1. concerns the transaction of dispositions such as opinions and attitudes

2. deals largely with narrative aspects of meaning

3. occurs mainly by means of language.

4. involves the evocation of feeling states in others in order to pursue them to action

5. usually regarded as a poetic quality in speech, conveys stylistic aspects of expression.

426.The emotive employment of language

1. involves the evocation of feeling states in others in order to pursue them to action

2. concerns the transaction of dispositions such as opinions and attitudes

3. deals largely with narrative aspects of meaning

4. occurs mainly by means of language.

5. usually regarded as a poetic quality in speech, conveys stylistic aspects of expression.

427.Aesthetic discourse

1. usually regarded as a poetic quality in speech, conveys stylistic aspects of expression.

2. involves the evocation of feeling states in others in order to pursue them to action

3. concerns the transaction of dispositions such as opinions and attitudes

4. deals largely with narrative aspects of meaning

5. occurs mainly by means of language.

428.Regarded as a poetic quality in speech, it conveys stylistic aspects of expression.

1. Aesthetic discourse

2. The emotive employment of language

3. Dynamic discourse

4. Informative communication

5. Verbal communication

429.It involves the evocation of feeling states in others in order to pursue them to action

1. The emotive employment of language

2. Aesthetic discourse

3. Dynamic discourse

4. Informative communication

5. Verbal communication

430.It concerns the transaction of dispositions such as opinions and attitudes

1. Dynamic discourse

2. The emotive employment of language

3. Aesthetic discourse

4. Informative communication

5. Verbal communication

431.It deals largely with narrative aspects of meaning

1. Informative communication

2. Dynamic discourse

3. The emotive employment of language

4. Aesthetic discourse

5. Verbal communication

432.It occurs mainly by means of language.

1. Verbal communication

2. Informative communication

3. Dynamic discourse

4. The emotive employment of language

5. Aesthetic discourse

433.Objective test

1. can be checked by different markers as it is targeted to check students’ language knowledge and skills against the requirements of standard.

2. is checked by one marker and it is compiled according to the knowledge and material that was previously given by the marker him/herself.

3. presents and checks one type of information

4. covers many items for control; grammar and vocabulary knowledge is checked through reading/ listening and writing tasks.

5. involves measuring against certain specific criteria.

434.Subjective test

1. is checked by one marker and it is compiled according to the knowledge and material that was previously given by the marker him/herself.

2. can be checked by different markers as it is targeted to check students’ language knowledge and skills against the requirements of standard.

3. presents and checks one type of information

4. covers many items for control; grammar and vocabulary knowledge is checked through reading/ listening and writing tasks.

5. involves measuring against certain specific criteria.

435.Discreet test

1. presents and checks one type of information

2. is checked by one marker and it is compiled according to the knowledge and material that was previously given by the marker him/herself.

3. can be checked by different markers as it is targeted to check students’ language knowledge and skills against the requirements of standard.

4. covers many items for control; grammar and vocabulary knowledge is checked through reading/ listening and writing tasks.

5. involves measuring against certain specific criteria.

436.Integrative test

1. covers many items for control; grammar and vocabulary knowledge is checked through reading/ listening and writing tasks.

2. presents and checks one type of information

3. is checked by one marker and it is compiled according to the knowledge and material that was previously given by the marker him/herself.

4. can be checked by different markers as it is targeted to check students’ language knowledge and skills against the requirements of standard.

5. involves measuring against certain specific criteria.

437.Criterion-referenced test

1. involves measuring against certain specific criteria.

2. covers many items for control; grammar and vocabulary knowledge is checked through reading/ listening and writing tasks.

3. presents and checks one type of information

4. is checked by one marker and it is compiled according to the knowledge and material that was previously given by the marker him/herself.

5. can be checked by different markers as it is targeted to check students’ language knowledge and skills against the requirements of standard.

438.It involves measuring against certain specific criteria.

1. Criterion-referenced test

2. Integrative test

3. Discreet test

4. Subjective test

5. Objective test

439.It covers many items for control; grammar and vocabulary knowledge is checked through reading/ listening and writing tasks.

1. Integrative test

2. Criterion-referenced test

3. Discreet test

4. Subjective test

5. Objective test

440.It presents and checks one type of information

1. Discreet test

2. Integrative test

3. Criterion-referenced test

4. Subjective test

5. Objective test

441.It is checked by one marker and it is compiled according to the knowledge and material that was previously given by the marker him/herself.

1. Subjective test

2. Discreet test

3. Integrative test

4. Criterion-referenced test

5. Objective test

442.It can be checked by different markers as it is targeted to check students’ language knowledge and skills against the requirements of standard.

1. Objective test

2. Subjective test

3. Discreet test

4. Integrative test

5. Criterion-referenced test

443.A placement test

1. reveals which level the testee is likely to start or continue the course.

2. measures the overall language proficiency of testees.

3. reveals the strong and weak points of a learner’s knowledge.

4. predicts how well he or she is likely to do in a language course.

5. measures how much of the material taught in a given course, or part of one, has in fact been learned.

444.A proficiency test

1. measures the overall language proficiency of testees.

2. reveals which level the testee is likely to start or continue the course.

3. reveals the strong and weak points of a learner’s knowledge.

4. predicts how well he or she is likely to do in a language course.

5. measures how much of the material taught in a given course, or part of one, has in fact been learned.

445.A diagnostic test

1. reveals the strong and weak points of a learner’s knowledge.

2. measures the overall language proficiency of testees.

3. reveals which level the testee is likely to start or continue the course.

4. predicts how well he or she is likely to do in a language course.

5. measures how much of the material taught in a given course, or part of one, has in fact been learned.

446.A prognostic test

1. predicts how well he or she is likely to do in a language course.

2. reveals the strong and weak points of a learner’s knowledge.

3. measures the overall language proficiency of testees.

4. reveals which level the testee is likely to start or continue the course.

5. measures how much of the material taught in a given course, or part of one, has in fact been learned.

447.An achievement test

1. measures how much of the material taught in a given course, or part of one, has in fact been learned.

2. predicts how well he or she is likely to do in a language course.

3. reveals the strong and weak points of a learner’s knowledge.

4. measures the overall language proficiency of testees.

5. reveals which level the testee is likely to start or continue the course.

448.It measures how much of the material taught in a given course, or part of one, has in fact been learned.

1. An achievement test

2. A prognostic test

3. A diagnostic test

4. A proficiency test

5. A placement test

449.It predicts how well he or she is likely to do in a language course.

1. A prognostic test

2. An achievement test

3. A diagnostic test

4. A proficiency test

5. A placement test

450.It reveals the strong and weak points of a learner’s knowledge.

1. A diagnostic test

2. A prognostic test

3. An achievement test

4. A proficiency test

5. A placement test

451.It measures the overall language proficiency of testees.

1. A proficiency test

2. A diagnostic test

3. A prognostic test

4. An achievement test

5. A placement test

452.It reveals which level the testee is likely to start or continue the course.

1. A placement test

2. A proficiency test

3. A diagnostic test

4. A prognostic test

5. An achievement test

453.Open-ended test

1. The candidate writes his/her own answer, which is often a single word, never more a sentence, in the space provided.

2. A range of answers is provided, and the candidate has to choose one of them.

3. An integrative testing that measures overall competence. It consists of a long, preferably authentic, text of which every fifth to seventh complete word is left out.

4. It consists of four to six short authentic texts to which the “rule of two” has been applied: the second half of every second word has been detected, beginning with the second word of the second sentence; the first and the last sentences are left in their prime version.

5. It measures the overall language proficiency of testees.

454.Multiple-choice test

1. A range of answers is provided, and the candidate has to choose one of them.

2. The candidate writes his/her own answer, which is often a single word, never more a sentence, in the space provided.

3. An integrative testing that measures overall competence. It consists of a long, preferably authentic, text of which every fifth to seventh complete word is left out.

4. It consists of four to six short authentic texts to which the “rule of two” has been applied: the second half of every second word has been detected, beginning with the second word of the second sentence; the first and the last sentences are left in their prime version.

5. It measures the overall language proficiency of testees.

455.Cloze-test

1. An integrative testing that measures overall competence. It consists of a long, preferably authentic, text of which every fifth to seventh complete word is left out.

2. A range of answers is provided, and the candidate has to choose one of them.

3. The candidate writes his/her own answer, which is often a single word, never more a sentence, in the space provided.

4. It consists of four to six short authentic texts to which the “rule of two” has been applied: the second half of every second word has been detected, beginning with the second word of the second sentence; the first and the last sentences are left in their prime version.

5. It measures the overall language proficiency of testees.

456.C-Test

1. It consists of four to six short authentic texts to which the “rule of two” has been applied: the second half of every second word has been detected, beginning with the second word of the second sentence; the first and the last sentences are left in their prime version.

2. An integrative testing that measures overall competence. It consists of a long, preferably authentic, text of which every fifth to seventh complete word is left out.

3. A range of answers is provided, and the candidate has to choose one of them.

4. The candidate writes his/her own answer, which is often a single word, never more a sentence, in the space provided.

5. It measures the overall language proficiency of testees.

457.It consists of four to six short authentic texts to which the “rule of two” has been applied: the second half of every second word has been detected, beginning with the second word of the second sentence; the first and the last sentences are left in their prime version.

1. C-Test

2. Cloze-test

3. Multiple-choice test

4. Open-ended test

5. A proficiency test

458.An integrative testing that measures overall competence. It consists of a long, preferably authentic, text of which every fifth to seventh complete word is left out.

1. Cloze-test

2. C-Test

3. Multiple-choice test

4. Open-ended test

5. A proficiency test

459.A range of answers is provided, and the candidate has to choose one of them.

1. Multiple-choice test

2. Cloze-test

3. C-Test

4. Open-ended test

5. A proficiency test

460.The candidate writes his/her own answer, which is often a single word, never more a sentence, in the space provided.

1. Open-ended test

2. Multiple-choice test

3. Cloze-test

4. C-Test

5. A proficiency test

461.Methods

1. is the science of ways or manners of teaching.

2. is education and preparation of individuals enabling them to become professional teachers.

3. concerns teaching & education of the younger generation.

4. studies general ways in teaching

5. is the scientific study of language.

462.Teacher Training

1. is education and preparation of individuals enabling them to become professional teachers.

2. is the science of ways or manners of teaching.

3. concerns teaching & education of the younger generation.

4. studies general ways in teaching

5. is the scientific study of language.