ELT METHODOLOGY MODULE 2 – MIDTERM TEST
Time allowed: 60 minutes
I. Choose the best answer to the following questions. (20 pts)
1. What is the first step in the pre-reading stage of teaching reading?
A. Vocabulary review
B. Question discussion
C. Silent reading
D. Prediction
2. What does a 'jigsaw' reading activity involve? and in listening
A. Students read different parts of a text and then share information with each other
B. Students piece together a story from a series of images
C. Students take turns reading aloud
D. Students create a puzzle using vocabulary words
3. In listening activities, what is the ‘gist’?
A. A detailed understanding
B. A general understanding
C. The main characters
D. The plot twist
4. When teaching reading, the questions in the pre-stage should focus on
A. types of grammar used in the text
B. styles of writing adopted by the writer
C. background knowledge of the learners
D. types of vocabulary used by the author
5. How can teachers help students improve their listening for detail?
A. By giving a lecture on the main theme of the listening text
B. By setting specific tasks related to the listening content
C. By asking them to translate the listening text
D. By playing music in the background of the listening text
6. What kind of tasks should be assigned for the first listening stage?
A. Difficult tasks to challenge students pre
B. Tasks focused on pronunciation
C. Tasks focused on main ideas
D. Tasks that require detailed understanding
7. Which of the following is a principle of vocabulary instruction?
A. Teaching only abstract words
B. Focusing on the form of the word
C. Teaching both active and passive vocabulary
D. Avoiding using any real-life examples
8. What approach is NOT recommended when aiming for successful vocabulary
instruction?
A. Encouraging students to use new words in their writing
B. Providing definitions only without example sentences
C. Incorporating songs and rhymes related to new vocabulary
D. Conducting quizzes and tests to reinforce vocabulary learning
9. International, submarine and semicircle include examples of
A. formal language
B. idioms
C. prefixes
D. collocations
10.But and and; want and won’t, hurt and heart are examples of
A. weak forms
B. minimal pairs
C. stress
D. flat intonation
11.Which activity does NOT focus on accuracy?
A. Information gap activities
B. Filling in the gaps with a correct preposition
C. Single word prompt substitution
D. Repetition drill
12.Which of the following is NOT an appropriate activity for mechanical practice in
teaching grammar?
A. substitution tables
B. information gap
C. repetition
D. picture prompts
13.Which of the following is an important idea when teaching pronunciation?
A. Teachers should only refer to intonation when teaching it.
B. Native-like pronunciation is the goal.
C. Teachers should avoid aural drills most of the time.
D. Teachers should not disturb others giving a model.
distort when
14.When teaching the lexical item “impossible” which technique is best utilized to illustrate
its meaning?
A. Visual aids
B. Word formation
C. Dictionary
D. Realia
15.If a teacher wants to explain the word “thermometer,” which technique would be most
effective?
A. Store the word in a lexical set
B. Synonyms
C. Word formation
D. Realia
16.Which of the following lexical items can best be taught with the technique of
enumeration? su liet ke
A. fruits
B. anger
C. patience
D. movements
17.Which of the following can best be used in the aural drill of teaching pronunciation?
A. pronunciation pyramid
B. stepping stone
C. telephone numbers
D. find the way out
how to get out:
18.In which of the following items should you pay attention to secondary stress?
A. photography am nhan phu
B. photograph
C. photographer
D. photographic
/fo.træf.k/
19. What is the main goal of mechanical grammar practice?
A. To help students understand grammar rules in depth
B. To help students memorize grammar rules
C. To help students apply grammar rules in context
D. To help students develop communicative competence
20. What is the best way to teach a new grammar structure to students?
A. By giving them a long list of rules to memorize
B. By providing them with plenty of opportunities to practice using the structure in context
C. By asking them to read about the structure in a grammar textbook
D. By giving them a quiz to test their prior knowledge of the structure
II. Decide whether these statements are TRUE (T) or FALSE (F). (20 pts)
gv doc 1 lan con chua hieu nua cha
1. Students should only read a text once for comprehension.
2. The quality of the recording does not affect the teaching of listening.
3. Teachers don’t need to listen to a tape before taking it to class.
4. Students should be encouraged to respond to the content of a listening, not just to the
language.
5. It’s not necessary to prepare students before listening to a recording.
6. Inductive teaching is only suitable for beginners, while deductive teaching is more
appropriate for advanced learners.
7. Active vocabulary refers to words that a person understands but does not use
himself/herself. passive moi nhu zay
8. We use concept check questions when teaching active vocabulary only. check understanding used for
passive vocab
9. Teachers should teach word family and collocations of all selected lexical items in a
reading text. ko phai tu nao cung co collo confusion
10.Teaching grammar inductively is superior to teaching grammar deductively.
orally aural
11.Teaching sounds can help improve pronunciation and listening skills.
12.Teaching sounds is only important for beginner language learners.
# abstract
13.Using pictures and real-life examples can help teach concrete vocabulary.
14.Teaching active vocabulary is more important than teaching passive vocabulary.
15.Concept-check questions are only useful for teaching abstract vocabulary.
16.Concept-check questions can be used to help students differentiate between similar
words. hoi Diep Quyen
Receptive vocabulary refers to all
the words that one recognizes and
17.Games can be used to review both receptive and productive vocabulary items. understands upon hearing or
reading them. Productive
vocabulary contains the words that
one is able to produce.
18.Vocabulary Games should only be used in small group or individual settings.
19.Inductive grammar teaching can be more challenging for learners who prefer a more
structured approach to language learning.
20.Teaching sounds, stress, and intonation can be incorporated into language lessons at all
levels.
III. Complete the following statements using NO MORE THAN one word in each blank.
(20 pts)
general idea/gist/ main point
1. The purpose of a guiding question is to help students grasp the ______ of the reading
passage.
controlled
2. Reading a text and answering questions can be classified as a _______ speaking activity.
3. In the meaningful practice stage of a grammar lesson, students won’t be able to do the
activities without understanding the structure syntactically and ________.
semantically
4. The aim of oral pattern in teaching writing is to _______
avoid
the chances of academic writing
mistakes when students do the guided writing task.
decrease
5. A good meaningful activity for grammar practice is not really suitable for ______
choral
drilling.
6. Rather than introducing each grammar word should be seen as the _______ with the
exception only of a few words.
guessing
7. When introducing a text, teachers should use some _______ words to arouse students’
interest. question
8. The activity that can be used in both the listening text and while reading stage is
_______.
JIGSAW
9. In a successful speaking lesson, participation of students is expected to be ______.
even
post
10.Reading aloud still proves very useful in the ______ stage of reading, especially for
young learners.
IV. For questions 1 – 10, match the stages of the lesson with the most appropriate classroom
interaction pattern listed A - C. Mark the correct letter (A - C) on your answer sheet. You
will need to use some of the options more than once. (10 pts)
Interaction patterns
A. closed pairs
B. whole class
C. open pairs
Stages of lesson
1. The teacher shares a picture of a city skyline and prompts the class to identify landmarks.
2. The teacher requests students to collaborate in pairs and compile a list of architectural
features they notice in the picture.
3. The teacher introduces new vocabulary related to city life and asks students to repeat the
words chorally.
4. The teacher plays an audio clip of a city soundscape and has the students guess the
sounds they hear.
5. Students are paired and asked to come up with a story that involves some of the city
sounds.
6. The teacher calls on two students to share their story in front of the class.
7. The teacher corrects pronunciation errors during a choral repetition of key vocabulary. B
8. Each student works with a partner to create a city guide based on the vocabulary and city
features discussed.
9. The teacher requests a few students from some pairs to present what they have found out
about their partners’ likes and dislikes. A
10.The teacher models a conversation at a city café and selects two students to perform the
conversation for the class.
V. Briefly answer the following questions. (30 pts)
1. In what cases do we teach grammar of words? Provide specific examples to support your
answer.
2. What are the differences between teaching vocabulary in the pre-reading stage and that in
the while-reading stage?
3. Which activity can be used for both Pre and While Reading stage? Give a specific
example to support your answer.
HCMC University of Education
Department of English
ELT METHODOLOGY MODULE 2 – MIDTERM TEST 2022
Time allowed: 60 minutes
I. Choose the best answer to the following questions. (15pts)
1. ‘Brain storming’ means ______.
A. to collect all kinds of ideas on a topic
B. to do some mental exercise
C. to make efforts to understand something
D. to give some kind of stimulus to the brain
2. ‘Interactive’ listening is ______.
A. listening and responding
B. listening for mood and tone
C. listening for word stress and emphasis
D. listening for thought unit of speaker’s attitude
3. Reading skill can be best developed by ______.
A. writing answers to questions on text
B. focusing on the use of words from context in the text
C. doing vocabulary exercises
D. doing quizzes and playing word games
4. Practice of grammatical structures in a controlled manner can be done by ______.
A. correcting wrong sentences produced by learners
B. putting the given verbs in the correct tenses
C. writing paragraphs and essays
D. explaining the use of particular structures
5. Which of the following is true about teaching pronunciation?
A. Teachers should only refer to stress and intonation when teaching it.
B. Native-like pronunciation is the goal.
C. Teachers should do oral drills all of the time.
D. Teachers should do silent writing when giving a model.
6. For which of the following lexical items should teachers use the technique of word
formation to show meaning?
A. optimistic
B. researcher
C. verbal
D. latter
7. Which of the following lexical items can best be taught with the technique of
enumeration?
A. utensils
B. violence
C. birthday
D. series
8. Which of the following is a compound noun?
A. raincoat
B. stage performance
C. crisis matching game
D. tongue twister
9. Which of the following example can best be used in the actual parts of teaching
pronunciation?
A. circle numbers
B. The third flew away out
C. spelling bee
D. attention to secondary stress
10.In which of the following items we pay attention to secondary stress?
A. record
B. necessarily
C. telephone
D. necessity
11.Which one is the odd one out?
A. opinion poll
B. textbook
C. hairbrush
D. race/test, race/talk
12.Which is the odd one out in terms of collocation?
A. open question
B. paperback, green hand
C. pen, pencil, chalk
D. An English teacher, a white house
13.What do we teach when teaching grammar of words?
A. verbs and nouns
B. when there exists confusion among students
C. tenses
D. When the words are active vocabulary 14.
14.The word "photographer" ______.
(Câu hỏi chưa được hoàn thiện trong ảnh)
A. contains a diphthong
B. is stressed on the second syllable
C. starts with a voiced consonant sound
D. contains secondary stress
15. Which of the following is not suitable in the pre-writing stage?
A. peer-editing
B. analyzing the model text
C. brainstorming ideas
D. conducting oral preparation
II. Decide whether these statements are TRUE (T) or FALSE (F). (15pts)
1. Reading aloud is not necessary at all in teaching reading. – F
2. We should teach all difficult vocabulary items in a reading text in the pre-reading stage. –
F
3. We don’t always ask guiding questions in the pre-reading stage. – T
4. We use concept check questions when teaching active vocabulary only. – F
5. We don’t always use dual check in the while-reading stage. – T
6. Questioning strategies can be used to enhance pair work. – T
7. Definition questions can be used to teach the meaning of passive lexical items in
pre-reading stage. – F
8. Questions in the post-reading stage help stimulate students’ background knowledge. – F
9. Teachers should teach word family and collocations of all selected items in pre-reading
stage. – F
10.Teaching grammar inductively is superior to teaching grammar deductively. – F
11.For sounds that have no minimal pairs, the aural drills can be beneficial. – F
12.No correction should be made to the students’ pronunciation in the lead-in stage of
pronunciation teaching. – F
13.Reading a novel is rarely classified as intensive reading. – F
14.Features of connected speech include one word causing a change in a sound in a
neighboring word. – T
15.Intensive listening involves listening to the whole recording to get a general
understanding. – F
III. Complete the following statements using NO MORE THAN ONE word in each blank.
(10pts)
1. The answer to a guiding question should be a SHORT one.
2. Reading a text and answering questions orally can be classified as a CONTROLLED
speaking activity.
3. To teach vocabulary in the while-reading stage, teachers can use the activity of matching
besides DEFINITION questions.
4. The aim of oral preparation in teaching writing is to REDUCE the chances of making
mistakes when students do the guided writing task.
5. A good meaningful activity for grammar practice is not really suitable for CHORAL
drilling.
6. A teacher can get students to summarize a reading text as a follow-up activity when
teaching reading when (s)he only has about TEN minutes left.
7. When introducing a text, teachers should use some SIMPLE words to arouse students’
curiosity about the content of the text.
8. It is necessary that teachers divide the listening text into CHUNKS to help students do
the listening tasks more easily.
9. Teachers can make grammar practice more meaningful by getting students to say real
things about THEMSELVES.
10.In most current coursebooks of English, grammar is supposed to taught inductively and
DEDUCTIVELY.
IV. Briefly answer the following questions. (10pts)
1. In what cases should the grammar of a lexical item be taught? Support your answer with
four specific examples. (4pts)
The grammar of a lexical item should be taught in the following cases:
a. Irregular forms:
When a lexical item has irregular forms or patterns that deviate from the standard grammatical
rules, it is important to teach the grammar associated with those irregularities. For example:
● Teaching the irregular past tense forms of verbs like “go” (went) and “have” (had).
● Teaching the irregular plural forms of nouns like “child” (children) and “tooth” (teeth).
● Some irregular adverbs do not need to be added “ly” at the end of their adjectives such as
“hard” (hard), and “fast” (fast), or even change their form like “good” (well).
● Adverbs are used to modify or clarify verbs, but for linking verbs such as feel, seem, to
be, adjectives are used to modify or clarify them.
b. Confusion or common errors:
If students frequently make mistakes or experience confusion with the grammar of a particular
lexical item, it is necessary to teach the correct grammar rules. For example:
● Teaching the proper use of articles (a, an, the) with countable and uncountable nouns.
● Homophone: know - no (/nəʊ/)
● Homographs:
○ capital: the most important town or city of a country or region, where the
government operates from
○ capital: a letter of the form and size that is used at the beginning of a sentence or a
name
● Words that are pronounced different from being written: hour /ˈaʊə(r)/, there is no “h”
sound in the pronunciation.
c. Idiomatic expressions:
Some lexical items have specific grammar rules or patterns associated with them due to their
idiomatic nature. Teaching the grammar of these expressions helps students understand and use
them appropriately. For example:
● Teaching the grammar structure for idiomatic expressions like “take into account” or
“make up your mind.”
2. What are the differences between teaching vocabulary in the pre-reading stage and that
in the while-reading stage? (3pts)
The differences between teaching vocabulary in the pre-reading stage and that in the
while-reading stage:
Pre-reading stage While-reading stage
- The primary focus is on introducing and - The primary focus is on actively
familiarizing learners with the vocabulary they reading the text and understanding its
will encounter in the reading text. The goal is content. Vocabulary instruction during
to activate prior knowledge, build anticipation, this stage aims to support
and create a foundation for understanding the comprehension, facilitate inference
text. making, and promote engagement with
the text.
- Vocabulary selection involves identifying key - Vocabulary selection are words that
words or terms that are essential for students can guess the meaning through
comprehending the main ideas of the text. the context in the text.
These words are often unfamiliar or difficult to
understand the text and need to be presented
beforehand.
- Students can explore the meanings, forms, - Teacher can use definition questions,
and usage of the selected vocabulary through matching tasks, or word finding to help
various strategies such as pre-teaching new students understand the meaning of the
words, providing context or background new vocabulary.
information, using visual aids or realia, and
encouraging predictions based on the
vocabulary.
3. Discuss the importance of giving good examples when teaching grammar. (3pts)
Providing effective examples during grammar instruction holds immense significance for
multiple reasons.
● Firstly, good examples provide clear and explicit demonstrations of how grammar rules
are applied in real language usage. They help learners understand the intended meaning
and usage of specific structures, making grammar concepts more comprehensible and less
abstract.
● Secondly, examples aid learners in comprehending grammar rules by showing how those
rules function in context. By observing examples, learners can see how grammar
structures contribute to the overall meaning and organization of sentences or texts,
facilitating a deeper understanding of the language.
● Thirdly, good examples serve as models for learners to apply grammar rules in their own
language production. By studying and imitating well-crafted examples, learners can
enhance their own language skills and produce grammatically accurate and meaningful
sentences. Additionally, examples can be used to highlight common errors or
misconceptions related to grammar. By analyzing examples, learners become more aware
of potential mistakes and can actively work on avoiding them. Good examples can also
be used to contrast correct and incorrect usage, aiding in error correction. Furthermore,
engaging and relevant examples capture learners’ attention and foster motivation. When
examples reflect learners’ interests, experiences, or cultural contexts, they enhance
engagement and motivation to learn grammar. This, in turn, creates a positive learning
environment that encourages active participation and application of grammar rules.
● Last but not least, examples expose learners to different registers, dialects, or language
variations. By providing diverse examples, learners gain exposure to authentic language
usage, including formal and informal language, different styles of writing, or regional
variations. This exposure helps learners develop a broader understanding of grammar in
various contexts.
THE END OF THE TEST
