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TKT Module 1 Mock Paper 1 （模块一模拟试题1） |
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There are 80 questions in this paper.
Each question carries one mark.
For questions 1 – 7 , complete the sentences by choosing the appropriate grammatical term listed A , B or C .
Mark the correct letter ( A , B or C ) on your answer sheet.
1 The underlined word in ‘She may not join us today because she is busy.’ is
A an intransitive verb.
B a modal verb.
C a linking verb.
2 The underlined word in the sentence ‘The Nile is the longest river in the world.’ is
A a proper noun.
B a compound noun.
C a collective noun.
3 The underlined words in ‘He practises a lot in order to improve his basketball skills.’ are
A a preposition.
B a conjunction.
C a modifier
4 The underlined word in ‘He has watched ten films today.’ is
A a stative verb.
B a phrasal verb.
C a transitive verb.
5 The underlined word in ‘This book is Tom’s, not mine .’ is
A a possessive pronoun.
B a reflexive pronoun.
C a relative pronoun.
6 The underlined word in ‘ Jogging is my favourite sport.’ is
A a gerund.
B a past participle.
C a present simple verb.
7 The underlined words in the sentence ‘ I can’t go to the party because I have another appointment.’ are
A a main clause.
B an adverbial.
C a subordinate clause.
For questions 8 – 13 , match the uses of grammatical structures with the underlined examples in the sentences 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.
A He left for work in the afternoon.
B Take the medicine three times a day.
C Even though she tries very hard, she won’t win the competition.
D I’m hiring a car when I get to London.
E They were made from different kinds of plasti .
F It was an early flight so she suggested that we got up at six in the morning.
G You won’t achieve your goal unless you work much harder .
8 to specify the conditions in which something might happen
9 to focus on an action itself rather than the doer of the action
10 to tell someone what to do
11 to report what someone advised
12 to talk about a previously made future arrangement
13 to introduce contrasting information
For questions 14 – 19 , match the example sentences with the lexical features they contain 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.
A synonyms
B antonyms
C homophones
D compound noun
E word with prefi
F word with suff
G verb-noun strong collocation
14 Kate prefers paperback books.
15 He ordered dinner from the menu.
16 His laziness is a problem.
17 This part is long. Can you rewrite it?
18 On a clear day you can see the sea from the window.
19 He always shouts and yells a lot.
For questions 20 – 27 , each word has two vowel sounds. Match the words with the pairs of phonemic symbols listed A – I .
Mark the correct letter ( A – I ) on your answer sheet.
There is one extra option which you do not need to use.
For questions 28 – 33 , read the conversation between two friends at a cinema. 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.
A comparing
B suggesting
C asking for permission
D expressing agreement
E refusing
F apologising
G expressing preference
Jack: Hey, Lily! (28) I’m really sorry that I’m late.
Lily:That’s alright. (29) Let’s get some drink and popcorn first.
Jack: (30) Sure, let’s go.
Lily: (31) OK, I’ll have Coca Cola, but no ice. Do you want the same?
Jack: (32) No, thanks. I’m OK, I think.
Lily:OK. Let’s go to Hall No. 2. The film will be on in five minutes
Jack: Oh, wait! I need to call my mum before that, but my phone is out of power.
(33) Can I borrow yours?
For questions 34 – 40 , match the reader’s activities with the reading sub-skills 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.
A extensive reading
B reading for gist
C scanning for information
34 look at the contents page of the book to find the section I ned.
35 I read quickly through the summary to find the numbers.
36 I look through the website main menu to get an idea of content.
37 I read the article to find out who wrote it
38 I read twenty pages of an autobiography every night.
39 I check the flight details to find one which fits my schedu
40 I read a short story from a graded reader in English at least once a week.
For questions 41 – 45 , match the teacher’s comments on learners’ mistakes with the types of mistakes 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.
A lexical slip
B grammatical slip
C L1 interference error
D fossilised grammar error
E lexical developmental error
F grammatical developmental error
41 Marilyn used ‘considerable’ to describe her mother’s character, but she quickly corrected and said ‘considerate’.
42 Jason seems to be figuring out the different rules of plural forms, because he tries to pu an ‘s’ ending on all nouns when there’s more than one of something.
43 Jessie keeps making the same mistakes about subject-verb agreement again and again and can’t fix this
44 Rosemary has problems with words starting with ‘th’, as her native language doesn’t have this sound.
45 Stephan sometimes forgets to use the right verb tense when speaking, even though he can write the correct form.
For questions 46 – 50, look at the incomplete statements about motivating students and the three options for completing them listed A , B and C .
Two of the options complete the statement correctly. One option does NOT .
Mark the letter ( A , B or C ) which does NOT complete the statement correctly on your answer sheet.
46 Give students encouraging feedback on their learning progress by
A keeping a personal portfolio for each student’s academic assignments.
B having continuous face-to-face discussions about individual performance.
C arranging monthly standardised exams to test their understanding of new items.
47 Allow students to have input on how their classes are set up by
A letting them choose their own partners to do tasks.
B asking them to write a detailed review of what they have learnt.
C having a pre-course survey to let them decide their preferred in-class activities.
48 Ensure students know learning goals clearly by
A writing the lesson objectives on the first page of the PPT slides for every class
B presenting the general course structure for the next term.
C keeping a teaching reflection record after each class
49 Promote learner autonomy by
A only using the tasks in the coursebook.
B introducing ELT learner websites to students.
C raising awareness on how to use English-English dictionaries.
50 Increase students’ self-confidence in learning by
A correcting all their errors.
B giving them lots of fluency practice
C giving positive feedback and encouragement.
For questions 51 – 55 , look at the incomplete statements about learning and learners, and the three options for completing them listed A , B and C .
Two of the options complete the statement correctly. One option does NOT .
Mark the letter ( A , B or C ) which does NOT complete the statement correctly on your answer sheet.
51 Learning strategies include
A guided discovery.
B paraphrasing.
C summarising.
52 Cognitive processes in L2 learning include
A grouping similar concepts together.
B deducing the word meaning from the context.
C cooperating with other learners.
53 Learner autonomy may involve
A allowing learners to make suggestions for lesson content.
B nominating learners to read aloud in the classroom.
C letting learners select extensive reading materials themselves.
54 Examples of learner characteristics are
A test scores.
B curiosity.
C motivation level.
55 A learner with a short attention span will be capable of
A listening carefully to an engaging audio recording.
B concentrating on a personalised group discussion.
C completing a series of grammar tasks in succession.
For questions 56 – 61 , match the features of language teaching with the approaches they are most typical of 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.
A Guided Discovery
B TBL (Task-based Learning)
C PPP (Presentation, Practice and Production)
56 The learners complete a problem-solving assignment during a trip to a museum.
57 The target language is given in a context and used in a controlled, then a freer manner.
58 Students work out the rules of a new language item by being exposed to relevant examples.
59 The lesson focus is the teacher showing the rules of a grammar item.
60 Students learn to use functional language for real group communication by working together on a single activity.
61 Also known as an inductive approach, it’s where a teacher provides examples of a language item and lets the learners to work out the rules themselves.
For questions 62 – 67 , match the students’ descriptions with the presentation techniques and classroom activities 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.
A brainstorming
B survey
C visualization
D concept checking
E choral drilling
F mingle lead-in
G using teaching aids
62 We asked other students about their favourite food and wrote down their answers on the questionnaire we designed.
63 We looked at the timeline and the teacher asked ‘Does he live there now?’
64 The teacher said a phrase and told all of us to repeat it together several times.
65 The teacher told us to write down as many words as possible related to the topic in five minutes.
66 The teacher showed us four paintings of a famous artist in a lesson about art.
67 It can help us to remember new words or can be used for creative storytelling.
For questions 68 – 74 , match the practice activities with the most common teaching purposes they are used for 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.
A to promote peer interaction
B to focus on gist reading
C to give students accuracy practice of the target language
D to check knowledge and understanding of new vocabulary
68 verb-tense gap-fill
69 crossword puzzle
70 dictation
71 mind-mapping
72 fluency freer practice tasks
73 individual ranking tasks
74 a timed skimming task
For questions 75 – 80 , match the instructions for the assessment tasks with the assessment aims 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.
A to assess writing skills
B to assess gist reading
C to check vocabulary knowledge
D to check grammar knowledge
E to assess spoken fluenc
F to assess reading for specific information
G to assess features of pronunciation
75 Circle the best title for this reading passage.
76 Write down the antonym for each of the words in the box.
77 You need to think about punctuation and organisation of ideas.
78 Try to use fillers and pauses in your description.
79 Put the stress on the right syllable.
80 Complete the sentences with the appropriate modals.