WorksheetsTKT Module 3. Part 1
Total questions: 40
Worksheet time: 30mins
Two of the sentences are appropriate to the teaching activity. One of the sentences is NOT. Choose the option that is NOT appropriate to the teaching activity. 1. Conveying meaning
So pedestrian collocates with crossing.
So if he feels cheerful, he’s happy, OK?
So a cathedral is like a large church.
Two of the sentences are appropriate to the teaching activity. One of the sentences is NOT. Choose the option that is NOT appropriate to the teaching activity. 2. 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?
Two of the sentences are appropriate to the teaching activity. One of the sentences is NOT. Choose the option that is NOT appropriate to the teaching activity. 3. 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.
Two of the sentences are appropriate to the teaching activity. One of the sentences is NOT. Choose the option that is NOT appropriate to the teaching activity. 4. 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.
Two of the sentences are appropriate to the teaching activity. One of the sentences is NOT. Choose the option that is NOT appropriate to the teaching activity. 5. 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.
Two of the sentences are appropriate to the teaching activity. One of the sentences is NOT. Choose the option that is NOT appropriate to the teaching activity. 6. 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.
Match the following examples of a teacher’s language used with a class of elementary learners with a trainer’s comments. 7. Ana, Lucie, please stop talking. Ok, everyone, please give me all your attention now!
It’s better not to nominate at the beginning of a question so all the learners pay attention.
You should try to give formative feedback
Ringing a bell or clapping your hands can be a good way to make the class listen.
I like the way you encouraged the learners to try harder
It’s a good idea to use what’s happening around you to teach some new vocabulary.
Match the following examples of a teacher’s language used with a class of elementary learners with a trainer’s comments. 8. Oh look, class. Can you see the rainbow? Isn’t it beautiful?
It’s better not to nominate at the beginning of a question so all the learners pay attention.
You should try to give formative feedback
Ringing a bell or clapping your hands can be a good way to make the class listen.
I like the way you encouraged the learners to try harder
It’s a good idea to use what’s happening around you to teach some new vocabulary.
Match the following examples of a teacher’s language used with a class of elementary learners with a trainer’s comments. 9. Paolo, can you explain to us all what a fridge is?
It’s better not to nominate at the beginning of a question so all the learners pay attention.
You should try to give formative feedback
Ringing a bell or clapping your hands can be a good way to make the class listen.
I like the way you encouraged the learners to try harder
It’s a good idea to use what’s happening around you to teach some new vocabulary.
Match the following examples of a teacher’s language used with a class of elementary learners with a trainer’s comments. 10. We need to get rid of two things from this list. Which would you eliminate, An-Ju?
Your instructions were not always given in the most logical order.
It was sensible to change task in the circumstances.
Make sure you keep the lexis in your instructions at an appropriate level.
I like the way you encouraged the learners to try harder
It’s a good idea to use what’s happening around you to teach some new vocabulary.
Match the following examples of a teacher’s language used with a class of elementary learners with a trainer’s comments. 11. You don’t seem to be trying very hard with your writing today. Let’s practise our song instead.
Your instructions were not always given in the most logical order.
It was sensible to change task in the circumstances.
Make sure you keep the lexis in your instructions at an appropriate level.
I like the way you encouraged the learners to try harder
It’s a good idea to use what’s happening around you to teach some new vocabulary.
Match the following examples of a teacher’s language used with a class of elementary learners with a trainer’s comments. 12. You’re doing well. But let’s see which pair is the first to label all the pictures.
Your instructions were not always given in the most logical order.
It was sensible to change task in the circumstances.
Make sure you keep the lexis in your instructions at an appropriate level.
I like the way you encouraged the learners to try harder
It’s a good idea to use what’s happening around you to teach some new vocabulary.
Match the following examples of a teacher’s language used with a class of elementary learners with a trainer’s comments. 13. My other class did much better in the progress test.
It’s better not to nominate at the beginning of a question so all the learners pay attention.
You should try to give formative feedback
Ringing a bell or clapping your hands can be a good way to make the class listen.
I like the way you encouraged the learners to try harder.
It’s a good idea to use what’s happening around you to teach some new vocabulary.
Choose the instruction which followed the teacher’s action. 14. The teacher handed out a questionnaire, so learners could find out about their partner. The first instruction was …
Work in small groups and compare your answers.
Ask and answer questions with your partner to complete the questionnaire.
How many people had the same answers?
Choose the instruction which followed the teacher’s action. 15. 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.
Choose the instruction which followed the teacher’s action. 16. 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.
Choose the instruction which followed the teacher’s action. 17. Work with someone from another group and ask your five questions.
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.
Choose the instruction which followed the teacher’s action. 18. The teacher collected several objects from around the classroom and she put them in a bag. The first instruction was …
Describe it but do not say the name of the object.
Andre, put your hand in the bag and touch one of the objects
Write the adjectives that describe the object.
Choose the instruction which followed the teacher’s action. 19. The teacher wanted to elicit some adverbs by miming some actions. The first instruction was …
Mime an action and your partner has to say if you’re doing it patiently or impatiently.
Mime an action and your partner has to say if you’re doing it patiently or impatiently.
Tell your partner which action you think I was miming
Match the examples of Learner 2’s language with the functions listed. 20, Learner 1: I’ve got Friday written down here. Learner 2: That’s right, we’re supposed to hand it in by 12:00.
complaining
expressing obligation
giving permission
warning
disagreeing
Match the examples of Learner 2’s language with the functions listed. 21. Learner 1: I’ve got ski for number 6. Have you? Learner 2: Surely it can’t be if it comes after enjoy?
complaining
expressing obligation
giving permission
warning
disagreeing
Match the examples of Learner 2’s language with the functions listed. 22. Learner 1: Do you think we’ve spelled everything correctly? Learner 2: I’m going to check in a dictionary this evening.
correcting
stating intention
predicting
complaining
expressing obligation
Match the examples of Learner 2’s language with the functions listed. 23. Learner 1: I forgot to bring my homework in again. Learner 2: Oh, the teacher won’t mind.
correcting
stating intention
predicting
complaining
expressing obligation
Match the examples of Learner 2’s language with the functions listed. 24. Learner 1: I forgot to bring my homework in again. Learner 2: Oh, the teacher won’t mind.
correcting
stating intention
predicting
complaining
expressing obligation
Match the examples of Learner 2’s language with the functions listed. 25. Learner 1: So you’re getting married next Friday, I hear? Learner 2: Actually, the Friday after.
correcting
stating intention
predicting
complaining
expressing obligation
Match the examples of Learner 2’s language with the functions listed. 26. Learner 1: Can I borrow your grammar book this evening? Learner 2: That’s fine, but can you give it back to me tomorrow?
complaining
expressing obligation
giving permission
warning
disagreeing
Look at the incomplete statements about functions of learner language and the three options for completing them listed A, B and C. Choose the option that does NOT complete the statement correctly. 27. In order to do an information gap task, learners usually need to
ask questions.
express disagreement.
share knowledge.
Look at the incomplete statements about functions of learner language and the three options for completing them listed A, B and C. Choose the option that does NOT complete the statement correctly. 28. In order to do a group ranking task, learners usually need to
make guesses.
give opinions
express agreement.
Look at the incomplete statements about functions of learner language and the three options for completing them listed A, B and C. Choose the option that does NOT complete the statement correctly. 29. In order to prepare a poster together, learners usually need to.
negotiate roles
express preferences.
make predictions.
Look at the incomplete statements about functions of learner language and the three options for completing them listed A, B and C. Choose the option that does NOT complete the statement correctly. 30. In order to categorise some vocabulary into groups, learners usually need to.
compare and contrast.
narrate.
express doubt.
Look at the incomplete statements about functions of learner language and the three options for completing them listed A, B and C. Choose the option that does NOT complete the statement correctly. 31. In order to role-play a job interview, learners usually need to
offer corrections.
ask for information.
give reasons.
Look at the incomplete statements about functions of learner language and the three options for completing them listed A, B and C. Choose the option that does NOT complete the statement correctly. 32. In order to label a picture of a house with rooms and furniture in pairs, learners usually need to
offer suggestions.
describe a process.
express certainty.
Look at the incomplete statements about functions of learner language and the three options for completing them listed A, B and C. Choose the option that does NOT complete the statement correctly. 33. In order to do peer evaluation on homework, learners usually need to.
negotiate.
express ideas.
give clarification.
Match the error in each line of the learner’s writing to the types of error. 34. The classmate I will describe to you is a bit smaller than I.
articles
pronouns
prepositions
Match the error in each line of the learner’s writing to the types of error. 35. He has a brown hair and blue eyes and wears glasses
articles
pronouns
prepositions
Match the error in each line of the learner’s writing to the types of error. 36. but he doesn’t like it when anyone reminds that he is small.
articles
pronouns
prepositions
Match the error in each line of the learner’s writing to the types of error. 37. He loves maths and plays lots of sport in the weekend.
articles
pronouns
prepositions
Match the error in each line of the learner’s writing to the types of error. 38. He has a brother and a ten year old sister who name is Flora.
articles
pronouns
prepositions
Match the error in each line of the learner’s writing to the types of error. 39. He has many friends and is very good for organising parties.
articles
pronouns
prepositions
Match the error in each line of the learner’s writing to the types of error. 40. He is in his last year at school and he is in same class as me.
articles
pronouns
prepositions
