# Are the majority of suffixes in the agglutinated languages polysemantic or monosemantic?
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# Are the majority of suffixes in the agglutinated languages polysemantic or monosemantic? + monosemantic
- a,b - polysemantic inclined to be monosemantic # Are the majority of suffixes in inflected languages polysemantic or monosemantic? + polysemantic
- a,b - polysemantic inclined to be monosemantic - monosemantic # What is the type of language of American languages? + polysemantic - a,c - monosemantic - incorporated # What is the type of the Arabic language? + Agglutinated-inflected - a,c - monosemantic - incorporated # Who is considered to be the founder of phonetic typology? + E.D.Polivanov - Rasmusk R - M.V. Panov - F de Sossyur # Who studied phonetic system of Turkic languages? + M.Kashgari - Rasmusk R - M.V. Panov - F de Sossyur # Can the English nouns be used in the function of adjectives? + Yes - No
- They always can be used in the function adjectives
- A,c
# Who is the founder of phonological typology? + C,d - Rasmusk R - M.V. Panov - Trubetskoy # What categories dealing with the levels of thw language was established by A.V.Bandarko? + Functional-semantic categories - Grammatical-lexical fields - Notional categories - A,b
# What did Guliga and Shendels establish for the typological investigation of one language? + Grammatical-lexical fields - Grammatical-lexical fields - Notional categories - A,b
# Is the subjunctive mood in English expressed on the phonological or morphological level of the language? + On the morphological level - On the phonological level - On the lexical level - On the syntactical level # Is the imperative mood in English expressed synthetically or analytically? + Synthetically, analytically and Synthetically-analytically - Synthetically - Synthetically-analytically - Analytically # do the Russian nouns agree in gender with forms of verbs in the past tense? + Yes - No
- in most cases don’t agree
- sometimes # do the Uzbek nouns agree in gender with forms of verbs in the past tense? + No
- yes - in most cases don’t agree - sometimes # On what level of the language is the subjunctive mood in Russian expressed? + On the morphological level
- On the syntactical level - on the lexical level - On the a, b # Is the imperative mood in Russian expressed synthetically or analytically? + Synthetico-analytically, synthetically - Synthetically - Analytically - Synthetically, analytically # How is the category of the degrees of comparison of adjectives expressed in the English language? + Synthetically and synthetico-analytically
- Analytically - Synthetically - synthetico-analytically # do the English nouns agree in gender with forms of verbs in the past tense? + No
- yes - in most cases don’t agree - sometimes # How is the category of the degrees of comparison of adjectives in Russian expressed? + Synthetically and synthetico-analytically - Synthetically - synthetico-analytically - Analytically # Is the degree of the comparison in the English, Russian and Uzbek languages + grammatical or lexical category?
- grammatical category - Lexical category - logical category # Have the English numerals any grammatical categories? + They don’t have any grammatical categories
- grammatical category of gender - grammatical category of number - A,b
# What grammatical categories have the Uzbek numerals? + They don’t have any grammatical categories - grammatical category of gender - grammatical category of case - A,b
# What grammatical categories have the English pronouns? + They don’t have any grammatical categories - grammatical category of number - grammatical category of gender - grammatical category of case # Linguistic typology investigates.. + universal phenomena which unite languages or separate them
- private cases of similarity in languages - distinctions in languages - similarity and distinction # What are the different viewpoints to the language description? + internal, external
- External - Internal - General # Linguistic typology studies language systems... + On the basis of comparative method
- On the basis of comparison of private cases - On the basis of mathematic - On the basis of transformational method # What do you understand by panchronical comparison of language systems? - living or dead languages’ systems are compared synchronically and diachronically
- living or dead languages’ systems are compared - dead languages systems are compared - living languages’ systems are compared # do the adjectives in Russian agree with nouns they modify in number,gender,case? # do the adjectives in Uzbek agree with nouns they modify in number,gender,case? + no
- yes - Sometimes agree - In majority cases they don’t agree # Substantional comparison is… + A comparison of systems and their elements
- a comparison of all concrete things or objects - a comparison some concrete things or objects - a comparison of the grammatical structure of different languages # Internal approach to comparison is … + The study of the systems of any concrete national language
- The study of non-related systems - The study of related systems - The study of related and non-related languages # Linguistic typology may be classified… + a,b,c - according to the subject of comparison - according to the levels of language hierarchy - according to two plans of the language # do the adjectives in English agree with nouns they modify in number,gender,case? + No
- yes - Sometimes agree - In majority cases they don’t agree # The development of linguistic typology is connected … + with the appearance of comparative historical linguistics
- a,b - with the development of mental ability of mankind - with the history of general linguistics # Universal grammar dealt with… categories + phonetic, grammatical, logical
- philosophical - phonetic and logical - logical and grammatical # What is the genealogical classification of languages? - classification of languages according to their origin - classification of languages according to their structure - classification of languages according to their systems - classification of languages according to their types # The most characteristic feature of inductive grammar explanation is:
/ it designates a passive role on the part of the learners # The most characteristic feature of deductive grammar explanation is: mavzu direct teacher explanations are followed by related exercises rejani qayta ko`rib chiqing /
# The most characteristic feature of deductive grammar explanation is:-mavzu direct teacher explanations are followed by related exercises-reja:: # Have the English adverbs any grammatical categories? + The degree of comparison
- They don’t have any grammatical categories - Category of gender - The category of gender and comparison # Are the degree of comparison of adverbs in English expressed on the morphological or syntactical levels of the language? + On the morphological - On the syntactical - On the morphologo-syntactical - On the lexical # Is government a syntactical tie or a grammatical means? + a syntactical tie
- a grammatical means - Grammatical signal - A,b,c # Is agreement a syntactical tie or a grammatical means? + a syntactical tie
- a grammatical means - Grammatical signal - A,b,c # Is adjoining a syntactical tie or a grammatical means? + a syntactical tie
- a grammatical means - Grammatical signal - A,b,c # Can the grammatical category of the plurality of nouns be expressed by zero morpheme in Russian? + B,d - Yes - No
- By non-marked morheme
# On what level of the Turkic languages do we find synharmonism? + On the phonological level
- On the morphological level - On the syntactical level - A,b
# In what language do you find extensive members of the sentence instead of subordinate clauses? + In Turkic languages - In English - In Uzbek -
# In what languages the limits between root and affixal morphemes are light? + Turkic languages - Germanic languages - Inflected lnaguages - A,b,c # In what languages the limits between root and affixal morphemes are dark? + Inflected lnaguages
- Turkic languages - Germanic languages - A,b,c # Are the parts of speech primary grammatical or primary lexico-grammatical categories? + Primary lexico-grammatical categories
- Primary grammatical categories - Primary lexical categories - A,b
# How do we classify secondary grammatical categories? + Proceeding from form and meaning - Proceeding from form - Proceeding from meaning - Proceeding function # In what branch of linguistics are the forms of words studied? + In morphology
- In lexicology - In phonology - In phonetics # What linguistic phenomenon is it reasonable begin typological analysis of the language with? + Morphological categories
- Grammatical categories - Concrete grammatical categories - Syntactical categories # Are case forms in Russian polysemantic or monosemantic? + Polysemantic
- Monosemantic - In majority cases monosemantic - A,b
# Are case forms in English polysemantic or monosemantic? + Monosemantic - In majority cases monosemantic - polysemantic - A,c
Is word order a syntactical tie or a grammatical means? # a grammatical means + a syntactical tie
- Grammatical signal - A,b,c -
# Is word order a syntactical tie or a grammatical means? + a grammatical means - a syntactical tie - Grammatical signal - A,b,c # To what type of a language does the English language refer? + inflected
- agglutinated - isolated - agglutinated, isolated # To what type of a language does the Russian language refer? + inflected
- agglutinated - isolated - agglutinated, isolated # To what type of a language does the Uzbek language refer? + Agglutinated
- inflected - isolated - agglutinated, isolated # What meaning do the nouns possess? + B,c
- substance - action - state # Who is the author of the word-form theory? + F.F.Fortunatov
- F. de Sossyur - Boduen de Courteney - M.V. Panov # Who is the representative of Moscow linguistic school? + M.N. Peterson
- F. de Sossyur - Boduen de Courteney - J. Sweet # Who is the founder of Moscow linguistic school? + F.F.Fortunatov
- F. de Sossyur - Boduen de Courteney - M.V. Panov # What languages did the authors compare in the book “Porr Royal grammar”? + Germanic languages
- Greek languages - Sanscrit languages - Latin languages # Do the adjectives in uzbek possess full or short forms? + Full form
- Short form - Mostly short form - A,b
# What language was used as etalon language in the 17th – 18th centuries? + Latin languages - Germanic languages - Greek languages - Sanscrit languages # When did genetic typology appear? + 20th century
- 17th century - 18th century - 19th century # The most characteristic feature of inductive grammar explanation is: + it rejects the need of formal grammar analysis
- it requires translation - it rejects learning by heart - it guarantees conscious learning # Have the English adverbs any grammatical categories? + The degree of comparison
- They don’t have any grammatical categories - Category of gender - The category of gender and comparison # Do the adjectives in English possess full or short forms? + Full form
- Short form - Mostly short form - A,b
# Are the degree of comparison of adverbs in English expressed on the morphological or syntactical levels of the language? + On the morphological - On the syntactical - On the morphologo-syntactical - On the lexical # Is government a syntactical tie or a grammatical means? + a syntactical tie
- a grammatical means - Grammatical signal - A,b,c # Is agreement a syntactical tie or a grammatical means? + a syntactical tie
- a grammatical means - Grammatical signal - A,b,c # Is adjoining a syntactical tie or a grammatical means? + a syntactical tie
- a grammatical means - Grammatical signal - A,b,c # Is word order a syntactical tie or a grammatical means? + a grammatical means
- a syntactical tie - Grammatical signal - A,b,c # Is word order a syntactical tie or a grammatical means? + a grammatical means
- a syntactical tie - Grammatical signal - A,b,c # To what type of a language does the English language refer? + inflected
- agglutinated - isolated - agglutinated, isolated # To what type of a language does the Russian language refer? + inflected
- agglutinated - isolated - agglutinated, isolated # What language phenomenon was discussed in the world congress of linguists in 1961? + Linguistic universals
- Etalon language - Reconstruction of languages - Comparative method # Are the majority of suffixes in the agglutinated languages polysemantic or monosemantic? + monosemantic
- polysemantic - a,b - polysemantic inclined to be monosemantic # Are the majority of suffixes in inflected languages polysemantic or monosemantic? + polysemantic
- a,b - polysemantic inclined to be monosemantic - monosemantic # Are the affixal morphemes of plurality of Uzbek nouns connected to the root morphemes or stems by fusion or agglutination? + By agglutination
- By fusion - Very seldom with agglutination - A,b
# Is the singularity of English nouns marked or non-marked? + Non-marked - Marked - Sometimes non-marked - A,b
# Is the singularity of Uzbek nouns marked or non-marked? + Non-marked - Marked - Sometimes non-marked - A,b
# Is the common case of nouns in Russian marked or non-marked? + Sometimes marked, sometimes non-marked - Marked - Non-marked - Marked with zero morheme # Is the common case of nouns in Uzbek marked or non-marked? + non-marked
- Marked - In majority cases non-marked - Mostly Marked # Is the common case of nouns in Uzbek marked or non-marked? + non-marked
- Marked - In majority cases non-marked - Mostly Marked # Is the expression of plurality of nouns by sound interchange limited or productive in modern English? + Limited
- Productive - Mostly productive - Mostly limited # Can the plurality of nouns in Russian be expressed sound interchange only? + Yes
- No
- In minority of cases
- Only by affixes # What is the type of language of American languages? + polysemantic
- a,c - monosemantic - incorporated # What is the type of the Arabic language? + Agglutinated-inflected
- a,c - monosemantic - incorporated # Who is considered to be the founder of phonetic typology? + E.D.Polivanov - Rasmusk R - M.V. Panov - F de Sossyur # Who studied phonetic system of Turkic languages? + M.Kashgari
- Rasmusk R - M.V. Panov - F de Sossyur # What categories dealing with the levels of thw language was established by A.V.Bandarko? + Functional-semantic categories
- Grammatical-lexical fields - Notional categories - A,b
# What did Guliga and Shendels establish for the typological investigation of one language? + Grammatical-lexical fields - Grammatical-lexical fields - Notional categories - A,b
# On what level of the Turkic languages do we find synharmonism? + On the phonological level - On the morphological level - On the syntactical level - A,b
# In what language do you find extensive members of the sentence instead of subordinate clauses? + In Turkic languages - In English - In Uzbek -
# In what languages the limits between root and affixal morphemes are light? + Turkic languages - Germanic languages - Inflected lnaguages - A,b,c # In what languages the limits between root and affixal morphemes are dark? + Inflected lnaguages
- Turkic languages - Germanic languages - A,b,c # Are the parts of speech primary grammatical or primary lexico-grammatical categories? + Primary lexico-grammatical categories
- Primary grammatical categories - Primary lexical categories - A,b
# How do we classify secondary grammatical categories? + Proceeding from form and meaning - Proceeding from form - Proceeding from meaning - Proceeding function # In what branch of linguistics are the forms of words studied? + In morphology
- In lexicology - In phonology - In phonetics # What linguistic phenomenon is it reasonable begin typological analysis of the language with? + Morphological categories
- Grammatical categories - Concrete grammatical categories - Syntactical categories # Are case forms in Russian polysemantic or monosemantic? + Polysemantic
- Monosemantic - In majority cases monosemantic - A,b
# Are case forms in English polysemantic or monosemantic? + Monosemantic - In majority cases monosemantic - polysemantic - A,c
# Are the affixal morphemes of plurality of Uzbek nouns connected to the root morphemes or stems by fusion or agglutination? + By agglutination - By fusion - Very seldom with agglutination - A,b
# Is the singularity of English nouns marked or non-marked? + Non-marked - Marked - Sometimes non-marked - A,b
# Is the singularity of Uzbek nouns marked or non-marked? + Non-marked - Marked - Sometimes non-marked - A,b
# Is the common case of nouns in Russian marked or non-marked? + Sometimes marked, sometimes non-marked - Marked - Non-marked - Marked with zero morheme # Is the common case of nouns in Uzbek marked or non-marked? + non-marked
- Marked - In majority cases non-marked - Mostly Marked # Is the common case of nouns in Uzbek marked or non-marked? + non-marked
- Marked - In majority cases non-marked - Mostly Marked # Is the expression of plurality of nouns by sound interchange limited or productive in modern English? + Limited
- Productive - Mostly productive - Mostly limited # Can the plurality of nouns in Russian be expressed sound interchange only? + Yes
- No
- In minority of cases
- Only by affixes # Can the plurality of nouns in Uzbek be expressed sound interchange only? + No
- yes - In minority of cases - Only by affixes # Linguistic typology investigates... + universal phenomena which unite languages or separate them
- private cases of similarity in languages - distinctions in languages - similarity and distinction # What are the different viewpoints to the language description? + internal, external - External - Internal - General # Linguistic typology studies language systems... + On the basis of comparative method - on the basis of comparison of private cases - on the basis of mathematic - on the basis of transformational method # What do you understand by panchronical comparison of language systems? + living or dead languages’ systems are compared synchronically and diachronically - living or dead languages’ systems are compared - dead languages systems are compared - living languages’ systems are compared # Substantional comparison is… + A comparison of systems and their elements - a comparison of all concrete things or objects - a comparison some concrete things or objects - a comparison of the grammatical structure of different languages # Internal approach to comparison is … + the study of the systems of any concrete national language - the study of non-related systems - the study of related systems - the study of related and non-related languages # The development of linguistic typology is connected … + with the appearance of comparative historical linguistics - a,b - with the development of mental ability of mankind - with the history of general linguistics # Universal grammar dealt with… categories + phonetic, grammatical, logical - Philosophical - logical and grammatical - phonetic and logical # What is the genealogical classification of languages? + classification of languages according to their origin - classification of languages according to their structure - classification of languages according to their systems - classification of languages according to their types # What is typological classification? + classification of languages according to their morphology
- classification of languages according to their type - classification of languages according to their relationship - b.,c. # What is system closeness? + The identity and non-identity of structural types - Identity of morphemes - Identity of syntactical units - Identity amd non-identity of morphology # What is genetic closeness? + Material identity of the group of compared language - Genetically differently related languages - Genetically different families of languages - b.,c. # What is areal limitation? + Comparison is limited by the group of languages belonging to a certain geographic area - Comparison is limited the group of languages belonging to different geographic are - Comparison is limited by the typologically related languages - a.,b.,c. # What is deep identity? + Generalized meaning peculiar to a group of compared languages - Concrete meaning peculiar to a group of compared languages - Private cases peculiar to a group of compared languages - Material expression of the generalized meaning in the group of compared languages # What is surface identity? + Generalized meaning peculiar to compared languages - Different representation of the generalized meaning in the compared languages - Different representation of the concrete meaning - a.,b.,c. # What is maximal etalon language? + Whole language serves as etalon language - Some grammatical categories serve as etalon language - Some semantic categories serve as etalon language - Some genetically or really close languages serve as etalon language # What is content approach to comparison? + Comparison of languages on the basis of preliminary chosen categorial meaning - Any typological analysis based on logical categories - Any typological analysis based on grammatical categories - a.,b.,c. # What is one-level approach to comparison? + Language phenomena studied on the phonetic or morphological level of linguistic hierarchy - All language phenomena studied on the levels of the linguistic hierarchiy - a.,b.,c. - The grammatical meaning expressed only in one level of the language is compared # What is cross-level approach to comparison? + Investigation of all levels of the language - Investigation of all possible means of the expression of a chosen categorial notion - Grammatical meaning expressed in one level of one is compared to the expression of this meaning in the other levels of the other languages - d.,c. # Areal typology deals with….. + With geographically limited number of language - With geographically non limited number of languages - With cross-level approach to comparison - With one-level approach to comparison # Linguistic universals are… + Certain phenomenon or regularity which is common to the majority of languages - Certain notion which is common to the majority of language - Certain logical categories common to all languages - Certain philosophical categories common to all languages of the worl # What is etalon language …. + Arno and lanslo - O.Yesperson and Meshaninov - A.Schleicher and R.Rask - Y.Grimmm and F.Bopp # When did Porr-Royal grammar appear? + in the 17century - In the 19century - In the 20 ceuntyr - In the 11ceuntry # What is etalon language? + It is a linguistic means with the help of which comparison of languages carried out - It is a grammatical device expresseing the grammatical meaning - It is the logical category - It is a philosophical category # Who suggested agglutinated inflected type of language + F.F.Fortunatov - F.Schlegel - A.Schlegel - W.Humboldt # Who suggested isolated type of languages? + W.Humboldt - F.F.Fortunatov - A.Schlegel - F.Schlegel # Who suggested polysynthetic type of languages? + W.Humboldt - F.F.Fortunatev - A.Schlegel - F.Schlegel # Who suggested agglutinated-inflected type of languages? + F.F.Fortunatev - W.Humboldt - A.Schlegel - F.Schlegel # How did D.P.Melnikov classify languages? + On the basis of determinant classification - On the basis of the structure of word - On the basis of morphological structure - On the basis of syntactical ties # Who established typological categories + J.Buranov - a.,b.,c. - I.Meshaninov - Shendelas # Who is the founder of phonetic typology? + Polivanov Y.D,sheerbak A.M. - Panov M.N,Klychkov G.S. - a.,b.,c. - Yakobson and Trubetskoy # Diachronic universals … + Deals with the certain period of the development of different languages - Deals with the language phenomena in the course of historical development of different languages - Deals with the modern structure of different languages - a.,b.,c. # Synchronic universals … + Deals with the certain period of compared languages - Deals with description of languages in the course of development - Deals with the historical development of different languages - a.,b.,c. # Areal limitation means that … + Comparison is limited by the group of languages belonging to a certain geographic area - Comparison is not limited by the group of languages belonging to a certain geographic area - a.,b. - Comparison is indifferent to the closeness of geographic area # Areal non-limitation means that … + Comparison is not limited by the group of languages belonging to a certain geographic area - Comparison is limited by the group of languages belonging to a certain geographic area - Comparison is indifferent to the closeness of geographic area - a.,b. # Functional-semantic categories … + Are expressed by the units of the grammatical and lexical levels - Are expressed by functional words - a.,b.,c. - Are expressed by analytical froms # Grammatical-lexical fields + Unite vocabulary and grammar for the expression of this or that categorical notion - Unite grammatical and lexical levels - Unite analytical and synthetic from -
# Grammatical meaning … + Is an abstract meaning concerning to the class of words which is expressed in some grammatical from - Is the content plan - Is the lexical meaning of the word - Is the grammatical signal # The binary opposition of word forms + Is the syntagmatic and paradigmatic opposition of word froms - Is the opposition of the grammatical from and meaning - Is the opposition of the plan of meaning - Is the opposition of the content plan and formal plan # What is the type of language? + The type of the language is defined according to prevalent features of the language - The stable sum of leading features connected with each other - The plan of meaning and the plan of from make up the type of the language - a.,b. # What is allomorphism? + Different forms expressing the same grammatical form - Different forms expressing different linguistic relations - Different grammatical meanings expressed by the same grammatical from - b.,c. # What is a three-morpheme structure? + Root=stem forming suffix with the case inflexion make up a three-morpheme structure of the word - Root=two stem forming suffixes make up a three morpheme structure of the word - Root=case forming flexion with the suffix make up the three morpheme structure of the word - b.,c. # What is a two-morpheme structure? + Root=case form make up a two morpheme structure of the word - Root=stem forming suffix make up a two-morpheme structure of the word - Root=word forming suffix make up a two-morpheme structure - b.,c # What can you say about analytical case forms in English? + Expression of the relation among the objects, actions by the prepositional constructions - Expression of the relation among the objects, actions by the combination of the functional word and the noun - Expression of the relation among the objects by analytical forms - b.,c. # What grammatical meanings in English can be expressed on the phonological level of the language? + Plurality of nouns, past tense - Perfect tense forms degrees of comparison of adjectives - Third person singular of the verbs -
# What grammatical meanings in English can be expressed on the phono – morphological level of the language? + Plurality of nouns and Past Participle - Degrees of comparison of adjectives - Possessive case of nouns - a.,b. # What grammatical meaning in English can be expressed on the lexical level of the language? + The meaning of the reflexive voice by the verbs wash, dress, shave - Unreal attitude of the speaker towards reality - Imperative mood -
# What can you say about synthetic forms? + Grammatical meaning expressed inside the word - Grammatical meaning expressed by functional words - Grammatical meaning expressed by word order - Grammatical meaning expressed by intonation # What are the suppletive forms expressing grammatical meaning? + Forms expressing grammatical meaning by the other root not changing the lexical meaning of the word - Forms expressing grammatical meaning by the flexion - Forms expressing grammatical meaning by the fusion - a.,b.,c. # Word order in the sentence in English is… + Meaningful
- Free - Not meaningful - a.,b. # Word order in sentence in English is … + Fixed - Free - Not meaningful - a.,b. # Word order in sentence in Russian is … + Free - Fixed - Stable - a.,b. # What is the contribution of Czech linguist B.Skalichka in “Comparative typology”? + Suggestion of some language universals - Suggestion of some problem of categorization - Working out the theory of word form - b.,c. # What is the reason of the Indo-European case system be shattered? + Fusional addition of the case forms to the root morphemes - Agglutinative addition of the case forms to the root morphemes or stems - Combination of functional words with the notional ones - a.,b.,c. # What reason causes the absence of the classes of declension of nouns in agglutinated languages in B.A.Serebrennikov’s opinion? + Productivity of adjoining - a.,b. - Productivity of agreement - Productivity of government # What can you say about zero morphemes? + The absence of the marked form of the certain grammatical meaning on the basis of the presence of the marked form of the same grammatical meaning entering the binary opposition - The absence of the affixal morpheme expressing certain grammatical meaning - The absence of the formal part of the word expressing grammatical meaning - b.,c. # Word changing elements are … + Signals expressing abstract meanings added to the lexical meaning of the word - Signals expressing abstract meaning - Signals changing the lexical meaning of the word - a.,b.,c. # Word forming elements are … + Elements changing the lexical meaning of the word - Elements expressing the relation among the words in the sentence - Elements expressing additional abstract meaning which are added to the lexical meaning of the word - b.,c. # Pure type of the language is … + The language having only one way of expressing relations among the words sentence - The language having one way of forming new words - The language having all types of expressing relations among the words in the sentence - The language having all of forming new words # What can you say about the language with stable word order in the sentence? + The language where the word order in the sentence is meaningful - The language where the word order in the sentence is not meaningful - The language where the word order is stylistically marked - The language where the word order stylistically non-marked # What can you say about the language with free word order in the sentence? + The language where order is not meaningful - The language where the word order is meaningful - The language where the word order is stylistically marked - The language where the word order is stylistically non-marked # What can you say about the language with fixed word - order? + The language where the word order is meaningful - The language where the word order is stylistically marked - The language where the word order is stylistically non-marked - The language where order is not meaningful # What is adjoining? + The key word doesn’t de3mand the adjunct (dependent) word to change its sound structure - a.,b.,c. - Relation among the words is expressed by word order - Relation among the words is expressed by intonation # What is government? + The key word demands the dependent word to receive some grammatical form (not existing in the key word) - The key word doesn’t demand the adjunct (dependent) word to change its sound structure - The key word demands the dependent word to receive all the grammatical meanings expressed - a.,b. # What is the agreement? + The key word demands the dependent word to receive some grammatical form (not existing in the key word) - The key word doesn’t demand the adjunct (dependent) word to change its sound structure - The key word demands the dependent word to receive all the grammatical meanings expressed - b.,c # What are the functions of the phoneme? + Distinctive - Constitutive - Meaningful - a.,b. # What is inner flection? + The addition of the affixal morpheme causes the change of the phoneme inside the root - The addition of the affixal morpheme causes the change of phoneme at the end of the root - The addition of affixal morpheme to the root morpheme by the agglutination - a.,b.,c. # What is outer flexion? + The addition of the affixal morpheme o the root morpheme changes the end of the root - The addition of the affixal morpheme causes the change of the phoneme inside the root - The addition of affixal morpheme to the root morpheme by the agglutination - a.,b.,c. # What is marked form? + When the grammatical meaning is expressed by one or some of grammatical means - When the grammatical meaning is expressed by the affixation - When the grammatical meaning is expressed by functional words - When the grammatical meaning is expressed by agglutination # What is non-marked grammatical form? + When grammatical meaning is expressed by zero morpheme - When grammatical meaning is expressed by intonation - When grammatical meaning is expressed by the change of the place of the stress in the word - b.,c. # What is explicitly expressed grammatical from? + When the grammatical meaning is expressed by one or some of grammatical means - When the grammatical meaning is expressed by the affixation - When the grammatical meaning is expressed by agglutination - a.,b.,c # What is implicitly expressed grammatical form? + When the grammatical meaning is expressed by zero morpheme - When the grammatical meaning is expressed by fusion - When the grammatical meaning is expressed by agglutination - b.,c. # What are primary grammatical categories + Past of speech - The fist grammatical form of the parts of speech - Classification of words into parts of speech - b.,c # What are secondary grammatical categories? + Grammatical categories exited in the past of speech - Grammatical categories expressed on the syntactical level of the language - Second grammatical form of the parts of the speech - a.,b # What is paradigmatic opposition? + Different grammatical forms of one word of the same part of speech expressing the same grammatical relation (meaning) - Two or more forms words entering the binary opposition - At least two forms of the word entering the binary opposition - b.,c. # What is syntacmatic opposition? + One grammatical form of different words concerning the same part of speech expressing one grammatical meaning (relation) - a.,b. - Two or more forms of the word entering binary opposition - At least two forms of the word entering the binary opposition # What is the category of declension? + The change of the word in case forms and number forms representing the special paradigm denoting relation among the words in the sentence - The relation among the words in the sentence - Different forms of the noun expressing the meaning of the case - b.,c. # What is can you say about the category of gender in Russian? + It is a grammatical category - It is lexical category - It is a logical category - It is a notional category # What can you say about the category of gender in the Uzbek and English language? + It is a logical category - It is a logical category - It is a notional category - It is a grammatical category # What can you say about the category of number in the Uzbek, Russian, and English languages + It is a grammatical category - It is lexical category - It is a logical category - It is a notional category # What can you say about the category of possession in the Uzbek language? + It is a grammatical category - It is lexical category - It is a logical category - It is a notional category # How is the category of definiteness indefiniteness expressed in English? + it is expressed by the presence or absence of the language - It is expressed lexically - It is expressed on the syntactical level of the language - It is expressed on the phonological level of the language # What can you say about the category of tense in the English, Russian, and Uzbek language? + It is grammatical category - It is lexical category - It is a logical category - It is a notional category # What can you say about the category of voice in the English, Russian and Uzbek languages? + It is grammatical category - It is lexical category - It is a logical category - It is a notional category # What can you say about category of mood in the English, Russian and Uzbek languages? + It is grammatical category - It is lexical category - It is a logical category - It is a notional category # What can you say about category of person and number of verbs in the English, Russian and Uzbek languages? + It is grammatical category - It is lexical category - It is a logical category - It is a notional category # How is the subjective mood expressed in English, Russia and Uzbek language? + it is expressed syntactical analytically - It is expressed lexically - It is expressed on the syntactical level of the language - It is expressed on the phonological level of the language # What can you say about the category of transitivity in the Uzbek language? + It is expressed on the morphologistical level of the language - It is expressed on the syntactical level of the language - It is expressed on the phonological level of the language - it is expressed syntactical analytically # On what level of the language are the tense forms in the English language expressed? + It is expressed on the grammatical level of the language - It is expressed on the lexico grammatical level of the language - It is expressed on the lexical level of the language - It is expressed on the on the syntactical level the language # On what level of the language are the tense forms of the Russian language expressed? + It is expressed morphological level of the language - It is expressed on the grammatical level of the language - It is expressed on the lexico grammatical level of the language - It is expressed on the lexical level of the language # On what level of the language are the tense formas of the Uzbek language expressed? + It is expressed on the grammatical level of the language - It is expressed on the lexico grammatical level of the language - It is expressed on the lexical level of the language - It is expressed morphological level of the language # Are the tense forms in English expressed synthetically or analytically? + It is expressed synthetic-analytically, syntactically and pure analytically - It is expressed on the lexico grammatical level of the language - It is expressed on the lexical level of the language - It is expressed morphological level of the language # What is pronunciation? + All answers are correct
- Phonic shaping of oral form of language is called pronunciation - Pronunciation is the primary medium through which we bring our use of lan¬guage to the attention of other people - It is a process of materializing of features relating to the system of sounds/phonemes, the syllabic structure, prosody (word stress and intonation) while speech/oral verbal message is constructed # What is phoneme? + Phoneme is the smallest meaningless unit of the language. - Phoneme is the smallest meaningful unit of the language. - Phoneme is the higher unit of the language. - Phoneme is the suprasegmental unit of the language. # What is the subject matter of Phonetics? + “Phonetics” is of Greek origin. It’s a subject matter dealing with voice and sounds
- Its subject matter is studying sound graphemes - It deals with grammar rule of the language - It studies words and phrases # What are the main components of phonetic structure of the language? + The sound sequences, word stress, syllable structure, intonation
- Sound, stress, intonation - Sound, morpheme, word - Sound, grapheme, word, phrase # Which of the subjects are closely connected with phonetics? + Grammar, Lexicology, Stylistics
- Mathematics, Physiology, Logic - Sociology, Grammar, History - Lexicology, Mathematics, Logic # What do we study by suprasegmental phonetics” + Syllables, words, phrases and texts
- Individual sounds - Syllable, stress - Words, phrases and texts # Who was the first linguist to point out the distinction between «speech sound» and «phoneme»? + I.Baudouin de Courtenay (1845-1929), an outstanding Russian and Polish scholar.
- N.V. Krushevsky - N. S. Trubetzkoy - Lev Vladimirovich Shcherba # Who was the main representative of The St. Petersburg Phonological School? + Lev Vladimirovich Shcherba (1880-1944), a talented student of I.Baudouin de Courtenay.
- P.S. Kuznetzov - R.I. Avanesov - N.F. Jakovlev # Find the author who gave the following definition of the phoneme: «Phonemes are minimal units of the sound structure of a language, serving to form and differentiate meaningful units: morphemes and words». Phonemes are meaningless units of a language but they are capable of distinguishing meaningful units as their sequences may form morphemes and words. For example, pit - lit, but - bet etc. + One of the representatives of Moscow phonological school A.Reformatsky
- Lev Vladimirovich Shcherba - I.Baudouin de Courtenay - N.S.Trubetzkoy # What do we mean under "The London Phonological School"? + The theory and methods of phonetic and phonological analysis proposed by the British linguists
- The theory and methods of phonetic and phonological analysis proposed by Russian linguists - The theory and methods of phonetic and phonological analysis proposed by American linguists - The theory and methods of phonetic and phonological analysis proposed by Prague linguists # Who was one of the first phonologists whose ideas were very fruitful in the further development of phonological theories in USA? + L.Bloomfield
- N.S.Trubetzkoy - R.I. Avanesov - L. V. Shcherba # How many speech sounds are there in English? + Approximately 44 speech sounds, 24 consonants and 20 vowel sounds.
- 26 speech sounds - 20 consonants and 6 vowel sounds - 31 speech sounds # Define the vowels in English + All answers are correct
- Vowels are speech sounds based on voice which is modified in the supralaryngeal cavities. - The muscular tension is spread evenly throughout the speech organs. The force of the air stream is rather weak. - Vowels are speech sounds based on voice which is modified in the supralaryngeal cavities. # Define the consonants in English + Consonants are speech sounds in the articulation of which the air stream is obstructed.
- Consonants are speech sounds based on voice which is modified in the supralaryngeal cavities. - The force of the air stream is rather weak. - The muscular tension is spread evenly throughout the speech organs # What do we call the speech sounds that occupy an intermediate position between vowels and consonants and have common features with both? + Sonants or sonorous sounds
- Vowels - Consonants - Affricats # Which of the sounds are sonorous? + m, n, ŋ , j, l, w, r
- p,b,k,t,d,g - a,e,u,o,i,y - z,s,f,v,w # Which of the sound are called semi-vowels? + w, j, r
- m,n, ŋ - a,o,i - r, v, m # What do we call the following speech sounds: eI, aI, au, əu? + Diphthongs
- Monophthongs - Diphthongoids - Semi-vowel sounds # According to the position of the lips, i.e. whether they are rounded, spread or neutral, English vowels are divided into… + rounded /ɔ:, ɔ, u:, u/ and unrounded /i:, I, e, ., ʌ, ɑ:, 3:, Ə/
- tense and lax - front, front-retracted, mixed, back-advanced - close (high), mid and open (low). # According to the stability of articulation English vowels are divided into… + monophthongs /i:, I, e, ., ɑ:, ʌ, ɔ:, ɔ, u:, u/, diphthongs /e I, a I, ɔI, au, ou, IƏ, ɛƏ, oƏ, uƏ/ and diphthongoids, or diphthongized vowels /i:, u:/.
- free and checked - tense and lax - rounded /ɔ:, ɔ, u:, u/ and unrounded /i:, I, e, æ, ʌ, ɑ:, 3:, Ə/. # According to the degree of muscular tension English vowels are classified into… + tense and lax
- free and checked - rounded and unrounded - front, front-retracted, mixed, back-advanced # How do we classify English consonants according to the active speech organ? + labial and lingual
- voiced and voiceless - dental and alveolar - lenis and fortis # According to the presence or absence of voice, English consonants are divided into… + voiced /b, d, g, v, z, ð, ʒ, ʤ and voiceless p, t, k, f, s, t.
- labial and lingual - dental and alveolar - lenis and fortis # According to the force of articulation, English consonants are classified as + lenis and fortis
- voiced /b, d, g, v, z, ð, ʒ, ʤ and voiceless p, t, k, f, s, t. - labial and lingual - dental and alveolar # According to the position of the soft palate English consonants are divided into… + oral and nasal
- lenis and fortis - labial and lingual - voiced /b, d, g, v, z, ð, ʒ, ʤ and voiceless p, t, k, f, s, t. # What is accommodation? + Accommodation is the process of adapting the articulation of a consonant to a vowel, or a vowel to a consonant.
- It is the process of adapting the articulation of sounds that are of a similar as identical nature. - Different variation of one phoneme. - Shortening of vowels # What is assimilation? + Assimilation is the process of adapting the articulation of sounds that are of a similar as identical nature.
- It is the process of adapting the articulation of a consonant to a vowel, or a vowel to a consonant. - Different variation of one phoneme - Shortening of vowels # What is reduction? + Reduction is the modification of the quality and length of a vowel due to a weakening of its articulation and a shortening of its duration.
- It is the process of adapting the articulation of a consonant to a vowel, or a vowel to a consonant. - Different variation of one phoneme. - Dropping of a sound in speech # What is elision? + Elision is the leaving out of a sound as a means or simplifying the pronunciation of a word or a rhythmic group.
- It is the process of adapting the articulation of a consonant to a vowel, or a vowel to a consonant. - Different variation of one phoneme. - Shortening of vowels # Every language has its own peculiarities of linking words. The manner of linking neighboring words is known as … + Liaison
- Elision - Accommodation - Assimilation # What is syllable? + The syllable is one or more speech sounds forming a single uninterrupted unit of utterance which may be a com¬monly recognized subdivision of a word or the whole of a word
- It is a greater degree of prominence which is caused mainly by pronouncing the stress syllable on a different pitch, with a change of it, with greater force of exhalation with greater muscular tension. - Variation of pitch in a speech - Speech tempo # Which of the sonorants cannot form syllables + w, j, r.
- m,n,l - l,r - m,w, l # How many syllables are there in the word “family”? + 3
- 4
- 2
- 1
# How many syllables are there in the word “unintelligibility”? + 8
- 6
- 7
- 9
# What types of syllable are distinguished in phonetics? + Open, closed, covered, uncovered
- Covered and uncovered - Covered and closed - Open and close # What are the functions of syllable? + The constitutive function, the distinctive function, indemnificatory function
- The constitutive function and the distinctive function - Grammatical and discourse function - indemnificatory function and constitutive function # The syllable is a constituent element of larger units – words, rhythmic group, utterances. Which of the function is described? + The constitutive function
- The distinctive function - The indemnificatory - Grammatical function # The syllable is a unit that serves to differentiate words. Which function of syllable is described? + The distinctive function
- Grammatical function - The indemnificatory - The constitutive function # Which of the functions of syllable helps to distinguish the meaning of the following words: nitrate - night-rate, a name – an aim, we’ll own – we loan, I scream – ice-cream? + The distinctive function
- The indemnificatory - Grammatical function - The constitutive function # What is stress? + Word stress can be defined as the singling out of one or more syllables in a word which is accompanied by the change of the force of utterance, pitch of the voice, qualitative, quantitative characteristics of a sound which is normally a vowel
- Single uninterrupted unit of utterance - Different variation of one phoneme - Variation of pitch in speech # What types of stress are distinguished by linguists? + Word stress and sentence stress
- Only word stress - Word stress and phrase stress - Only sentence stress # What is monosyllabic word? + A word which consists of one syllable
- A word which consists of two syllables - A word which consists of two or more syllables - There is no correct answer # Define the notion of polysyllabic word. + A word which consists of two or more syllables
- A word which consists of one syllable - A word which consists of two syllables - There is no correct answer # In two syllabic words which of the syllable should be stressed if it is noun? + The first syllable
- The second syllable - The first and the second - It doesn’t depend on the types of parts of speech # What types of word stress are distinguished in languages? + Dynamic, musical, quantitative, qualitative word stress
- Dynamic and musical word stress - Quantitative and qualitative word stress - Dynamic, musical and quantitative word stress # The stressed syllables in such languages are louder than the unstressed ones. Which type of word stress is it? + Dynamic word stress
- Musical word stress - Qualitative word stress - Quantitative word stress # Which types of word stress is mainly achieved by variations in pitch level, the main acoustic parameter being fundamental frequency and this type of stress is used by Chinese, Japanese, Vietnamese? + Musical word stress
- Dynamic word stress - Qualitative word stress - Quantitative word stress # The effect of stress is mainly based on the quantity of the sound, i.e. its duration. Which types of word stress is it? + Quantitative word stress
- Musical word stress - Dynamic word stress - Qualitative word stress # How many degrees of stress are distinguished in linguistics? + primary , secondary , tertiary and weak stress
- primary and secondary - tertiary and weak stress - primary and weak stress # In English is word stress free or fixed? + free
- fixed - free and fixed - it depends on communication # What kinds of functions of word stress are distinguished in linguistics? + All the answers are right
- constitutive function - distinctive function - identificatory function # Stress moulds syllables into a word by forming its accentual structure. What function of stress is it? + the constitutive function
- the distinctive function - identificatory function - There is no correct answer # There exist different words in English with analogical sound structure which are differentiated in speech only by their accentual structure. What function of stress is it? + the distinctive function
- the constitutive function - identificatory function - There is no correct answer # The accentual structures of words enable people to identify definite combinations of sounds as meaningful linguistic units, namely, words. What function of stress is it? + identificatory function
- the constitutive function - the distinctive function - There is no correct answer # What is intonation? + Variations of pitch in a speech is called intonation
- Single uninterrupted unit of utterance - Different variations of one phoneme - It can be defined as the singling out of one or more syllables in a word which is accompanied by the change of the force of utterance, pitch of the voice, qualitative, quantitative characteristics of a sound which is normally a vowel # Which of the main components of intonation are distinguished? + All the answers are right
- Speech melody - Rhythm and timbre - Sentence stress and tempo # What is prosody? + Vocal effects constituted by variations along the parameters of pitch, loudness, duration and silence
- Variations of pitch in a speech - Single uninterrupted unit of utterance - Different variations of one phoneme # What is the smallest prosodic unit? + Syllable
- Stress - Intonation - Duration # What is syntagm according to Baunduin de Cournetay? + It is a word used in a sentence in contradistinction to a word taken as a lexical unit (“a lexeme”).
- Variations of pitch in a speech - Single uninterrupted unit of utterance - Different variations of one phoneme # How Sausure define the term syntagm? + Sausure used this term to mean two or more linguistic elements joined together: two successive morphemes or two elements of a compound word or a noun with an attribute.
- Variations of pitch in a speech - Single uninterrupted unit of utterance - Different variations of one phonem # Palmer was the first to single out consecutive elements of the intonation group (“tone-group”) which differ in their functions. These elements are…? + All the answers are right
- “Pre-head” - “Head” - “Nucleus” and “tail” # How many functions of intonation are distinguished in linguistics? + Three basic functions: constitutive, distictive and identificatory
- Two: constitutive and distinctive - Only one: distinctive - Two: distinctive and identificatory # This function of intonation is to form utterance communicative units on the basis of certain syntactical and lexical structures. Which functions of intonation is described? + The constitutive
- The distinctive - The identificatory - There is no correct answer # This function is to differentiate the communicative types of utterance, i.e. statements, questions, exclamations, imperatives, and communicative subtypes. Which functions of intonation is described? + The communicative-distinctive
- The constitutive - The distinctive - The identificatory # This function of intonation consists in differentiating modal meanings of utterance. Which functions of intonation is described? + The modal-distinctive
- The constitutive - The distinctive - The communicative-distinctive # This function of intonation is to differentiate syntactical types of sentences and syntactical relations in sentences. Which functions of intonation is described? + syntactical-distinctive function
- The modal-distinctive - The communicative-distinctive - The communicative-distinctive # This function of intonation manifests itself in that intonation differentiates pronunciation (phonetic) styles, determined by extralinguistic factors. Which functions of intonation is described? + Stylistic-distinctive function
- The modal-distinctive - The communicative-distinctive - The communicative-distinctive # This function of intonation is to provide a basis for the hearer’s identification of the communicative and modal type of an utterance, its semantic and syntactical structure in accordance with the situation of the discourse. Which functions of intonation is described? + The indemnificatory function
- The modal-distinctive - The communicative-distinctive - There is no correct answer # What is intoneme? + Each language has a certain limited number of meaningful units, capable of distinguishing utterance. They are defined as intonemes
- Variations of pitch in a speech - Single uninterrupted unit of utterance - Different variations of one phoneme # What is Style? + All the answers are right
- The word "style" has a very broad meaning. The Latin word stylus, from which it has originated, meant 'a tool used for writing on waxed tablets'. - Style can be found in other areas of human knowledge and activity. - There is style in architecture (e.g. Gothic, baroque), painting (classical, impressionistic), fashion, and sports. # What is idiolect? + The speech of an individual, which is characterized by some peculiarities typical of that particular individual, is viewed as idiolect.
- It can be found in other areas of human knowledge and activity. There is style in architecture (e.g. Gothic, baroque), painting (classical, impressionistic), fashion, and sports. - It is a feature of not only human activity as such but also of its resultant artefacts - works of art, clothes, cars, buildings, etc. - There is no correct answer. # What is called the social varieties of people's speech? + Social dialects, or sociolects;
- Accent - Ideolect - Intonation # What do we call the territorial differences in the speech + Territorial varieties
- Social dialects, or sociolects - Accent - Ideolect # What is called the branch of linguistics, which focuses on the study of styles? + Stylistics
- Phonetics - Lexicology - Grammar # What is the meaning of the word stylistics? + It means 'the science of literary style; the study of stylistic features'.
- It studies different intonations - It studies vocabulary meanings of words - ) It studies pronunciation of words # What is the subject-matter of phonostylistics? + It studies variation in the use of sounds of a language, its phonetic expressive inventory, as well as typical prosodic features of different types of discourses and registers.
- It studies different intonations - It studies vocabulary meanings of words - It studies pronunciation of words # According to the force of articulation at the end of the vowel English vowels are subdivided into: + free & checked
- tense & lax - monophthongs & diphthongs - rounded & unrounded # What comprises all the movements and positions of the speech? + articulation
- frequency - melody - tone # Sound production means … + phonation
- suprasegmental units - articulation - melody # Number of vibrations per second is called… + frequency
- tone - melody - sound # Syllables, accentual units, intonation groups, utterances are… + suprasegmental units
- segmental units - monosegmental units - segmental and prosodic features # Sounds, vowels and consonants are… + segmental units
- suprasegmental units - segmental and prosodic features - prosodic features # The phonetic system of a language contains two systems (levels) + segmental and suprasegmenal
- high-narrow - high-broad - mid narrow, mid broad # What is articulation? + It comprises all the movements and positions of the speech
- segmental and suprasegmenal unit - To differentiate units of other subsystems - Prosodic features # What is the function of segmental and suprasegmental systems? + To differentiate units of other subsystems
- branches of phonetics - It comprises all the movements and positions of the speech - segmental and suprasegmenal unit # p, t, f, k, s consonants are… + Voiceless consonants
- Voiced consonants - long sound vowels - unrounded sounds # [b, d, v, g, z, consonants are… + Voiced consonants
- long sound vowels - unrounded sounds - short sound vowels # Sounds [i:, a:, o:, u: ] are + long sound vowels
- unrounded sounds - Voiced consonants - short sound vowels # Sounds [i, o, e, u, ǽ] are… + short sound vowels
- Voiced consonants - long sound vowels - unrounded sounds # Sounds [o, o:, u, u:] are… + rounded sounds
- Voiceless consonants - Voiced consonants - long sound vowels # According to the length English vowels are subdivided into: + short & long.
- free & checked - monophthongs & diphthongs - rounded & unrounded # Sound realizations of one & the same phoneme that cannot distinguish words in a definite language & occur only in certain positions or in combinations with certain sounds are called its + allophones
- phonemes - morphemes - phonation # The phonemic phenomenon of the weakening of articulation & shortening of the duration of unstressed vowels, resulted in modification of their quality & quantity is called + reduction
- accommodation - assimilation - elision # The phonemic phenomenon of leaving out of a sound as a means of simplifying the pronunciation of a word or a rhythmic group is called… + elision
- reduction - assimilation - accommodation # According to the type of obstruction & the manner of the production of the noise English consonants are classed into: + occlusive, constrictives, occlusive-constrictives
- labial, lingual, pharyngeal - bilabial, labio-dental, apical - dental, palatal, velar. # English consonants are classed into: labial, lingual and pharyngeal + according to the active speech organs which form an obstruction
- according to the force of obstruction - according to the type of obstruction - according nasal cavity # According to the presence or absence of voice English consonants are subdivided into: + voiced and voiceless
- dental, palatal and velar. - oral and dental - occlusive and constrictives # The smallest linguistically relevant unit of the sound structure of a given language which serves to distinguish one word from another is called: + phoneme
- morpheme - allophone - word # According to the expiratory (chest pulse) theory? + syllable is a sound or a group of sounds that are pronounced in one chest pulse, accompanied by increases in air pressure.
- sounds tend to group themselves according to their sonority. - syllable is characterized by variations in muscular tension. - syllable is a structural unit which consists of 2 or more vowels. # The classical scientific theory appeared during… + the first half of the 20th
- the first half of the 19th - the 19th - the 18th # Another name of classical scientific theory school… + the traditional school of grammar
- the American school - Transformational school of grammar - structural linguistic school # The founder of classical scientific theory was… + H. Sweet
- Chomsky - Bloomfield - O. Jesperson # The American school of structural linguistics pays special attention to … + to form of linguistic units
- different grammatical phenomena relied on meaning - to meaning and form of different linguistic units - the structure of different linguistic units # The representatives of American school are: + Bloomfield, Fries, Robins, Francis - Smirnitsky, Vorontsova, Ilyish - O.Jesperson, Cruisinga, Zandvoort - Cruisinga, Fries, Robins # Who is the most outstanding scientist of transformational grammar school ? + Chomsky
- b. Harris - H.Sweet - O. Jesperson # What does the transformational grammar pay attention to? + meaning and form
- form - meaning - structure # Basic notions of grammatical theory … + Phoneme, morpheme, lexeme
- grammatical form and meaning - grammatical categories - grammatical structure # Morphology deals with : + structure of words
- structure of sentences - word groups - word formation -
# Syntax deals with: - b. structure of words - word- modification - combination of words # The grammatical meaning of the words: window, girl, tree. + Singularity
- Plurality - gender - case # How do we call the combination of the stem of the word with some inflexional signs (or signals)? + word form
- word - form- class - meaning # How do we call set of word forms having different roots but one and the same grammatical word-building signals? + form-class
- word form - grammatical form - d. grammatical meaning # How do we call an opposition between mutually excluding form classes. + grammatical category
- grammatical form - grammatical meaning - grammatical structure # Which of them are types of grammar in Modern linguistics? + all of them
- general, theoretical - comparative, normative - d. philosophical, historical # What does theoretical grammar study? + the general theory and gives the analysis of the grammatical structure.
- the art of correct writing, speaking - the development of grammatical structure of the language in the course of time. - compares the structure of several languages # Synthetic grammatical means are: + affixations, sound -interchange, supplitive forms
- supplitive forms, auxiliary words - word order, affixation - supplitive forms, word order # Analytic grammatical means are: + auxiliary words+notional words, word order - sound interchange - supplitive forms - affixation # Show the examples in synthetic means. + read[red] , reads
- was reading - will read - reading, will read # Form-building means are divided into two and they are: + synthetic and analytic forms
- agglutinative, flective - affixation, inflexion - supplitive, agglutinative # What grammatical meanings may be expressed by sound-interchange? + plurality in nouns, past action, case forms in pronouns
- degrees of comparison, present action - future action, case forms in nouns - case and plurality in nouns # Supplitive means is… + the complete change of the phonetic shape of the root
- changing a sound inside the root of the word - adding affixes to the root of the word - adding prefixes # What is the smallest meaningful unit of the language? + morpheme
- Phoneme - word - sentence # What is the smallest meaningless unit of the language? + Phoneme
- morpheme - word - sentence # What is the smallest communicative unit of the language? + word
- morpheme - Phoneme - sentence # From the point of view of structure morphemes can be divided into: + segmental, super-segmental
- root, affixal - derivational, inflexional - affixal, prefixes # According to the traditional classification and their function morphemes are divided into: + root, affixal
- segmental, super-segmental - derivational, inflexional - affixal, prefixes # Affixal morphemes are divided into: + derivational, inflexional
- root, affixal - segmental, super-segmental - affixal, prefixes # Show the examples of inflexional morphemes. + reads, cats, risen
- reader, worker, kindness - reads, reader - reading, reader # What are derivational morphemes? + they serve to build one part of speech from another
- they form another grammatical category - they change the grammatical form - they form another grammatical structure # What principles of singling out classes of words do you know? + all of them
- morphological - syntactic - d. semantic # What are the criteria of Sherba and Ilyish suggested according the classification of parts of speech? + meaning, form, function
- combinability, stem- building elements - combinability, function - stem- building elements, . meaning, form # By the term “meaning” of the word Sherba means: + lexico- grammatical meaning
- b. grammatical category of the word - pure grammatical meaning - lexical meaning # By the term “form” of the word Sherba means: + grammatical category of the word
- lexico- grammatical meaning - pure grammatical meaning - lexical meaning # By the term “function” Sherba means: + syntactic phenomenon
- lexico- grammatical meaning - grammatical categories of parts of speech - lexical meaning # What are two more criteria which are suggested by Khaimovich and Rogovskaya for distinguishing parts of speech? + combinability, stem- building elements
- function, combinability - form, meaning - form, function # What types of combinability do you know? + left hand and right hand
- synthetic and analytic - meaning and form - structural, formal # What is the lexico- grammatical meaning of the noun? + meaning of substance or thingness
- quality of substance - action - number # What grammatical categories does the noun have in English? + number, case
- number, tense - person, number - gender, case # 42. What are the main functions of the noun in the sentence? + subject, object, predicative
- subject, attribute - subject, adverbial modifier - subject, predicate # What combinability does the noun have with adjective and articles? + left
- b.right - c.left/right - d.right/left # 44. Stem-building elements of the nouns are: + –ment, -er, -ist, -ship
- b. –s, -ren, -en - –ly, -ful,-ous - ing, -ed # According to lexical meaning the type of nouns: + a,b,c
- abstract, collective - proper, concrete - concrete, mass # What allomorphs of plurality do you know? + –s,-ren,-en, vowel alternation, zero morpheme
- vowel alternation - zero morpheme and vowel alternation - d. –s,-ren,-en # What nouns are included into singularia tantum nouns? + nouns which have only singular forms
- nouns which have only plural forms - nouns which have neither singular, nor plural forms - nouns which have both singular and plural # What nouns are included into pluralia tantum nouns? + nouns which have only plural forms
- nouns which have only singular forms - nouns which have neither singular, nor plural forms - nouns which have both singular and plural # What is the opinion of linguist Vorontsova according to the category of case? + nouns have lost the category of case
- nouns have more than two cases - nouns have only two case forms - nouns have only one case # The category of gender in English is… + lexical category
- grammatical category - lexico- grammatical category - it is not a category # What is the lexico-grammatical meaning of the verb? + action and state
- quality of action - substance - quality of substance # What grammatical categories of the verb do you know? + aspect, tense, voice, mood
- aspect, mood, case - person, number, case - tense, voice, gender # What is the function of the verb? + predicate
- subject, object - adv. modifier - attribute # What combinability does the verb have with adverbs? + right
- left - there is no combinability - right and left # Stem-building elements of the verbs are: + –ize, -en, -fy, dis-
- re-, dis-, un- - –er, -ment,-est - –ize,-fy,-er # According to the structure the types of verbs… + simple, derived, compound, composite
- compound, composite - modal, link, auxilary - simple, derived # According to the function verbs are divided… + notional, functional
- link, auxiliary - modal, notional - auxiliary, functional # Functional verbs are divided into… + modal, link, auxiliary
- notional, functional - link, notional - auxiliary, functional # What other voices did Ilyish and Rogovskaya suggest in Modern English? + reflexive, reciprocal, middle
- middle, reflexive - reciprocal, middle - reflexive, reciprocal # What does the non-continuous aspect denote? + repeated, everlasting action
- progressive action - prior action - everlasting # What moods are there in English language? + indicative, imperative, subjunctive
- imperative, subjunctive, middle - indicative, subjunctive, reflexive - subjunctive, reflexive, reciprocal # What grammatical categories do verbals have? + aspect, voice, tense
- order, aspect, voice - voice, tense, mood - d. mood, voice # What features does Participle I have? + adjectival, adverbial
- b. verbal, adjectival, adverbial - c. verbal, adverbial - d. nominal, verbal # What is the lexico-grammatical meaning of the adjectives? + the quality of substance
- b. the state of an action - c. the substance - d. the action # What grammatical category does the adjective have in English? + degrees of comparison
- gender, degrees of comparison - number, case - d. tense # What is the function of the adjective in the sentence? + predicative, attribute
- b. adv. modifier, predicative - c. attribute, adv. modifier - d. subject, object # What are the stem-building elements of the adjectives? + –ous,-ful,-less,un-,in-,ir-
- –en,-ize,-ous,dis- - –er,-ment,-ness,re- - –ly,-ing,-er # What are the semi- notional parts of speech? + article, particle, preposition, conjunction
- b. article, particle, link verbs - interjections, prepositions, postposition - d. preposition, conjunction # What are the types of syntactic relations? + coordination, subordination, predication
- b. coordination, adjoining, government - c. adjoining, government - d. predication, adjoining, government # What type does English belong to? + inflected, inclined to be analytical
- b. inflected - agglutinated - d. isolated # What type does Uzbek belong to? + agglutinated
- inflected - c. isolated - d. analytical # What is the function of the numeral? + attribute
- b. subject - c. predicate - d. object # How many criteria are there to classify words into parts of speech? + 3
- 5
- c. 2
- d. 6 # What does syntax deal with? + sentence
- b. word - c. morpheme - d. phrase # State the compound prepositions in the following. + inside, within
- b. below, beside - c. instead of , owing to - d. by, with # Find the word in the following examples referring to the class of verbs. + appreciate
- b. asleep - c. abroad - d. aloud # Which of the following words have a simple stem? + write
- b. transport - c. brother-in-law - d. give up # Which of the following words have a derivative stem? + boyhood
- b. in spite of - c. day - d. motor-car # Which of the following words have a compound stem? + pickpocket
- b. translated - c. books - d. at last # What is the main purpose of the theoretical course on English grammar? + learning grammatical structures
- learning morphemes - learning basic patterns - learning patterns # Which of the given opposemes indicate aspect? + write – be writing
- wrote – had written - write – be written - should write – would write # What category do the personal pronouns have? + case
- mood - tense - aspect # What does the term “grammar” mean? + art of writing
- b. art of speaking correctly - c. art of writing and speaking correctly - d. art of speaking # What are the main types of grammar? + Grammar may be practical and theoretical
- b. Grammar may be prescriptive and descriptive - c. Grammar may be synthetical and analytical - d. Grammar may be segmental and supra segmental # The aim of practical grammar is ...... + the description of grammar rules that are necessary to understand and formulate sentences
- b. dealing with the language as a functional system - c. to offer explanation for the rules - d. to embrace the whole study of language # The aim of theoretical grammar is ...... + to offer explanation for the rules
- b. dealing with the language as a functional system - c. the description of grammar rules that are necessary to understand and formulate sentences - d. to embrace the whole study of language # How many models of description exist in Linguistics? + 3
- b.2 - c.5 - 4
# The models of linguistic description are: + semantic, syntactic, pragmatic - b. phonetic, lexical, grammatical - c. synthetical and analytical - d. morphology and syntax # What relation is studied by semantics? + a.The relation between a unit and an object in the world around us (objective reality).
- b. The relation between a unit and other units (inner relations between units) - c. The relation between a unit and a person who uses it. - d. The relation between a unit and a meaning. # What relation is studied by syntactics? + The relation between a unit and other units (inner relations between units)
- b. The relation between a unit and an object in the world around us (objective reality). - c. The relation between a unit and a person who uses it. - d. The relation between a unit and a meaning. # What relation is studied by pragmatics? + The relation between a unit and a person who uses it.
- b. The relation between a unit and other units (inner relations between units) - c. The relation between a unit and an object in the world around us (objective reality). - d. The relation between a unit and a meaning. # What are the levels in the structure of language? + phonological, morphological, syntactical, supersyntactical
- b. phonological, morphological, syntactical - c. phonetic, lexical, grammatical - d. synthetic and analytic # How is similarity and likeness of organization of linguistic units called? + a.isomorphism
- b. content side - c. expression side - d. suppletivity # What is the level unit of the supersyntactical level? + text
- b. word group - c. sentence - d. word # What is the level unit of the syntactical level? + word group
- b. text - c. phoneme - d. word # What is the level unit of the morphological level? + word
- b. word group - c. sentence - d. text # What is the level unit of the phonological level? + phoneme
- b. word group - c. sentence - d. word # What relations can linguistic unit enter? + paradigmatic and syntagmatic
- b. segmental and supra segmental - c. morphological and syntactical - d. synthetic and analytic # What does descriptive lexicology study? + 3 it studies the words at a synchronic aspect
- 2 it studies the properties of the vocabulary of two or more languages - 4 it studies all properties of the vocabulary - 5 it studies the words at a diachronic aspect # What is the paradigm? + parts of speech
- the basic unit of a language - the system of the grammatical forms of a word - derivatives # What is the lexeme? + the material meaning of a word
- the semantic nucleus of a word - a word in all its meanings and forms - both the semantic nucleus of a word and a word in all its meanings and forms # What is the stem? + that part of a word, which remains unchanged throughout its paradigm - grammatical forms of a word - a word as a structural element of a language - word as a part of speech # What does comparative lexicology study? + the properties of the vocabulary of two or more languages
- the vocabulary of a language - the words of a definite language - the words of native language # What does phraseology study? + the set expressions
- the origin of words - compiling dictionaries - types of words # What information do specialized dictionaries give us? + the information about lexical or grammatical valency of word
- the information of one or two particular peculiarities of words - the meaning of the word - the usage of the word # Who used the term “componential analysis” first? + by W. Geodenough and F. Lounsbury
- by A.Wollis and J.Atkins - by R.S Ginsburg and N.Trubezkoy - by I. Smirnitskiy and M.Birwish # What is the pattern? + a pattern is the model
- a pattern is the combination of a word - a part of speech - a pattern is the meaningful sentence # What is understood by the term “semantics”? + the meanings of words, expressions or grammatical forms
- monosemy - polysemy - lexeme # What is understood by word-forming pattern? + the target word is formed by combining a stem and affixes
- the process of forming words - structural and semantic formula, displaying a sequence of elements, which is reproduced in speech - displaying a sequence of elements, which is reproduced in speech # What does abbreviation i.e mean? + that is
- for example - and so worth - so on # Find the case of degradation of meaning of the underlined words: + Soon he became a villain who liked to steal and kill and above all cause chaos.
- In terms how Don Quixote views the world, he exemplifies everything a stereotype knight should be. - Duke of Kent managed to sneak a note to a daughter without a wife seeing. - Lord Byron’s notability rests not only in his writings, but also on his life, which featured aristocratic access, huge debs, numerous love affairs, and self-imposed exile. # Define what degree of assimilation do these words have: chaos, adios, alter ego, tete-a-tet, dolce vita, ciao? + They are barbarisms
- They are partially assimilated - They are completely assimilated - They are not assimilated semantically # What is the etymology of the following words: down, cradle, slogan, loch, bard, brat, druid, bald? + They are Celtic borrowings
- They are Latin borrowings - They are Romanic borrowings - They are Scandinavian borrowings # What word do we have by adding to following words: smoke+fog. + Smog
- smofog - smokfog - smoke+fog # What word do we have by adding to following words: helicopter+airport + heliport
- heliairport - helicare - helicopter # What is the acronym of “sound navigation ranging”? + Sonar
- sonaring - Sonic - Solar # What is abbreviation for ” for example”? + e.g.
- attack - i.e. - Eg
# What does the root “vol” mean in the words volunteer, involve? + wish - child - break - dream # Choose an adjective of Latin origin corresponding to the noun “ town” + urban
- local - country-side - city # What is a homonym proper? + the words are identical in pronunciation and spelling, different in meaning
- the words which are different in sound and in meaning - a word with different meaning - the words are not different in sound # Define Homophones in the following pairs. + pail –pale
- lead – lead - spring – sprang - hair – hair # Find homographs in the following pairs + wind – wind
- air – hear - back – back - square – square # What is understood by the term lexico-grammatical homonyms? + lexico-grammatical homonyms are those words, which belong to one part of speech but they differ only in their lexical meaning
- lexico-grammatical homonyms are those words, which differ in their lexical and grammatical meanings - lexico-grammatical homonyms are words, which are different in sound and in meanings but identical in spelling - Identical in meaning and pronunciation # Find lexico-grammatical homonyms in the following pairs + to find – found
- found – to found - hair – hare - boys – boy’s # Find synonyms in the following pairs + to continue – to go on
- kind – cruel - big – small - idle – industrious # Find antonyms in the following pairs + be kind – cruel
- to pick out – to choose - to return – to bring back - arrive – reach # What is the dominant of a synonym group? + the dominant is a word which meaning has no additional connotations and can be used in different styles
- the dominant is a word which expresses emotion - different words with the same meaning - which expresses feeling # What types of antonyms do you know? + antonyms may be divided into: 1.root; 2.derivational
- antonyms may be divided into: 1.ideographic; 2.stylistic - derivational and stylistic - stylistic antonyms # What is the difference between stylistically marked words and stylistically neutral words? + stylistically marked words are the words which cannot be spoken to any person, but stylistically neutral words can be used to any person
- stylistically marked words are the words, which can be in any situation or spoken to any person, but stylistically neutral words cannot be used to any person - stylistically marked words are the words which cannot be used anywhere - all answers are right # Find the opposite of the following of the words - combination: “an old man” + a young man
- a new man - a tall man - a bad man # Find the synonym of the following sentence:” He refused the job” + He didn’t accept a job
- He gave up the job - He received the job - He got the job # Find the dominant of the following synonym group: event, incident, episode, accident. + event
- incident - episode - process # Find the dominant of the following synonym group: get, take, obtain, acquire, gain, win, earn, receive, accept + get
- win - accept - refuse # What did scientists call the borrowed words? + the milestones of the philology
- borrowings - words are taken from mother tongue - shortened words # Define if it is the borrowing proper, translation loan or a semantic loan: ”garage”? + it is a borrowing proper
- translation loan - semantic loan - house loan # Define idiom + to toe the line
- to take medicine - take easy - to take phone # Find the equivalent to the idiom: to have the gif of the gab + A talent for speaking
- To do exactly the right thing - To be cheerful - To get lots of gifts # Find the equivalent for the following proverb: ”East or West Home is Best” + There is no place like home
- When in Rome do as the Romans do - Every cloud has a silver lining - So many countries so many customs # Find the equivalent in English for the following proverb: ”Учиться никогда не поздно”/ O’qish hech qachon kech emas + It is never too late to learn
- No one it is too old to learn - Everybody desires to learn - Better late than never # What is a transformational analysis? + the transformational analysis, is an analysis, which attempts to determine the ways in which the units are related to one another
- the transformational analysis, which gives information by remaking of a word group - the units are related to one another - the ideological analysis of lexical meaning # What method is used in the following examples: ill look, ill luck, ill health, fall ill, be ill + I.C.(Immediate Constituents) Analysis
- Distributional analysis - Contrastive analysis - Methodological analysis # What is the meaning of the verb “to get” in the following sentence ”how did he get there” + to reach
- to gain - to take - to arrive # What is the subject- matter of word formation + creation of new words from the elements existing in the language
- creation of new words from morphemes - creation of new words from the historical elements of the language - morphemes, belles-letters style # What is the morpheme? + the smallest indivisible unit
- root of the word - a subject of the word - stem, meaning # Phonemes make up… + Morphemes
- Sentences - Words - Phonemes # Monomorphemic words consists of… + one root morpheme
- one phoneme - two or more morpheme - morphemes and phonemes # Polymorphemic words consists of… + more than two morphemes
- more than two phonemes - more than two roots - one morpheme # Encyclopedic dictionaries study… + extra linguistic world
- words - origin of the words - set expressions # What does lexicography study… + dictionary compiling
- spelling of words - expressions - language phenomena # Give an adjective of Latin origin corresponding to the following noun “cat” + feline
- canine - vital - feminine # What is the original meaning of the word “to starve”? + die
- beast - confute - beat # Morphemes are divided into… + Free and bound
- Free and polymorphic - Bound and monomorphic - Phoneme and morpheme # What types of stems exist in the English language? + simple, derived, compound
- simple, inflection - polymorphic and monomorphic - compound-derivative and simple # What is the simple stem? + which is identical with a root morpheme and to which the grammatical elements are added
- which can be divided into root and affix - which consists of two or more stems - which consists of words # What is the derived stem? + which can be derived into root and an affix
- which is identical with a root and morpheme - Which consist of two or more stems - Its identical meaning # What is the compound stem? + Which consists of two or more stems
- Which is identical with a root morpheme - Which can be divided into a root and affix - Trivial colloquialism # What kind of approaches to the analysis of word-structure do you know? + Synchronic and diachronic
- Synchronic and connotative - Historical and diachronic - Diachronic and descriptive # What is the difference of morpheme from word? + morphemes are made up of phonemes
- morphemes have no meaning - a morpheme doesn`t make separately in speech - morphemes mean stems # How can we analyze the morphemic structure of the words with the help of I.C. method? + each stage of the procedure involves two components the word immediately breaks into
- to reveal the features of sameness and differences - by its oriental phenomena - the word is compared with other words # What are borrowed words? + loans are the words which came from another languages
- native words - which are formed only by affixation - suffixation process # What does the suffix “let” in the word starlet mean? + small, unimportant
- agent or person - there is no correct answer - used in the middle of sentence # What does the suffix “worthy” mean in the word praiseworthy? + deserving
- belonging to a group - a person connected with something - preserving # What is “rupt” in the words rupture, interrupt, bankrupt? + an affix
- a root - a stem - a phoneme # What kind of parts of speech do we have when we use the suffixes –able and -ion? + nouns and adjectives
- object and subject - subject and pronoun - verbs and adjectives # Choose the pair of synonyms proper + trip-journey
- cold-hot - sun-son - bright-glimmer # What does general lexicology study? + It studies the vocabulary irrespective of the specific features of any particular language
- It studies the property of a definite language - It studies general properties and peculiarities of the word - There’s no correct answer # What are the native words? + the words which have not been borrowed from other languages
- the words, which came from another languages - the words, that have developed with the language over time - words are taken from another language into mother tongue # Find the word which is formed by the following model: adjective to noun? + happy-happiness
- faith-faithful - harmony-harmoniously - sadness-sad # What does the suffix “ee” mean? + it is the agent suffix
- it means feminine form - it means small - it means large # What do you understand by living affixes? + affixes are easily signed out from a word
- affixes are those, which are no longer felt in ME - affixes are used independently - all types of suffixes # What are the productive affixes? + affixes are characterized by their ability to make new words
- affixes are not used to form new words in ME - derivatives - suffixes and affixes # When and who used the term “conversion” first? + in 1892 by H. Sweet
- in 1970 by R.S. Ginzburg - it was used in OE - in 1960 by Smirnitskaya # What is “-er” + suffix
- prefix - root - morpheme # What does the suffix “ian” mean? + noun ending
- agent - door or the action - there is no correct answer # Give an adjective of Latin origin corresponding to the following noun "hair" + heir
- aural - oral - hirsute # What do you understand by affixation? + there is no correct answer
- derivational morphemes are added before the stem - derivational morphemes are added after the stem - root morpheme # What is conversion? + conversion is the formation of new words with the help of zero morpheme
- conversion is the formation of a new word by a change of paradigm - conversion is the formation of a new word by changing root morpheme - conversion is the formation of the word by adding affixes # How many approaches to the study of conversion? + synchronic and diachronic
- synchronic - 4 of them - 5 of them # Choose the compound words: + firsthand, handhold
- teacher, worker, lovely - a green house, a dawning girl - care house - house care # What do you understand by the term shortening? + a part of the word is taken away and used for the whole
- a compound word - consist of the first letters - set expression # What is the abbreviation? + consist of the first letters
- a part of the word is taken away and used for the whole - a word group - morpheme and phoneme # What do you understand by the term sound - interchange? + an alternation in the phonetic composition of the root
- vowel interchange - consonant interchange - sound interchange # What is understood by the term “backformation”? + existing words through misinterpretation of the structure.
- sound interchange - formation of the word by changing the root - a type of word meaning # What is understood by the term “blending”? + a connection of parts of two words to form one word
- shortening of words - take first letters of the words - a part of the word is taken away and used for the whole # The lexical meaning of word falls into: + the denotational and connotational meaning
- ideological meaning - semantics and morphology - descriptive and etymological # What is a metaphor? + metaphor is based on the similarities of two objects
- metaphor is a shift o meaning - narrowing of meaning - lexical meaning # Give an adjective of Latin origin corresponding to the following noun “star” + astral
- filial - urban - solar # What types of lexicology do you know? + general, special, descriptive, historical, comparative
- special, comparative, general - descriptive, historical, general - general-historical, coactive # Homophones are… + words with the same pronunciation but different meaning
- words with the same spelling but different meaning - words denoting whole of some part - words with the same form but different meaning # When was the first English dictionary published? + 1721
- 1735 - 1755 - 1855 # What main types of dictionaries do you know? + General and special
- General, explanatory, translation - Bilingual, multilingual - Translation, interpretation, special # What is understood by the term “semantics”? + the meanings of words, expressions or grammatical forms
- monosemy - grammatical meaning - a case of polysemy # What does phraseology study? + The set expressions
- The origin of words - Compiling dictionaries - Word building # What is the dominant of a synonymic group? + the dominant is a word which meaning has no additional connotations and can be used in different styles
- the dominant is a word which expresses emotion - different words with the same meaning - which expresses feeling # Complete the sentence: derivation is… + the creation of words by modification of a root without the addition of other roots
- the addition of one or more affixes to a root - the process of building new words by means of existing elements - the study and description of its vocabulary and vocabulary units # Obsolete words are… + words that dropped from the language
- words that survive only in special contexts - new meanings for an existing word - words that were once common but are now rare # Ideographic synonyms are… + words conveying the same notion but differing in shades of meaning
- words differing only in stylistic characteristics - words coinciding in all their shades of meaning and in all their stylistic characteristics - word that can replace each other in any given context # Which of the examples are the noun forming affixes? + - dom, -age, -ance/-ence, -hood
- -less, -al/ial/tial, -ive/ative/itive - -ize/ise, -ify/fy/efy - -ward/wards, -wise/ways, -fold # Which words are rhyming compounds? + lovey-dovey, chiller-killer
- higgledy-piggledy, tootsie-wootsie pitter-patter, zigzag, tick-tock - bunnie-wunnie, Henny Penny, snuggly-wuggly - riffraff, flipflop # Which are the examples of conversion? + a pilot — to pilot , to cook — a cook
- mocktail, brunch, motel - radar, sonar - hyperactive, hypersensitive # What is clipping? + It is a type of abbreviation of a word in which one part is cut off the rest, and the remaining word now means essentially the same thing
- A process when a part of one word is stitched onto another word, without any regard for where one morpheme ends and another begins - When a given word changes its word-class, hence becoming a new one - Forms a word out of two or more root morphemes # Where is blending in these examples? + spork, brunch, motel
- radar, sonar - hyperactive, hypersensitive - a pilot — to pilot , to cook — a cook # Antonyms proper are… + gradable, capable of comparison, can be modified, do not deny one another
- are mutually opposed and deny one another, cannot be used in the comparative or superlative degree - denote one and the same situation as viewed from different points of view - words denoting differently directed actions, features # Incompatibles are antonyms… + which are characterized by the relations of exclusion
- can be arranged into a series according to the increasing difference in one of their qualities - can be arranged into a series according to the increasing difference in one of their qualities - all answers are correct # Which examples are conversive antonyms? + husband – wife; teacher – pupil; to buy – to sell
- male – female ;married – single; asleep – awake - cold – cool – tepid – warm – hot; never – seldom – sometimes – often – always - to buy – to sell; to lend – to borrow # Vectorial antonyms (directional antonyms) are words… + denoting differently directed actions, features
- which denote one and the same situation as viewed from different points of view - which are mutually opposed (exclusive) and deny one another - grouped together on the basis of the semantic relations of opposition # Which words are etymologically from Indo-European stock? + father, mother, daughter, old, young, cold, come, sit, stand
- lady, always, girl, lord, daisy, boy - down, cradle, slogan, loch, bard - religion, prayers, govern, passion, chapter, justice, judgement # Semantic assimilation of borrowings… + adjustment to the system of meaning of the vocabulary
- is the loss of former grammatical categories and affixes and the acquirement of new paradigms - all answers are correct - is comprising changes in the sound, form and stress # Which examples are barbarisms? + Chaos, adios, alter ego, tete-a-tet, dolce vita, ciao
- Toreador, minaret, taiga, shah - Prestige, memoir, ballet - Gene, antibiotic, DVD, second, minute # Which words are the borrowings from Latin? + admonition, fate, formula, to neglect, election, memory, fatal, virus
- athlete, lexicon, idiom, alphabet, catastrophe, catalogue, gymnastics, rhyme - egg, husband, root, wing, anger, fellow, window, wrong - down, cradle, slogan, loch, bard, brat, druid, bald # Which words are etymologically English words proper? + lady, always, girl, lord, daisy, boy
- father, mother, daughter, old, young, cold, come, sit, stand - down, cradle, slogan, loch, bard - religion, prayers, govern, passion, chapter, justice, judgement # Can you define where hyponymy is? + animal: wolf, dog, mouse; dog: bull-dog, collie, poodle
- father, brother, uncle - tree-grow-green; journey-train-taxi-bags-ticket - blue, red, yellow, black # According to the State educational standard the communicative competence includes + Linguistic, sociolinguistic and pragmatic competences
- Linguistic, sociolinguistic, discourse, strategic, socio-cultural and social competence - Linguistic, speech and sociolinguistic competences - Language and communicative competences # Communicative skill means + The ability to use a language in communication, in particular, in speaking, listening, reading, writing - Language experience to produce speech - The ability to understand the received speech - Language knowledge # The goals of FLT are… + practical, educational, cultural, developmental - educational, cultural, developmental - practical, educational, cultural - educational, cultural, professional # The objects of teaching students are + Language, speech, speech activity, culture - Language sub skills and skills - Language and speech materials - Listening, speaking, reading, writing # Communicative language teaching is considered as + Approach - Technique - Activity - Environment # Linguocultural approach purposes working on + Cultural-marked units - Value and mentality - Words and structures - Language and discourse units # By the interference in methodology is understood… + Negative impact of the mother tongue experience when we produce speech in the foreign language - Language errors - Mixed language units - Occupation and impact # Language proficiency can be manifested on the following levels + Surface and deeper - Language sub skills and skills - Beginning and intermediate - Intermediate and advanced # Language learning principles and generally sorted into three sub-groupings: + Cognitive, affective, linguistic - Teaching, learning, mastering - Didactic, psychological, cultural - General, particular, special # By the system of exercises we understand… + Organization of teaching action in algorithm (logical consecutive) in accordance of language and operational difficulties - Methods and techniques - Topics and situations - Different kinds of tasks # According to V.A.Buhbinder, exercises are classified on + Information, operational, motivational exercises - Language and speech exercises - Prepared an unprepared exercises - Authentic and non-authentic exercises # In the methodology of FLT a teaching text is considered as + Exercise - Method - Sample - Aid
# What is the goal of the preparatory exercise in teaching listening? + To prevent the language and psychological difficulties - To practice listening comprehension - To fixate language knowledge - To be familiar with the content of the received text # The examples of communicative exercises are + Writing a complain letter - Filling the gap - Matching - Paraphrasing # Language material is divided into + Active and passive minimum - Potential and active - Productive and reciprocal - Input and output # What does the active minimum mean? + Language phenomena used in writing and speaking - Language phenomena used in productive and receptive speech - Language phenomena used in listening and reading - Language phenomena used by student in the classroom # What does the passive vocabulary minimum mean? + Vocabulary used in receptive speech - Vocabulary used in reading and writing - Potential vocabulary - Vocabulary used in texts # How do we teach pronunciation to students in the English classroom? + Approximated pronunciation - Authentic pronunciation - We do not pay attention to pronunciation - Correct pronunciation # What methods are used for teaching pronunciation? + Imitative and analytical methods - Explanatory methods - Deductive and inductive methods - Direct and translation methods # Exclude a technique which is not appropriate to teaching pronunciation + Paraphrasing - Drilling - Taping - Homophones exercises # What methods are used for semantization of lexical units? + Direct and translation methods - Imitative and analytical methods - Deductive and inductive methods - Reproduction and production methods # What methods are used for presentation of a grammar phenomena? + Deductive and inductive methods - Imitative and analytical methods - Direct and translation methods - Explanatory methods # When we present a new language unit we should focus on + Function, form, meaning - Meaning and function - Structure and meaning - Spelling and meaning # What difficulties do usually students face in learning language units? + Functional, formal, semantic - Formal, semantic - Functional and formal - Structural and semantic # Exclude a principle which is not suitable for selection of the active vocabulary + Including synonyms - Functional - Frequency and range - Word building value # Exclude a principle which is not suitable for selection of the passive vocabulary + Excluding synonyms - Derivability - Polysemantic character - Word building value and semantic # We have three types of memory + Sensory, short-term and long-term memory - Auditory, short-term and long-term memory - Acoustic, short-term and long-term memory - Photographic, sensory, visual # Choose a micro-skill which is not necessary for reading and listening + Construction of the logical constituents - Recognition of language units - Identification of the language meaning in the context - Comprehension of the main points of the information # Exclude a subskill which is not appropriate for reading and listening + Writing the text - Identifying the problem - Predicting and guessing - General, specific, detailed understanding of information # Study the list of different strategies and exclude which is not appropriate for teaching speaking + Skim the text to find the main idea - Use language as a means of expressing values and judgements - Select appropriate words and sentences according to the proper social setting, audience, situation and subject matter - Use the language quickly and confidently with few unnatural pauses, which is called fluency # Accuracy activities focus on + Reproduction or production of correct language - Controlling speed of the speech - Developing reflective skills - Making up situations # Fluency activities focus on + Allowing the student to experiment and be creative with the language - Developing language subskills - Language accuracy improving - Accurate using of language units in the sentences # Speaking involves three areas of knowledge. Exclude unnecessary area + Global information from different spheres of activity - Functions - Social and cultural rules and norms # Exclude unnecessary speaking strategy + Reading literature - Using minimal responses - Recognizing scripts - Pragmatic skill activities # Teaching English under the top-down approach presupposes + The sample is given to listening as a collection of a dialogue identity then it is learned by heart afterwards there will be lexical changes and it is worked on part to part and then it will be performed - Dialogue begins with phrases which tempt to speak, to ask , to inform - From rule to example - From example to rule # What are the psychological mechanisms of speaking? + Reproduction, selection, connecting, composing, anticipation, discursivity - Perception, comprehension, response - Inner and outer - Natural and artificial # Writing refers to several subskills and skills. Choose which is not suitable + Data-processing - Mechanics of writing - Making sentences and linking them in paragraphs - Producing a piece of writing # What are the objects of assessment in the English classroom? + Language subskills and skills - Knowing rules - Reading and writing dictation - Speaking and listening # Exclude an instruction which is not successful for monitoring comprehension during and after reading + Ask to make situation - Verify predictions and check for inaccurate guesses - Decide what is and is not important to understand - Ask questions about text content # How can we test phonetic segments and word stress? + With the help of dictation exercises, listening activities designed to test the learners’ ability to discriminate phonemes or group of phonemes - With the help of writing activity - With the help of assessment - With the help op recognizing mechanism # Assessment of listening comprehension may involve macro-and micro- skillsMicro-skills:…….. + Interpretation of intonation patterns and recognition of functions - Interpretation of information and response - Recognition of words and structures - Understanding rules # Exclude one evaluation criterion for speaking activity which is not suitable + Structure - Interaction - Response - Logical expressing ideas # A piece of writing can be evaluated via the given criteria. Choose inappropriate criterion + Producing appropriate vocabulary - Task achievement - Organization - Range # How many stages does the English lesson consist of? + 3
- 5
- 6
- 7 # Choose requirement to a lesson which is not suitable + Process-based - Content- valuable - Motivation provided # What type of the lesson is more used in the English classroom at school? + Mixed type of the lesson - Language subskills development lesson - Language skills development lesson - Grammar-oriented lesson # Choose the teaching model which is not suitable + PPP - ESA - TTT - Writing-based # The aim of EL lesson planning is + To define the content of the lesson and algorithm of operations and actions of the teacher and learners - To select the texts and language items - To define and evaluate teaching means - To achieve successful result # Lesson planning is based on some principles. Choose unnecessary principle + Visualize form - Examining the subject matter from the learners’ point of view - Flexibility - Variety # The sequence of the conversation lesson can + Begin with controlled practice activities. Such as dialogue practice, and move toward open-ended activities, such as role plays - Begin with reading activities and move to writing activities - Begin with vocabulary teaching and move to writing activities - Begin with process-oriented activities and move to assessment # The right sequence of task-based teaching model is + Pre-task activities, a task cycle, the language focus and a follow-up task - While-task activities and homework task - Input and follow-up activities - Spark and assessment activities # Under the vocabulary subskill we mean the ability + To transfer a word from the distant memory to immediate memory - Short and long vowels - Open and close vowels - Voiceless and voiced consonants # The selection of vocabulary for the purpose of achieving the best communicative result is called - Language register - Language barrier - Vocabulary - Grammar rules 1- # Group statistical principles of selection vocabulary minimum
# 2-Group instructional principles of selection vocabulary minimum + Thematic, learnability, relevance to the age
- Frequency, range - Compatibility, word-building value - Stylistic unboundedness, polysemantic words # 3-Group linguistic principles of selection vocabulary minimum + Compatibility, word-building value, stylistic unboundedness, polysemantic words - Frequency, range - Thematic, semantic, learnability - Stylistic unboundedness, polysemantic words # Which of the principles is not appropriate for selection of the active minimum vocabulary + Useability - Compatibility - Frequency - Semantic # What kind of direct way is not suitable to convey the meaning of a word + Translation - Description - Antonyms - Synonyms # What kind of visual way is not suitable to convey the meaning of a word + Verbal examples - Fotors - Pictograms - Pictures # What kind of translation technique is not suitable to convey the meaning of a word + Contextual guessing - Giving an equivalent - Translation-interpretation - Comparing a foreign word to the native language word # How also can we call active grammar with other words + Grammar of phonology - Grammar of writing - Grammar of reading - Grammar of listening # What phenomena are taught for developing grammar subskills with the aim to communicate + Grammar - Vocabulary - Pronunciation - Reading # How can we call situational approach in American methodology + Role-play - Teaching grammar - Communicative exercises - Assimilation # How many parts in pronunciation mechanism + 3
- 5
- 4
- 6 # In pronunciation mechanism uttering is + Sense - Acoustic - Semantic - Meaning # Pronunciation mechanism concerns + Functional - Acoustic - Motor - Uttering # How many stages in articulatory approach? + 3
- 4
- 5
- 6 # Listening skills can be developed by + All answers are correct - Teaching vocabulary - Teaching grammar - Teaching pronunciation # The linguistic difficulties are + All answers are correct - Phonetic - Lexical - Grammatical # Special exercises divided into + 2 groups - 3 groups - 4 groups - 5 groups # The objects of teaching students are + Language, speech, speech activity, culture - Language sub skills and topic - Language and speech - Listening and audio # Language proficiency can be manifested on the following levels + Surface and deep - Language sub skills - Beginning and intermediate - Intermediate and advanced # What is the goal of the preparatory exercise in teaching listening? + To prevent the language and psychological difficulties - To practice listening comprehension - To fixate language knowledge - To be familiar with the content of the received text # How do we teach pronunciation to students in the English classroom? + Approximated pronunciation - Authentic pronunciation - We do not pay attention to pronunciation - Correct pronunciation # When we present a new language unit we should focus on + Function, form, meaning - Meaning and function - Structure and meaning - Spelling and writing # Choose a micro-skill which is not necessary for reading and listening + Construction of the logical constituents - Recognition of language units - Identification of the language meaning in the context - Comprehension of the main points of the information # Speaking involves three areas of knowledge. Exclude unnecessary area + Global information from different spheres of activity - Mechanics - Functions - Social and cultural rules and norms # Writing refers to several subskills and skills. Choose which is not suitable + Data-processing - Mechanics of writing - Making sentences and linking them in paragraphs - Producing a piece of writing # Exclude one evaluation criterion for speaking activity which is not suitable + Correction - Interaction - Response - Logical expressing ideas # Choose the teaching model which is not suitable + PPP - ESA - TTT - Content-based # Under the vocabulary subskill we mean the ability + To transfer a word from the distant memory to immediate memory - Short and long vowels - Open and close vowels - Voiceless and voiced consonants # Which of the approaches is not appropriate for selection of the active minimum vocabulary + Integrated approach - Stylistic approach - Semantic approach - Compatibility approach # How also can we call active grammar with other words + Grammar of speaking - Grammar of pronunciatiom - Grammar of reading - Grammar of listening # In pronunciation mechanism meaning is + Semantic - Acoustic - Motor - Uttering # What is the reproductive vocabulary? + Active - Passive - Lexical - Cultural # In the CEFR document the reference of six levels is designed in the term of … + “Can Do” - “Should Do” - “Must Do” - All are correct # Who distinguished two aspects of performance as usage and using? + H.G.Widdowson - N.Chomsky - D.Hymes - B.Tomplison # In the second half of the last century the goals of teaching English were… + Practical, educational, cultural - Practical and educational - Educational and cultural - Practical and developmental # Practical goal aims at … + To learn to communicate in the English language (speaking, listening, reading, writing) - To develop intellectual, sensory and motivated peculiarities - To develop memory and logical thinking - To learn to speaking # According to E.Antony there are three levels of conceptualization and organization. They are… + Approach, method, technique - Approach, method - Technique, method - Approach, content # What ages are called “young learners”? + 5-12 - 12-18 - 4-10 - 12-14 # …. is remembering something previously encountered or learned. + Knowledge - Comprehension - Application - Proficiency # W.Scott and L.H.Ytreberg describe young learners under … years old, “Their own understanding comes through hands, and eyes, and ears. The physical world is dominant at all times.” + 7-8 - 8-9 - 6-7 - 5-6
# The more effective system of exercises was suggested by … + V.A.Buhbinder - N.Chomsky - R.P.Millrood - D.Larsen-Freeman # Who identified three levels of conceptualization and organization? + E.Antony - J.C.Richard - N.Chomsky - R.P.Millrood # What is the main function of CEFR? + To provide a common basis for the elaboration of language syllabuses, curricula, guidelines, examination, and coursebooks across Europe. - To facilitate cooperation among educational institutions in different countries - To create a new modern technologies - To provide a new approach to assessment # What is the aim of CEFR? + To designate standards to be reached to subsequent stages of teaching and learning Modern languages - To provide with teaching and learning tools. - To facilitate cooperation among educational institutions in different countries - To create a new modern technologies # The CEFR has been translated into at least … languages. + 37
- 38
- 39
- 40 # How many common reference levels of education do Learning Modern languages propose through a whole life? + 6
- 7
- 8
- 9
# In the CEFR document the reference of six levels is designed in the term of … + “Can Do” - “Should Do” - “Must Do” - All are correct # What is the principal idea behind the skill-centred approach? + Focus on development of all language skills - Designing the grammar - Developing oral speech - Interpreting the process # When was the Resolution “On measures of further improving the system of foreign language learning” adopted? + December 10, 2012 - December 10, 2013 - December 12, 2012 - December 12, 2013 # Language-oriented academic lyceums are notified under the level… + B1+ - B1
- B2+
- B2
# How many major components of knowledge does a communicative competence break down into? + Knowledge of the language and knowledge of how to use the language - Knowledge of language - Knowledge of language activities - Knowledge of communicative sub-skills # Who distinguished two aspects of performance as usage and using? + H.G.Widdowson - N.Chomsky - D.Hymes - B.Tomplison # How many components of communicative competence are in the Uzbek model? + 3
- 7
- 8
- 9 # Communicative competence in European countries includes … + Linguistic, sociolinguistic, discourse, strategic, socio-cultural, social competence - Linguistic, discourse, socio-cultural competence - Linguistic, sociolinguistic, socio-cultural, pragmatic - Language, discourse, strategic, social competence # …. competence involves both the will and the skill to interact with others, involving motivation, attitude, self-confidence, empathy and the ability to handle social situations. + Social - Social-cultural - Linguistic - Discourse # Pragmatic competence includes… + Social discourse, strategic, socio-cultural - Language and speech units and rules of their using - Social relationship - All answers are correct # In the second half of the last century the goals of teaching English were… + Practical, educational, cultural - Practical and educational - Educational and cultural - Practical and developmental # When did a term such a developmental goal appeared? + In the 80s - In the 90s - In the 70s - In the 60s # Who analysed the term of goals of FLT in detail? + G.V.Rogova - H.G.Widdowson - N.Chomsky - M.Canale # How many goals are there in English language teaching? + 4
- 5
- 6
- 7 # Language subskills are… + Pronunciation, vocabulary, grammar - Listening, speaking, reading, writing - Pronunciation, lexicology - All are correct # Practical goal aims at … + To learn to communicate in the English language (speaking, listening, reading, writing) - To develop intellectual, sensory and motivated peculiarities - To develop memory and logical thinking - To learn to communicate in speaking # What are the objects of teaching? + Language, speech, speech activity, culture - Student and teacher - Lesson, coursebooks - Speech and culture # What are the main principles for teaching? + Adequacy, relevance and accessibility - Adequacy, sufficiency of content for achievement of the goal of teaching - Frequency of functions and notions - Relevance and availability of the content for its assimilation # Ways for teaching cultural material are…. + Comparison and explanation - Translation - Training - Practice of communication # There are ….. types of lexical material. + Active and passive - Minimum and maximum - High and low - Frequent and rare # When a student runs into unfamiliar vocabulary he/she can understand it because of the resemblance in the mother tongue. This is called …. + Potential vocabulary - Active vocabulary - Passive vocabulary - Practical vocabulary # How many parts is vocabulary divided into? + 3
- 4
- 5
- 6 # What subskills does the content of teaching pronunciation include? + Pronunciation and rhythmical-intonation - Semantic - Phonological features - All are correct # Who identified three levels of conceptualization and organization? + E.Antony - J.C.Richard - N.Chomsky - R.P.Millrood # According to E.Antony there are three levels of conceptualization and organization. They are… + Approach, method, technique - Approach, method - Technique, method - Approach, content # What factors do influence the norms and conventions of intercultural communication? + Social contextual factors, stylistic appropriateness, cultural factors - Social contextual factors, culture - Stylistic appropriateness - Crosscultural awareness # What factor does deal with the participants’ age, gender, social distance and relations to each other? + Social contextual - Stylistic appropriateness - Cultural factor - All are correct # What are the types of methods according to agreement with specifics of FLT and its action-oriented character? + Demonstration, explanation, practice, feedback and self-control - Explanative-illustrative method, reproductive method, problem-recount method - Verbal, with books, observation - All are correct # Verbal methods include … + Lecture, conversation, explanation - Working on textbooks - Experiment - Practical experience of learners # What ages are called “young learners”? + 5-12 - 12-18 - 4-10 - 12-14 # Language experience in the L1 is replaced into the learning FL, which has positive and negative character. Positive side is called … + Transposition - Interference - Correspondence - Transmission # Language experience in the L1 is replaced into the learning FL, which has positive and negative character. Negative side is called … + Interference - Transposition - Fossilization - Transmission # What is described as “development in learners of an enhanced consciousness of and sensitivity to the forms and functions of language”? + Language awareness - Process-oriented approach - Language acquisition - All are incorrect # …. is remembering something previously encountered or learned. + Knowledge - Comprehension - Application - Proficiency # … is use of abstraction in particular and concrete situations. + Application - Knowledge - Comprehension - Proficiency # … is breaking down the whole into its parts so that the organization of elements is clear. + Analysis - Synthesis - Evaluation - Presentation # … is putting elements into a coherent whole. + Synthesis - Analysis - Evaluation - Presentation # … is judging the adequacy of ideas or material for given purposes. + Evaluation - Analysis - Synthesis - Presentation # W.Scott and L.H.Ytreberg describe young learners under … years old, “Their own understanding comes through hands, and eyes, and ears. The physical world is dominant at all times.” + 7-8 - 8-9 - 6-7 - 5-6
# How many sub-groupings do language learning principles include? + 3
- 4
- 5
- 6 # What are the affective principles? + Language ego, self-confidence, risk-taking, language-culture connection - Automaticity, meaningful learning, anticipation of rewards - Native language effect, inter-language, communicative competence - Intrinsic motivation, automaticity, risk-taking, self-confidence # The more effective system of exercises was suggested by … + V.A.Buhbinder - N.Chomsky - R.P.Millrood - D.Larsen-Freeman # The assessment includes itself … + Feedback, error correction and evaluation - Grading and analysis of errors - Feedback and grading - Asking questions and testing # Whole-class teaching is…? + The model of teaching involves teaching all the students together - The necessary to point out at a lesson - Where students can best work individually - Pair work # Process of whole-class teaching? + Teacher-fronted teaching can serve to focus students’ attention quickly on a learning task - Exercises are build on the principle “from simplicity to complicity” - Step by step - Group work individual work # Arrangements of a lesson for whole-class teaching depends on….? + The type of lesson that a teacher is teaching and the particular stage of the lesson - Age of students - Aim of student - Result of teaching # Individual work is…? + Where students can best work individually such as when they are reading or listening - Where they can make conversation - Where they can work with group or individual - Where they can read books # Is individual work allowed to the teacher to provide them with individual support or assistance? + Yes - No
- Can be
- Never # While planning individual work, for what teacher needs consider to ? + Each of the lessons must provide achievements of educational, practical, bring up and development aims through solving the certain objectives - Interests of students, age of students, number of students - Condition of teaching - Object of the subject # Give definition of the term “Pair work….”? + It provides opportunities for sustained interaction and has long been recommended as a key means of promoting both accuracy and fluency in language use - Expect of them and whether the task provides adequate challenge, support, and motivation to sustain their interests in the cooperation - Such learning is widely used in all forms of teaching and significantly changes - In language classes, it increase student motivation by providing a risk –free environment for language practice # Explain the duty of students who work in pair? + Take into consideration the level of language proficiency of the partner, language and cultural background - Work on writing - Speak more - Present information # Give the definition to the term “Group work” ? + Learning is widely used in all forms of teaching and significantly changes the interactional dynamics of the classroom - Opportunities for sustained interaction with one person and has long been recommended as a key - Allows student to work at a pace - Having learners to work on their own tempo # Count the advantages of group work? + Self- esteem, can increase students motivation by providing a risk- free environment for language practice - Work individually, share opinions - Chatting to each other - Increase students knowledge # Stages of the lesson? + Presentation of the new theme, working on a grammar, active working on speech, lesson for revision - Repaid last lesson, ask homework, presentation of the new theme, give homework - Brain-storming, make conversation, revision - Summarizing the lesson, working on a grammar material # What principle does a teacher take into consideration while exercises design? + From simplicity to complicity - Form complicity to simplicity - From easy to normal - From normal to difficult # Successful lesson depends on ….? + The kinds of interactions a teacher creates during the lesson - Students wishes - Teachers opportunity - Students activities # What possible ways do you know to arrange a class? + whole-class teaching, individual, group work and pair work - group and individual work - individual work - limitless # Goal-oriented lesson means….? + Each of the lessons must provide achievements of educational, practical, cultural and development aims through solving the certain objectives - Selection of the meaningful and relevant teaching material, adequacy of techniques and exercises to the teaching objectives and optimal correlation of practice or production - Using different verbal and visual stimulus for involving students into communication. The preference is given to the real – life activities with audio – visual supporters. - Students motivation and teachers knowledge # Content-value feature of lesson presupposes …? + Selection of the meaningful and relevant teaching material, adequacy of techniques and exercises to the teaching objectives and optimal correlation of practice or production - Each of the lessons must provide achievements of educational, practical, cultural and development aims through solving the certain objectives - Using different verbal and visual stimulus for teaching. The preference is given to the real – life activities with audio – visual supporters. - Mass media information # Activity of the students during the lesson means....? + The inner and outer activity of students during the lesson must take the form of speech-mental activity related to the speech imitativeness - The meaningful and relevant teaching material, and optimal correlation of practice or production - Understanding the success of ELL by students and seeing their dynamic progress in ELL - The kinds of interactions a teachers creates during the lesson # Motivation-provided means…? + Understanding the success of ELL by students and seeing their dynamic progress in ELL - How well students understand what is expected of them and the task provides adequate challenge, support, and motivation to sustain their interests - How a teacher organize assessment activity - Using different tools for introduction. # «Variety of used stimulus at the lesson» means… + Using different verbal and visual stimulus for involving students into communication. The preference is given to the real – life activities with audio – visual supporters. - The goal and objectives put at the lesson must be achieved at the end of the lesson - Exercises are build on the principle “from simplicity to complicity” - The teacher must use information-communication technologies. # What do you understand by the “Correspondence of verbal and non-verbal behavior to the teaching goal, content and conditions” ? + The teacher uses verbal and nonverbal in accordance with the given context and for achievement the put objectives of teaching. From the position of verbal behavior the teacher carries out the the model of teaching El, quasi bringer of the EL. From the position of non-verbal behavior the teacher plays the role of an organizer, instructor, producer, actor, designer, operator etc. - Repaid last lesson, ask homework, present the new theme, give homework - Each of the lessons must provide achievements of educational, practical, cultural and development aims through solving the certain objectives - Where students can best work individually # What do we mean by the up-to-date technologies? + They are interactive, information-communication, cognitive technologies. - Where students can best work individually - They are drills, translation, substitutions - Repaid last lesson, ask homework, present the new theme, give homework # What is results of teaching? + The goal and objectives put before lesson must be achieved at the end of the lesson - Development of linguistic competence - Each of the lessons must provide necessary material - Where students can be active # Choose the right decoding of PPP ? + Presentation > practice>production - Practice >presentation > production - Production> practice > presentation - Production> preparation > practising # Choose the right clause ESA? + Engage> Study > Activate - Enter > Study > Test - Engage > Activity > Sample giving - Enter > simple > active # Choose the right clause TTT? + Test> Teach > Test - Tech > Teach > Train - Teach > Train >Talk - Teach >Tell > Talkl # Open the clause TBA ? + Task – based approach - Test- based activity - Teacher- based activity - Tutor, brain – storming, approach # Where is the aim of lesson? + To acquire communicative activity, developing listening, reading, speaking, writing - Writing down and explanation of the homework - Involving the language atmosphere - Representing the introduction of a lesson # Give the translation for the word «eliciting» + Nutqiy-fikriy faoliyat o’rgatish usuli - Eklektik yondashuv - Egosentrizm - Tuyg’u kechinma # Translate the word “Data-driven learning” (DDL)? + Ma’lumotlar asosida o’qitish - Madaniyatshunoslik - Tasviriy gramatika - Tezlik bilan o’rganish # Complete the phrase: Activate is…? + The stage where learners use the language knowledge and skills in given situation - In TBA classes teacher based on their lesson strategies to check how a central task is completed by the learners - Teacher motivates learners and arises their interest by different language drills. - Writing down and explanation of the homework # Complete the phrase: in the Engage stage …? + Teacher motivates learners and arises their interest by involving their emotion through using games, music, discussion, stimulating pictures, dramatic stories, anecdotes etc. - The stage is when learners use knowledge and skills - In classes teacher does not predetermine the language features to study but organizes lesson strategies on how to complete task - Writing down and explanation of the homework # Complete the phrase: in the study stage…..? + A teacher focuses on vocabulary and constructions or information - Te teacher writes exercises to explain the homework - A teacher formulates the summaries - Teacher doesn't explain the grammar rules # Complete the phrase: the final stage of the TTT approach ….? + The teacher organizes testing to check how students have absorbed the new inputs - The teachers use strategies to explain the tasks to the learners - Teacher motivates learners to do communicative activities. - The stages where learners practise the language knowledge and skills in the context # Complete the phrase: task-based model/ approach ….? + The teacher doesn't predetermines the language specifics to study but based on their lesson strategies how the central task is completed by the learners - Teacher encourage to complete the task. - Where learners learn new material - Where the students note-taking # Describe the aim of the lesson plan? + Define the system of a teacher and students activity for the whole stage of ELT - Describes grammar rules and instruction for their using - Describes output - Focus on learning strategies # What is thematic plan? + It envelopes a number of lessons united one goal of teaching - Plan for doing something - Plan for revising last lesson - Plan for organization of extra activities # Perspective planning is…….? + The teacher defines the system of a teacher and students activity for the whole stage of ELT - Teacher selects materials - The plan in accordance with learners act - Creating handout # Select the different principles of lesson planning? + Variety, flexibility, examine the subject matter from the learners’ point of view, considering individual differences, language backgrounds and past experience. - Difference, precision, modify, similarities - Asking for doing homework, strategies for introducing the new material - Teacher-fronted teaching, learner- centeredness # Give the definition for the concept of “Variety” in ELT? + Involving learners in a number of different types of activities and using a wide selection of material to motivate learners - Dealing with the plan in the classroom for a number of reasons in accordance with the situation which can take place during teaching - Learners have different abilities to learn the language under apparently the same condition of learning - The teacher use different materials # Explain the term “Flexibility”? + When dealing with the plan in the classroom, for a number of reasons a teacher should have an opportunity to change the plan in accordance with the situation which can take place during teaching - Learners have different abilities to learn the language under apparently the same condition of learning - Involving learners in a number of different types of activities and using a wide selection of material to motivate learners - The teacher uses different strategies to organize learning process outside of the class # An approach in foreign language teaching is chosen according to: + aim of teaching - method of teaching - techniques used in teaching - classroom management # A method in foreign language teaching is based on: + Approach
- Textbook - Syllabus - techniques of teaching # Which of the following documents contains the content of teaching English: + Syllabus
- Reading book - Daily plan - Handouts # The principle of communicative approach requires: + creation of real-life situations in teaching
- learning by heart - writing dictations - repeating after the teacher # According to the structural view of the language the aim of language learning is: + to master the elements of the language system - to learn different types of reading - to develop learner’s mental abilities - to teach creative writing # According to the interactional view language is: + a means of communication
- a set of rules - a set of structures - a rule-governed behavior # The aim of teaching to write as a communicative activity is: + conveying of a message to the reader - teaching correct spelling of the English words - vocabulary practice - grammar practice # Which of the following competences writing does not include: + use of correct rhythm and articulation
- grammatical competence - sociolinguistic competence - discourse competence # Which of the following does not belong to pre-writing activities: + self-editing
- brainstorming - planning - generating ideas # Which of the following does not characterize the process approach to teaching writing: + rewriting a text
- ideas as starting point - more than one draft - emphasis on creative process # Which of the following does not belong to the product approach to teaching writing: + Emphasis on creative writing - Imitate a text - Answers to questions in the written form - Note-taking # Which of the following does not belong to teaching free-writing: + Dictation
- Rewriting the text - Writing a letter based on the sample - Editing the text # Basically structuralist - grammar-based view of language + Theory of Language: Total Physical Response
- Learner Roles: Audiolingual - Theory of Learning: Direct Method - Theory of Learning: Silent Way # Based on situations and topics - not usually linguistic + Syllabus: Direct Method - Materials Roles: Natural Approach - Teacher Roles: Audiolingual - Teacher Roles: Direct Method # Includes the following: teach - test - get out of way; remain impassive; resist temptation to model - assist - direct - or exhort. + Teacher Roles: Silent Way - Theory of Learning: Communicative - Theory of Language: Total Physical Response - Learner Roles: Natural Approach # What is the theory, which includes «Each language has unique rhythm and spirit; core structure and functional vocabulary are keys to spirit»? + Theory of Language: Silent Way Correct - Materials Roles: Natural Approach - Theory of Learning: Natural Approach - Teacher Roles: Total Physical Response # Find appropriate item: Create situations and present materials to encourage positive reception and retention; exude authority and confidence. + Teacher Roles: Suggestopedia - Theory of Language: Direct Method - Materials Roles: Direct Method - Syllabus: Total Physical Response # Find appropriate theory which includes translation and memorization - learn about L2 by translating L2 to L1 and vice versa and by learning vocab and grammar of L2. + Theory of Learning: Grammar Translation - Materials Roles: Suggestopedia - Learner Roles: Communicative - Syllabus: Community Language Learning # What is theory that includes «Language involved whole person and culture; educational - developmental - communicative process»? + Theory of Language: Community Language Learning - Syllabus: Direct Method - Materials Roles: Direct Method - Material Roles: Community Language Learning # Find appropriate item that includes «Literary passages to be translated; vocabulary and grammar based lessons based on passages» + Syllabus: Grammar Translation - Materials Roles: Silent Way - Learner Roles: Total Physical Response - Activity Types: Community Language Learning # Find appropriate item that includes «Learners are members of a community; learning not an individual accomplishment - but is achieved collaboratively» + Learner Roles: Community Language Learning - Activity types: Grammar Translation - Activity Types: Community Language Learning - Objectives: Communicative # Find appropriate item that includes «Realia rather than textbooks; aim is to promote comprehension and communication» + Materials Roles: Natural Approach - Objectives: Total Physical Response - Theory of Language: Total Physical Response - Objectives: Audiolingual # Find appropriate method that deals with «Use L2 exclusively; inductive grammar; much speaking - T to Ss and Ss to Ss; dictation» + Activity Types: Direct Method - Teacher Roles: Suggestopedia - Syllabus: Natural Approach - Theory of Language: Community Language Learning # Find appropriate that includes «Authority; has all control; corrects students; assign tasks to be memorized» + Teacher Roles: Silent Way - Objectives: Audiolingual - Teacher Roles: Grammar Translation - Learner Roles: Situational Language Learning # What is method that opens «Produce learners who can communicate orally - intelligibly uninhibitedly with native speakers»? + Objectives: Total Physical Response - Objectives: Direct Method - Activity Types: Communicative - Objectives: Grammar Translation # What is the methods aims to «Acquire vocabulary by speaking full sentences in L2; communication is purpose of language learning» + Theory of Learning: Direct Method - Teacher Roles: Total Physical Response - Activity Types: Audiolingual - Theory of Language: Silent Way # What is this method which covers «Dialogues & drills; repetition & memorization pattern practice»? + Activity Types: Audiolingual - Learner Roles: Community Language Learning - Activities: Suggestopedia - Material Roles: Grammar Translation # Find appropriate method that covers «Learning occurs through suggestion - when learners are in deeply relaxed state; baroque music used to induce state» + Theory of Learning: Suggestopedia - Learner Roles: Silent Way - Theory of Learning: Grammar Translation - Theory of Language: Silent Way # Find appropriate method that evbelops «Act as model in presenting structures; lead drill practice; correct errors; test progress» + Teacher Roles: Situational Language Learning - Material Roles: Grammar Translation - Learner Roles: Total Physical Response - Teacher Roles: Communicative # According to the State educational standard the communicative competence includes + Linguistic, sociolinguistic and pragmatic competences
- Linguistic, sociolinguistic, discourse, strategic, socio-cultural and social competence - Linguistic, speech and sociolinguistic competences - Language and communicative competences # Communicative skill means + The ability to use a language in communication, in particular, in speaking, listening, reading, writing - Language experience to produce speech - The ability to understand the received speech - Language knowledge # The goals of FLT are… + practical, educational, cultural, developmental - educational, cultural, developmental - practical, educational, cultural - educational, cultural, professional # The objects of teaching students are + Language, speech, speech activity, culture - Language sub skills and skills - Language and speech materials - Listening, speaking, reading, writing # Communicative language teaching is considered as + Approach - Technique - Activity - Environment # Linguocultural approach purposes working on + Cultural-marked units - Value and mentality - Words and structures - Language and discourse units # By the interference in methodology is understood… + Negative impact of the mother tongue experience when we produce speech in the foreign language - Language errors - Mixed language units - Occupation and impact # Language proficiency can be manifested on the following levels + Surface and deeper - Language sub skills and skills - Beginning and intermediate - Intermediate and advanced # Language learning principles and generally sorted into three sub-groupings: + Cognitive, affective, linguistic - Teaching, learning, mastering - Didactic, psychological, cultural - General, particular, special # By the system of exercises we understand… + Organization of teaching action in algorithm (logical consecutive) in accordance of language and operational difficulties - Methods and techniques - Topics and situations - Different kinds of tasks # According to V.A.Buhbinder, exercises are classified on + Information, operational, motivational exercises - Language and speech exercises - Prepared an unprepared exercises - Authentic and non-authentic exercises # In the methodology of FLT a teaching text is considered as + Exercise - Method - Sample - Aid
# What is the goal of the preparatory exercise in teaching listening? + To prevent the language and psychological difficulties - To practice listening comprehension - To fixate language knowledge - To be familiar with the content of the received text # The examples of communicative exercises are + Writing a complain letter - Filling the gap - Matching - Paraphrasing # Language material is divided into + Active and passive minimum - Potential and active - Productive and reciprocal - Input and output # What does the active minimum mean? + Language phenomena used in writing and speaking - Language phenomena used in productive and receptive speech - Language phenomena used in listening and reading - Language phenomena used by student in the classroom # What does the passive vocabulary minimum mean? + Vocabulary used in receptive speech - Vocabulary used in reading and writing - Potential vocabulary - Vocabulary used in texts # How do we teach pronunciation to students in the English classroom? + Approximated pronunciation - Authentic pronunciation - We do not pay attention to pronunciation - Correct pronunciation # What methods are used for teaching pronunciation? + Imitative and analytical methods - Explanatory methods - Deductive and inductive methods - Direct and translation methods # Exclude a technique which is not appropriate to teaching pronunciation + Paraphrasing - Drilling - Taping - Homophones exercises # What methods are used for semantization of lexical units? + Direct and translation methods - Imitative and analytical methods - Deductive and inductive methods - Reproduction and production methods # What methods are used for presentation of a grammar phenomena? + Deductive and inductive methods - Imitative and analytical methods - Direct and translation methods - Explanatory methods # When we present a new language unit we should focus on + Function, form, meaning - Meaning and function - Structure and meaning - Spelling and meaning # What difficulties do usually students face in learning language units? + Functional, formal, semantic - Formal, semantic - Functional and formal - Structural and semantic # Exclude a principle which is not suitable for selection of the active vocabulary + Including synonyms - Functional - Frequency and range - Word building value # Exclude a principle which is not suitable for selection of the passive vocabulary + Excluding synonyms - Derivability - Polysemantic character - Word building value and semantic # We have three types of memory + Sensory, short-term and long-term memory - Auditory, short-term and long-term memory - Acoustic, short-term and long-term memory - Photographic, sensory, visual # Choose a micro-skill which is not necessary for reading and listening + Construction of the logical constituents - Recognition of language units - Identification of the language meaning in the context - Comprehension of the main points of the information # Exclude a subskill which is not appropriate for reading and listening + Writing the text - Identifying the problem - Predicting and guessing - General, specific, detailed understanding of information # Study the list of different strategies and exclude which is not appropriate for teaching speaking + Skim the text to find the main idea - Use language as a means of expressing values and judgements - Select appropriate words and sentences according to the proper social setting, audience, situation and subject matter - Use the language quickly and confidently with few unnatural pauses, which is called fluency # Accuracy activities focus on + Reproduction or production of correct language - Controlling speed of the speech - Developing reflective skills - Making up situations # Fluency activities focus on + Allowing the student to experiment and be creative with the language - Developing language subskills - Language accuracy improving - Accurate using of language units in the sentences # Speaking involves three areas of knowledge. Exclude unnecessary area + Global information from different spheres of activity - Mechanics - Functions - Social and cultural rules and norms # Exclude unnecessary speaking strategy + Reading literature - Using minimal responses - Recognizing scripts - Pragmatic skill activities # Teaching English under the top-down approach presupposes + The sample is given to listening as a collection of a dialogue identity then it is learned by heart afterwards there will be lexical changes and it is worked on part to part and then it will be performed - Dialogue begins with phrases which tempt to speak, to ask , to inform - From rule to example - From example to rule # What are the psychological mechanisms of speaking? + Reproduction, selection, connecting, composing, anticipation, discursivity - Perception, comprehension, response - Inner and outer - Natural and artificial # Writing refers to several subskills and skills. Choose which is not suitable + Data-processing - Mechanics of writing - Making sentences and linking them in paragraphs - Producing a piece of writing # What are the objects of assessment in the English classroom? + Language subskills and skills - Knowing rules - Reading and writing dictation - Speaking and listening # Exclude an instruction which is not successful for monitoring comprehension during and after reading + Ask to make situation - Verify predictions and check for inaccurate guesses - Decide what is and is not important to understand - Ask questions about text content # How can we test phonetic segments and word stress? + With the help of dictation exercises, listening activities designed to test the learners’ ability to discriminate phonemes or group of phonemes - With the help of writing activity - With the help of assessment - With the help op recognizing mechanism # Assessment of listening comprehension may involve macro-and micro- skillsMicro-skills:…….. + Interpretation of intonation patterns and recognition of functions - Interpretation of information and response - Recognition of words and structures - Understanding rules # Exclude one evaluation criterion for speaking activity which is not suitable + Structure - Interaction - Response - Logical expressing ideas # A piece of writing can be evaluated via the given criteria. Choose inappropriate criterion + Producing appropriate vocabulary - Task achievement - Organization - Range # How many stages does the English lesson consist of? + 3
- 5
- 6
- 7 # Choose requirement to a lesson which is not suitable + Process-based - Goal-oriented - Content- valuable - Motivation provided # What type of the lesson is more used in the English classroom at school? + Mixed type of the lesson - Language subskills development lesson - Language skills development lesson - Grammar-oriented lesson # Choose the teaching model which is not suitable + PPP - ESA - TTT - Writing-based # The aim of EL lesson planning is + To define the content of the lesson and algorithm of operations and actions of the teacher and learners - To select the texts and language items - To define and evaluate teaching means - To achieve successful result # Lesson planning is based on some principles. Choose unnecessary principle + Visualize form - Examining the subject matter from the learners’ point of view - Flexibility - Variety # The sequence of the conversation lesson can + Begin with controlled practice activities. Such as dialogue practice, and move toward open-ended activities, such as role plays - Begin with reading activities and move to writing activities - Begin with vocabulary teaching and move to writing activities - Begin with process-oriented activities and move to assessment # The right sequence of task-based teaching model is + Pre-task activities, a task cycle, the language focus and a follow-up task - While-task activities and homework task - Input and follow-up activities - Spark and assessment activities # Under the vocabulary subskill we mean the ability + To transfer a word from the distant memory to immediate memory - Short and long vowels - Open and close vowels - Voiceless and voiced consonants # The selection of vocabulary for the purpose of achieving the best communicative result is called - Language register - Language barrier - Vocabulary - Grammar rules 1- # Group statistical principles of selection vocabulary minimum
# 2-Group instructional principles of selection vocabulary minimum + Thematic, learnability, relevance to the age
- Frequency, range - Compatibility, word-building value - Stylistic unboundedness, polysemantic words # 3-Group linguistic principles of selection vocabulary minimum + Compatibility, word-building value, stylistic unboundedness, polysemantic words - Frequency, range - Thematic, semantic, learnability - Stylistic unboundedness, polysemantic words # Which of the principles is not appropriate for selection of the active minimum vocabulary + Useability - Compatibility - Frequency - Semantic # What kind of direct way is not suitable to convey the meaning of a word + Translation - Description - Antonyms - Synonyms # What kind of visual way is not suitable to convey the meaning of a word + Verbal examples - Fotors - Pictograms - Pictures # What kind of translation technique is not suitable to convey the meaning of a word + Contextual guessing - Giving an equivalent - Translation-interpretation - Comparing a foreign word to the native language word # How also can we call active grammar with other words + Grammar of phonology - Grammar of writing - Grammar of reading - Grammar of listening # What phenomena are taught for developing grammar subskills with the aim to communicate + Grammar - Vocabulary - Pronunciation - Reading # How can we call situational approach in American methodology + Role-play - Teaching grammar - Communicative exercises - Assimilation # How many parts in pronunciation mechanism + 3
- 5
- 4
- 6 # In pronunciation mechanism uttering is + Sense - Acoustic - Semantic - Meaning # Pronunciation mechanism concerns + Functional - Acoustic - Motor - Uttering # How many stages in articulatory approach? + 3
- 4
- 5
- 6 # Listening skills can be developed by + All answers are correct - Teaching vocabulary - Teaching grammar - Teaching pronunciation # The linguistic difficulties are + All answers are correct - Phonetic - Lexical - Grammatical # Special exercises divided into + 2 groups - 3 groups - 4 groups - 5 groups # The objects of teaching students are + Language, speech, speech activity, culture - Language sub skills and topic - Language and speech - Listening and audio # Language proficiency can be manifested on the following levels + Surface and deep - Language sub skills - Beginning and intermediate - Intermediate and advanced # What is the goal of the preparatory exercise in teaching listening? + To prevent the language and psychological difficulties - To practice listening comprehension - To fixate language knowledge - To be familiar with the content of the received text # How do we teach pronunciation to students in the English classroom? + Approximated pronunciation - Authentic pronunciation - We do not pay attention to pronunciation - Correct pronunciation # When we present a new language unit we should focus on + Function, form, meaning - Meaning and function - Structure and meaning - Spelling and writing # Choose a micro-skill which is not necessary for reading and listening + Construction of the logical constituents - Recognition of language units - Identification of the language meaning in the context - Comprehension of the main points of the information # Speaking involves three areas of knowledge. Exclude unnecessary area + Global information from different spheres of activity - Mechanics - Functions - Social and cultural rules and norms # Writing refers to several subskills and skills. Choose which is not suitable + Data-processing - Mechanics of writing - Making sentences and linking them in paragraphs - Producing a piece of writing # Exclude one evaluation criterion for speaking activity which is not suitable + Correction - Interaction - Response - Logical expressing ideas # Choose the teaching model which is not suitable + PPP - ESA - TTT - Content-based # Under the vocabulary subskill we mean the ability + To transfer a word from the distant memory to immediate memory - Short and long vowels - Open and close vowels - Voiceless and voiced consonants # Which of the approaches is not appropriate for selection of the active minimum vocabulary + Integrated approach - Stylistic approach - Semantic approach - Compatibility approach # How also can we call active grammar with other words + Grammar of speaking - Grammar of pronunciatiom - Grammar of reading - Grammar of listening # In pronunciation mechanism meaning is + Semantic - Acoustic - Motor - Uttering # What is the reproductive vocabulary? + Active - Passive - Lexical - Cultural # In the CEFR document the reference of six levels is designed in the term of … + “Can Do” - “Should Do” - “Must Do” - All are correct # Who distinguished two aspects of performance as usage and using? + H.G.Widdowson - N.Chomsky - D.Hymes - B.Tomplison # In the second half of the last century the goals of teaching English were… + Practical, educational, cultural - Practical and educational - Educational and cultural - Practical and developmental # Practical goal aims at … + To learn to communicate in the English language (speaking, listening, reading, writing) - To develop intellectual, sensory and motivated peculiarities - To develop memory and logical thinking - To learn to speaking # According to E.Antony there are three levels of conceptualization and organization. They are… + Approach, method, technique - Approach, method - Technique, method - Approach, content # What ages are called “young learners”? + 5-12 - 12-18 - 4-10 - 12-14 # …. is remembering something previously encountered or learned. + Knowledge - Comprehension - Application - Proficiency # W.Scott and L.H.Ytreberg describe young learners under … years old, “Their own understanding comes through hands, and eyes, and ears. The physical world is dominant at all times.” + 7-8 - 8-9 - 6-7 - 5-6
# The more effective system of exercises was suggested by … + V.A.Buhbinder - N.Chomsky - R.P.Millrood - D.Larsen-Freeman # Who identified three levels of conceptualization and organization? + E.Antony - J.C.Richard - N.Chomsky - R.P.Millrood # What is the main function of CEFR? + To provide a common basis for the elaboration of language syllabuses, curricula, guidelines, examination, and coursebooks across Europe. - To facilitate cooperation among educational institutions in different countries - To create a new modern technologies - To provide a new approach to assessment # What is the aim of CEFR? + To designate standards to be reached to subsequent stages of teaching and learning Modern languages - To provide with teaching and learning tools. - To facilitate cooperation among educational institutions in different countries - To create a new modern technologies # The CEFR has been translated into at least … languages. + 37
- 38
- 39
- 40 # How many common reference levels of education do Learning Modern languages propose through a whole life? + 6
- 7
- 8
- 9
# In the CEFR document the reference of six levels is designed in the term of … + “Can Do” - “Should Do” - “Must Do” - All are correct # What is the principal idea behind the skill-centred approach? + Focus on development of all language skills - Designing the grammar - Developing oral speech - Interpreting the process # When was the Resolution “On measures of further improving the system of foreign language learning” adopted? + December 10, 2012 - December 10, 2013 - December 12, 2012 - December 12, 2013 # Language-oriented academic lyceums are notified under the level… + B1+ - B1
- B2+
- B2
# How many major components of knowledge does a communicative competence break down into? + Knowledge of the language and knowledge of how to use the language - Knowledge of language - Knowledge of language activities - Knowledge of communicative sub-skills # Who distinguished two aspects of performance as usage and using? + H.G.Widdowson - N.Chomsky - D.Hymes - B.Tomplison # How many components of communicative competence are in the Uzbek model? + 3
- 7
- 8
- 9 # Communicative competence in European countries includes … + Linguistic, sociolinguistic, discourse, strategic, socio-cultural, social competence - Linguistic, discourse, socio-cultural competence - Linguistic, sociolinguistic, socio-cultural, pragmatic - Language, discourse, strategic, social competence # …. competence involves both the will and the skill to interact with others, involving motivation, attitude, self-confidence, empathy and the ability to handle social situations. + Social - Social-cultural - Linguistic - Discourse # Pragmatic competence includes… + Social discourse, strategic, socio-cultural - Language and speech units and rules of their using - Social relationship - All answers are correct # In the second half of the last century the goals of teaching English were… + Practical, educational, cultural - Practical and educational - Educational and cultural - Practical and developmental # When did a term such a developmental goal appeared? + In the 80s - In the 90s - In the 70s - In the 60s # Who analysed the term of goals of FLT in detail? + G.V.Rogova - H.G.Widdowson - N.Chomsky - M.Canale # How many goals are there in English language teaching? + 4
- 5
- 6
- 7 # Language subskills are… + Pronunciation, vocabulary, grammar - Listening, speaking, reading, writing - Pronunciation, lexicology - All are correct # Practical goal aims at … + To learn to communicate in the English language (speaking, listening, reading, writing) - To develop intellectual, sensory and motivated peculiarities - To develop memory and logical thinking - To learn to communicate in speaking # What are the objects of teaching? + Language, speech, speech activity, culture - Student and teacher - Lesson, coursebooks - Speech and culture # What are the main principles for teaching? + Adequacy, relevance and accessibility - Adequacy, sufficiency of content for achievement of the goal of teaching - Frequency of functions and notions - Relevance and availability of the content for its assimilation # Ways for teaching cultural material are…. + Comparison and explanation - Translation - Training - Practice of communication # There are ….. types of lexical material. + Active and passive - Minimum and maximum - High and low - Frequent and rare # When a student runs into unfamiliar vocabulary he/she can understand it because of the resemblance in the mother tongue. This is called …. + Potential vocabulary - Active vocabulary - Passive vocabulary - Practical vocabulary # How many parts is vocabulary divided into? + 3
- 4
- 5
- 6 # What subskills does the content of teaching pronunciation include? + Pronunciation and rhythmical-intonation - Semantic - Phonological features - All are correct # Who identified three levels of conceptualization and organization? + E.Antony - J.C.Richard - N.Chomsky - R.P.Millrood # According to E.Antony there are three levels of conceptualization and organization. They are… + Approach, method, technique - Approach, method - Technique, method - Approach, content # What factors do influence the norms and conventions of intercultural communication? + Social contextual factors, stylistic appropriateness, cultural factors - Social contextual factors, culture - Stylistic appropriateness - Crosscultural awareness # What factor does deal with the participants’ age, gender, social distance and relations to each other? + Social contextual - Stylistic appropriateness - Cultural factor - All are correct # What are the types of methods according to agreement with specifics of FLT and its action-oriented character? + Demonstration, explanation, practice, feedback and self-control - Explanative-illustrative method, reproductive method, problem-recount method - Verbal, with books, observation - All are correct # Verbal methods include … + Lecture, conversation, explanation - Working on textbooks - Experiment - Practical experience of learners # What ages are called “young learners”? + 5-12 - 12-18 - 4-10 - 12-14 # Language experience in the L1 is replaced into the learning FL, which has positive and negative character. Positive side is called … + Transposition - Interference - Correspondence - Transmission # Language experience in the L1 is replaced into the learning FL, which has positive and negative character. Negative side is called … + Interference - Transposition - Fossilization - Transmission # What is described as “development in learners of an enhanced consciousness of and sensitivity to the forms and functions of language”? + Language awareness - Process-oriented approach - Language acquisition - All are incorrect # …. is remembering something previously encountered or learned. + Knowledge - Comprehension - Application - Proficiency # … is use of abstraction in particular and concrete situations. + Application - Knowledge - Comprehension - Proficiency # … is breaking down the whole into its parts so that the organization of elements is clear. + Analysis - Synthesis - Evaluation - Presentation # … is putting elements into a coherent whole. + Synthesis - Analysis - Evaluation - Presentation # … is judging the adequacy of ideas or material for given purposes. + Evaluation - Analysis - Synthesis - Presentation # W.Scott and L.H.Ytreberg describe young learners under … years old, “Their own understanding comes through hands, and eyes, and ears. The physical world is dominant at all times.” + 7-8 - 8-9 - 6-7 - 5-6
# How many sub-groupings do language learning principles include? + 3
- 4
- 5
- 6 # What are the affective principles? + Language ego, self-confidence, risk-taking, language-culture connection - Automaticity, meaningful learning, anticipation of rewards - Native language effect, inter-language, communicative competence - Intrinsic motivation, automaticity, risk-taking, self-confidence # The more effective system of exercises was suggested by … + V.A.Buhbinder - N.Chomsky - R.P.Millrood - D.Larsen-Freeman # The assessment includes itself … + Feedback, error correction and evaluation - Grading and analysis of errors - Feedback and grading - Asking questions and testing # Whole-class teaching is…? + The model of teaching involves teaching all the students together - The necessary to point out at a lesson - Where students can best work individually - Pair work # Process of whole-class teaching? + Teacher-fronted teaching can serve to focus students’ attention quickly on a learning task - Exercises are build on the principle “from simplicity to complicity” - Step by step - Group work individual work # Arrangements of a lesson for whole-class teaching depends on….? + The type of lesson that a teacher is teaching and the particular stage of the lesson - Age of students - Aim of student - Result of teaching # Individual work is…? + Where students can best work individually such as when they are reading or listening - Where they can make conversation - Where they can work with group or individual - Where they can read books # Is individual work allowed to the teacher to provide them with individual support or assistance? + Yes - No
- Can be
- Never # While planning individual work, for what teacher needs consider to ? + Each of the lessons must provide achievements of educational, practical, bring up and development aims through solving the certain objectives - Interests of students, age of students, number of students - Condition of teaching - Object of the subject # Give definition of the term “Pair work….”? + It provides opportunities for sustained interaction and has long been recommended as a key means of promoting both accuracy and fluency in language use - Expect of them and whether the task provides adequate challenge, support, and motivation to sustain their interests in the cooperation - Such learning is widely used in all forms of teaching and significantly changes - In language classes, it increase student motivation by providing a risk –free environment for language practice # Explain the duty of students who work in pair? + Take into consideration the level of language proficiency of the partner, language and cultural background - Work on writing - Speak more - Present information # Give the definition to the term “Group work” ? + Learning is widely used in all forms of teaching and significantly changes the interactional dynamics of the classroom - Opportunities for sustained interaction with one person and has long been recommended as a key - Allows student to work at a pace - Having learners to work on their own tempo # Count the advantages of group work? + Self- esteem, can increase students motivation by providing a risk- free environment for language practice - Work individually, share opinions - Chatting to each other - Increase students knowledge # Stages of the lesson? + Presentation of the new theme, working on a grammar, active working on speech, lesson for revision - Repaid last lesson, ask homework, presentation of the new theme, give homework - Brain-storming, make conversation, revision - Summarizing the lesson, working on a grammar material # What principle does a teacher take into consideration while exercises design? + From simplicity to complicity - Form complicity to simplicity - From easy to normal - From normal to difficult # Successful lesson depends on ….? + The kinds of interactions a teacher creates during the lesson - Students wishes - Teachers opportunity - Students activities # What possible ways do you know to arrange a class? + whole-class teaching, individual, group work and pair work - group and individual work - individual work - limitless # Goal-oriented lesson means….? + Each of the lessons must provide achievements of educational, practical, cultural and development aims through solving the certain objectives - Selection of the meaningful and relevant teaching material, adequacy of techniques and exercises to the teaching objectives and optimal correlation of practice or production - Using different verbal and visual stimulus for involving students into communication. The preference is given to the real – life activities with audio – visual supporters. - Students motivation and teachers knowledge # Content-value feature of lesson presupposes …? + Selection of the meaningful and relevant teaching material, adequacy of techniques and exercises to the teaching objectives and optimal correlation of practice or production - Each of the lessons must provide achievements of educational, practical, cultural and development aims through solving the certain objectives - Using different verbal and visual stimulus for teaching. The preference is given to the real – life activities with audio – visual supporters. - Mass media information # Activity of the students during the lesson means....? + The inner and outer activity of students during the lesson must take the form of speech-mental activity related to the speech imitativeness - The meaningful and relevant teaching material, and optimal correlation of practice or production - Understanding the success of ELL by students and seeing their dynamic progress in ELL - The kinds of interactions a teachers creates during the lesson # Motivation-provided means…? + Understanding the success of ELL by students and seeing their dynamic progress in ELL - How well students understand what is expected of them and the task provides adequate challenge, support, and motivation to sustain their interests - How a teacher organize assessment activity - Using different tools for introduction. # «Variety of used stimulus at the lesson» means… + Using different verbal and visual stimulus for involving students into communication. The preference is given to the real – life activities with audio – visual supporters. - The goal and objectives put at the lesson must be achieved at the end of the lesson - Exercises are build on the principle “from simplicity to complicity” - The teacher must use information-communication technologies. # What do you understand by the “Correspondence of verbal and non-verbal behavior to the teaching goal, content and conditions” ? + The teacher uses verbal and nonverbal in accordance with the given context and for achievement the put objectives of teaching. From the position of verbal behavior the teacher carries out the the model of teaching El, quasi bringer of the EL. From the position of non-verbal behavior the teacher plays the role of an organizer, instructor, producer, actor, designer, operator etc. - Repaid last lesson, ask homework, present the new theme, give homework - Each of the lessons must provide achievements of educational, practical, cultural and development aims through solving the certain objectives - Where students can best work individually # What do we mean by the up-to-date technologies? + They are interactive, information-communication, cognitive technologies. - Where students can best work individually - They are drills, translation, substitutions - Repaid last lesson, ask homework, present the new theme, give homework # What is results of teaching? + The goal and objectives put before lesson must be achieved at the end of the lesson - Development of linguistic competence - Each of the lessons must provide necessary material - Where students can be active # Choose the right decoding of PPP ? + Presentation > practice>production - Practice >presentation > production - Production> practice > presentation - Production> preparation > practising # Choose the right clause ESA? + Engage> Study > Activate - Enter > Study > Test - Engage > Activity > Sample giving - Enter > simple > active # Choose the right clause TTT? + Test> Teach > Test - Tech > Teach > Train - Teach > Train >Talk - Teach >Tell > Talkl # Open the clause TBA ? + Task – based approach - Test- based activity - Teacher- based activity - Tutor, brain – storming, approach # Where is the aim of lesson? + To acquire communicative activity, developing listening, reading, speaking, writing - Writing down and explanation of the homework - Involving the language atmosphere - Representing the introduction of a lesson # Give the translation for the word «eliciting» + Nutqiy-fikriy faoliyat o’rgatish usuli - Eklektik yondashuv - Egosentrizm - Tuyg’u kechinma # Translate the word “Data-driven learning” (DDL)? + Ma’lumotlar asosida o’qitish - Madaniyatshunoslik - Tasviriy gramatika - Tezlik bilan o’rganish # Complete the phrase: Activate is…? + The stage where learners use the language knowledge and skills in given situation - In TBA classes teacher based on their lesson strategies to check how a central task is completed by the learners - Teacher motivates learners and arises their interest by different language drills. - Writing down and explanation of the homework # Complete the phrase: in the Engage stage …? + Teacher motivates learners and arises their interest by involving their emotion through using games, music, discussion, stimulating pictures, dramatic stories, anecdotes etc. - The stage is when learners use knowledge and skills - In classes teacher does not predetermine the language features to study but organizes lesson strategies on how to complete task - Writing down and explanation of the homework # Complete the phrase: in the study stage…..? + A teacher focuses on vocabulary and constructions or information - Te teacher writes exercises to explain the homework - A teacher formulates the summaries - Teacher doesn't explain the grammar rules # Complete the phrase: the final stage of the TTT approach ….? + The teacher organizes testing to check how students have absorbed the new inputs - The teachers use strategies to explain the tasks to the learners - Teacher motivates learners to do communicative activities. - The stages where learners practise the language knowledge and skills in the context # Complete the phrase: task-based model/ approach ….? + The teacher doesn't predetermines the language specifics to study but based on their lesson strategies how the central task is completed by the learners - Teacher encourage to complete the task. - Where learners learn new material - Where the students note-taking # Describe the aim of the lesson plan? + Define the system of a teacher and students activity for the whole stage of ELT - Describes grammar rules and instruction for their using - Describes output - Focus on learning strategies # What is thematic plan? + It envelopes a number of lessons united one goal of teaching - Plan for doing something - Plan for revising last lesson - Plan for organization of extra activities # Perspective planning is…….? + The teacher defines the system of a teacher and students activity for the whole stage of ELT - Teacher selects materials - The plan in accordance with learners act - Creating handout # Select the different principles of lesson planning? + Variety, flexibility, examine the subject matter from the learners’ point of view, considering individual differences, language backgrounds and past experience. - Difference, precision, modify, similarities - Asking for doing homework, strategies for introducing the new material - Teacher-fronted teaching, learner- centeredness # Give the definition for the concept of “Variety” in ELT? + Involving learners in a number of different types of activities and using a wide selection of material to motivate learners - Dealing with the plan in the classroom for a number of reasons in accordance with the situation which can take place during teaching - Learners have different abilities to learn the language under apparently the same condition of learning - The teacher use different materials # Explain the term “Flexibility”? + When dealing with the plan in the classroom, for a number of reasons a teacher should have an opportunity to change the plan in accordance with the situation which can take place during teaching - Learners have different abilities to learn the language under apparently the same condition of learning - Involving learners in a number of different types of activities and using a wide selection of material to motivate learners - The teacher uses different strategies to organize learning process outside of the class # An approach in foreign language teaching is chosen according to: + aim of teaching - method of teaching - techniques used in teaching - classroom management # A method in foreign language teaching is based on: + Approach
- Textbook - Syllabus - techniques of teaching # Which of the following documents contains the content of teaching English: + Syllabus
- Reading book - Daily plan - Handouts # The principle of communicative approach requires: + creation of real-life situations in teaching
- learning by heart - writing dictations - repeating after the teacher # According to the structural view of the language the aim of language learning is: + to master the elements of the language system - to learn different types of reading - to develop learner’s mental abilities - to teach creative writing # According to the interactional view language is: + a means of communication
- a set of rules - a set of structures - a rule-governed behavior # The aim of teaching to write as a communicative activity is: + conveying of a message to the reader - teaching correct spelling of the English words - vocabulary practice - grammar practice # Which of the following competences writing does not include: + use of correct rhythm and articulation
- grammatical competence - sociolinguistic competence - discourse competence # Which of the following does not belong to pre-writing activities: + self-editing
- brainstorming - planning - generating ideas # Which of the following does not characterize the process approach to teaching writing: + rewriting a text
- ideas as starting point - more than one draft - emphasis on creative process # Which of the following does not belong to the product approach to teaching writing: + Emphasis on creative writing - Imitate a text - Answers to questions in the written form - Note-taking # Which of the following does not belong to teaching free-writing: + Dictation
- Rewriting the text - Writing a letter based on the sample - Editing the text # Basically structuralist - grammar-based view of language + Theory of Language: Total Physical Response
- Learner Roles: Audiolingual - Theory of Learning: Direct Method - Theory of Learning: Silent Way # Based on situations and topics - not usually linguistic + Syllabus: Direct Method - Materials Roles: Natural Approach - Teacher Roles: Audiolingual - Teacher Roles: Direct Method # Includes the following: teach - test - get out of way; remain impassive; resist temptation to model - assist - direct - or exhort. + Teacher Roles: Silent Way - Theory of Learning: Communicative - Theory of Language: Total Physical Response - Learner Roles: Natural Approach # What is the theory, which includes «Each language has unique rhythm and spirit; core structure and functional vocabulary are keys to spirit»? + Theory of Language: Silent Way Correct - Materials Roles: Natural Approach - Theory of Learning: Natural Approach - Teacher Roles: Total Physical Response # Find appropriate item: Create situations and present materials to encourage positive reception and retention; exude authority and confidence. + Teacher Roles: Suggestopedia - Theory of Language: Direct Method - Materials Roles: Direct Method - Syllabus: Total Physical Response # Find appropriate theory which includes translation and memorization - learn about L2 by translating L2 to L1 and vice versa and by learning vocab and grammar of L2. + Theory of Learning: Grammar Translation - Materials Roles: Suggestopedia - Learner Roles: Communicative - Syllabus: Community Language Learning # What is theory that includes «Language involved whole person and culture; educational - developmental - communicative process»? + Theory of Language: Community Language Learning - Syllabus: Direct Method - Materials Roles: Direct Method - Material Roles: Community Language Learning # Find appropriate item that includes «Literary passages to be translated; vocabulary and grammar based lessons based on passages» + Syllabus: Grammar Translation - Materials Roles: Silent Way - Learner Roles: Total Physical Response - Activity Types: Community Language Learning # Find appropriate item that includes «Learners are members of a community; learning not an individual accomplishment - but is achieved collaboratively» + Learner Roles: Community Language Learning - Activity types: Grammar Translation - Activity Types: Community Language Learning - Objectives: Communicative # Find appropriate item that includes «Realia rather than textbooks; aim is to promote comprehension and communication» + Materials Roles: Natural Approach - Objectives: Total Physical Response - Theory of Language: Total Physical Response - Objectives: Audiolingual # Find appropriate method that deals with «Use L2 exclusively; inductive grammar; much speaking - T to Ss and Ss to Ss; dictation» + Activity Types: Direct Method - Teacher Roles: Suggestopedia - Syllabus: Natural Approach - Theory of Language: Community Language Learning # Find appropriate that includes «Authority; has all control; corrects students; assign tasks to be memorized» + Teacher Roles: Silent Way - Objectives: Audiolingual - Teacher Roles: Grammar Translation - Learner Roles: Situational Language Learning # What is method that opens «Produce learners who can communicate orally - intelligibly uninhibitedly with native speakers»? + Objectives: Total Physical Response - Objectives: Direct Method - Activity Types: Communicative - Objectives: Grammar Translation # What is the methods aims to «Acquire vocabulary by speaking full sentences in L2; communication is purpose of language learning» + Theory of Learning: Direct Method - Teacher Roles: Total Physical Response - Activity Types: Audiolingual - Theory of Language: Silent Way # What is this method which covers «Dialogues & drills; repetition & memorization pattern practice»? + Activity Types: Audiolingual - Learner Roles: Community Language Learning - Activities: Suggestopedia - Material Roles: Grammar Translation # Find appropriate method that covers «Learning occurs through suggestion - when learners are in deeply relaxed state; baroque music used to induce state» + Theory of Learning: Suggestopedia - Learner Roles: Silent Way - Theory of Learning: Grammar Translation - Theory of Language: Silent Way # Find appropriate method that evbelops «Act as model in presenting structures; lead drill practice; correct errors; test progress» + Teacher Roles: Situational Language Learning - Material Roles: Grammar Translation - Learner Roles: Total Physical Response - Teacher Roles: Communicative # Are the majority of suffixes in the agglutinated languages polysemantic or monosemantic? + monosemantic
- polysemantic - a,b - polysemantic inclined to be monosemantic # Are the majority of suffixes in inflected languages polysemantic or monosemantic? + polysemantic
- a,b - polysemantic inclined to be monosemantic - monosemantic # What is the type of language of American languages? + polysemantic - a,c - monosemantic - incorporated # What is the type of the Arabic language? + Agglutinated-inflected - a,c - monosemantic - incorporated # Who is considered to be the founder of phonetic typology? + E.D.Polivanov - Rasmusk R - M.V. Panov - F de Sossyur # Who studied phonetic system of Turkic languages? + M.Kashgari - Rasmusk R - M.V. Panov - F de Sossyur # Can the English nouns be used in the function of adjectives? + Yes - No
- They always can be used in the function adjectives
- A,c
# Who is the founder of phonological typology? + C,d - Rasmusk R - M.V. Panov - Trubetskoy # What categories dealing with the levels of thw language was established by A.V.Bandarko? + Functional-semantic categories - Grammatical-lexical fields - Notional categories - A,b
# What did Guliga and Shendels establish for the typological investigation of one language? + Grammatical-lexical fields - Grammatical-lexical fields - Notional categories - A,b
# Is the subjunctive mood in English expressed on the phonological or morphological level of the language? + On the morphological level - On the phonological level - On the lexical level - On the syntactical level # Is the imperative mood in English expressed synthetically or analytically? + Synthetically, analytically and Synthetically-analytically - Synthetically - Synthetically-analytically - Analytically # do the Russian nouns agree in gender with forms of verbs in the past tense? + Yes - No
- in most cases don’t agree
- sometimes # do the Uzbek nouns agree in gender with forms of verbs in the past tense? + No
- yes - in most cases don’t agree - sometimes # On what level of the language is the subjunctive mood in Russian expressed? + On the morphological level
- On the syntactical level - on the lexical level - On the a, b # Is the imperative mood in Russian expressed synthetically or analytically? + Synthetico-analytically, synthetically - Synthetically - Analytically - Synthetically, analytically # How is the category of the degrees of comparison of adjectives expressed in the English language? + Synthetically and synthetico-analytically
- Analytically - Synthetically - synthetico-analytically # do the English nouns agree in gender with forms of verbs in the past tense? + No
- yes - in most cases don’t agree - sometimes # How is the category of the degrees of comparison of adjectives in Russian expressed? + Synthetically and synthetico-analytically - Synthetically - synthetico-analytically - Analytically # Is the degree of the comparison in the English, Russian and Uzbek languages + grammatical or lexical category?
- grammatical category - Lexical category - logical category # Have the English numerals any grammatical categories? + They don’t have any grammatical categories
- grammatical category of gender - grammatical category of number - A,b
# What grammatical categories have the Uzbek numerals? + They don’t have any grammatical categories - grammatical category of gender - grammatical category of case - A,b
# What grammatical categories have the English pronouns? + They don’t have any grammatical categories - grammatical category of number - grammatical category of gender - grammatical category of case # Linguistic typology investigates.. + universal phenomena which unite languages or separate them
- private cases of similarity in languages - distinctions in languages - similarity and distinction # What are the different viewpoints to the language description? + internal, external
- External - Internal - General # Linguistic typology studies language systems... + On the basis of comparative method
- On the basis of comparison of private cases - On the basis of mathematic - On the basis of transformational method # What do you understand by panchronical comparison of language systems? - living or dead languages’ systems are compared synchronically and diachronically
- living or dead languages’ systems are compared - dead languages systems are compared - living languages’ systems are compared # do the adjectives in Russian agree with nouns they modify in number,gender,case? # do the adjectives in Uzbek agree with nouns they modify in number,gender,case? + no
- yes - Sometimes agree - In majority cases they don’t agree # Substantional comparison is… + A comparison of systems and their elements
- a comparison of all concrete things or objects - a comparison some concrete things or objects - a comparison of the grammatical structure of different languages # Internal approach to comparison is … + The study of the systems of any concrete national language
- The study of non-related systems - The study of related systems - The study of related and non-related languages # Linguistic typology may be classified… + a,b,c - according to the subject of comparison - according to the levels of language hierarchy - according to two plans of the language # do the adjectives in English agree with nouns they modify in number,gender,case? + No
- yes - Sometimes agree - In majority cases they don’t agree # The development of linguistic typology is connected … + with the appearance of comparative historical linguistics
- a,b - with the development of mental ability of mankind - with the history of general linguistics # Universal grammar dealt with… categories + phonetic, grammatical, logical
- philosophical - phonetic and logical - logical and grammatical # What is the genealogical classification of languages? - classification of languages according to their origin - classification of languages according to their structure - classification of languages according to their systems - classification of languages according to their types # The most characteristic feature of inductive grammar explanation is:
/ it designates a passive role on the part of the learners # The most characteristic feature of deductive grammar explanation is: mavzu direct teacher explanations are followed by related exercises rejani qayta ko`rib chiqing /
# The most characteristic feature of deductive grammar explanation is:-mavzu direct teacher explanations are followed by related exercises-reja:: # Have the English adverbs any grammatical categories? + The degree of comparison
- They don’t have any grammatical categories - Category of gender - The category of gender and comparison # Are the degree of comparison of adverbs in English expressed on the morphological or syntactical levels of the language? + On the morphological - On the syntactical - On the morphologo-syntactical - On the lexical # Is government a syntactical tie or a grammatical means? + a syntactical tie
- a grammatical means - Grammatical signal - A,b,c # Is agreement a syntactical tie or a grammatical means? + a syntactical tie
- a grammatical means - Grammatical signal - A,b,c # Is adjoining a syntactical tie or a grammatical means? + a syntactical tie
- a grammatical means - Grammatical signal - A,b,c # Can the grammatical category of the plurality of nouns be expressed by zero morpheme in Russian? + B,d - Yes - No
- By non-marked morheme
# On what level of the Turkic languages do we find synharmonism? + On the phonological level
- On the morphological level - On the syntactical level - A,b
# In what language do you find extensive members of the sentence instead of subordinate clauses? + In Turkic languages - In English - In Uzbek -
# In what languages the limits between root and affixal morphemes are light? + Turkic languages - Germanic languages - Inflected lnaguages - A,b,c # In what languages the limits between root and affixal morphemes are dark? + Inflected lnaguages
- Turkic languages - Germanic languages - A,b,c # Are the parts of speech primary grammatical or primary lexico-grammatical categories? + Primary lexico-grammatical categories
- Primary grammatical categories - Primary lexical categories - A,b
# How do we classify secondary grammatical categories? + Proceeding from form and meaning - Proceeding from form - Proceeding from meaning - Proceeding function # In what branch of linguistics are the forms of words studied? + In morphology
- In lexicology - In phonology - In phonetics # What linguistic phenomenon is it reasonable begin typological analysis of the language with? + Morphological categories
- Grammatical categories - Concrete grammatical categories - Syntactical categories # Are case forms in Russian polysemantic or monosemantic? + Polysemantic
- Monosemantic - In majority cases monosemantic - A,b
# Are case forms in English polysemantic or monosemantic? + Monosemantic - In majority cases monosemantic - polysemantic - A,c
Is word order a syntactical tie or a grammatical means? # a grammatical means + a syntactical tie
- Grammatical signal - A,b,c -
# Is word order a syntactical tie or a grammatical means? + a grammatical means - a syntactical tie - Grammatical signal - A,b,c # To what type of a language does the English language refer? + inflected
- agglutinated - isolated - agglutinated, isolated # To what type of a language does the Russian language refer? + inflected
- agglutinated - isolated - agglutinated, isolated # To what type of a language does the Uzbek language refer? + Agglutinated
- inflected - isolated - agglutinated, isolated # What meaning do the nouns possess? + B,c
- substance - action - state # Who is the author of the word-form theory? + F.F.Fortunatov
- F. de Sossyur - Boduen de Courteney - M.V. Panov # Who is the representative of Moscow linguistic school? + M.N. Peterson
- F. de Sossyur - Boduen de Courteney - J. Sweet # Who is the founder of Moscow linguistic school? + F.F.Fortunatov
- F. de Sossyur - Boduen de Courteney - M.V. Panov # What languages did the authors compare in the book “Porr Royal grammar”? + Germanic languages
- Greek languages - Sanscrit languages - Latin languages # Do the adjectives in uzbek possess full or short forms? + Full form
- Short form - Mostly short form - A,b
# What language was used as etalon language in the 17th – 18th centuries? + Latin languages - Germanic languages - Greek languages - Sanscrit languages # When did genetic typology appear? + 20th century
- 17th century - 18th century - 19th century # The most characteristic feature of inductive grammar explanation is: + it rejects the need of formal grammar analysis
- it requires translation - it rejects learning by heart - it guarantees conscious learning # Have the English adverbs any grammatical categories? + The degree of comparison
- They don’t have any grammatical categories - Category of gender - The category of gender and comparison # Do the adjectives in English possess full or short forms? + Full form
- Short form - Mostly short form - A,b
# Are the degree of comparison of adverbs in English expressed on the morphological or syntactical levels of the language? + On the morphological - On the syntactical - On the morphologo-syntactical - On the lexical # Is government a syntactical tie or a grammatical means? + a syntactical tie
- a grammatical means - Grammatical signal - A,b,c # Is agreement a syntactical tie or a grammatical means? + a syntactical tie
- a grammatical means - Grammatical signal - A,b,c # Is adjoining a syntactical tie or a grammatical means? + a syntactical tie
- a grammatical means - Grammatical signal - A,b,c # Is word order a syntactical tie or a grammatical means? + a grammatical means
- a syntactical tie - Grammatical signal - A,b,c # Is word order a syntactical tie or a grammatical means? + a grammatical means
- a syntactical tie - Grammatical signal - A,b,c # To what type of a language does the English language refer? + inflected
- agglutinated - isolated - agglutinated, isolated # To what type of a language does the Russian language refer? + inflected
- agglutinated - isolated - agglutinated, isolated # What language phenomenon was discussed in the world congress of linguists in 1961? + Linguistic universals
- Etalon language - Reconstruction of languages - Comparative method # Are the majority of suffixes in the agglutinated languages polysemantic or monosemantic? + monosemantic
- polysemantic - a,b - polysemantic inclined to be monosemantic # Are the majority of suffixes in inflected languages polysemantic or monosemantic? + polysemantic
- a,b - polysemantic inclined to be monosemantic - monosemantic # Are the affixal morphemes of plurality of Uzbek nouns connected to the root morphemes or stems by fusion or agglutination? + By agglutination
- By fusion - Very seldom with agglutination - A,b
# Is the singularity of English nouns marked or non-marked? + Non-marked - Marked - Sometimes non-marked - A,b
# Is the singularity of Uzbek nouns marked or non-marked? + Non-marked - Marked - Sometimes non-marked - A,b
# Is the common case of nouns in Russian marked or non-marked? + Sometimes marked, sometimes non-marked - Marked - Non-marked - Marked with zero morheme # Is the common case of nouns in Uzbek marked or non-marked? + non-marked
- Marked - In majority cases non-marked - Mostly Marked # Is the common case of nouns in Uzbek marked or non-marked? + non-marked
- Marked - In majority cases non-marked - Mostly Marked # Is the expression of plurality of nouns by sound interchange limited or productive in modern English? + Limited
- Productive - Mostly productive - Mostly limited # Can the plurality of nouns in Russian be expressed sound interchange only? + Yes
- No
- In minority of cases
- Only by affixes # What is the type of language of American languages? + polysemantic
- a,c - monosemantic - incorporated # What is the type of the Arabic language? + Agglutinated-inflected
- a,c - monosemantic - incorporated # Who is considered to be the founder of phonetic typology? + E.D.Polivanov - Rasmusk R - M.V. Panov - F de Sossyur # Who studied phonetic system of Turkic languages? + M.Kashgari
- Rasmusk R - M.V. Panov - F de Sossyur # What categories dealing with the levels of thw language was established by A.V.Bandarko? + Functional-semantic categories
- Grammatical-lexical fields - Notional categories - A,b
# What did Guliga and Shendels establish for the typological investigation of one language? + Grammatical-lexical fields - Grammatical-lexical fields - Notional categories - A,b
# On what level of the Turkic languages do we find synharmonism? + On the phonological level - On the morphological level - On the syntactical level - A,b
# In what language do you find extensive members of the sentence instead of subordinate clauses? + In Turkic languages - In English - In Uzbek -
# In what languages the limits between root and affixal morphemes are light? + Turkic languages - Germanic languages - Inflected lnaguages - A,b,c # In what languages the limits between root and affixal morphemes are dark? + Inflected lnaguages
- Turkic languages - Germanic languages - A,b,c # Are the parts of speech primary grammatical or primary lexico-grammatical categories? + Primary lexico-grammatical categories
- Primary grammatical categories - Primary lexical categories - A,b
# How do we classify secondary grammatical categories? + Proceeding from form and meaning - Proceeding from form - Proceeding from meaning - Proceeding function # In what branch of linguistics are the forms of words studied? + In morphology
- In lexicology - In phonology - In phonetics # What linguistic phenomenon is it reasonable begin typological analysis of the language with? + Morphological categories
- Grammatical categories - Concrete grammatical categories - Syntactical categories # Are case forms in Russian polysemantic or monosemantic? + Polysemantic
- Monosemantic - In majority cases monosemantic - A,b
# Are case forms in English polysemantic or monosemantic? + Monosemantic - In majority cases monosemantic - polysemantic - A,c
# Are the affixal morphemes of plurality of Uzbek nouns connected to the root morphemes or stems by fusion or agglutination? + By agglutination - By fusion - Very seldom with agglutination - A,b
# Is the singularity of English nouns marked or non-marked? + Non-marked - Marked - Sometimes non-marked - A,b
# Is the singularity of Uzbek nouns marked or non-marked? + Non-marked - Marked - Sometimes non-marked - A,b
# Is the common case of nouns in Russian marked or non-marked? + Sometimes marked, sometimes non-marked - Marked - Non-marked - Marked with zero morheme # Is the common case of nouns in Uzbek marked or non-marked? + non-marked
- Marked - In majority cases non-marked - Mostly Marked # Is the common case of nouns in Uzbek marked or non-marked? + non-marked
- Marked - In majority cases non-marked - Mostly Marked # Is the expression of plurality of nouns by sound interchange limited or productive in modern English? + Limited
- Productive - Mostly productive - Mostly limited # Can the plurality of nouns in Russian be expressed sound interchange only? + Yes
- No
- In minority of cases
- Only by affixes # Can the plurality of nouns in Uzbek be expressed sound interchange only? + No
- yes - In minority of cases - Only by affixes # Linguistic typology investigates... + universal phenomena which unite languages or separate them
- private cases of similarity in languages - distinctions in languages - similarity and distinction # What are the different viewpoints to the language description? + internal, external - External - Internal - General # Linguistic typology studies language systems... + On the basis of comparative method - on the basis of comparison of private cases - on the basis of mathematic - on the basis of transformational method # What do you understand by panchronical comparison of language systems? + living or dead languages’ systems are compared synchronically and diachronically - living or dead languages’ systems are compared - dead languages systems are compared - living languages’ systems are compared # Substantional comparison is… + A comparison of systems and their elements - a comparison of all concrete things or objects - a comparison some concrete things or objects - a comparison of the grammatical structure of different languages # Internal approach to comparison is … + the study of the systems of any concrete national language - the study of non-related systems - the study of related systems - the study of related and non-related languages # The development of linguistic typology is connected … + with the appearance of comparative historical linguistics - a,b - with the development of mental ability of mankind - with the history of general linguistics # Universal grammar dealt with… categories + phonetic, grammatical, logical - Philosophical - logical and grammatical - phonetic and logical # What is the genealogical classification of languages? + classification of languages according to their origin - classification of languages according to their structure - classification of languages according to their systems - classification of languages according to their types # What is typological classification? + classification of languages according to their morphology
- classification of languages according to their type - classification of languages according to their relationship - b.,c. # What is system closeness? + The identity and non-identity of structural types - Identity of morphemes - Identity of syntactical units - Identity amd non-identity of morphology # What is genetic closeness? + Material identity of the group of compared language - Genetically differently related languages - Genetically different families of languages - b.,c. # What is areal limitation? + Comparison is limited by the group of languages belonging to a certain geographic area - Comparison is limited the group of languages belonging to different geographic are - Comparison is limited by the typologically related languages - a.,b.,c. # What is deep identity? + Generalized meaning peculiar to a group of compared languages - Concrete meaning peculiar to a group of compared languages - Private cases peculiar to a group of compared languages - Material expression of the generalized meaning in the group of compared languages # What is surface identity? + Generalized meaning peculiar to compared languages - Different representation of the generalized meaning in the compared languages - Different representation of the concrete meaning - a.,b.,c. # What is maximal etalon language? + Whole language serves as etalon language - Some grammatical categories serve as etalon language - Some semantic categories serve as etalon language - Some genetically or really close languages serve as etalon language # What is content approach to comparison? + Comparison of languages on the basis of preliminary chosen categorial meaning - Any typological analysis based on logical categories - Any typological analysis based on grammatical categories - a.,b.,c. # What is one-level approach to comparison? + Language phenomena studied on the phonetic or morphological level of linguistic hierarchy - All language phenomena studied on the levels of the linguistic hierarchiy - a.,b.,c. - The grammatical meaning expressed only in one level of the language is compared # What is cross-level approach to comparison? + Investigation of all levels of the language - Investigation of all possible means of the expression of a chosen categorial notion - Grammatical meaning expressed in one level of one is compared to the expression of this meaning in the other levels of the other languages - d.,c. # Areal typology deals with….. + With geographically limited number of language - With geographically non limited number of languages - With cross-level approach to comparison - With one-level approach to comparison # Linguistic universals are… + Certain phenomenon or regularity which is common to the majority of languages - Certain notion which is common to the majority of language - Certain logical categories common to all languages - Certain philosophical categories common to all languages of the worl # What is etalon language …. + Arno and lanslo - O.Yesperson and Meshaninov - A.Schleicher and R.Rask - Y.Grimmm and F.Bopp # When did Porr-Royal grammar appear? + in the 17century - In the 19century - In the 20 ceuntyr - In the 11ceuntry # What is etalon language? + It is a linguistic means with the help of which comparison of languages carried out - It is a grammatical device expresseing the grammatical meaning - It is the logical category - It is a philosophical category # Who suggested agglutinated inflected type of language + F.F.Fortunatov - F.Schlegel - A.Schlegel - W.Humboldt # Who suggested isolated type of languages? + W.Humboldt - F.F.Fortunatov - A.Schlegel - F.Schlegel # Who suggested polysynthetic type of languages? + W.Humboldt - F.F.Fortunatev - A.Schlegel - F.Schlegel # Who suggested agglutinated-inflected type of languages? + F.F.Fortunatev - W.Humboldt - A.Schlegel - F.Schlegel # How did D.P.Melnikov classify languages? + On the basis of determinant classification - On the basis of the structure of word - On the basis of morphological structure - On the basis of syntactical ties # Who established typological categories + J.Buranov - a.,b.,c. - I.Meshaninov - Shendelas # Who is the founder of phonetic typology? + Polivanov Y.D,sheerbak A.M. - Panov M.N,Klychkov G.S. - a.,b.,c. - Yakobson and Trubetskoy # Diachronic universals … + Deals with the certain period of the development of different languages - Deals with the language phenomena in the course of historical development of different languages - Deals with the modern structure of different languages - a.,b.,c. # Synchronic universals … + Deals with the certain period of compared languages - Deals with description of languages in the course of development - Deals with the historical development of different languages - a.,b.,c. # Areal limitation means that … + Comparison is limited by the group of languages belonging to a certain geographic area - Comparison is not limited by the group of languages belonging to a certain geographic area - a.,b. - Comparison is indifferent to the closeness of geographic area # Areal non-limitation means that … + Comparison is not limited by the group of languages belonging to a certain geographic area - Comparison is limited by the group of languages belonging to a certain geographic area - Comparison is indifferent to the closeness of geographic area - a.,b. # Functional-semantic categories … + Are expressed by the units of the grammatical and lexical levels - Are expressed by functional words - a.,b.,c. - Are expressed by analytical froms # Grammatical-lexical fields + Unite vocabulary and grammar for the expression of this or that categorical notion - Unite grammatical and lexical levels - Unite analytical and synthetic from -
# Grammatical meaning … + Is an abstract meaning concerning to the class of words which is expressed in some grammatical from - Is the content plan - Is the lexical meaning of the word - Is the grammatical signal # The binary opposition of word forms + Is the syntagmatic and paradigmatic opposition of word froms - Is the opposition of the grammatical from and meaning - Is the opposition of the plan of meaning - Is the opposition of the content plan and formal plan # What is the type of language? + The type of the language is defined according to prevalent features of the language - The stable sum of leading features connected with each other - The plan of meaning and the plan of from make up the type of the language - a.,b. # What is allomorphism? + Different forms expressing the same grammatical form - Different forms expressing different linguistic relations - Different grammatical meanings expressed by the same grammatical from - b.,c. # What is a three-morpheme structure? + Root=stem forming suffix with the case inflexion make up a three-morpheme structure of the word - Root=two stem forming suffixes make up a three morpheme structure of the word - Root=case forming flexion with the suffix make up the three morpheme structure of the word - b.,c. # What is a two-morpheme structure? + Root=case form make up a two morpheme structure of the word - Root=stem forming suffix make up a two-morpheme structure of the word - Root=word forming suffix make up a two-morpheme structure - b.,c # What can you say about analytical case forms in English? + Expression of the relation among the objects, actions by the prepositional constructions - Expression of the relation among the objects, actions by the combination of the functional word and the noun - Expression of the relation among the objects by analytical forms - b.,c. # What grammatical meanings in English can be expressed on the phonological level of the language? + Plurality of nouns, past tense - Perfect tense forms degrees of comparison of adjectives - Third person singular of the verbs -
# What grammatical meanings in English can be expressed on the phono – morphological level of the language? + Plurality of nouns and Past Participle - Degrees of comparison of adjectives - Possessive case of nouns - a.,b. # What grammatical meaning in English can be expressed on the lexical level of the language? + The meaning of the reflexive voice by the verbs wash, dress, shave - Unreal attitude of the speaker towards reality - Imperative mood -
# What can you say about synthetic forms? + Grammatical meaning expressed inside the word - Grammatical meaning expressed by functional words - Grammatical meaning expressed by word order - Grammatical meaning expressed by intonation # What are the suppletive forms expressing grammatical meaning? + Forms expressing grammatical meaning by the other root not changing the lexical meaning of the word - Forms expressing grammatical meaning by the flexion - Forms expressing grammatical meaning by the fusion - a.,b.,c. # Word order in the sentence in English is… + Meaningful
- Free - Not meaningful - a.,b. # Word order in sentence in English is … + Fixed - Free - Not meaningful - a.,b. # Word order in sentence in Russian is … + Free - Fixed - Stable - a.,b. # What is the contribution of Czech linguist B.Skalichka in “Comparative typology”? + Suggestion of some language universals - Suggestion of some problem of categorization - Working out the theory of word form - b.,c. # What is the reason of the Indo-European case system be shattered? + Fusional addition of the case forms to the root morphemes - Agglutinative addition of the case forms to the root morphemes or stems - Combination of functional words with the notional ones - a.,b.,c. # What reason causes the absence of the classes of declension of nouns in agglutinated languages in B.A.Serebrennikov’s opinion? + Productivity of adjoining - a.,b. - Productivity of agreement - Productivity of government # What can you say about zero morphemes? + The absence of the marked form of the certain grammatical meaning on the basis of the presence of the marked form of the same grammatical meaning entering the binary opposition - The absence of the affixal morpheme expressing certain grammatical meaning - The absence of the formal part of the word expressing grammatical meaning - b.,c. # Word changing elements are … + Signals expressing abstract meanings added to the lexical meaning of the word - Signals expressing abstract meaning - Signals changing the lexical meaning of the word - a.,b.,c. # Word forming elements are … + Elements changing the lexical meaning of the word - Elements expressing the relation among the words in the sentence - Elements expressing additional abstract meaning which are added to the lexical meaning of the word - b.,c. # Pure type of the language is … + The language having only one way of expressing relations among the words sentence - The language having one way of forming new words - The language having all types of expressing relations among the words in the sentence - The language having all of forming new words # What can you say about the language with stable word order in the sentence? + The language where the word order in the sentence is meaningful - The language where the word order in the sentence is not meaningful - The language where the word order is stylistically marked - The language where the word order stylistically non-marked # What can you say about the language with free word order in the sentence? + The language where order is not meaningful - The language where the word order is meaningful - The language where the word order is stylistically marked - The language where the word order is stylistically non-marked # What can you say about the language with fixed word - order? + The language where the word order is meaningful - The language where the word order is stylistically marked - The language where the word order is stylistically non-marked - The language where order is not meaningful # What is adjoining? + The key word doesn’t de3mand the adjunct (dependent) word to change its sound structure - a.,b.,c. - Relation among the words is expressed by word order - Relation among the words is expressed by intonation # What is government? + The key word demands the dependent word to receive some grammatical form (not existing in the key word) - The key word doesn’t demand the adjunct (dependent) word to change its sound structure - The key word demands the dependent word to receive all the grammatical meanings expressed - a.,b. # What is the agreement? + The key word demands the dependent word to receive some grammatical form (not existing in the key word) - The key word doesn’t demand the adjunct (dependent) word to change its sound structure - The key word demands the dependent word to receive all the grammatical meanings expressed - b.,c # What are the functions of the phoneme? + Distinctive - Constitutive - Meaningful - a.,b. # What is inner flection? + The addition of the affixal morpheme causes the change of the phoneme inside the root - The addition of the affixal morpheme causes the change of phoneme at the end of the root - The addition of affixal morpheme to the root morpheme by the agglutination - a.,b.,c. # What is outer flexion? + The addition of the affixal morpheme o the root morpheme changes the end of the root - The addition of the affixal morpheme causes the change of the phoneme inside the root - The addition of affixal morpheme to the root morpheme by the agglutination - a.,b.,c. # What is marked form? + When the grammatical meaning is expressed by one or some of grammatical means - When the grammatical meaning is expressed by the affixation - When the grammatical meaning is expressed by functional words - When the grammatical meaning is expressed by agglutination # What is non-marked grammatical form? + When grammatical meaning is expressed by zero morpheme - When grammatical meaning is expressed by intonation - When grammatical meaning is expressed by the change of the place of the stress in the word - b.,c. # What is explicitly expressed grammatical from? + When the grammatical meaning is expressed by one or some of grammatical means - When the grammatical meaning is expressed by the affixation - When the grammatical meaning is expressed by agglutination - a.,b.,c # What is implicitly expressed grammatical form? + When the grammatical meaning is expressed by zero morpheme - When the grammatical meaning is expressed by fusion - When the grammatical meaning is expressed by agglutination - b.,c. # What are primary grammatical categories + Past of speech - The fist grammatical form of the parts of speech - Classification of words into parts of speech - b.,c # What are secondary grammatical categories? + Grammatical categories exited in the past of speech - Grammatical categories expressed on the syntactical level of the language - Second grammatical form of the parts of the speech - a.,b # What is paradigmatic opposition? + Different grammatical forms of one word of the same part of speech expressing the same grammatical relation (meaning) - Two or more forms words entering the binary opposition - At least two forms of the word entering the binary opposition - b.,c. # What is syntacmatic opposition? + One grammatical form of different words concerning the same part of speech expressing one grammatical meaning (relation) - a.,b. - Two or more forms of the word entering binary opposition - At least two forms of the word entering the binary opposition # What is the category of declension? + The change of the word in case forms and number forms representing the special paradigm denoting relation among the words in the sentence - The relation among the words in the sentence - Different forms of the noun expressing the meaning of the case - b.,c. # What is can you say about the category of gender in Russian? + It is a grammatical category - It is lexical category - It is a logical category - It is a notional category # What can you say about the category of gender in the Uzbek and English language? + It is a logical category - It is a logical category - It is a notional category - It is a grammatical category # What can you say about the category of number in the Uzbek, Russian, and English languages + It is a grammatical category - It is lexical category - It is a logical category - It is a notional category # What can you say about the category of possession in the Uzbek language? + It is a grammatical category - It is lexical category - It is a logical category - It is a notional category # How is the category of definiteness indefiniteness expressed in English? + it is expressed by the presence or absence of the language - It is expressed lexically - It is expressed on the syntactical level of the language - It is expressed on the phonological level of the language # What can you say about the category of tense in the English, Russian, and Uzbek language? + It is grammatical category - It is lexical category - It is a logical category - It is a notional category # What can you say about the category of voice in the English, Russian and Uzbek languages? + It is grammatical category - It is lexical category - It is a logical category - It is a notional category # What can you say about category of mood in the English, Russian and Uzbek languages? + It is grammatical category - It is lexical category - It is a logical category - It is a notional category # What can you say about category of person and number of verbs in the English, Russian and Uzbek languages? + It is grammatical category - It is lexical category - It is a logical category - It is a notional category # How is the subjective mood expressed in English, Russia and Uzbek language? + it is expressed syntactical analytically - It is expressed lexically - It is expressed on the syntactical level of the language - It is expressed on the phonological level of the language # What can you say about the category of transitivity in the Uzbek language? + It is expressed on the morphologistical level of the language - It is expressed on the syntactical level of the language - It is expressed on the phonological level of the language - it is expressed syntactical analytically # On what level of the language are the tense forms in the English language expressed? + It is expressed on the grammatical level of the language - It is expressed on the lexico grammatical level of the language - It is expressed on the lexical level of the language - It is expressed on the on the syntactical level the language # On what level of the language are the tense forms of the Russian language expressed? + It is expressed morphological level of the language - It is expressed on the grammatical level of the language - It is expressed on the lexico grammatical level of the language - It is expressed on the lexical level of the language # On what level of the language are the tense formas of the Uzbek language expressed? + It is expressed on the grammatical level of the language - It is expressed on the lexico grammatical level of the language - It is expressed on the lexical level of the language - It is expressed morphological level of the language # Are the tense forms in English expressed synthetically or analytically? + It is expressed synthetic-analytically, syntactically and pure analytically - It is expressed on the lexico grammatical level of the language - It is expressed on the lexical level of the language - It is expressed morphological level of the language # According to the State educational standard the communicative competence includes + Linguistic, sociolinguistic and pragmatic competences
- Linguistic, sociolinguistic, discourse, strategic, socio-cultural and social competence - Linguistic, speech and sociolinguistic competences - Language and communicative competences # Communicative skill means + The ability to use a language in communication, in particular, in speaking, listening, reading, writing - Language experience to produce speech - The ability to understand the received speech - Language knowledge # The goals of FLT are… + practical, educational, cultural, developmental - educational, cultural, developmental - practical, educational, cultural - educational, cultural, professional # Component of the content of FLT are + Speech topics, language skills, language material - Language material, cultural material - Texts, language material, situations - Language, speech competence № 5 Fan bobi-1; Fan bo’limi-1; Qiyinlik darajasi-2; The language material includes Vocabulary , grammar, pronunciation items Texts, situations, tasks Language units exercises Words, structures # The objects of teaching students are + Language, speech, speech activity, culture
- Language sub skills and skills - Language and speech materials - Listening, speaking, reading, writing # Communicative language teaching is considered as + Approach - Technique - Activity - Environment # Linguocultural approach purposes working on + Cultural-marked units - Value and mentality - Words and structures - Language and discourse units # By the interference in methodology is understood… + Negative impact of the mother tongue experience when we produce speech in the foreign language - Language errors - Mixed language units - Occupation and impact # Language proficiency can be manifested on the following levels + Surface and deeper - Language sub skills and skills - Beginning and intermediate - Intermediate and advanced # Language learning principles and generally sorted into three sub-groupings: + Cognitive, affective, linguistic - Teaching, learning, mastering - Didactic, psychological, cultural - General, particular, special # By the system of exercises we understand… + Organization of teaching action in algorithm (logical consecutive) in accordance of language and operational difficulties - Methods and techniques - Topics and situations - Different kinds of tasks # According to V.A.Buhbinder, exercises are classified on + Information, operational, motivational exercises - Language and speech exercises - Prepared an unprepared exercises - Authentic and non-authentic exercises # In the methodology of FLT a teaching text is considered as + Exercise - Method - Sample - Aid
# What is the goal of the preparatory exercise in teaching listening? + To prevent the language and psychological difficulties - To practice listening comprehension - To fixate language knowledge - To be familiar with the content of the received text # The examples of communicative exercises are + Writing a complain letter - Filling the gap - Matching - Paraphrasing # Language material is divided into + Active and passive minimum - Potential and active - Productive and reciprocal - Input and output # What does the active minimum mean? + Language phenomena used in writing and speaking - Language phenomena used in productive and receptive speech - Language phenomena used in listening and reading - Language phenomena used by student in the classroom # What does the passive vocabulary minimum mean? + Vocabulary used in receptive speech - Vocabulary used in reading and writing - Potential vocabulary - Vocabulary used in texts # How do we teach pronunciation to students in the English classroom? + Approximated pronunciation - Authentic pronunciation - We do not pay attention to pronunciation - Correct pronunciation # What methods are used for teaching pronunciation? + Imitative and analytical methods - Explanatory methods - Deductive and inductive methods - Direct and translation methods # Exclude a technique which is not appropriate to teaching pronunciation + Paraphrasing - Drilling - Taping - Homophones exercises # What methods are used for semantization of lexical units? + Direct and translation methods - Imitative and analytical methods - Deductive and inductive methods - Reproduction and production methods # What methods are used for presentation of a grammar phenomena? + Deductive and inductive methods - Imitative and analytical methods - Direct and translation methods - Explanatory methods # When we present a new language unit we should focus on + Function, form, meaning - Meaning and function - Structure and meaning - Spelling and meaning # What difficulties do usually students face in learning language units? + Functional, formal, semantic - Formal, semantic - Functional and formal - Structural and semantic # Exclude a principle which is not suitable for selection of the active vocabulary + Including synonyms - Functional - Frequency and range - Word building value # Exclude a principle which is not suitable for selection of the passive vocabulary + Excluding synonyms - Derivability - Polysemantic character - Word building value and semantic # We have three types of memory + Sensory, short-term and long-term memory - Auditory, short-term and long-term memory - Acoustic, short-term and long-term memory - Photographic, sensory, visual # Choose a micro-skill which is not necessary for reading and listening + Construction of the logical constituents - Recognition of language units - Identification of the language meaning in the context - Comprehension of the main points of the information # Exclude a subskill which is not appropriate for reading and listening + Writing the text - Identifying the problem - Predicting and guessing - General, specific, detailed understanding of information # Study the list of different strategies and exclude which is not appropriate for teaching speaking + Skim the text to find the main idea - Use language as a means of expressing values and judgements - Select appropriate words and sentences according to the proper social setting, audience, situation and subject matter - Use the language quickly and confidently with few unnatural pauses, which is called fluency # Accuracy activities focus on + Reproduction or production of correct language - Controlling speed of the speech - Developing reflective skills - Making up situations # Fluency activities focus on + Allowing the student to experiment and be creative with the language - Developing language subskills - Language accuracy improving - Accurate using of language units in the sentences # Speaking involves three areas of knowledge. Exclude unnecessary area + Global information from different spheres of activity - Mechanics - Functions - Social and cultural rules and norms # Exclude unnecessary speaking strategy + Reading literature - Using minimal responses - Recognizing scripts - Pragmatic skill activities # Teaching English under the top-down approach presupposes + The sample is given to listening as a collection of a dialogue identity then it is learned by heart afterwards there will be lexical changes and it is worked on part to part and then it will be performed - Dialogue begins with phrases which tempt to speak, to ask , to inform - From rule to example - From example to rule # What are the psychological mechanisms of speaking? + Reproduction, selection, connecting, composing, anticipation, discursivity - Perception, comprehension, response - Inner and outer - Natural and artificial # Writing refers to several subskills and skills. Choose which is not suitable + Data-processing - Mechanics of writing - Making sentences and linking them in paragraphs - Producing a piece of writing # What are the objects of assessment in the English classroom? + Language subskills and skills - Knowing rules - Reading and writing dictation - Speaking and listening # Exclude an instruction which is not successful for monitoring comprehension during and after reading + Ask to make situation - Verify predictions and check for inaccurate guesses - Decide what is and is not important to understand - Ask questions about text content # How can we test phonetic segments and word stress? + With the help of dictation exercises, listening activities designed to test the learners’ ability to discriminate phonemes or group of phonemes - With the help of writing activity - With the help of assessment - With the help op recognizing mechanism # Assessment of listening comprehension may involve macro-and micro- skillsMicro-skills:…….. + Interpretation of intonation patterns and recognition of functions - Interpretation of information and response - Recognition of words and structures - Understanding rules # Exclude one evaluation criterion for speaking activity which is not suitable + Structure - Interaction - Response - Logical expressing ideas # A piece of writing can be evaluated via the given criteria. Choose inappropriate criterion + Producing appropriate vocabulary - Task achievement - Organization - Range # How many stages does the English lesson consist of? + 3
- 5
- 6
- 7 # Choose requirement to a lesson which is not suitable + Process-based - Goal-oriented - Content- valuable - Motivation provided # What type of the lesson is more used in the English classroom at school? + Mixed type of the lesson - Language subskills development lesson - Language skills development lesson - Grammar-oriented lesson # Choose the teaching model which is not suitable + PPP - ESA - TTT - Writing-based # The aim of EL lesson planning is + To define the content of the lesson and algorithm of operations and actions of the teacher and learners - To select the texts and language items - To define and evaluate teaching means - To achieve successful result # Lesson planning is based on some principles. Choose unnecessary principle + Visualize form - Examining the subject matter from the learners’ point of view - Flexibility - Variety # The sequence of the conversation lesson can + Begin with controlled practice activities. Such as dialogue practice, and move toward open-ended activities, such as role plays - Begin with reading activities and move to writing activities - Begin with vocabulary teaching and move to writing activities - Begin with process-oriented activities and move to assessment # The right sequence of task-based teaching model is + Pre-task activities, a task cycle, the language focus and a follow-up task - While-task activities and homework task - Input and follow-up activities - Spark and assessment activities # Under the vocabulary subskill we mean the ability + To transfer a word from the distant memory to immediate memory - Short and long vowels - Open and close vowels - Voiceless and voiced consonants # The selection of vocabulary for the purpose of achieving the best communicative result is called - Language register - Language barrier - Vocabulary - Grammar rules 1- # Group statistical principles of selection vocabulary minimum
# 2-Group instructional principles of selection vocabulary minimum + Thematic, learnability, relevance to the age
- Frequency, range - Compatibility, word-building value - Stylistic unboundedness, polysemantic words # 3-Group linguistic principles of selection vocabulary minimum + Compatibility, word-building value, stylistic unboundedness, polysemantic words - Frequency, range - Thematic, semantic, learnability - Stylistic unboundedness, polysemantic words # Which of the principles is not appropriate for selection of the active minimum vocabulary + Useability - Compatibility - Frequency - Semantic # What kind of direct way is not suitable to convey the meaning of a word + Translation - Description - Antonyms - Synonyms # What kind of visual way is not suitable to convey the meaning of a word + Verbal examples - Fotors - Pictograms - Pictures # What kind of translation technique is not suitable to convey the meaning of a word + Contextual guessing - Giving an equivalent - Translation-interpretation - Comparing a foreign word to the native language word # How also can we call active grammar with other words + Grammar of phonology - Grammar of writing - Grammar of reading - Grammar of listening # What phenomena are taught for developing grammar subskills with the aim to communicate + Grammar - Vocabulary - Pronunciation - Reading # How can we call situational approach in American methodology + Role-play - Teaching grammar - Communicative exercises - Assimilation # How many parts in pronunciation mechanism + 3
- 5
- 4
- 6 # In pronunciation mechanism uttering is + Sense - Acoustic - Semantic - Meaning # Pronunciation mechanism concerns + Functional - Acoustic - Motor - Uttering # How many stages in articulatory approach? + 3
- 4
- 5
- 6 # Listening skills can be developed by + All answers are correct - Teaching vocabulary - Teaching grammar - Teaching pronunciation # The linguistic difficulties are + All answers are correct - Phonetic - Lexical - Grammatical # Special exercises divided into + 2 groups - 3 groups - 4 groups - 5 groups # The objects of teaching students are + Language, speech, speech activity, culture - Language sub skills and topic - Language and speech - Listening and audio # Language proficiency can be manifested on the following levels + Surface and deep - Language sub skills - Beginning and intermediate - Intermediate and advanced # What is the goal of the preparatory exercise in teaching listening? + To prevent the language and psychological difficulties - To practice listening comprehension - To fixate language knowledge - To be familiar with the content of the received text # How do we teach pronunciation to students in the English classroom? + Approximated pronunciation - Authentic pronunciation - We do not pay attention to pronunciation - Correct pronunciation # When we present a new language unit we should focus on + Function, form, meaning - Meaning and function - Structure and meaning - Spelling and writing # Choose a micro-skill which is not necessary for reading and listening + Construction of the logical constituents - Recognition of language units - Identification of the language meaning in the context - Comprehension of the main points of the information # Speaking involves three areas of knowledge. Exclude unnecessary area + Global information from different spheres of activity - Mechanics - Functions - Social and cultural rules and norms # Writing refers to several subskills and skills. Choose which is not suitable + Data-processing - Mechanics of writing - Making sentences and linking them in paragraphs - Producing a piece of writing # Exclude one evaluation criterion for speaking activity which is not suitable + Correction - Interaction - Response - Logical expressing ideas # Choose the teaching model which is not suitable + PPP - ESA - TTT - Content-based # Under the vocabulary subskill we mean the ability + To transfer a word from the distant memory to immediate memory - Short and long vowels - Open and close vowels - Voiceless and voiced consonants # Which of the approaches is not appropriate for selection of the active minimum vocabulary + Integrated approach - Stylistic approach - Semantic approach - Compatibility approach # How also can we call active grammar with other words + Grammar of speaking - Grammar of pronunciatiom - Grammar of reading - Grammar of listening # In pronunciation mechanism meaning is + Semantic - Acoustic - Motor - Uttering # What is the reproductive vocabulary? + Active - Passive - Lexical - Cultural # In the CEFR document the reference of six levels is designed in the term of … + “Can Do” - “Should Do” - “Must Do” - All are correct # Who distinguished two aspects of performance as usage and using? + H.G.Widdowson - N.Chomsky - D.Hymes - B.Tomplison # In the second half of the last century the goals of teaching English were… + Practical, educational, cultural - Practical and educational - Educational and cultural - Practical and developmental # Practical goal aims at … + To learn to communicate in the English language (speaking, listening, reading, writing) - To develop intellectual, sensory and motivated peculiarities - To develop memory and logical thinking - To learn to speaking # According to E.Antony there are three levels of conceptualization and organization. They are… + Approach, method, technique - Approach, method - Technique, method - Approach, content # What ages are called “young learners”? + 5-12 - 12-18 - 4-10 - 12-14 # …. is remembering something previously encountered or learned. + Knowledge - Comprehension - Application - Proficiency # W.Scott and L.H.Ytreberg describe young learners under … years old, “Their own understanding comes through hands, and eyes, and ears. The physical world is dominant at all times.” + 7-8 - 8-9 - 6-7 - 5-6
# The more effective system of exercises was suggested by … + V.A.Buhbinder - N.Chomsky - R.P.Millrood - D.Larsen-Freeman # Who identified three levels of conceptualization and organization? + E.Antony - J.C.Richard - N.Chomsky - R.P.Millrood # What is the main function of CEFR? + To provide a common basis for the elaboration of language syllabuses, curricula, guidelines, examination, and coursebooks across Europe. - To facilitate cooperation among educational institutions in different countries - To create a new modern technologies - To provide a new approach to assessment # What is the aim of CEFR? + To designate standards to be reached to subsequent stages of teaching and learning Modern languages - To provide with teaching and learning tools. - To facilitate cooperation among educational institutions in different countries - To create a new modern technologies # The CEFR has been translated into at least … languages. + 37
- 38
- 39
- 40 # How many common reference levels of education do Learning Modern languages propose through a whole life? + 6
- 7
- 8
- 9
# In the CEFR document the reference of six levels is designed in the term of … + “Can Do” - “Should Do” - “Must Do” - All are correct # What is the principal idea behind the skill-centred approach? + Focus on development of all language skills - Designing the grammar - Developing oral speech - Interpreting the process # When was the Resolution “On measures of further improving the system of foreign language learning” adopted? + December 10, 2012 - December 10, 2013 - December 12, 2012 - December 12, 2013 # Language-oriented academic lyceums are notified under the level… + B1+ - B1
- B2+
- B2
# How many major components of knowledge does a communicative competence break down into? + Knowledge of the language and knowledge of how to use the language - Knowledge of language - Knowledge of language activities - Knowledge of communicative sub-skills # Who distinguished two aspects of performance as usage and using? + H.G.Widdowson - N.Chomsky - D.Hymes - B.Tomplison # How many components of communicative competence are in the Uzbek model? + 3
- 7
- 8
- 9 # Communicative competence in European countries includes … + Linguistic, sociolinguistic, discourse, strategic, socio-cultural, social competence - Linguistic, discourse, socio-cultural competence - Linguistic, sociolinguistic, socio-cultural, pragmatic - Language, discourse, strategic, social competence # …. competence involves both the will and the skill to interact with others, involving motivation, attitude, self-confidence, empathy and the ability to handle social situations. + Social - Social-cultural - Linguistic - Discourse # Pragmatic competence includes… + Social discourse, strategic, socio-cultural - Language and speech units and rules of their using - Social relationship - All answers are correct # In the second half of the last century the goals of teaching English were… + Practical, educational, cultural - Practical and educational - Educational and cultural - Practical and developmental # When did a term such a developmental goal appeared? + In the 80s - In the 90s - In the 70s - In the 60s # Who analysed the term of goals of FLT in detail? + G.V.Rogova - H.G.Widdowson - N.Chomsky - M.Canale # How many goals are there in English language teaching? + 4
- 5
- 6
- 7 # Language subskills are… + Pronunciation, vocabulary, grammar - Listening, speaking, reading, writing - Pronunciation, lexicology - All are correct # Practical goal aims at … + To learn to communicate in the English language (speaking, listening, reading, writing) - To develop intellectual, sensory and motivated peculiarities - To develop memory and logical thinking - To learn to communicate in speaking # What are the objects of teaching? + Language, speech, speech activity, culture - Student and teacher - Lesson, coursebooks - Speech and culture # What are the main principles for teaching? + Adequacy, relevance and accessibility - Adequacy, sufficiency of content for achievement of the goal of teaching - Frequency of functions and notions - Relevance and availability of the content for its assimilation # Ways for teaching cultural material are…. + Comparison and explanation - Translation - Training - Practice of communication # There are ….. types of lexical material. + Active and passive - Minimum and maximum - High and low - Frequent and rare # When a student runs into unfamiliar vocabulary he/she can understand it because of the resemblance in the mother tongue. This is called …. + Potential vocabulary - Active vocabulary - Passive vocabulary - Practical vocabulary # How many parts is vocabulary divided into? + 3
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- 5
- 6 # What subskills does the content of teaching pronunciation include? + Pronunciation and rhythmical-intonation - Semantic - Phonological features - All are correct # Who identified three levels of conceptualization and organization? + E.Antony - J.C.Richard - N.Chomsky - R.P.Millrood # According to E.Antony there are three levels of conceptualization and organization. They are… + Approach, method, technique - Approach, method - Technique, method - Approach, content # What factors do influence the norms and conventions of intercultural communication? + Social contextual factors, stylistic appropriateness, cultural factors - Social contextual factors, culture - Stylistic appropriateness - Crosscultural awareness # What factor does deal with the participants’ age, gender, social distance and relations to each other? + Social contextual - Stylistic appropriateness - Cultural factor - All are correct # What are the types of methods according to agreement with specifics of FLT and its action-oriented character? + Demonstration, explanation, practice, feedback and self-control - Explanative-illustrative method, reproductive method, problem-recount method - Verbal, with books, observation - All are correct # Verbal methods include … + Lecture, conversation, explanation - Working on textbooks - Experiment - Practical experience of learners # What ages are called “young learners”? + 5-12 - 12-18 - 4-10 - 12-14 # Language experience in the L1 is replaced into the learning FL, which has positive and negative character. Positive side is called … + Transposition - Interference - Correspondence - Transmission # Language experience in the L1 is replaced into the learning FL, which has positive and negative character. Negative side is called … + Interference - Transposition - Fossilization - Transmission # What is described as “development in learners of an enhanced consciousness of and sensitivity to the forms and functions of language”? + Language awareness - Process-oriented approach - Language acquisition - All are incorrect # …. is remembering something previously encountered or learned. + Knowledge - Comprehension - Application - Proficiency # … is use of abstraction in particular and concrete situations. + Application - Knowledge - Comprehension - Proficiency # … is breaking down the whole into its parts so that the organization of elements is clear. + Analysis - Synthesis - Evaluation - Presentation # … is putting elements into a coherent whole. + Synthesis - Analysis - Evaluation - Presentation # … is judging the adequacy of ideas or material for given purposes. + Evaluation - Analysis - Synthesis - Presentation # W.Scott and L.H.Ytreberg describe young learners under … years old, “Their own understanding comes through hands, and eyes, and ears. The physical world is dominant at all times.” + 7-8 - 8-9 - 6-7 - 5-6
# How many sub-groupings do language learning principles include? + 3
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- 5
- 6 # What are the affective principles? + Language ego, self-confidence, risk-taking, language-culture connection - Automaticity, meaningful learning, anticipation of rewards - Native language effect, inter-language, communicative competence - Intrinsic motivation, automaticity, risk-taking, self-confidence # The more effective system of exercises was suggested by … + V.A.Buhbinder - N.Chomsky - R.P.Millrood - D.Larsen-Freeman # The assessment includes itself … + Feedback, error correction and evaluation - Grading and analysis of errors - Feedback and grading - Asking questions and testing # Whole-class teaching is…? + The model of teaching involves teaching all the students together - The necessary to point out at a lesson - Where students can best work individually - Pair work # Process of whole-class teaching? + Teacher-fronted teaching can serve to focus students’ attention quickly on a learning task - Exercises are build on the principle “from simplicity to complicity” - Step by step - Group work individual work # Arrangements of a lesson for whole-class teaching depends on….? + The type of lesson that a teacher is teaching and the particular stage of the lesson - Age of students - Aim of student - Result of teaching # Individual work is…? + Where students can best work individually such as when they are reading or listening - Where they can make conversation - Where they can work with group or individual - Where they can read books # Is individual work allowed to the teacher to provide them with individual support or assistance? + Yes - No
- Can be
- Never # While planning individual work, for what teacher needs consider to ? + Each of the lessons must provide achievements of educational, practical, bring up and development aims through solving the certain objectives - Interests of students, age of students, number of students - Condition of teaching - Object of the subject # Give definition of the term “Pair work….”? + It provides opportunities for sustained interaction and has long been recommended as a key means of promoting both accuracy and fluency in language use - Expect of them and whether the task provides adequate challenge, support, and motivation to sustain their interests in the cooperation - Such learning is widely used in all forms of teaching and significantly changes - In language classes, it increase student motivation by providing a risk –free environment for language practice # Explain the duty of students who work in pair? + Take into consideration the level of language proficiency of the partner, language and cultural background - Work on writing - Speak more - Present information # Give the definition to the term “Group work” ? + Learning is widely used in all forms of teaching and significantly changes the interactional dynamics of the classroom - Opportunities for sustained interaction with one person and has long been recommended as a key - Allows student to work at a pace - Having learners to work on their own tempo # Count the advantages of group work? + Self- esteem, can increase students motivation by providing a risk- free environment for language practice - Work individually, share opinions - Chatting to each other - Increase students knowledge # Stages of the lesson? + Presentation of the new theme, working on a grammar, active working on speech, lesson for revision - Repaid last lesson, ask homework, presentation of the new theme, give homework - Brain-storming, make conversation, revision - Summarizing the lesson, working on a grammar material # What principle does a teacher take into consideration while exercises design? + From simplicity to complicity - Form complicity to simplicity - From easy to normal - From normal to difficult # Successful lesson depends on ….? + The kinds of interactions a teacher creates during the lesson - Students wishes - Teachers opportunity - Students activities # What possible ways do you know to arrange a class? + whole-class teaching, individual, group work and pair work - group and individual work - individual work - limitless # Goal-oriented lesson means….? + Each of the lessons must provide achievements of educational, practical, cultural and development aims through solving the certain objectives - Selection of the meaningful and relevant teaching material, adequacy of techniques and exercises to the teaching objectives and optimal correlation of practice or production - Using different verbal and visual stimulus for involving students into communication. The preference is given to the real – life activities with audio – visual supporters. - Students motivation and teachers knowledge # Content-value feature of lesson presupposes …? + Selection of the meaningful and relevant teaching material, adequacy of techniques and exercises to the teaching objectives and optimal correlation of practice or production - Each of the lessons must provide achievements of educational, practical, cultural and development aims through solving the certain objectives - Using different verbal and visual stimulus for teaching. The preference is given to the real – life activities with audio – visual supporters. - Mass media information # Activity of the students during the lesson means....? + The inner and outer activity of students during the lesson must take the form of speech-mental activity related to the speech imitativeness - The meaningful and relevant teaching material, and optimal correlation of practice or production - Understanding the success of ELL by students and seeing their dynamic progress in ELL - The kinds of interactions a teachers creates during the lesson # Motivation-provided means…? + Understanding the success of ELL by students and seeing their dynamic progress in ELL - How well students understand what is expected of them and the task provides adequate challenge, support, and motivation to sustain their interests - How a teacher organize assessment activity - Using different tools for introduction. # «Variety of used stimulus at the lesson» means… + Using different verbal and visual stimulus for involving students into communication. The preference is given to the real – life activities with audio – visual supporters. - The goal and objectives put at the lesson must be achieved at the end of the lesson - Exercises are build on the principle “from simplicity to complicity” - The teacher must use information-communication technologies. # What do you understand by the “Correspondence of verbal and non-verbal behavior to the teaching goal, content and conditions” ? + The teacher uses verbal and nonverbal in accordance with the given context and for achievement the put objectives of teaching. From the position of verbal behavior the teacher carries out the the model of teaching El, quasi bringer of the EL. From the position of non-verbal behavior the teacher plays the role of an organizer, instructor, producer, actor, designer, operator etc. - Repaid last lesson, ask homework, present the new theme, give homework - Each of the lessons must provide achievements of educational, practical, cultural and development aims through solving the certain objectives - Where students can best work individually # What do we mean by the up-to-date technologies? + They are interactive, information-communication, cognitive technologies. - Where students can best work individually - They are drills, translation, substitutions - Repaid last lesson, ask homework, present the new theme, give homework # What is results of teaching? + The goal and objectives put before lesson must be achieved at the end of the lesson - Development of linguistic competence - Each of the lessons must provide necessary material - Where students can be active # Choose the right decoding of PPP ? + Presentation > practice>production - Practice >presentation > production - Production> practice > presentation - Production> preparation > practising # Choose the right clause ESA? + Engage> Study > Activate - Enter > Study > Test - Engage > Activity > Sample giving - Enter > simple > active # Choose the right clause TTT? + Test> Teach > Test - Tech > Teach > Train - Teach > Train >Talk - Teach >Tell > Talkl # Open the clause TBA ? + Task – based approach - Test- based activity - Teacher- based activity - Tutor, brain – storming, approach # Where is the aim of lesson? + To acquire communicative activity, developing listening, reading, speaking, writing - Writing down and explanation of the homework - Involving the language atmosphere - Representing the introduction of a lesson # Give the translation for the word «eliciting» + Nutqiy-fikriy faoliyat o’rgatish usuli - Eklektik yondashuv - Egosentrizm - Tuyg’u kechinma # Translate the word “Data-driven learning” (DDL)? + Ma’lumotlar asosida o’qitish - Madaniyatshunoslik - Tasviriy gramatika - Tezlik bilan o’rganish # Complete the phrase: Activate is…? + The stage where learners use the language knowledge and skills in given situation - In TBA classes teacher based on their lesson strategies to check how a central task is completed by the learners - Teacher motivates learners and arises their interest by different language drills. - Writing down and explanation of the homework # Complete the phrase: in the Engage stage …? + Teacher motivates learners and arises their interest by involving their emotion through using games, music, discussion, stimulating pictures, dramatic stories, anecdotes etc. - The stage is when learners use knowledge and skills - In classes teacher does not predetermine the language features to study but organizes lesson strategies on how to complete task - Writing down and explanation of the homework # Complete the phrase: in the study stage…..? + A teacher focuses on vocabulary and constructions or information - Te teacher writes exercises to explain the homework - A teacher formulates the summaries - Teacher doesn't explain the grammar rules # Complete the phrase: the final stage of the TTT approach ….? + The teacher organizes testing to check how students have absorbed the new inputs - The teachers use strategies to explain the tasks to the learners - Teacher motivates learners to do communicative activities. - The stages where learners practise the language knowledge and skills in the context # Complete the phrase: task-based model/ approach ….? + The teacher doesn't predetermines the language specifics to study but based on their lesson strategies how the central task is completed by the learners - Teacher encourage to complete the task. - Where learners learn new material - Where the students note-taking # Describe the aim of the lesson plan? + Define the system of a teacher and students activity for the whole stage of ELT - Describes grammar rules and instruction for their using - Describes output - Focus on learning strategies # What is thematic plan? + It envelopes a number of lessons united one goal of teaching - Plan for doing something - Plan for revising last lesson - Plan for organization of extra activities # Perspective planning is…….? + The teacher defines the system of a teacher and students activity for the whole stage of ELT - Teacher selects materials - The plan in accordance with learners act - Creating handout # Select the different principles of lesson planning? + Variety, flexibility, examine the subject matter from the learners’ point of view, considering individual differences, language backgrounds and past experience. - Difference, precision, modify, similarities - Asking for doing homework, strategies for introducing the new material - Teacher-fronted teaching, learner- centeredness # Give the definition for the concept of “Variety” in ELT? + Involving learners in a number of different types of activities and using a wide selection of material to motivate learners - Dealing with the plan in the classroom for a number of reasons in accordance with the situation which can take place during teaching - Learners have different abilities to learn the language under apparently the same condition of learning - The teacher use different materials # Explain the term “Flexibility”? + When dealing with the plan in the classroom, for a number of reasons a teacher should have an opportunity to change the plan in accordance with the situation which can take place during teaching - Learners have different abilities to learn the language under apparently the same condition of learning - Involving learners in a number of different types of activities and using a wide selection of material to motivate learners - The teacher uses different strategies to organize learning process outside of the class # An approach in foreign language teaching is chosen according to: + aim of teaching - method of teaching - techniques used in teaching - classroom management # A method in foreign language teaching is based on: + Approach
- Textbook - Syllabus - techniques of teaching # Which of the following documents contains the content of teaching English: + Syllabus
- Reading book - Daily plan - Handouts # The principle of communicative approach requires: + creation of real-life situations in teaching
- learning by heart - writing dictations - repeating after the teacher # According to the structural view of the language the aim of language learning is: + to master the elements of the language system - to learn different types of reading - to develop learner’s mental abilities - to teach creative writing # According to the interactional view language is: + a means of communication
- a set of rules - a set of structures - a rule-governed behavior # The aim of teaching to write as a communicative activity is: + conveying of a message to the reader - teaching correct spelling of the English words - vocabulary practice - grammar practice # Which of the following competences writing does not include: + use of correct rhythm and articulation
- grammatical competence - sociolinguistic competence - discourse competence # Which of the following does not belong to pre-writing activities: + self-editing
- brainstorming - planning - generating ideas # Which of the following does not characterize the process approach to teaching writing: + rewriting a text
- ideas as starting point - more than one draft - emphasis on creative process # Which of the following does not belong to the product approach to teaching writing: + Emphasis on creative writing - Imitate a text - Answers to questions in the written form - Note-taking # Which of the following does not belong to teaching free-writing: + Dictation
- Rewriting the text - Writing a letter based on the sample - Editing the text # Basically structuralist - grammar-based view of language + Theory of Language: Total Physical Response
- Learner Roles: Audiolingual - Theory of Learning: Direct Method - Theory of Learning: Silent Way # Based on situations and topics - not usually linguistic + Syllabus: Direct Method - Materials Roles: Natural Approach - Teacher Roles: Audiolingual - Teacher Roles: Direct Method # Includes the following: teach - test - get out of way; remain impassive; resist temptation to model - assist - direct - or exhort. + Teacher Roles: Silent Way - Theory of Learning: Communicative - Theory of Language: Total Physical Response - Learner Roles: Natural Approach # What is the theory, which includes «Each language has unique rhythm and spirit; core structure and functional vocabulary are keys to spirit»? + Theory of Language: Silent Way Correct - Materials Roles: Natural Approach - Theory of Learning: Natural Approach - Teacher Roles: Total Physical Response # Find appropriate item: Create situations and present materials to encourage positive reception and retention; exude authority and confidence. + Teacher Roles: Suggestopedia - Theory of Language: Direct Method - Materials Roles: Direct Method - Syllabus: Total Physical Response # Find appropriate theory which includes translation and memorization - learn about L2 by translating L2 to L1 and vice versa and by learning vocab and grammar of L2. + Theory of Learning: Grammar Translation - Materials Roles: Suggestopedia - Learner Roles: Communicative - Syllabus: Community Language Learning # What is theory that includes «Language involved whole person and culture; educational - developmental - communicative process»? + Theory of Language: Community Language Learning - Syllabus: Direct Method - Materials Roles: Direct Method - Material Roles: Community Language Learning # Find appropriate item that includes «Literary passages to be translated; vocabulary and grammar based lessons based on passages» + Syllabus: Grammar Translation - Materials Roles: Silent Way - Learner Roles: Total Physical Response - Activity Types: Community Language Learning # Find appropriate item that includes «Learners are members of a community; learning not an individual accomplishment - but is achieved collaboratively» + Learner Roles: Community Language Learning - Activity types: Grammar Translation - Activity Types: Community Language Learning - Objectives: Communicative # Find appropriate item that includes «Realia rather than textbooks; aim is to promote comprehension and communication» + Materials Roles: Natural Approach - Objectives: Total Physical Response - Theory of Language: Total Physical Response - Objectives: Audiolingual # Find appropriate method that deals with «Use L2 exclusively; inductive grammar; much speaking - T to Ss and Ss to Ss; dictation» + Activity Types: Direct Method - Teacher Roles: Suggestopedia - Syllabus: Natural Approach - Theory of Language: Community Language Learning # Find appropriate that includes «Authority; has all control; corrects students; assign tasks to be memorized» + Teacher Roles: Silent Way - Objectives: Audiolingual - Teacher Roles: Grammar Translation - Learner Roles: Situational Language Learning # What is method that opens «Produce learners who can communicate orally - intelligibly uninhibitedly with native speakers»? + Objectives: Total Physical Response - Objectives: Direct Method - Activity Types: Communicative - Objectives: Grammar Translation # What is the methods aims to «Acquire vocabulary by speaking full sentences in L2; communication is purpose of language learning» + Theory of Learning: Direct Method - Teacher Roles: Total Physical Response - Activity Types: Audiolingual - Theory of Language: Silent Way # What is this method which covers «Dialogues & drills; repetition & memorization pattern practice»? + Activity Types: Audiolingual - Learner Roles: Community Language Learning - Activities: Suggestopedia - Material Roles: Grammar Translation # Find appropriate method that covers «Learning occurs through suggestion - when learners are in deeply relaxed state; baroque music used to induce state» + Theory of Learning: Suggestopedia - Learner Roles: Silent Way - Theory of Learning: Grammar Translation - Theory of Language: Silent Way # Find appropriate method that evbelops «Act as model in presenting structures; lead drill practice; correct errors; test progress» + Teacher Roles: Situational Language Learning - Material Roles: Grammar Translation - Learner Roles: Total Physical Response - Teacher Roles: Communicative Download 160,39 Kb. Do'stlaringiz bilan baham:
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