作者：周超 Madelize Bekker
出版社：中国人民大学出版社
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TKT剑桥英语教学能力认证考试全真模拟试题试读：
Teaching Knowledge Test Module 1
Practice Test 1
For questions 1—6, match the underlined word in the sentences below with the grammatical terms 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.Grammatical terms
A reflexive pronoun
B possessive pronoun
C subject pronoun
D relative pronoun
E object pronoun
F emphatic pronoun
G demonstrative pronoun
1 I didn't know the man who sat next to me.
2 The yellow car is theirs.
3 The young girl dressed herself for the first time.
4 Those don't belong to you.
5 We can't stop now.
6 Where did you meet him
For questions 7—13, match the underlined clauses or phrases in the sentences below with their meanings listed A, B, C and D.
Mark the correct letter (A, B, C or D) on your answer sheet.Meanings
A cause
B effect
C comparison
D contrastClauses and phrases
7 The children played outside in spite of the rain.
8 She likes to read late at night just as her sister does.
9 Although Lucy ran fast, she couldn't catch up.
10 I missed the bus so I was late for the appointment.
11 Since the city was so crowded, they moved to the country.
12 As it was raining, they stayed indoors.
13 She was calm before the test whereas the others were nervous.
For questions 14—19, choose the correct lexical or phonological terms to complete the sentences.
Mark the correct letter (A, B or C) on your answer sheet.
14 Take a break, a bunch of carrots and from dawn till dusk are examples of A lexical sets.
B collocations.
C idioms.
15 Sunglasses, sandcastles, and palm trees are examples of A minimal pairs.
B collective nouns.
C compound nouns.
16 Old, mature, and aged are examples of A synonyms.
B antonyms.
C false friends.
17 Committee, audience and team are examples of A collective nouns.
B word families.
C homonyms.
18 International, submarine and semicircle include examples of A formal language.
B idioms.
C prefixes.
19 But and bat; want and won't; hurt and heart are examples of A weak forms.
B minimal pairs.
C rhymes.
For questions 20—28, look at the two vowel sounds in each word. Match the vowel sounds in the words with the pairs of phonemic symbols listed A—J.
Mark the correct letter (A—J) on your answer sheet.
There is one extra option which you do not need to use.
For questions 29—34, match the example sentences 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.
For questions 35—40, look at the language skills and three possible descriptions of them.
Two of the descriptions are appropriate in each situation. One of the descriptions is NOT appropriate.
Mark the description (A, B or C) which is NOT appropriate on your answer sheet.
35 Cohesion involves
A using pronoun reference.
B using conjunctions.
C using appropriate register.
36 Proofreading involves
A checking for spelling mistakes.
B checking the grammar is correct.
C checking consistency of style.
37 Prediction involves
A looking at headings and subheadings.
B reading the text word by word.
C looking at pictures and diagrams.
38 Reading for detail involves
A trying to understand all the ideas in the text.
B trying to understand relationships between sentences.
C trying to understand only the main purpose of the text.
39 Inferring involves
A deciding how the writer feels about something.
B checking unknown words in a dictionary.
C taking notice of register and style.
40 Speaking fluently involves
A maintaining a fast flow of speech.
B speaking at normal speed.
C using paraphrase to avoid pauses.
For questions 41—46, match the general advice on motivation with the strategies for encouraging motivation listed A, B, C and D.
Mark the correct letter (A, B, C or D) on your answer sheet.
You need to use some options more than once.Strategies
A promote student autonomy
B build rapport with students
C increase students'self-confidence
D personalise lessonsAdvice
41 Grade activities to provide opportunities for equal participation in class.
42 Adapt materials to fit the context and situation of students.
43 Give students projects to do outside the classroom.
44 Provide positive feedback and encouragement.
45 Instruct students on how to use reference materials in the library.
46 Smile a lot and make eye contact at every opportunity.
For questions 47—52, match what the student does with the terms about language learning listed A, B and C.
Mark the correct letter (A, B or C) on your answer sheet.Terms about language learning
A exposure
B interaction
C focus on formWhat the student does
47 I read graded readers from the library.
48 I talk about the stories I have read with my classmates.
49 I use the Internet to find the words of my favourite English songs.
50 I proofread my partner's work looking for correct subject-verb agreement.
51 I spend time learning irregular past participles.
52 I listen to the news on the radio.
For questions 53—58, match the classroom activities with the learning styles 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.Learning styles
A reflective
B analytic
C auditory
D group
E impulsive
F kinaesthetic
G visualClassroom activities
53 Students build a model house out of a shoebox.
54 Students listen to a tape-recorded interview.
55 Students are given a lot of time to think before they attempt to answer questions.
56 Students are divided into teams to work on problems.
57 Students describe what they see in a sequence of pictures.
58 Students must respond to a cue card within 3 seconds.
For questions 59—64, match the statements with the teaching approaches that they describe listed A, B and C.
Mark the correct letter (A, B or C) on your answer sheet.Teaching approaches
A Content and Language Integrated Learning (CLIL) B Total Physical Response (TPR)
C Structural ApproachStatements
59 Language structures are learnt through controlled exercises.
60 Lexis and grammar are the most important aspects of language.
61 Students often go through a silent period during which they hear language but are not required to speak it.
62 The language is acquired by using it to learn a school subject.
63 Focus is on accuracy and mistakes should be avoided.
64 There is no obvious focus on one particular aspect of language, e.g. grammar, discourse, functions.
For questions 65—70, match the teacher's actions with the introductory activities and presentation techniques 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.Introductory activities and presentation techniques A a situational presentation
B modelling
C eliciting language
D a warmer
E a lead-in
F miming
G concept questionsTeacher's actions
65 The teacher asks the students Am I talking about something that is likely to happen or something that is unlikely to happen?
66 The teacher describes something that happened between two people in a grocery store. He uses the items he bought as aids to the story telling.
67 The teacher writes a sentence with the target language on the board and the students copy it into their notebooks.
68 Students discuss items on a menu before beginning a lesson on ordering meals in a restaurant.
69 The teacher asks the class for examples of different kinds of holidays and writes them on the board.
70 The teacher gives the class a quick quiz to raise energy levels.
For questions 71—75, look at the questions about classroom activities and three possible answers.
Choose the correct answer A, B or C.
Mark the correct letter (A, B or C) on your answer sheet.
71 Which activity does NOT focus on accuracy A brainstorming
B filling in the gaps in a grammar exercise C choral drilling
72 Which activity does NOT focus on listening for specific information A listening to label a diagram
B listening to fill in a form
C listening to decide on context
73 Which activity does NOT give free practice A keeping a diary
B categorisation
C mingling
74 Which of these does NOT necessarily use the target language A substitution drills
B gap-fill activities
C skim reading
75 Which activity does NOT focus on fluency A problem solving
B guided repetition
C group discussion
For questions 76—80, match the teachers'descriptions of assessment tasks with the types of tests listed A—F.
Mark the correct letter (A—F) on your answer sheet.
There is one extra option which you do not need to use.Types of tests
A diagnostic
B summative
C proficiency
D objective
E progress
F placementTeachers'descriptions
76 My students are at the end of their course and I have to give them a test for which they will receive a grade.
77 The students have to do a test before classes start so that I can put them in the right level.
78 The students will complete a multiple-choice test. Anyone could mark this test, given the marking schedule.
79 I need to give my students a test to find out their strengths and weaknesses.
80 The students are mid-way through their course now and I have to test their knowledge of the language structures that have been taught so far.
Practice Test 2
For questions 1—6, match the example language with the grammatical terms 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.
For questions 7—11, match the underlined words in the text below with the grammatical terms listed A—F.
Mark the correct letter (A—F) on your answer sheet.
There is one extra option which you do not need to use.Grammatical terms
A collective noun
B uncountable noun
C proper noun
D abstract noun
E compound noun
F plural noun
(7) Ingrid waited at the (8) farm gate. While she was waiting, she thought about the twelve missing (9) sheep and wondered where they could possibly have gone. It was a complete (10) mystery. The neighbouring farmer had not seen them; he surely would have noticed a few stray sheep in amongst his (11) herd of cows.
For questions 12—17, choose the correct word(s) to complete each definition of lexical terms.
Mark the correct letter (A, B or C) on your answer sheet.
12 ______is a group of words that are about the same topic.
A A lexical set
B A phrase
C A synonym
13 A group of words that come from the same base word is called ______
A a minimal pair
B a multi-word verb
C a word family
14 Collocations, fixed expressions and idioms are all different kinds of ______
A chunks
B compounds
C conjunctions
15 A homophone has the same ______as another word.
A meaning
B sound
C spelling
16 A suffix is added ______ of a word to make a new word.
A at the beginning
B in the middle
C at the end
17 A clause usually consists of a subject and ______ .
A an infinitive
B a finite verb
C a phrasal verb
For questions 18—25, look at the questions about phonology and the three possible answers listed A, B and C.
Choose the correct option (A, B or C).
Mark the correct letter (A, B or C) on your answer sheet.
18 Which word is stressed on the middle syllable
A probable
B commotion
C afternoon
19 Which set of words is a minimal pair
A we're—weir
B think—thing
C bit—beetle
20 Which word contains a diphthong
A boy
B bought
C banner
21 Which word contains a schwa sound in connected speech A toxic
B phonology
C girlfriend
22 Which is the correct phonemic script for superman A su:pamaen
B su:p\:ma:n
C su:pamean
23 Which set of words has linking in connected speech A that sandy beach
B it's salt and pepper
C the pepper pot
24 How many phonemes are there in the word disturbing A six
B seven
C eight
25 Which word has a voiced consonant
A cyst
B pot
C they
For questions 26—31, read the conversation between a mother and her daughter in a clothing store. Match the underlined sentences 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
A predicting
B making an excuse
C making a suggestion
D expressing an opinion
E asking for clarification
F asking for an opinion
G accepting a suggestionConversation
Mother: How do you think this jacket looks on me? (26) Do you like it Daughter: (27) Oh, it's great. I love the colour.
Mother: And the style
Daughter: It isn't quite right.
Mother: (28) You mean it doesn't fit me, or what
Daughter: Well, it's a bit tight on you … (29) you could try a bigger size.
Mother: (30) Okay, why not I'll have a look at those ones over there.
Daughter: (31) I bet the next size up will be just perfect.
For questions 32—37, match the teacher's comments with the aspects of speaking listed A, B, C and D.
Mark the correct letter (A, B, C or D) on your answer sheet.
You need to use some options more than once.Aspects of speaking
A interaction
B connected speech
C appropriacy
D accuracyTeacher's comments
32 He uses too much idiomatic language. When he gives his presentation, he will have to be more formal.
33 She needs to look up and make eye contact when she is speaking.
34 He speaks in a monotone, pronouncing every syllable of every word with equal stress.
35 She needs to remember to use the past tense consistently when talking about her experiences.
36 He is good at using his hands and body to express himself, especially when he does not understand.
37 Her use of contractions makes her speech sound very natural.
For questions 38—42, match the readers'statements with the terms about reading listed A—F.
Mark the correct letter (A—F) on your answer sheet.
There is one extra option which you do not need to use.Terms about reading
A using reference materials
B intensive reading
C inferring
D skimming
E scanning
F extensive readingReaders'statements
38 I am looking in the newspaper to find out what time the film starts.
39 I am looking through a book in the library to decide if I want to borrow it.
40 From the way this author writes, I get the feeling he doesn't like people in authority.
41 I need to look up this word in the dictionary.
42 I am enjoying reading this novel I got for my birthday.
For questions 43—46, look at the advice for motivating learners and the three classroom activities listed A, B and C.
Two of the activities match the advice. One activity does NOT match the advice.
Mark the activity (A, B, or C) which is NOT appropriate on your answer sheet.
43 Create interest.
A Use a variety of materials and activities.
B Select tasks and topics that appeal to the students.
C Be a sensitive and patient teacher.
44 Encourage learner autonomy.
A Do a lot of quizzes in class.
B Get students to organise their own learning process.
C Welcome questions and other participation from students.
45 Create a positive classroom atmosphere.
A Acknowledge all student contributions.
B Establish a safe, secure environment.
C Invite native speakers to give talks.
46 Set goals.
A Find out students'aims and needs.
B Highlight the usefulness of every task.
C Establish a number of particular learning targets for the students.
For questions 47—51, match the teachers'comments with the types of mistakes they are talking about listed A—F.
Mark the correct letter (A—F) on your answer sheet.
There is one extra option which you do not need to use.Types of mistakes
A grammatical slip
B lexical developmental error
C pronunciation slip
D fossilised grammatical error
E lexical interference error
F lexical slipTeachers'comments
47 A student in my class said, ‘I went to the library and bought a new book.'For some reason, this student and others from this language background often say library when they mean bookshop.
48 A normally very accurate and competent student arrived in class this morning in a great state of excitement and said, ‘My friend has win the lottery!'
49 I have one or two fluent students who, despite having made a lot of progress, still consistently say things like, She never come home on time.
50 I overheard a student say that she was going to tell a yolk but she immediately corrected herself and said, ‘I meant “joke”—I'm going to tell a joke.'
51 One student said to another this morning, ‘My bottom's in my bag—ah, bottle, I should have said, “My bottle's in my bag”.'
For questions 52—57, match the learners'statements with the types of learning needs 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.Learners'needs
A exam strategies
B learning gap
C cultural background
D professional needs
E security
F workload
G previous learning experienceLearners'statements
52 I don't think I ever learnt how to use modals appropriately, so I avoid using them altogether.
53 I am a very shy person and I feel embarrassed if I have to talk in front of other students, so I never ask questions in class.
54 I never answer a question unless the teacher asks me directly because that would not be polite in my country.
55 The teacher gives us big projects to do at home but every day after class I have to help my parents in their shop so there is never enough time to finish them.
56 My English comprehension is good, but I always run out of time before I finish the reading test so I get a low score.
57 I want to learn more business English and job-related technical vocabulary so that I can apply for promotion.
For questions 58—63, look at the terms about introductory activities and presentation techniques and the three possible examples listed A, B and C.
Choose the example (A, B or C) which matches the term.
Mark the correct letter (A, B or C) on your answer sheet.
58 Guided discovery.
A The teacher asks the students to underline all the examples of comparative adjectives in a text and work out the rule for making comparative forms.
B The teacher mimes something she has difficulty doing and asks the class to describe the action.
C The students look at pictures and, in pairs, decide on what the objects are.
59 Eliciting.
A The teacher asks students to have another look at their essays and try to improve the style and content.
B The teacher plays a recording of two people arguing and asks the students if they know what the argument was about.
C The teacher shows pictures of simple actions. She prompts the students by saying ‘Yesterday I…'
60 Controlled practice.
A Students talk about what they did at the weekend. The teacher walks around correcting inaccurate use of the past tense.
B Students do a role-play based on a recorded conversation they listened to.
C Students listen to jazz chants and repeat them, trying to use the same pronunciation and intonation.
61 Ice breaker.
A As students enter the room, the teacher asks them to sit down and fill in a form with their personal details.
B As students enter the room, the teacher asks them to shake hands with other students and introduce themselves.
C As students enter the room, the teacher asks them to hand in their homework.
62 Test-teach-test.
A The teacher explains the rules about using some or any. Students do an exercise using some or any. The teacher tests the students on the target language.
B The students do a task on the target language some or any. The teacher explains the rules about using some or any. The students do a task filling in gaps with some or any.
C The teacher tests the students on the target language of the previous lesson. She teaches the new language (when to use some or any). The students do a test on the new language.
63 Focus on form.
A The teacher displays a set of useful language items and asks students to predict how likely it is that these items would occur in spoken language.
B The teacher gives students a task-based learning activity, such as a role-play, in which the students should ideally use modals.
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