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Sample for ELT1 final test

I. Choose the best answer to fill in the blank by circling a, b, or c 1. Certain key structures from the dialogue are selected and used as the basis for pattern drills. a. the grammar translation method c. communicative language teaching 2. The ultimate goal of communicative language teaching is to develop learners . a. ability to read literature in the target language b. good habits in the target language

X b. the audio- lingual method

X c. ability to use language effectively in real-life situation


3. is defined as knowledge of communication strategies and how to use them for negotiating and resolving communicative problems as well as for compensating for communicative deficiencies in any of the other four components. a. Discourse competence c. Sociocultural competence 4. refers to the speakers knowledge of how to express message appropriately within the overall social and cultural context of communication. a. Discourse competence b. Strategic competence

X b. Strategic competence

c. Sociocultural competence

5. Students are asked to complete a sentence is an example of practice. a. communicative b. mechanical

X c. meaningful
c. meaningful

6. Discussing the qualities of a good language teacher is an example of practice.

X a. communicative

b. mechanical

7 is concerned with allowing a greater role in the management of their own learning. a. Interactive

X b. Learner-centred

c. Content-based teaching

8. is based on the assumption that people learn a language more successfully when they use the language as means of acquiring information, rather than as an end in itself. a. Interactive b. Learner-centred

X c. Content-based teaching
c. Sensory
(practical

9. Field independent, Analytic, and Reflective are different types of styles. a. Personality

X b. Cognitive

II. Fill in the blank with its proper words (NO MORE THAN THREE WORDS for each blank). 1. Method is a for teaching a L2 based on a
thanh an overall

plan.or

doi

practical plan // selected approach

2. A learning theory behind a particular approach can be either . or . or sometimes can be both. (process-oriented// condition-oriented) see p13, phan Theory of language learning 3.
utterances.

In the Audiolingual method, students are encouraged to produce (error-free, p22 phan key features)

4. Mimicry, memorization, and over- learning are the main learning activities in the language classroom of the method. (audio - lingual) 5. of and learner roles) TWO of the roles current language teaching practice are . (xem bai redefining teacher and the teacher in

6. TWO of the major criteria for selecting video for classroom use are . .., and .. (xem task 2 bai technology in the second language classroom, p82) 7. In a language classroom, the teacher mainly develops students strategies by encouraging them to relate new to known information and to make personal associations. (Cognitive strategies, xem p 80 phan General learning strategies for second
language learners in academic contexts )

8. In a language classroom, the teacher mainly develops students strategies by asking them to make plan to accomplish their task. (Meta-cognitive strategies, xem
phan learning strategy nhu cau tren)

III. Match the teacher activities with the teacher role by putting the correct letter A, B, C, D, and E next to the correct number below. You will need to use some options more than once. A. MANAGER (manages students and activities during class time) B. PLANNER (chooses materials and/or methodology before the course or lesson) C. PROVIDER (gives expert information about target language) D. DIAGNOSTICIAN (finds out the needs and interests of students) 1. The teacher gives a quick test to find out if the students have understood a grammar point. D 2. The teacher asks a noisy student to speak more quietly. A 3. The teacher invites students to suggest topics for course content. D 4. While students write a story, the teacher walks round the class helping students who make errors or ask for new words. C 5 . The teacher selects some holiday brochures for the coming Speaking lesson on Tourism. B IV. Label the following statements with GTM (Grammar Translation Method), ALM (Audiolingual Method) or CLT (Communicative Language Teaching). 1. Language is a system for the expression of meaning. CLT (see p11, approach) 2. Successful responses are immediately reinforced. ALM (p22, key features) 3. Language learning is primarily memorising rules and facts in order to understand and manipulate structures of language. GTM ( see p18, phan overview cua GTM)

V. Are the following statements about communicative competence TRUE or FALSE? Write T against each number if the it is true, or F if it is false. 1. Communicative competence is relative, not absolute, and depends on the cooperation of all the participants involved. T (p 31, phan In conclusion cua Communicative competence) 2. Performance is what one knows about the language. Competence is what one does with the language. F (Performance = persons actual use of the language; Competence = persons knowledge of the language)

VI. Each of the following statements describes an approach, a method, or a


technique. Read and label them, using the abbreviations A for Approach, M for Method, and T for Technique. 1. Students repeat teacher's model as quickly and accurately as possible. 2. There is little or no grammatical explanation. Grammar is taught by inductive analogy rather than deductive explanation. 3. Classes are taught in the mother tongue, with little active use of the target language. 4. An emphasis on learning to communicate through interaction in the target language. 5. The only way to overcome the habits of learners mother tongue is to reinforce the habits of the target language.

(dap an da cho o trang 15 trong sach roi) PRACTICE (50 points) Cac bai tap nay chi co tinh chat minh hoa I. Read the activities given below carefully and answer the questions that follow. Activity 1: Activity 2: Activity 3: Activity 4: Activity 5: (cho san 5 activities o trong bai test) Question 1 (10 points): Which of the above activities focus on accuracy and which focus on fluency? Question 2 (10 points): Which of the above activities provide mechanical practice? Which provide meaningful practice? Which provide communicative practice? Give brief reasons for your answer. Question 3 (10 points): Do the activities given above create information gaps? Why/ Why not? II. Design a task for intermediate students. Briefly state how you teach this task, following the stages of pre-task, task-cycle, and language focus (20 points): Or: loai bai khac: TASK 1. Suppose you are teaching 2nd year students of English at VNU-ULIS, which is a largely CLT-based EFL context. Design a speaking activity for them. TASK 2. Answer the questions below with no more than 2 sentences each. 1. In what ways does this activity help to improve your students grammatical competence? Please give an example to clarify your point? 2. In what ways does this activity help to improve your students sociolinguistic competence? Please give an example to clarify your point? 3. In what ways does this activity help to improve your students strategic competence? Please give an example to clarify your point? 4. In what ways does this activity help to improve your students discourse competence? Please give an example to clarify your point?