The teacher handed out a questionnaire so learners could find out about their partner. The first instruction was …

Ask and answer questions with your partner to complete the questionnaire.

Work in small groups and compare your answers.

How many people had the same answers?

The teacher wrote We’ve never met before, … on the board. The first instruction was …

Listen We’ve never met before, have we?

Katja, please repeat my sentence.

Say it with falling intonation on the question tag.

The teacher asked the learners in small groups to write ten questions for a questionnaire about the reading habits of the class. The first instruction was …

Choose the five most interesting questions your group has written.

Summarise what you found out about another group’s reading habits.

Work with someone from another group and ask your five questions.

The teacher wrote the topic for the class debate on the board. The first instruction was …

Go to the left of the room if you agree with the statement and to the right if you disagree.

Put your hand up if you have changed your opinion since you heard both sides of the argument.

Brainstorm your arguments and anticipate the arguments of the other side.

The teacher collected several objects from around the classroom and she put them in a bag. The first instruction was …

Andre, put your hand in the bag and touch one of the objects.

Describe it but do not say the name of the object.

Write the adjectives that describe the object.

The teacher wanted to elicit some adverbs by miming some actions. The first instruction was …

Tell your partner which action you think I was miming.

Mime an action and your partner has to say if you’re doing it patiently or impatiently.

Do you think I was waiting patiently?

For questions 34 – 40, look at the following situations and three possible teacher actions listed A, B and C. Choose the most appropriate action for each situation. Mark the correct letter (A, B or C) on your answer sheet. The teacher wants to build good rapport in her new elementary class.

She makes an effort to learn all the learners’ names.

She gives the class some extra irregular verbs to learn for homework.

She decides to ask the best learner in the class to be teacher for a lesson.

For questions 34 – 40, look at the following situations and three possible teacher actions listed A, B and C. Choose the most appropriate action for each situation. Mark the correct letter (A, B or C) on your answer sheet. The teacher has a wide range of levels in her class and she wants to make sure they all make progress.

She provides different activities for weaker and stronger learners.

She aims her lessons at the middle of her class.

She teaches lessons for weaker, average and stronger learners in turn.

For questions 34 – 40, look at the following situations and three possible teacher actions listed A, B and C. Choose the most appropriate action for each situation. Mark the correct letter (A, B or C) on your answer sheet. The teacher wants to encourage cooperative learning.

He sets the class a project to plan and produce a class magazine.

He asks each member of the class to do a short talk to the other learners.

He goes to the library with his class to practise using reference materials.

For questions 34 – 40, look at the following situations and three possible teacher actions listed A, B and C. Choose the most appropriate action for each situation. Mark the correct letter (A, B or C) on your answer sheet. The teacher wants to set some rules for classroom behaviour with a new class.

Learners and teacher spend time discussing and agreeing on a learning contract.

The teacher tells her learners that she expects them to use English outside the classroom.

The teacher gives extra work to learners who do not follow her rules.

For questions 34 – 40, look at the following situations and three possible teacher actions listed A, B and C. Choose the most appropriate action for each situation. Mark the correct letter (A, B or C) on your answer sheet. The teacher wants to make sure that quieter learners have the chance to speak.

He nominates who he wishes to answer questions

He has regular lessons where more dominant learners are not allowed to speak.

He puts learners in pairs where there is one quieter and one noisier person.

For questions 34 – 40, look at the following situations and three possible teacher actions listed A, B and C. Choose the most appropriate action for each situation. Mark the correct letter (A, B or C) on your answer sheet. The teacher wants to make sure that learners understand instructions for a paired role play activity.

She asks a strong pair to demonstrate the activity in an open pair.

She gives feedback after learners do the activity in closed pairs.

She asks if the learners understood everything after giving the instructions.

For questions 34 – 40, look at the following situations and three possible teacher actions listed A, B and C. Choose the most appropriate action for each situation. Mark the correct letter (A, B or C) on your answer sheet. The teacher wants to settle the class after a mingling activity in which the learners discussed their favourite sports.

She asks each learner to write down one interesting thing they learnt during the activity.

She makes learners call out all the words they can think of in the lexical set of sport.

She organises a competition in which learners in one team mime sports for the other team to guess

Cambridge TKT-Module 3

Authored by Poppy RSL

English

Professional Development

Used 20+ times

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Content View

Student View

40 questions

Show all answers

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Conveying Meaning

So pedestrian collocates with crossing

So if he feels cheerful, he's happy, OK?

So a cathedral is like a large church

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Eliciting

Could you remind me what's happened in the story so far?

Could you put down your pens and listen to the story, please?

Could you tell me the names of the three characters in the story?

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Prompting

Mmm...yes...that's right, homework is due in tomorrow, please.

A footballer...a boxer...a dancer...So for someone who plays golf?

Good try. Think of another animal which likes to look for food at night.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Providing a reason for doing a task

This task will help you to practise the adjectives we looked at last week

This task is the kind of task you'll be doing in the school-leaving exam

Do your best on this task. Ask me if anything in it is unclear.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Giving an instruction

Take two minutes to write down as many questions as you can.

OK, so can you finish please in two minutes' time

This video clip lasts for two minutes.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Asking learners to read for gist

Read the text for a minute and then tell me the main idea.

Read the text and tell me the meaning of the words on the board.

Read the text and tell me if the writer agrees with the idea of recycling.

FILL IN THE BLANK QUESTION

1 min • 1 pt

For questions 7 - 13, match the following examples of a teacher's language used with a class of elementary learners with a trainer's comments listed A - H.
Mark the correct letter (A-H) on your answer sheet. There is one extra option which you do not need to use.
Number 7 : .....

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