Available in The TT Course Modules 1, 2 and 3 Online: Practice test 3.2 and Practice test 3.3 TKT Module 3__ Practice test 3.1 A sample answer sheet is on page 234. For questions 1-6, match the examples of teachers’ classroom language with the functions listed A-G. Mark the correct letter (A-G) on your answer sheet. There is one extra option which you do not need to use. Functions getting attention eliciting narrating managing interaction patterns giving a definition asking for clarification modelling o™mooa> Teachers’ classroom language 1] A park is a place where people go to walk and relax. Children can play there, too. OK, now ... everyone ... stop what you're doing. I'm not quite sure what you mean. Give us some more detail. It was the middle of the night and Tom was asleep. Suddenly he heard a sound. You say it like this - comfortable. Now repeat. | [a] [=] [eo] [wv ‘The room in a house where people cook is called a k... , ki... ? For questions 7-12, 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 G. Choose the instruction which would be most appropriate to continue the sequence. Mark the correct letter (A, B or G) on your answer sheet.TKT Module 3 Practice test 3:1 The teacher tells students to draw the time line from the textbook in their notebooks. The teacher tells students to write two example sentences for points A and B on the line. The teacher tells students to draw four more time lines. The teacher tells students to think carefully about the grammar we use for the two points in time. The teacher tells students to complete the grammar exercise in their textbooks. The teacher tells students that they need to do some simple research for their class project. The teacher puts the students into groups and gives out a set of questions. The teacher asks a student to hand out the class set of dictionaries. The teacher tells students to answer the questions together. The teacher tells groups to go to the library in turn to collect some reference materials. 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. The teacher tells students that they do not have to write full sentences, that they can write notes. The teacher tells students to read the questions on the board. The teacher tells students to check their answers in pairs. 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. The teacher tells students they have got five minutes to practise their role- plays. The teacher checks that students know exactly what they have to do. The teacher reminds students to use the prompts from the textbook. 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. The teacher tells students to write a short dialogue using at least two of the examples. The teacher tells students to put up their hands when they hear an example. The teacher tells students to listen for examples of other functions.Module 3 72] }) The teacher tells students to open their textbooks and to look at the reading activity. il) The teacher tells students to look at the photos next to the reading passage. ‘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. The teacher tells the students to read the text in detail to find where the photos are described. For questions 13-19, match the teacher's instructions to elementary primary learners with a trainer's comments on their appropriacy listed A, B and C. Mark the correct letter (A, B or C) on your answer sheet. You will need to use some of the options more than once. Trainer's comments A. These instructions are appropriate for the learners. B These instructions are above the language level of the learners. These instructions do not tell the learners exactly what to do. Teacher's instructions to elementary primary learners [4g] Describe the poster briefly to your partner. You've got a maximum of two — minutes. 14] Open your books at page 12. Colour the picture in exercise 2. [15] Look at the board. Copy these five words into your notebooks, {16} Stand up and look at the flashcards on the walls. 47] Are you ready to get going? Can one team line their cards up face down here, and the others do the same over there. |18) Listen to the story about Tom and his cat and put up your hands. 19 Listen to the CD. Point to the toys in the picture when you hear the words.TKT Module 3 Practice test 3.1 For questions 20-26, read the student dialogues. Match the second student's responses with the functions 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. Functions emphasising prompting self-correcting checking understanding speculating encouraging changing the subject suggesting ro™mooam> Student dialogues 29) Julia: I'm not sure | can do this exercise. "Kyoko: Yes, you can. I'll help you. 21] Paula: Well, we were all on the plane waiting to take off. Then | saw the ... er... Naima: The pilot ... Lin: So what do you think picture A is? Is it the end of a pencil? Peter: | suppose it could be if you turn it this way around. 23) Sven: I don't understand the homework. Gan we do it quickly now? Geraldo: No time. Why don't you come round to my house later and we can do it together? 4] Monique: Number 4. The answer's obvious. He didn’t see her, so it's this one. Fiaad Right? Aafje: Do you mean this one is the answer? 25] Mohamed: Have you ever been to Australia? Franck: Yes, | did... er ... sorry, | have ... 96] Wong: So, | had a great holiday and met lots of new people. Stefan: Right ... next one. Sport. I'm really good at tennis and softball. 223Module 3 For questions 27-33, look at the conversation between two intermediate learners. Read the questions about their use of language and the three possible answers listed A, Band C. Choose the correct answer. Mark the correct letter (A, B or C) on your answer sheet. Juan: Vl start. | come from Spain and | love football. line 4 Fernanda: Me too. Thats ... | love football. I'm not from Spain, though. I'm line 2 from Italy. line 3 Juan: | guessed that from your T-shirt. Is that your town marked on the line 4 map of Italy? line 5 Fernanda: Yes! | 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 tobe line 9 a doctor. Your turn. line 10 Fernanda: _ I'm an only child. As for career, I'm into the arts. | want to be line 11 a designer. line 12 27| When Juan says /’l start in line 1, ‘A he has just decided he wants to begin. B itis his turn to say something. © the students decided earlier that he would start. [28] When Fernanda says That is in line 2, A she is highlighting an idea. B she is correcting Juan. © sheis clarifying. '29| When Fernanda says got the map from the internet in line 6, A. she is making a suggestion. B she is giving instructions. C she is describing part of a process. 30} When Juan says anyway in line 7, A hes trying to get the attention of the teacher. B he is changing the direction of the conversation. C he is talking to a third student. 224el is (g) TKT Module 3 Practice test 3: When Fernanda says you come from Spain, you like football in line 8, A she is summarising B sheis checking. C sheis explaining. When Juan says let me see in line 9, A. heis looking at a picture. B_heis organising his thoughts. © heis making a suggestion. When Juan says Your turn in line 10, A. hes helping Fernanda. B_heis inviting Fernanda to speak. C hes telling Fernanda the rules.Module 3 For questions 34-40, match the learners’ written mistakes with the types of mistake 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. Types of mistake wrong conjunction missing pronoun unnecessary auxiliary wrong modal verb missing article wrong preposition wrong adverb wrong tense zrommooa> Learners’ written mistakes '34] Her birthday’s on June. It's on 21st [35] They played hardly during the match. They deserved to win [36] My niece is coming to stay with us. I don't like very much! [37] What do you are think of this CD? She did well in the exam as she was very happy. Last night | saw cat in my garden. It was beautiful. 40) | have visited Italy last summer for my holidays. 226TKT Module 3 Practice test 3. For questions 41-47 match the classroom situations with the classroom management choices 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. Classroom management choices A Divide the class into As and Bs. As do the activity first while Bs do some exercises. Then they swap. B Write some useful classroom language on posters and put it around the classroom walls. Teach the phrases to students and remind them to use them in fluency work. © Don't use the mother tongue with students. If they know you won't translate, they'll listen more carefully. D Make sure you start the lesson with a flexible pair or group activity so you can start the lesson properly when everyone is present. E Prepare some extension activities before the lesson to hand out to the faster students. Try not to hurry the slower students. F Try nominating before you ask the question. G Use warmers that relax and calm your students to get them ready for the lesson. Avoid games and quizzes. H Change the class seating regularly so that the problem students are not always sitting in the same places. Classroom situations 41) It takes your lively students a long time to settle at the start of a lesson. '42| Your students pretend they don't understand when you give instructions in English. They wait for you to give them in L1. You notice that some students need more time to finish their work in class. The other students finish quickly and get bored and talkative. ‘4g| Your students never respond to you when you are eliciting. They don't say anything '45| You find mingles difficult with the large number of students in your classes. '4g| Your students often use L1 when they are doing activities in pairs and groups. Some of them do the activity but they don't do it in English. [47] You have several students who are late for class because they have an extra ~~ lesson during the break. You know it's not their fault, but it always disturbs the class. 227Module 3 For questions 48-54, match the classroom management techniques with their purposes listed A, B and C. Mark the correct letter (A, B or C) on your answer sheet. You will need to use some of the options more than once. Purposes A It promotes learner autonomy. B It encourages student participation in class. © It supports differentiation. | Classroom management techniques 48] The teacher decides to ask questions to the whole class rather than nominating, "4g|_ The teacher has class sets of dictionaries and teaches the students how to use them. (g] Students correct their own work before writing their final drafts. [51] The teacher adapts some of the activities in the coursebook and prepares extension activities before the lesson. (g2| The teacher responds to the content of what students say and does not over- correct. [gg] The students set their own learning goals and review them regularly with the teacher. The teacher regularly changes the student groupings and pairings to match students’ abilities. g] 228TKT Module 3 Practice test 31 For questions 55-61, match the teacher activities with the teacher roles listed A-D. Mark the correct letter (A-D) on your answer sheet, You will need to use some of the options more than once. Teacher roles A Assessor (someone who evaluates the students’ performance and behaviour) B Motivator (someone who encourages the students) Planner (someone who plans what the students are going to do) D Contributor (someone who gives ideas and information about a topic) Teacher activities The teacher brings in photos and pictures from magazines to help students think of what to say. The teacher responds to what students say with enthusiasm and gives everyone a chance to speak. The teacher keeps records of students’ work and progress. ‘The teacher regularly prepares a scheme of work. The teacher uses regular tests to monitor students’ level of language proficiency. The teacher expresses her point of view in class discussions. ‘The teacher meets with her colleagues to decide on an appropriate methodology for the English lessons.Module 3 For questions 62-67, look at the incomplete sentences about ways of grouping students and the three options for completing them listed A, B and C. ‘Two of the options complete the statements correctly. One option does NOT. Mark the letter (A, B or C) which does NOT complete the statement correctly on your answer sheet. The teacher wants the students to share their ideas before the class feedback so she A. tells them to check answers with a partner. B collects the students’ answer papers. tells them to exchange answer papers. 63| The teacher wants the students to work in mixed-ability groups so he A has them choose their own student groupings. B plans the student groupings before the lesson. G groups students using the results from a test. 64] The teacher wants the students to think about the learning strategies they used in an activity so she A gives three minutes’ individual thinking time. B does a team quiz with the class. C puts them into groups of three for reflection. The teacher wants the shy, quiet students to take a more active role in the class so she A. keeps a list of students to nominate and tries to include everyone in a lesson. B gives the class 20 seconds thinking time between asking the question and eliciting the answer. accepts responses from students who put their hands up first. The teacher wants the students to talk to as many of their classmates as possible so he A does an open pair activity. B does a class survey. © does a mingle. [67] The teacher wants the students to work at their own pace in a revision activity so he A lets students work individually. B has the fast finishers do an extra activity. G asks students to do a brainstorm in pairs. 230‘TKT Module 3 Practice test 3.1 For questions 68-73, match the classroom situations in which students make mistakes with the most appropriate correction strategies listed A, B and C. Mark the correct letter (A, B or C) on your answer sheet. You will need to use some of the options more than once. 74 72| 73| Correction strategies AA delayed correction B peer or self-correction © immediate teacher correction Classroom situations The learners do a role-play in groups of three and many of them make the same unimportant grammar error but it doesn't stop them communicating. Alearner, without knowing, uses an expression incorrectly and, by mistake, makes everyone laugh. This makes him embarrassed. Ashy, elementary primary learner gives a short talk about his favourite toy. He often leaves out the verb to be in his sentences. Alearner reports back after a pairwork activity. He makes a couple of slips with language he already knows. A group of learners take part in a class discussion. One learner presents his argument but makes several lexical errors which result in miscommunication. The other learners in the class cannot follow his argument. The learners write the same story in groups of four. Each group produces one copy of the story for the next group to read. The stories all contain some slips. 231Module 3 For questions 74-80, look at the classroom situations and the three ways of giving written feedback listed A, B and C for the classroom situation. ‘Two of the ways of giving written feedback are appropriate. One is NOT. Mark the letter (A, B or C) which is NOT appropriate for the classroom situation on your answer sheet |7q] The teacher wants to give feedback to her young learners on their written work. ‘— She wants to encourage and motivate them. A She puts a smiley face next to their writing. B She reads out the marks to the whole class. © She writes Well done at the bottom of their writing. 75] The teacher wants to give written feedback to an individual student on his behaviour. He writes a comment in his portfolio. A Your mark of 86% is very good. B | am quite pleased with you this term. You have really tried hard. € This was a good term for you. You have calmed down a lot. 76] The teacher wants to give feedback to encourage students to make better use of a correction code for their written work. A This will help you in examinations because you'll learn to find your own mistakes. B As you use the correction code, notice if you keep making the same mistakes. Think about how you can avoid them next time. € You should be able to do this on your own so only ask me if you have to. [77] The teacher wants to give feedback to an intermediate student on his speaking in preparation for an examination. He is quite fluent but makes several basic errors. A You're still making quite small mistakes when you speak. Try recording yourself and then see if you notice the errors yourself. B Take more time in the examination. Don't feel you have to hurry. Think before you speak! € Don't worry too much about those small mistakes. The examiner won't notice. [76] The teacher wants to give feedback to an intermediate student. In a 1:1 and small-group situation the student speaks quite well but in a class situation he lacks confidence. A Your speaking is good! Think how well you did that role-play the other day. Don't worry about making mistakes in front of the class. B t's important you get over your lack of confidence. I'd like you to give a short oral presentation tomorrow. © I know you feel worried about talking in front of the class. But they're worried too when they speak out. Have a go!TKT Module 3 Practice test 31 [79] The teacher wants to give written feedback to a young learner on the ideas in a | "— story he has written i A You used all the adjectives and adverbs in the list. Well done. (i B This was a great story. | loved reading it. Thank you. l © The characters really came to life. Maybe you'll be a writer one day. 'a0| The teacher wants to give some general feedback to a strong class on their oral presentations. ‘A Most of you used the structure | suggested and, in general, the presentations were very successful. B Most of the presentations were interesting, though yours, Paola, and yours, Syivio, were rather weak. © These went well, don't you think? | thought they were all very professional and well organised. 233