Second edition

T1CT Module 2 Practice test 2.1


A sample answer sheet is on page 234.
For questions 1-7, iook at the sequence of teacher’s instructions and the three possible stage aims from a lesson listed A, В and C.
Choose the stage aim which matches the instruction.
Mark the correct letter (A, В or C) on your answer sheet. ¹


1 In your groups, decide on the very best way to spend your next holiday,
A to practise presentation skills В to give learners practice in negotiating C to practise turn-taking in a formal discussion

2. 
   | In pairs, brainstorm as many words as you can think of connected with air travel.
   

A to actively engage learners in the topic В to focus on the pronunciation of new lexical items C to get learners to work with different partners


3


Put the words from column A in the sets they belong to.


A to check learners’ accuracy in spelling В to practise deducing meaning from context C to categorise lexical items


|~4~| Read the description of an airport and label the diagram.
A to select and transfer information from a text В to identify mistakes in a text C to carry out instructions from a text


5


Listen to the announcement and note down the passenger’s flight departure time.


A to practise listening for gist В to listen for specific information C to deduce the speaker’s attitude
|~g~| Look at the examples from the announcement and, with your partner, try to work out a rule for forming the passive.
A to revise the use of the passive voice В to encourage learning through guided discovery C to give learners fluency practice


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Tier Module 2 Practice test 2.1

|~yj Write a letter of complaint about the mistakes the passenger’s travel agent has
A to practise writing an informal letter В to give learners creative writing practice C to practise writing for a specific purpose


For questions 8-14, look at the procedures from different lessons and the three stage aims listed A_} В and C.
Two of the stage aims are appropriate for the procedure. One stage aim is NOT.
Mark the letter (A, В or C) of the stage aim which is NOT appropriate on your answer sheet.


8


Show pictures and find out what learners know about the topic.
A to build on learners’ knowledge of the world В to contextualise the topic C to appeal to reflective learners


9 I Learners brainstorm vocabulary connected with a familiar topic. A to revise lexica! sets from previous lessons В to encourage autonomous learning C to lead-in to a text


10


Learners label a time line on the whiteboard.


A to help learners discover a grammar rule В to clarify meaning C to appeal to all learning styles


111 Ask concept questions about time and tense.
A to make sure that learners have understood a new language item В to give examples of different exponents of language C to help learners notice the use of language


12


Do a substitution drill, changing subject pronoun and verb.
A to give learners restricted practice В to practise interactive strategies C to practise word order


13] Role-play a written dialogue in open pairs, then in closed pairs.
A to give learners opportunities for fluency practice В to give learners guided practice
C to develop learners’ confidence about speaking in English


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Module 2

14} Learners write, then perform their own dialogues.


Ж ^givdiearners ihiegrateci sktHs'practice В to give learners an opportunity to recycle language C to give learners practice in process writing


For questions 15-20, match the general syllabus aims with the learning outcomes from a teacher’s lesson plans listed A, В and C.
Mark the correct letter (A, В or 0) on your answer sheet.
You will need to use some of the options more than once.


General syllabus aims


A to prepare learners for an examination В to equip learners with a range of useful


functions
C to provide exposure to authentic language use





Learning outcomes
Learners will be more enthusiastic about reading narrative fiction.


Learners will improve their ability to write within strict word limits.





Learners will have practised making requests and asking for information.
Learners will be more confident about watching films in English.
Learners will have used language for asking for and understanding directions.
Learners will be familiar with standard task types.


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TKT Module 2 Practice test 2.1

For questions 21-27, match the lesson plan components with the extracts from a


Mark the correct letter (A-H) on your answer sheet.
There is one extra option which you do not need to use.


Lesson plan components
A Timetable fit В Main aim C Procedures D Stage aim & Personal aim F Assumptions G Anticipated problems H Possible solutions





0
0


Lesson plan extracts
Revise the formation and use of comparative and superlative adjectives.
Although the topic is unfamiliar, learners should find it motivating,
following a lesson on conditional sentences and preparing for a class test
Some learners may not remember the vocabulary from the last fesson.
to make clearer connections between one stage and the next
to check learners’ understanding of new lexical items
Give instructions in written form if learners have difficulties understanding them.


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Module 2

For questions 28-33, read the stages of an integrated skills lesson and fill in the
■^;iWisSing^;''Stag©s--frofri^;'the Options listed
Mark the correct letter (A-F) on your answer sheet.


Stages
A Groups read a transcript and discuss the possible content of the missing sections.
В Teacher gives feedback on language errors.
C Learners read an article about sports training.
D Each group produces a plan for a new sports centre. E Each group decides which plan they think is best.
F Teacher uses visuals to introduce the topic.





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TKT Module 2 Practice test 2.1

For questions 34-40, look at the assessment aims and the three instructions listed A, В


Two of the instructions match the assessment aims. One instruction does NOT.
Mark the letter (A, В or C) which does NOT match the assessment aim on your answer sheet.


34


to check learners’ understanding of recently taught vocabulary


A Put the words into groups under the appropriate headings.
В Complete the spaces in the text, using the words in the box. C Check the meanings of these words in your dictionaries.


35


to assess learners’ interactive speaking skills


A Discuss the advantages and disadvantages with your partner. В Repeat this chant with your classmates.
C Use the prompt cards to guide your role-play.


361 to test learners’ accuracy and control of grammatical structures
A Put the sentences into the same order as the events in the pictures.
В Complete each sentence so that it means exactly the same as the one before it.
C Put the words into the correct order to form sentences.


371 to assess learners’ reading skills
A Choose the sentence which best summarises the text.
В Decide if the following statements are true (T) or false (F), or if the information is not mentioned.
C Correct the underlined grammar mistakes in the following sentences.


38


to assess learners’ awareness of features of connected speech


A Underline the syllables that you expect to be stressed.
В Listen to the ten words again and underline the words you don't understand, C Draw a line to show where there is linking between words.


391 to assess learners’ listening skills
A Write a message to your friend about the phone call you’ve just heard. В Tick the topics that are mentioned by the speaker.
C Read the questions and say them with the correct intonation.


40


to assess learners’ writing skills
A Listen to the conversation and note down the names you hear.
В Complete the topic sentence for each paragraph.
C Complete the form with the appropriate personal information.


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Module 2

For questions 41-47, match the dictionary entries with the types of dictionary listed


Mark the correct fetter (A-C) on your answer sheet.
You wifi need to use some of the options more than once.
Types of dictionary
A Dictionary of idioms В Dictionary of language and culture C Dictionary of phrasal verbs


Dictionary entries


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!


breeze
shoot the breeze
If you shoot the breeze, you talk with other people in an informal and friendly way.


43


Race Re.la.tions Act, the /,■ ^л- ,7 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


take down sth or take sth down
to write something, especially something that someone says.