1. 1. Which approach most closely matches the
description below?
The students learn patterns of language by
repeating model sentences that the teacher
provides. They memorize set phrases and
receive positive reinforcement from their
teacher when they perform drills correctly.
A. The GTM C. The ALM
B. The CLT D. The DM
1

2. 2. Which approach most closely matches the
description below?
The teacher says commands and acts them
out. The students try to perform the action.
The teacher repeats by saying the command
without acting it out. The students respond by
acting out. The roles are then reversed.
A. The GTM B. The ALM C. The
CLT
D. The DM E. The TPR
2

3. 3
3. Which approach most closely matches the
description below?
Students listen to a dialog between a taxi
driver and passenger. They fill in gaps and
then practice the dialog with a partner. The
next day they will go outside and practice
asking for directions.
A. The GTM B. The ALM C. The
CLT
D. The DM E. The TPR

4. 4
4. In the CLT, communication is achieved with
greater emphasis on:
A. imitation and memorization
B. use rather than usage/form
C. accuracy
D. vocabulary

5. 5
5. Which of the following is the role of the
teacher who adopts the ALM?
A. a model for imitation
B. a facilitator
C. a partner
D. an authority

6. 6
6. Which of the followings describes the
CLT?
A. The comprehension questions are
usually sequenced
B. Students take turns reading sections of
a passage
C. Dialogues/short conversations are often
used to begin a new lesson
D. Students are required to collect and
share information to reach a decision.

7. 7
7. Which is NOT true about the
characteristics of the ALM?
A. The teacher is a good model for imitation
B. A great effort is made to prevent learner’s
errors
C. Students are exposed to examples of
natural language/authentic materials
D. Students make responses based on
repetition, substitution, or transformation

8. 8
8.Which approach most closely matches
the example below?
In groups the students design a program
for a school trip to Hanoi. Then
afterward, they discuss what vocabulary
they need to do the task.
A. The GTM B. The ALM C.
The CLT
D. The DM E. The Task-based instruction

9. 9. Which of the following statements does
NOT match the approach of TPR?
A. Students hear dialogues then repeat them.
B. Students focus on understanding before
speaking.
C. Students move round the classroom to
carry out instructions.
D. Students delay their speaking practice until
they feel ready for it.
9

10. 10
10. Which of the following statements does
NOT match the approach of GTM?
A. Language must be analyzed in order to
learn it.
B. The teacher does not control the language
that students use in tasks.
C. Exercises help students apply grammatical
rules.
D. Grammatical accuracy should be of first
priority.

11. 11
11. Which of the following statements does
NOT match the approach of CLT?
A. The syllabus focuses on tasks,
functions and topic areas based on
learners’ communicative needs.
B. Classroom activities focus on fluency
much more than accuracy.
C. Examples of real language used for real
communication are often used.
D. Tasks aim to show students what
language they need to learn.

12. 12
12. When acting as a monitor in
pairwork, the teacher …
A. stands watching the learners.
B. goes around the class and provides
support as necessary.
C. encourages the use of the target
language
D. explains meaning to learners.

13. 13
13. When acting as a monitor in pairwork,
the teacher shouldn’t ………
A. stand watching the learners
B. move around the classroom
C. partner a learner
D. provide support as necessary

14. 14
14. In CLT, the fact that …… prevents true
communication from happening.
A. the practice is highly controlled
B. one speaker in an exchange knows
something that the other doesn’t
C. the speakers decides what they will say
and how they will say it
D. the speaker has a chance to give
feedback in an exchange

15. 15
15.Referring to Communicative Language
Teaching, it is TRUE that ………………………..
A. Language learning focuses on meaning to
the exclusion of attention to language forms.
B. Corrective feedback should be avoided to
foster optimal communication among students.
C. The emphasis of language teaching and
learning is on speaking and listening skills.
D. Learners need as mush communicative
practice as they can to be successful learners
in the target language

16. 16
16.The natural first language acquisition is
through ………………
A. speaking, listening, writing, reading
B. listening, reading, speaking, writing
C. reading, listening, writing, speaking
D. listening, speaking, reading, writing

17. 17
17. The students’ role in a Direct
Method class is ……
A. very passive
B. rather active; teachers and students
are more like partners in the teaching /
learning process
C. imitator of the teacher’s model
D. negotiator

18. 18. The learner is the center in the teaching and
learning process.
19. The teacher acts as a facilitator in setting up
communicative activities and as an advisor during the
activities.
20. The teacher should be like an orchestra leader.
21. Authentic language should be taught to the
students.
22. One of the teacher’s major responsibilities is to
set up situations for meaningful communicative
activities.
23. A great effort is made to prevent learner’s errors.
18
Which of these sentences are about
GTM, ALM, and CLT?

19. 24. ‘Making requests’ is an example of language function.
25. Ss should be provided with practice for accuracy and for
fluency.
26. Mistakes are tolerated in free practice.
27. Some common kinds of drill are repetition,
transformation, substitution, and completion.
28. Role-plays are very important because they give Ss an
opportunity to practice communicating in different social
contexts and with different social roles.
29. Grammar is taught deductively.
30. In order to form new habits in the TL and overcome the
old habits of the MT, Ss need to overlearn the TL, and to
learn to use it automatically.
19

20. 31. Only important errors that hinder communication should
be corrected right away. Other unimportant errors can be
corrected later so as not to discourage the Ss.
32. It is assumed that language is habit formation.
33. Language teaching should develop learners’ fluency
rather than accuracy.
34. The skills are integrated.
35. The skills are sequenced in the natural order of first
language acquisition – Listening, Speaking should be
followed by Reading and Writing.
36. Linguistic competence is just one part of communicative
competence.
37. It is necessary to get meaning emphasized over form
even in writing exercises, which means Ss should also learn
about cohesion and coherence.
20

21. 38. The emphasis in the Grammar-
Translation Method is on ……
a. students’ flexibility and motivation
b. interaction among students themselves
c. students’ mastery of language forms
d. the process of communication
21

22. 39. In a Direct Method class, students are
encouraged to ……
a. use new words in complete sentences
b. speak out their feelings in the target
language
c. demonstrate their knowledge about the
language
d. learn grammar deductively
22

23. 40. It is important to prevent students
from making errors in an Audio-Lingual
class because …
a. errors are evidences of students’
weakness
b. errors interfere with the use of drills
c. errors can lead to bad habits in the
target language
d. errors are not natural
23

24. 41. One of the goals of teachers who use the
Communicative Language Teaching is ……
a. to have students enjoy their experience in
learning to communicate in a foreign language
b. to have students become communicatively
competent
c. to be able to read literature written in the target
language
d. to have students learn to use a foreign language
for everyday communication.
24

25. 42. In the Grammar-Translation
Method, students study grammar …..
a. without explicit grammar rules
b. deductively
c. through examples first and then rules come
later
d. inductively
25

26. 43. In the Audio-Lingual method, the
major objective of language teaching
should be for students to ...
a. learn vocabulary from the beginning
b. use the language for reading literature
c. acquire the structural patterns
d. practice the target linguistic systems
26

27. 44. Authentic materials are used in the
Communicative Language Teaching so that ……
a. students can interact with each other from the
beginning in various activities directed by the
teacher.
b. students can cooperate with one another in a
relaxed, enjoyable learning environment.
c. students would be given an opportunity to
develop strategies for understanding language as it
is actually used by native speakers.
d. students can learn at different rates.
27

28. 45. The teacher in Communicative
Language Teaching plays all of the roles
below EXCEPT ….
a. advisor b. authority
c. facilitator d. monitor
28

29. 46. ...... are considered language materials.
a. speaking, pronunciation, and intonation
b. pronunciation, grammar and vocabulary
c. writing, grammar and vocabulary
d. listening, speaking, reading and writing
29

30. 47. According to the Direct Method, …...... to
acquire grammar rules of the target language.
a. students induce grammar rules from
examples
b. students try to apply the rules in new
sentences
c. students memorize explicit grammar rules
d. students memorize rules after the teacher’s
presentation
30

31. 48. In the teaching and learning process of the
Grammar-Translation Method …… is NOT considered.
a. structures b. pronunciation
c. rules of grammar d. sentence formation
31

32. 49. Option …describes a technique in the
Communicative Language Learning.
a. Students are asked to complete the dialog they have
just learned by filling in the blanks with the missing
words.
b. The teacher reads a passage aloud phrase by
phrase, so that the students can write down what they
hear.
c. Students choose a name in the target language and
a new occupation
d. Students work in group, trying to rearrange the
jumbled pictures from a story, then retell the story.
32

33. 50. Authentic materials are some things like ……
a. texts specially written for learners
b. simplified materials
c. articles, brochures, story books, and so on
d. CDs designed for language learners only
33

34. 51. Errors in the Audio-Lingual Method are
considered ………………………….
a. evidence of students’ weakness.
b. not natural
c. the obstacle which leads to bad habit in the
target language
d. interference with the use of drills
34

35. 52. How are errors thought of in the
Communicative Language Teaching? They are
seen as ……
A. students’ weaknesses in communication.
B. Ss’ misunderstanding in using the target
language.
C. an unacceptable matter when learning a
foreign language.
D. a natural outcome of the development of
communication skills.
35

36. 53. What should be the major objective of
language teaching and learning in the Audio-
Lingual Method?
– It should be for students to ……
A. learn the vocabulary from the beginning
B. use the language for reading literature.
C. acquire the structural patterns
D. practice the target linguistic systems.
36

37. 37
54. Who are successful language learners
according to the Grammar Translation
Method(GTM)?
A. Those who can imitate exactly what a
native speaker of the target language says.
B. Those who can translate from their native
language into the target language.
C. Those who can write in the target language
accurately.
D. Those who can communicate in the target
language fluently and accurately.

38. 38
55. How does the teacher who adopts the
Direct Method (DM) deal with students’
errors?
A. Encouraging them to self-correct if
possible
B. Having the students get the correct
answer
C. Considering their errors are inevitable
D. Correcting all of the mistakes made by
students

39. 39
56. Lists of vocabulary words are taught
before the reading begins, and the teacher
will later test them on the understanding of
this vocabulary. Which of the following
methods makes use of this technique?
A. The Audio-Lingual Method
B. The Direct Method
C. The Grammar-Translation Method
D. The Communicative Language Teaching

40. 40
57.How does the teacher of CLT use the
students’ native language?
A. The new language items are usually
introduced in the students’ native language;
after the introduction, rarely would the
mother tongue be used.
B. The teacher uses the students’ native
language to enhance students’ security.
C. The students’ native language can be used
to give instructions when necessary.
D. The students’ native language is not
allowed to use in class.

41. 41
58. Which of the following is NOT one of the
characteristics of the Direct Method?
A. The teacher encourages direct and
spontaneous use of the target language in the
classroom.
B. Concrete vocabulary is taught through
demonstrations, objects, and pictures.
C. New teaching points are introduced orally
through modelling and practice.
D. Language teaching and learning occurs in a
deductive environment.

42. 42
59. Which is the similarity between the
CLT and the ALM? It is ……
A. the way the culture is introduced
B. learners’ roles in the classroom
C. the way to correct learners’ errors
D. the use of learners’ mother tongue in
the classroom

43. 43
60. Which of the following describes the CLT?
A. Students are asked to complete the dialog
they have just learned by filling in the blanks
with the missing words.
B. The teacher read a passage aloud phrase
by phrase, so that the students can write
down what they hear.
C. Using strip stories is an example of a
problem-solving task.
D. Students choose a name in the target
language and a new occupation.

44. 44
61. Repetition, chain drill, substitution
are among ….
A. practice for fluency
B. practice for production
C. mechanical drills
D. peer correction

45. 45
62. Making request, asking for
directions, apologising are examples
of ….
A. language forms
B. language patterns
C. functional language
D. language functions

46. 63. Which is NOT true about the
characteristics of the ALM?
A. The teacher is a good model for imitation
B.A great effort is made to prevent learner’s
errors
C. Students are exposed to examples of
natural language/authentic materials
D. Students make responses based on
repetition, substitution, or transformation
46

47. 64. Learners perform actions in response to the
teacher’s instructions.
65. A great effort is made to prevent learners’
errors.
66. The teachers do not force their students to
perform the target language orally if they are
not ready.
67. It is necessary to get meaning emphasized
over form even in writing exercises, which
means students should also learn about
cohesion and coherence.
68. This approach aims to provide learners with
a natural context for language use.
47

48. 69. It receives its name from the fact that
meaning is to be conveyed directly in the
target language through the use of
demonstration and visual aids.
70. One of the teacher’s major responsibility is
to set up situations for meaningful
communicative activities.
71. Through studying grammar of the target
language, students would become more
familiar with the grammar of their native
language and this would help them speak
and write their native language better.
48

49. 72. Linguistic competence is just one part of
communicative competence.
73. Language learning is more effective when it is fun.
74. It was thought that the way to acquire the sentence
patterns of the target language was through shaping
and reinforcing desirable behaviours.
75. The roles of teacher and students are very
traditional.
76. The skills are to be developed from the start;
however, oral communication is seen as basic.
77. There is more emphasis on the written words than
spoken communication.
49