Introducing the Teaching Knowledge Test (TKT)

TKT Practice Test Module 3

For questions 1-8 match the examples of teacher language with the classroom functions listed A-I

There is one extra option which you do not really need to use.

Examples of teacher language

1-      We don’t say ‘good in’ we say ‘good at’

2-      You two, how are you getting on?

3-      What can you see in the picture?

4-      Once upon a time there were two boys

5-      Practice the dialogue in pairs for five minutes

6-      That’s all for today. See you tomorrow.

7-      Good morning, everyone. How are you today?

8-      Can you remember the meaning of these words?

A-     Monitoring

B-      Eliciting

C-      Correcting

D-     Greeting

E-      Setting up an activity

F-      Checking learning

G-     Narrating

H-     Disciplining

I-        Ending the lesson

For questions 9-10 match the learners instructions with the comments in them listed A, B or C.

A-     Language not well graded

B-      Language not well sequenced

C-      Language too formal/informal

9-      The teacher says to a class of beginners at primary school: ‘You’d better finish quickly as we’re really short of time.’

10-   The teacher says to a group of teenage intermediate leaners: ‘That was extremely well done. I do congratulate you.’

11-   The teacher says to a group of elementary learners: ‘Do the exercise on page 52. Open your books and check your answers with your partner.’

12-   The teacher says to a group of teenage elementary learners: ‘Use scientific lexical terms to definite these words.’

13-   The teacher says to a group of adult intermediate learners: ‘Prepare your roles. Get into pairs. Here are your role cards.’

For questions 13-17 match the teacher language with the teaching activities listed A-F

There is one extra option which you do not need to use.

Teacher language

14-   Listen and repeat together

15-   What do you have for the first one?

16-   That’s not quite right

17-   Whose turn is it?

18-   No, it begins with ‘c’. We learnt it last lesson.

A-     Playing a game

B-      Starting a drill

C-      Prompting

D-     Commenting on a performance

E-      Setting up pairwork

F-      Checking answers

For questions 19-28 match the teaching actions with the teacher roles listed A-F

You need to use some options more than once.

A-     Planner

B-      Parent

C-      Monitor

D-     Diagnostician

E-      Manager

F-      Resource

19-   The teacher goes round the class in pairwork, checking the learners’ speaking.

20-   The teacher prepares a lesson that suits her learners learning styles.

21-   The teacher makes sure that the class is well disciplined.

22-   The teachers speak kindly to a child who is crying.

23-   The teacher answers the questions the learners have about the topic

24-   The teacher finds out which topics the learners need to learn about

25-   The teacher tells the learners what the new word means.

26-   The teacher is able to understand what the learners language problems are

27-   The teacher makes sure that all the learners are taking part in the activities

28-   The teacher decides before the lesson which learners will work in which groups

For questions 29-33 match the descriptions with the correction techniques listed A-C

You need to use some options more than once.

A-     Echo correcting

B-      Peer corrections

C-      Ignoring the mistake

29-   In a class discussion a learner makes a pronunciation mistake. The teacher does nothing

30-   Pairs exchange posters and work with a checklist to guide their proof-reading of the other pairs grammar and spelling

31-   A learner is confusing the pronunciation of the words ship and sheep. The teacher repeats what he says.

32-   One of the learners says light when she means right. The teacher says both words.

33-   The teacher records learners doing a role-play. Then they watch the video and talk about the mistakes in their groups.

For questions 34-40 match the teachers comments with the focuses of feedback listed A, B or C.

34-   You used some lovely adjectives in your story today

35-   Stop talking

36-   Your work has really improved this month

37-   I am pleased to see you helping the other learners

38-   You have expressed yourself well

39-   Your mark in the test is worse than the last time

40-   You are such a quite class today.

For questions 40-45, match the examples of teacher' classroom language with the functions listed A-G

Mark the correct letter (A-G).

FUNCTIONS

A getting attenction B eliciting C narrating D managinf interaction patterns E giving a definiton F asking for clarification G modelling

Teachers' classroom language

40 A park is a place where people go to walk and relax. Children can play, too.

41Ok, now... everyone... stop what you are doing.

42 I'm not quite sure what you mean. Give us some more detail.

43 It was the middle of the night and Tom was asleep. Suddenly he heard a sound.

44 You say it like this- comfortable. Now repeat.

45 The room in a house where people cook is called a k..., ki...?

For questios 46-51 look at the teacher's first two instructions in a sequence of instructions and the three possible ways of continuing them listed A,B and C.

Choose the instruction which would be the most appropriate to continue the sequence.

Mark the correct letter.

46 The teacher tells students to draw in that time line from the textbook in their notebooks.

The teacher tells students to write two examples sentences fo points A and B on the line.

A The teacher tells students to draw four more time lines.

B The teacher tellls students to think carefully about the grammar use for the two points in time.

C The teacher tells tudents to complete the grammar exercise in their textbooks.

47 The teacher tells students that they need to do some simple reaserch for their class project.

The teacher puts the students into groups and gives out a set of questions.

A The teacher asks a student to hand out the class set of dictionaries.

B The teacher tells students to answer the questions together.

C The teacher tells groups to go to the library in turn to collect some reference materials.

48 The teacher tells students they are going to do a listening activity. He writes three questions on the board.

The teacher tells students to write their answers to the questions on a piece of paper as they listen,

A The teacher tells tudents that they do not have to write full sentences, that they can write notes.

B The teacher tells stuents to read the questions on the board.

C The teacher tells students to check their answers in pairs.

49 The teacher tells the students to get into groups of three for a role-play

The teacher asks groups to put their hands up in turn to check they are all in threes.

A The teacher tells students they have got five minutes to practise their role-plays

B The teacher checks that students know exactly what they have to do.

C The teacher reminds students to use the prompt from the textbook.

50 The teacher tells her beginner students to watch a DVD and to listen for four examples of polite requests.

The teacher asks the class to tell her the examples they heard.

A The teacher tells students to write a short dialogue using at least two of the examples.

B The teacher tells students to put up their hands when they hear an example.

C The teacher tells students to listen for examples of their functions.

51 The teacher tells students to open their textbooks and to look at the reading activity,

The teacher tells students to look at the photos next to the reading activity.

A The teacher tells students to use the photos to try and predict what the text is going to be about.

B The teacher tells students to match the photos to relevant parts of the text.

C The teeacher tells the students to read the text in detail to find where the photos are described.

For questions 52-58 match the teacher's instructions to elementary primary learners with a trainer's comments on their appropriacy listed A,B and C.

A These instructions are appropriate for the learners. B These instructions are above the language leve of the learners. C These instructions do not tell the learners exactly what to do.

Teacher's instructions to elementary primary learners

52 describe the poster briegly to your partner. You've got maximum of two minutes.

53 Open your books at page 12. Colour the picture in exercise 2.

54 Look at the board. Copy these five words into your notebooks.

55 Stand up and look at the flashchards on the walls.

56 Are you ready to get going? Can one team line their cards up face down here.

57 Listen to the story about Tom and his cat and put up your hands.

58 Listen to the CD. Point to the toys in the pictures when you hear the words.

For questions 59-65 read the student dialogues. Match the second student's responses withh the functions listed A-H

Functions

A emphasising B prompting C self-correcting D checking understanding E speculating F encouraging G changng the subject H suggesting

Student dialogues

59 Julia: I am not sure I can do this exercise.

     Kyoko: Yes, you can. I'll help you

60 Paula: Well, we were all on the plane waiting to take off. Then i saw the...er

    Naima: The pilot...

61 Lin: So what do you think picture A is? Is it the end of a pencil?

     Peter: I suppose it could be if you turn it this way around.

62 Sven: I don't understand the homework. Can we do it quickly now?

     Geraldo: No time. Why don't you come round to my house later and we can do it together?

63 Monique: Number 4. The answer's obvious. He didn't see her, so it's this one.

     Aafje: Do you mean this one is the answer?

64 Mohamed: Have you ever been to Australia?

     Frank: Yes, I did.... er... sorry, I have...

65 Wong: So, I had a great holiday and met lots of new people.

    Stefan: Right... next one. Sport. I'm really good at tennis and softball.

For questions 66-72 look at the convention between two intermediate learner's. Read the questions about their use of language and the three possible answers listed. A, B and C.

Mark the correct letter (A, B and C).

Juan: I'll start. I come from Spain I love football.                                               line 1

Fernanda: Me too. That is... I love football.  I'm not from Spain, though. I'm    line 2

from Italy.                                                                                                         line 3

Juan: I guessed that from your T-shirt. Is that your town marked                   line 4

on the map Italy?                                                                                             line 5

Fernanda: Yes! I designed it myself... got the map from the internet...           line 6

Juan: Yeah... anyway, the teacher is looking at us... back to the task...         line 7

Fernanda: Yeah... you come from Spain, you like football... and...                 line 8

Juan: Er... let me see... I've got two brothers and I'm studying                       line 9

to be a doctor. Your turn.                                                                                line 10

Fernanda: I'm an only child. As for career, I'm into the arts. I want to be       line 11

a designer.                                                                                                      line 12

66 When Juan says I'll start in line 1,

A he has just decided he wants to begin.

B it is turn to say something.

C the students decided earlier that he would start.

67 When Fernanda says "That is" in line 2.

A she is highlighting an idea.

B she is correcting Juan.

C she is clarifying

68 When fernand says got the map from the internet, in line 6,

A she is making a suggestion.

B she is giving instructions.

C she is descrbing part of a process.

69 When Juan says anyway, in line 7,

A he is trying to get the attention of the teacher.

B he is trying to get the direction of the conversation.

C he is talking to a third student.

70 When Fernandasays you come from Spain, you like football, in line 8,

A she is summarising.

B she is checking.

C she is explaining

71 When Juan says, let me see, in line 9,

A he is looking at picture.

B he is organising his thoughts.

C he is making a suggestion,

72 When Juan says Your turn in line 10,

A he is helping Fernanda.

B he is inviting Fernanda to speak.

C he is telling Fernanda the rules.

From questions 73-79, match the learners' written the types of mistake listed A-H

Mark the correct latter (A-H).

There is one extra option which you do not need to use.

Types of mistake

A wrong conjuction B missing pronoun C unnecessary auxiliary D wrong modal verb E missing article F wrong preposition G wrong adverb H wrong tense

73 Her birthday is on June. it's on 21st.

74 They played hardly during the match. They deserved to win.

75 My niece is coming to saty with us.

76 What do you are think of this CD?

77 She did well in the exam as she was very happy.

78 Last night I saw cat in my garden.

     It was very happy.

79 I have visited Italy last summer for my holidays. 

TKT Practice Test Module 2

For questions 1-8 match the lesson aims with the learner group profiles listed A-I

There is one extra option which you do not need to use.

1-      To practice answering enquiries on the telephone.

2-      To practice note-taking skills

3-      To provide learners with basic vocabulary for tourism

4-      To develop strategies for planning and doing timed essays

5-      To practice giving clear explanations and instructions

6-      To revise spelling and basic sentence patterns

7-      To diagnose learners language needs

8-      To make connections with other school subjects

A-     A group of office workers

B-      A class of advanced learners who have to take a test of writing

C-      A large class of mixed-level 13 year-olds ina secondary school

D-     A small group of adults planning a holiday in Berlin

E-      A class of beginners aged four.

F-      A new gruoup of learners whose level is not known for the teacher

G-     A group of primary teachers preparing for an oral test

H-     An individual learner who has difficulties with writing in English

I-        A group of university students who need English to listen to lectures.

For questions 9-17 match the teachers notes with the lesson plan headings

Yo need to use some options more than once.

A-     Timetable fit

B-      Main or subsidiary aim(s)

C-      Personal aims

D-     Assumptions

E-      Procedures

9-      To practice talking about daily weekly routines, e.g in the context of journeys to school, hobbies, sports and activities.

10-   Learners will remember the form of the present simple

11-   Learners listen to a recording of someone talking about their morning routine and fill in the information on a diary page.

12-   Learners carry out a class survey

13-   To try to speak louder

14-   Put on a simple chart on the board to remind learners of differences between adverbs

15-   To use different forms of encouragement when learners give correct answers

16-   The first sequence of grammar revision lessons

17-   To revise the present simple, to revise the adverbs.

For questions 35-40 match the instructions with the assessment focuses listed A, B, C.

A-     Language items

B-      Oral skills

C-      Writing skills

18- Share the information with the other members of your group, and decide which of these people you think should get the job.

19- Describe your picture to your partner and find out what your pictures have in common20- complete each sentence with the a word from the box.

20- Fill in the form with your personal information

21- Order these ideas to make  a plan for a composition

22- Match the words in the left-hand column with the definitions in the right-hand column.

For questions 23-29 match the teachers statements with the reference resources listed A-H

There is one extra option which you do not need to use.

A-     Advanced learners grammar

B-      Picture dictionary

C-      Language awareness book for teachers

D-     CD-ROM with pronunciation activities

E-      Elementary grammar

F-       Practice book

G-     Dictionary of collocations

H-     Dictionary of language and culture

I-        Practice book accompanying a coursebook

23- I often find it difficult to know which words go together

24- I’d like to find a book that helps me to understand and use English better

25- I’m looking for ways of explaining new structures to my class of beginners.

26- I teach a lot of different classes, so I can’t prepare homework exercises for all my learners

27- I need a way of helping my young learners develop their vocabulary

28- My advanced learners often want to know about people, places and events in newspapers and films.

29- My higher-level learners sometimes ask me questions about language that find very difficult to answer.

For questions 30-40 match the supplementary materials with the teaching aims listed A-G

You need to use some options more than one.

30- Grammar book with team games and group activities

31- Class library of graded readers

32- Audio cassettes with short examples of different kinds of English

33- Computer program with multiple-choice reading tests and answers

34- Website for short stories

35- Supplementary writing skills book

37- Workbook with gap-fill and multiple choice grammar exercises.

38- Flashcards with pictures of objects and their names

39- Supplementary vocabulary book with photocopiable worksheets

40- Teachers resource book with lots of short fun activities

A-     Encouraging extensive reading

B-      Providing

C-      Resources for self-assessment

D-     Providing ideas for warmers

E-      Developing the subskills of organizing, planning and accuracy

F-      Developing lexical knowledge

G-     Improving learners accuracy

H-     Giving learners the opportunity to hear a variety of accents.

 For questions 40 - 47, look at the sequence of teaches's instructions and the three possible stage aims from a lesson listed A,B and C.

Choose the stage aim which matches the instruction.

Mark the correct letter (A,B and C)

40 In your groups, decide on the very best way to spend your next holiday.

A to practice presentation skills

B to give learners practice in negotiating.

C to practise turn- taking in a gormal discussion

41 In pairs, brainstorm as many words as you can think of connected with air travel.

A to actively engage learners in the topic

B to focus on the pronunciation of new lexical iterms

C to get learner to a work with different parrtners

42 Put the words from column a in the sets they belong to.

A to check learners' accuracy in spelling

B to practise deducing meaning from context

C to categorise lexical items

43 Read the decription of an airport and label the diagram

A To select and transer information from text

B To identify mistake in a text

C To carry out instructions from a text

44 Listen to the announcement and note down the passenger's fight departure time.

A To practise listening for gist

B To listen for specific information

C To deduce the speaker's attitude

45 Look at the examples from the announcement and, with your partner, try to work out a rule for forming the passive.

A To revise the use of the passive voice

B To encourage learning through

C To give learners fluency practice

46 Write a letter of complaint abot the mistakes the passenger's travel agent has made

A To practise writing an informal letter

B To give learners creative writing practise

C To practise writing for a specific purpose

For questions 47-53, look at the procedures from different lessons and the three stage aims listed A,B and C.

Two of the stage aims are appropriate for the procedure. One stafge aim is NOT.

Mark the letter (A,B or c) of the stage aim which is NOT appropriate.

47 Show pictures and find out what learners know about the topic.

A To build on a learners' knowledge of the world.

B To contextualise the topic.

C To appeal to reflective learners

48 Learners brainstorm vocabulary connected with a familiar topic.

A To revise lexical sets from previous lessons

B To encourage autonomous learning

C To lead-in to a text

49 Learners label a time line on the whiteboard.

A To help learners discover a grammar rule

B to clarify meaning

C To appeal to all learning styles

50 Ask concept questions about time and tense.

A To make sure that learners have undestood a new language item.

B To give examples of different exponents of language

C To help learners notice the use of language

51 Do  a substitution drill, changing subject pronoun and verb.

A To give learners restricted practise

B To practise interactive strategies

C To practise word order

52 Role-play a written dialogue in open pairs, then in closed pairs.

A To give learners opportunities for fluency pracice

B To give learners guided practice

C to develop learners' confidence about speaking in English

53 Learners write, then perform their own dialogues.

A To give learners integrated skills practise

B To give learners an opportunity to recycle language

C To give learners practise in process writing

For questions 54-59, match the general syllabus aims with the learning outcomes from a teacher's lesson plans listed A,B and C.

You will need to use some of the options more than once.

GENERAL SYLLABUS AIMS

A To prepare learners fo an examination B to equip learners with a range of useful functions C To provide exposure to authentic language use

54 Learners will be more enthusiastic about reading narrative fiction.

55 Learners will improve their ability to write within strict word limits.

56 Learners wil have practised making requests and asking for information.

57 Learners will be more confident about watching films in English.

58 Learners will have used language for asking for and understanding directions.

59 Learners will be familiar with stadard task types.

For questions 60-66, math the lesson plan components with the extracts from a teacher's lesson plan listed A-H

LESSON PLAN COMPONENTS

A Timetable fit B Main aim C Procedures D Stage aim E Personal Aim F Assumptions G Anticipated problems H Possible solutions

Lesson plan extracts

60 Revise the formation and  use of comparative and superlative adjectives.

61 Although the topic is unfamiliar, learners should find it motivating.

62 Following a lesson on conditional sentences and preparing for a class test.

63 Some learners may not remember the vocabulary from the last lesson.

64 To make cleareer connections between once stage and the next.

65 To check learners' understanding of the new lexical items.

66 Give intrunctions in written form if learners have difficulties understanding them.

For questions 67-72, read the stages of an integrated skils lesson and fill in the missing stages from the options A-F

Mark the correct letter (A-F).

A Groups read a transcripy and discuss the possible content of the missing sections. B Teacher gives feedback on language errors. C Learners read an article about sports training. D Each groups produces a plan for a new sports centre. E Each group decides which plan they think is best. F Teacher uses visuals to introduce the topic

LESSON PLAN

* Warmer: learners mingle to form groups.

67  .................................................................................

* In groups, learners brainstorm vocabulary related to sports

68 ..................................................................................

* Learners listen to the dialogue to check their predictions.

69 ..................................................................................

* Learners answer detail questions about the text.

70 ................................................................................

* Groups prepare then give their presentations

71 ................................................................................

* The whole class discusses the advantages and disadvantafes of all the plans.

72 ................................................................................

For questions 73-80 look at the assessment aims and the three instructions listed A, B and C.

Two of the instructions match the assessment aims. One instruction does NOT.

Mark the letter (A,B and C) which does NOT match the assessment aim.

73 To check learners' understanding of recently taught vocabulary

A Put the words into groups under the appropriate headings.

B Complete the spaces in the text, using the words in the box.

C check the meaning of these words in your dictionaries.

74 To assess learners' interactive speaking skills

A Discuss the advantages and disavantages with your partner.

B Repeat this chant with your classmates

C Use the prompt cards to guide your role-play

75 To test learners' accuracy and control of grammatical structures.

A Put the sentences into the same order as the vents in the pictures.

B Complete each sentence so that it means exactly the same as the one before it.

C Put the words into the correct order to form sentences.

76 To assess learners' reading skills

A Choose the sentence which best summarises the text.

B Decide if the following statements are true or false, or if the information is not mentioned.

C Correct the underlined grammar mistakes in the following sentencs.

77 To assess learners' awareness of features of connected speech.

A Underline the syllables that you expect to be stressed.

B Listen to the ten words again and underline the words you don't understand.

C Dra a line to show where the ir linking between works.

78 To asses learners' listening skills

A Write a message to your friend about the phone call you've just heard.

B Tick the topics that are mentioned by the speaker.

C Read the questions and say them with the correct intonation.

79 To assess learner's writing skills

A listen to the conversation and note down the names you hear.

B Complete the topic sentence for each paragraph.

C Complete the form with the appropiate personal information.