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WorksheetsTKT- tests
Total questions: 131
Worksheet time: 1hrs 4mins
"Ok, Laura will ask and Abby will answer... Respond with this. Remember to look at each other when you ask questions"
What is the function of the sentence?
Modelling
Encouraging
Nominating
Instructing
"Stand up Agustin, Stand up Andrea"
What is the function of the sentence?
Getting learners' attention
Prompting
Instructing
Nominating
"Pronounced it like this: -May I borrow your pencil-"
What is the function of the sentence?
Encouraging
Getting learners' attention
Modelling
Prompting
Now come on Pablo, Laura a bit louder"
What is the function of the sentence?
Modeling
Encouraging
Nominating
Instructing
Let's see, Agustín (pause) Laura (pause) and Abby"
What is the function of the sentence?
Nominating
Encouraging
Getting learners' attention
Prompting
"Come on, Andrea, ask..."
What is the function of the sentence?
Prompting
Encouraging
Modelling
Instructing
Look of the examples of teachers language in a class of elementary learners and 3 possible trainers comments on the language.
Choose the trainers comment (A, B or C) which matches the teachers language.
"If any of you don't understand what to do, I can repeat the instructions for you. OK?
Try talking to the whole class together
Why don't you prompt them here rather than elicit?
You need to grade your language better for this class.
Look of the examples of teachers language in a class of elementary learners and 3 possible trainers comments on the language.
Choose the trainers comment (A, B or C) which matches the teachers language.
"Who can help Agustin with the answer?"
You could ignore his answer
Can you think of an other way of checking understanding?
That was a good example of eliciting help from peers.
Look of the examples of teachers language in a class of elementary learners and 3 possible trainers comments on the language.
Choose the trainers comment (A, B or C) which matches the teachers language.
A brainstorming activity together and build a mind map on the board. Ready?
How can you reformulate that so learners will understand?
Can you revise the new vocabulary instead?
Wasn't the sequencing of your instruction a bit confusing?
Look of the examples of teachers language in a class of elementary learners and 3 possible trainers comments on the language.
Choose the trainers comment (A, B or C) which matches the teachers language.
Listen, ... /confortable/. Now, repeat together.
Be careful with style. this was a little to formal .
You paused nicely, this gives students time to focus.
I'm not sure everyone was ready for listening comprehension activity.
Look of the examples of teachers language in a class of elementary learners and 3 possible trainers comments on the language.
Choose the trainers comment (A, B or C) which matches the teachers language.
The family live at a....
Try praising students a little more. You'll find they'll respond well.
Remember, its important to get everyone's attention before giving instructions.
Your prompting worked this time. The students remember the word. Yes - flat.
Look of the examples of teachers language in a class of elementary learners and 3 possible trainers comments on the language.
Choose the trainers comment (A, B or C) which matches the teachers language.
Class. Shut up. Pablo is speaking.
It's not appropriate to say that to students. What else could you say?
Good. It's important for students to listen to each other.
When prompting, wait to see if the can help before you make suggestions.
Look of the examples of teachers language in a class of elementary learners and 3 possible trainers comments on the language.
Choose the trainers comment (A, B or C) which matches the teachers language.
"That's not the right answer. Try again. The question ask for 3 names.
Your feedback was very useful. It help the student understand what was wrong.
When you correct students, try a different technique. You use echo correction a lot.
Prediction activates are a good way of activating students' vocabulary. They give them confidence.
What does TKT stand for?
Teaching Knowledge Testing
Teachers Knowledge Test
Testing the Knowledge of Teaching
Teaching Knowledge Test
Select the part of speech of the blue word.
My mother is an amazing cook.
verb
adjective
adverb
interjection
Select the option which is NOT a part of speech.
Nouns
Pronouns
Interrogation
Exclamation
Conjuctions
Select the options that describe the tense of the verb.
She has been working in the same company for 20 years.
present
past
perfect
progressive
simple
What do these words have in common?
confused, bewildered, muddled, disoriented
lexical set
synonyms
words with prefixes
idioms
What do these words have in common?
hut, shack, cottage, flat
Synonyms
Lexical Set
Words with affixes
Word families
What do these words have in common?
unmanageable, manager, management
Lexical Set
Word Families
Words with prefixes
Synonyms
What do these words have in common?
kick the bucket, wake up call, against the clock
Words families
collocations
idioms
litteral language
phrasal verbs
Which of the following are functions of the language?
disagreeing
expressing likes
skimming
making an excuse
What is the correct exponent por the following function: asking for clarification?
May I say that again?
I did not understand.
Would you repeat it please?
I go the main idea, the secondary is not clear.
Which concepts are considered when we think about the right exponent?
structure
appropriacy
register
chunks
Which word has the phoneme /i:/
lean
blink
met
Which word does not have a monophthong?
burn
poor
book
Which word does not have a schwa (idiot) sound?
banana
parrot
house
What is TKT module 1 about?
The characteristics of English and how we learn it.
Classroom Management and the use of Resources.
Grammar, Lexis and Functions and the four skills.
Background of the language and teaching and learning English process.
Which is the function of the following sentence?
Explain the concept of friendship.
Expressing feelings.
Explaining what to do
Giving an instruction
Reflecting
How many minutes do you have to answer each question in theory in a TKT test?
(a)
Select the part of speech of the blue word.
Students who work and study are usually the most sucessful.
superlative adjective
comparative adverb
comparative adjective
superlative adverb
Which word has a monophthong?
receive
bean
bite
ear
Which word has the following phoneme: /i/?
bait
dip
deal
Look at the following situation and three possible teacher actions listed A, B and C. Choose the most appropriate action for the situation.
The teacher wants to build good rapport in her new elementary class.
She gives the class some extra irregular verbs to learn for homework.
She makes an effort to learn all the learners’ names.
She decides to ask the best learner in the class to be teacher for a lesson.
Look at the following situation and three possible teacher actions listed A, B and C. Choose the most appropriate action for the situation.
The teacher has a wide range of levels in her class and she wants to make sure they all make progress.
She aims her lessons at the middle of her class.
She teaches lessons for weaker, average and stronger learners in turn.
She provides different activities for weaker and stronger learners.
Look at the following situation and three possible teacher actions listed A, B and C. Choose the most appropriate action for the situation.
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.
Look at the following situation and three possible teacher actions listed A, B and C. Choose the most appropriate action for the situation.
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.
Look at the following situation and three possible teacher actions listed A, B and C. Choose the most appropriate action for the situation.
The teacher wants to make sure that quieter learners have the chance to speak.
He has regular lessons where more dominant learners are not allowed to speak.
He nominates who he wishes to answer questions.
He puts learners in pairs where there is one quieter and one noisier person.
Look at the following situation and three possible teacher actions listed A, B and C. Choose the most appropriate action for the situation.
The teacher wants to make sure that learners understand instructions for a paired role play activity.
She gives feedback after learners do the activity in closed pairs.
She asks if the learners understood everything after giving the instructions.
She asks a strong pair to demonstrate the activity in an open pair.
Look at the following situation and three possible teacher actions listed A, B and C. Choose the most appropriate action for the situation.
The teacher wants to settle the class after a mingling activity in which the learners discussed their favourite sports.
She makes learners call out all the words they can think of in the lexical set of sport.
She asks each learner to write down one interesting thing they learnt during the activity.
She organises a competition in which learners in one team mime sports for the other team to guess.
Match the trainer’s comment with the teacher’s role as a language resource listed A, B and C.
It will be more memorable if you encourage learners to write sentences using the new words.
clarifying meaning
correcting
contextualising
Match the trainer’s comment with the teacher’s role as a language resource listed A, B and C.
If a learner is enthusiastically telling a story don’t interrupt him to ask him to rephrase things that aren’t clear, but discuss the points later.
clarifying meaning
correcting
contextualising
Match the trainer’s comment with the teacher’s role as a language resource listed A, B and C.
It was good that you encouraged the learners to proofread their written stories before handing them in to you.
clarifying meaning
correcting
contextualising
Match the trainer’s comment with the teacher’s role as a language resource listed A, B and C.
I liked the way you used concept questions to show the differences between two tenses.
clarifying meaning
correcting
contextualising
Match the trainer’s comment with the teacher’s role as a language resource listed A, B and C.
It’s better to use a coloured code with written work because learners remember what they find out themselves.
clarifying meaning
correcting
contextualising
Match the trainer’s comment with the teacher’s role as a language resource listed A, B and C.
A good way of focusing on the passive is to ask learners to underline examples in a text.
clarifying meaning
correcting
contextualising
Match the trainer’s comment with the teacher’s role as a language resource listed A, B and C.
It can be helpful to remind learners to notice any affixes in unfamiliar words.
clarifying meaning
correcting
contextualising
"Ok, Laura will ask and Abby will answer... Respond with this. Remember to look at each other when you ask questions"
What is the function of the sentence?
Modelling
Encouraging
Nominating
Instructing
"Stand up Agustin, Stand up Andrea"
What is the function of the sentence?
Getting learners' attention
Prompting
Instructing
Nominating
"Pronounced it like this: -May I borrow your pencil-"
What is the function of the sentence?
Encouraging
Getting learners' attention
Modelling
Prompting
Now come on Pablo, Laura a bit louder"
What is the function of the sentence?
Modeling
Encouraging
Nominating
Instructing
Let's see, Agustín (pause) Laura (pause) and Abby"
What is the function of the sentence?
Nominating
Encouraging
Getting learners' attention
Prompting
"Come on, Andrea, ask..."
What is the function of the sentence?
Prompting
Encouraging
Modelling
Instructing
Look of the examples of teachers language in a class of elementary learners and 3 possible trainers comments on the language.
Choose the trainers comment (A, B or C) which matches the teachers language.
"If any of you don't understand what to do, I can repeat the instructions for you. OK?
Try talking to the whole class together
Why don't you prompt them here rather than elicit?
You need to grade your language better for this class.
Look of the examples of teachers language in a class of elementary learners and 3 possible trainers comments on the language.
Choose the trainers comment (A, B or C) which matches the teachers language.
"Who can help Agustin with the answer?"
You could ignore his answer
Can you think of an other way of checking understanding?
That was a good example of eliciting help from peers.
Look of the examples of teachers language in a class of elementary learners and 3 possible trainers comments on the language.
Choose the trainers comment (A, B or C) which matches the teachers language.
A brainstorming activity together and build a mind map on the board. Ready?
How can you reformulate that so learners will understand?
Can you revise the new vocabulary instead?
Wasn't the sequencing of your instruction a bit confusing?
Look of the examples of teachers language in a class of elementary learners and 3 possible trainers comments on the language.
Choose the trainers comment (A, B or C) which matches the teachers language.
Listen, ... /confortable/. Now, repeat together.
Be careful with style. this was a little to formal .
You paused nicely, this gives students time to focus.
I'm not sure everyone was ready for listening comprehension activity.
Look of the examples of teachers language in a class of elementary learners and 3 possible trainers comments on the language.
Choose the trainers comment (A, B or C) which matches the teachers language.
The family live at a....
Try praising students a little more. You'll find they'll respond well.
Remember, its important to get everyone's attention before giving instructions.
Your prompting worked this time. The students remember the word. Yes - flat.
Look of the examples of teachers language in a class of elementary learners and 3 possible trainers comments on the language.
Choose the trainers comment (A, B or C) which matches the teachers language.
Class. Shut up. Pablo is speaking.
It's not appropriate to say that to students. What else could you say?
Good. It's important for students to listen to each other.
When prompting, wait to see if the can help before you make suggestions.
Look of the examples of teachers language in a class of elementary learners and 3 possible trainers comments on the language.
Choose the trainers comment (A, B or C) which matches the teachers language.
"That's not the right answer. Try again. The question ask for 3 names.
Your feedback was very useful. It help the student understand what was wrong.
When you correct students, try a different technique. You use echo correction a lot.
Prediction activates are a good way of activating students' vocabulary. They give them confidence.
A language awareness book can help teachers to...
check their own use of language
vary their methodology
improve their pronunciation
The most important thing we want the learners to achieve in a lesson or sequence of lessons.
Personal aims
Main aim
Subsidiary aims
Aims
What we want learners to learn or be able to do at the end of a lesson.
Aims
Personal aims
Subsidiary aims
Main aim
A picture dictionary can help teachers to...
check the pronunciation of the target language
revise abstract vocabulary
explain new words to begginers
What we would like to improve or focus on in our teaching.
Stage aims
Personal aims
Aims
Subsidiary aims
To change the coursebook in some way to make it suitable for teaching situation.
reject
replace
adapt
A teacher's resource book can help teachers to...
try out new teaching ideas
monitor their own use of language
improve their language knowledge
Teachers book, Student's book, tapescripts are included in the...
Supplementary materials
Reference resource
Coursebook package
Which one below is the type of assessment in which the teacher gives you a grade?
Formal assessment
Extensive assessment
Informal assessment
Periodic assessment
_____ is a realistic task and requires SS to find errors in writings themselves.
Cloze test
Sequencing
Proofreading
Matching
It is related with assessing the Speaking Skill.
Jumbled sentences
True/False
Interview
Summary writing
It is important to add _____ to formal testing.
Variety
Time
Homework
Games
We assess (informally) students overtime with...
A Check list
Tests
A Portfolio
Games
It guides us during and after the lesson.
Lesson plan
Main aims
Scheme
Students
What the teacher will do during the lesson and how they will do it.
Materials
Lesson
Homework
Procedure
How the lesson is connected to the last lesson and/or the next one.
Timetable fit
Lesson plan
Assumptions
Aims
Number of related lessons that develop language knowledge over a period of time.
Individual lesson
Scheme of work
Sequence of lessons
Lessons which aim is to develop learners' abilities in receptive or productive language skills.
PPP lessons
Skills-based lessons
TBL lessons
The different ways learners can interact in the class.
Mood
Pace
Interaction Pattern
Helps us plan a sequence of lessons.
Lesson plan.
Scheme of work
Supplementary materials
The language or skills learners must be able to use well in order to achieve the main aim.
Aims
Main aim
Subsidiary aims
Personal aims
What the teacher thinks learners already know or can already do related to the aims.
Anticipated problems
Assumptions
Timetable fit
Possible solutions
Real objects that we can easily bring into the classroom are called:
true materials
realia
pack resources
tasks
the extract "[C]" in a dictionary means:
American-English
register
collocation
a word can be plural
A class profile is:
the results of an achievement test of a class
a description of all the learners in the class
its the information you get from the scheme of work
the main goals of the syllabus of a course
For each, match the dictionary entries with the types of dictionary. For each question, click on the correct answer (A, B or C).
to give someone the cold shoulder (vt) to be unfriendly to someone on purpose.
Example: Wife: Why do you always give my mother the cold shoulder when she comes to visit us?
Husband: Because she always criticises me!
A Dictionary of idioms
B Dictionary of language and culture
C Dictionary of phrasal verbs
For each, match the dictionary entries with the types of dictionary. For each question, click on the correct answer (A, B or C).
breeze
shoot the breeze
If you shoot the breeze, you talk with other people in an informal and friendly way.
A Dictionary of idioms
B Dictionary of language and culture
C Dictionary of phrasal verbs
For each, match the dictionary entries with the types of dictionary. For each question, click on the correct answer (A, B or C).
Race Re.la.tions Act, the /ˌ. .ˈ.. ˌ./ a law passed in the UK in 1976 to protect the legal rights especially of black and Asian people, and to make sure that people of all races are treated fairly and equally
A Dictionary of idioms
B Dictionary of language and culture
C Dictionary of phrasal verbs
For each, match the dictionary entries with the types of dictionary. For each question, click on the correct answer (A, B or C).
take down sth or take sth down
to write something, especially something that someone says.
The police officer took my name and address down and said that he would contact me shortly.
Did you take down that number?
A Dictionary of idioms
B Dictionary of language and culture
C Dictionary of phrasal verbs
For each, match the dictionary entries with the types of dictionary. For each question, click on the correct answer (A, B or C).
pet.ro.dol.lar /ˈpetrəʊˌdɒləʳ||-ˌdɑːl-/ n tech an American dollar earned by the sale of oil, especially by the oil-producing countries of the Middle East
A Dictionary of idioms
B Dictionary of language and culture
C Dictionary of phrasal verbs
For each, match the dictionary entries with the types of dictionary. For each question, click on the correct answer (A, B or C).
family tree /,… ‘./ n a plan or drawing showing the relationship of the members of a family, especially one that covers a long period. In Britain and the US, many people like to spend time finding out about their family tree.
A Dictionary of idioms
B Dictionary of language and culture
C Dictionary of phrasal verbs
For each, match the dictionary entries with the types of dictionary. For each question, click on the correct answer (A, B or C).
melting pot
in the melting pot
If something is in the melting pot, it is constantly changing, so that you do not know what will finally happen to it.
NOTE A ‘melting pot’ is a container in which metal is melted down before being made into new objects
A Dictionary of idioms
B Dictionary of language and culture
C Dictionary of phrasal verbs
Choose the best option to complete each statement about reference resources. For each question, click on the correct answer (A, B or C).
The main purpose of using a dictionary of collocations is to
A get to know which words go together.
B discover the meanings of new words.
C learn how to pronounce words correctly.
Choose the best option to complete each statement about reference resources. For each question, click on the correct answer (A, B or C).
The main purpose of working with a bilingual dictionary is to
A find translations of new words.
B find definitions in your own language.
C practise using new vocabulary.
Choose the best option to complete each statement about reference resources. For each question, click on the correct answer (A, B or C).
The main purpose of using a teacher’s book accompanying a coursebook is to
A identify learners’ revision needs.
B plan from lesson to lesson.
C design materials.
Choose the best option to complete each statement about reference resources. For each question, click on the correct answer (A, B or C).
The main purpose of using a language awareness book for teachers is for teachers to
A improve their knowledge of the language.
B check the common collocations of words.
C find practice material for their students.
Choose the best option to complete each statement about reference resources. For each question, click on the correct answer (A, B or C).
The main purpose of using a book about L1 interference is to
A anticipate learners’ likely errors.
B find supplementary teaching materials.
C check learners’ understanding.
Choose the best option to complete each statement about reference resources. For each question, click on the correct answer (A, B or C).
The main purpose of using an L2 monolingual dictionary is to
A look up definitions in two languages.
B check the register of new language
C see examples of meaning in context.
Choose the best option to complete each statement about reference resources. For each question, click on the correct answer (A, B or C).
The main purpose of using a grammar reference book when planning lessons is to
A keep up to date with new words and expressions.
B find practice exercises for learners.
C help identify the use of target language.
What is the correct function for : "Can you open the door for me, please?"
Requesting
Asking for personal information
Suggesting
Expressing dislikes
What is the function for the sentence: "What’s his name?"
Talking about the past
Informing
Giving an opinion
Asking for personal information
What is the function for the sentence: "I really don’t like ice-cream"
Expressing likes
Suggesting
Giving an opinion
None
What is the correct function for the sentence: "What about going to the cinema?"
Asking for a favor
Giving a strong recomendation
Giving a suggestion
Thanking
What is the function for the sentence: "What do you mean exactly?"
Asking for personal information
Asking for a favor
Asking for clarification
Giving an opinion
What is the correct function for: " No, I don’t think that’s right"
Agreeing
Disagreeing
Giving an apology
Giving directions in a map
What is the function for the sentence: "Thank you so much."
Giving a recomendation
Giving a soution
Giving an explanation
None
What is the function for the sentence: "Can you tell me how to get to Trafalgar Square?"
Asking for an address
Asking for directions
Asking for a location
Asking for food
What is the function for the sentence: "It’s much more difficult than last time."
Contrasting
Giving a solution
Comparing
Sharing information
What is the function of the sentence: "Sorry. Could you explain that?"
Asking for directions
Asking for opinions
Asking for details
Asking for clarification
"Jasmine was fighting for her kingdom when Prince Ali was trapped in the north pole.“ Which tense is the underlined sentence in?
Present Simple
Present Continuous
Past Simple
Past Continuous
"Who will be waiting for me when I arrive in Paris?" Which tense is the underlined sentence in?
Future Simple
Future Continuous
Present Simple
Present Continuous
"Recently, she is quite busy with her exam.” Which types of adverb are they?
Manner, Frequency
Manner, Degree
Time, Degree
Time, Frequency
"Undoubtedly, Rinz is the most beautiful teacher on earth who loves her students so much, especially those who always treat her with good dessert." Which types of adverb are they?
Attitude Markers, Focus
Attitude Markers, Degree
Manner, Focus
Manner, Degree
"Rinz has never imagined that there would be someone on earth who is _____________________ than her." Fill in the blank.
pretty and intelligent
prettier and more intelligent
more prettier and more intelligent
more pretty and more intelligent than
"_____ Christmas, people always have roasted chicken during the feast." Fill in the blank.
On
At
In
During
"You will have fallen in love with Gorgeous Diamond before you realise it." Which tense is the underlined sentence in?
Present Perfect Simple
Past Perfect Simple
Future Perfect Simple
Future Perfect Continuous
"Gorgeous had been waiting for her Mr Right till the day she found that she was too perfect to find someone of her standard." Which tense is the underlined sentence in?
Present Continuous
Past Continuous
Present Perfect Continuous
Past Perfect Continuous
"A _________ person knows what to say. A _________ person knows whether or not to say it." Fill in the blank.
smart, wise
smarter, wiser
wiser, smart
wiser, smarter
" _________ her illness, she managed to bring the house down _____ her concert yesterday." Fill in the blank.
Despite, at
Although, at
Despite, in
Although, in
