Second edition

225

Module з

For questions 34-40, match the learners’ written mistakes with the types of mistake


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


A wrong conjunction В missing pronoun О unnecessary auxiliary В wrong modal verb E missing article F wrong preposition 0 wrong adverb H wrong tense


34
35


Learners’ written mistakes
Her birthday’s on June, it’s on 21st.
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
38


What do you are think of this CD?
She did well in the exam as she was very happy.


jgoj Last night i saw cat in my garden. It was beautiful.


1401 l have visited Italy last summer for my holidays.


226

TKT Module 3 Practice test 3.1

For questions 41-47 match the classroom situations with the classroom management


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.
В 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.
C 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 LI.


You notice that some students need more time to finish their work in class. The other students finish quickly and get bored and talkative.


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.


4©


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.


«] 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 з

For questions 48-54, match the classroom management techniques with their


Mark the correct letter (A, В or C) on your answer sheet.
You will need to use some of the options more than once.


Purposes
A It promotes learner autonomy. В ft encourages student participation in class.
C It supports differentiation.


48


Classroom management techniques
The teacher decides to ask questions to the whole class rather than nominating.


49


The teacher has class sets of dictionaries and teaches the students how to use them.


50


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.


52


The teacher responds to the content of what students say and does not over- correct.


The students set their own learning goals and review them regularly with the teacher.
54] The teacher regularly changes the student groupings and pairings to match students’ abilities.


228

TKT Module 3 Practice test 3.1

For questions 55-61, match the teacher activities with the teacher roles listed A D. Mark the correct tetter (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) В Motivator (someone who encourages the students)
C Planner (someone who plans what the students are going to do)
D Contributor (someone who gives ideas and information about a topic)


Teacher activities


55


The teacher brings in photos and pictures from magazines to help students think of what to say.


56


57
58
59
60


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.


61


The teacher meets with her colleagues to decide on an appropriate methodology for the English lessons.


229

Module з

For questions 62-67, took at the incomplete sentences about ways of grouping
them fisted А, В and C.
Two of the options complete the statements correctly. One option does NOT.
Mark the letter (A, В or C) which does NOT complete the statement correctly on your answer sheet.


62


The teacher wants the students to share their ideas before the class feedback
so she


A tells them to check answers with a partner. В collects the students’ answer papers.
C 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. В plans the student groupings before the lesson. C 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. В does a team quiz with the class.
G 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. В gives the class 20 seconds thinking time between asking the question and eliciting the answer,
C accepts responses from students who put their hands up first.


jggj The teacher wants the students to talk to as many of their classmates as possible so he
A does an open pair activity.
В does a class survey.
C does a mingle.


The teacher wants the students to work at their own pace in a revision activity so he


A lets students work individually.
В 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 Withapjptopfiate dorrectiod Strategies ПШй Д, В arid C,
Mark the correct letter (A, В or C) on your answer sheet.
You will need to use some of the options more than once.


Correction strategies
A delayed correction В peer or seif-correct ion C immediate teacher correction


Classroom situations


68


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.


A learner, without knowing, uses an expression incorrectly and, by mistake, makes everyone laugh. This makes him embarrassed.


70


A shy, elementary primary learner gives a short talk about his favourite toy. He often leaves out the verb to be in his sentences.


71


A learner reports back after a pairwork activity. He makes a couple of slips with language he already knows.


72


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 O fdf thd CtasbfbOiri situation.
Two of the ways of giving written feedback are appropriate. One is MOT.
Mark the letter (A, В or C) which is MOT appropriate for the classroom situation on your answer sheet.


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.
В She reads out the marks to the whole class.
C She writes Well done at the bottom of their writing.
7g| 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.
В I am quite pleased with you this term. You have really tried hard.
C This was a good term for you. You have calmed down a lot.
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.
В As you use the correction code, notice if you keep making the same mistakes.
Think about how you can avoid them next time.
C You should be able to do this on your own so only ask me if you have to.
^1 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.
В Take more time in the examination. Don’t feel you have to hurry. Think before you speak!
C Don’t worry too much about those small mistakes. The examiner won’t notice.


78


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.
В It’s important you get over your lack of confidence. I’d like you to give a short oral presentation tomorrow.
С I know you feel worried about talking in front of the class. But they’re worried too when they speak out. Have a go!


232

щ

ТКТ Modules Practice test 3.1


79I The teacher wants to give written feedback to a young learner on the ideas in a ^'^БТЬГУ'Ш'Ш^ .
A You used all the adjectives and adverbs in the list. Well done.
В This was a great story, I loved reading it. Thank you.
C The characters really came to life. Maybe you’ll be a writer one day.


80


The teacher wants to give some general feedback to a strong class on their oral
presentations.


A Most of you used the structure I suggested and, in general, the presentations were very successful.
В Most of the presentations were interesting, though yours, Paota, and yours, Sylvio, were rather weak.
C These went well, don’t you think? I thought they were all very professional and well organised.


233

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