下载掌阅APP，畅读海量书库
立即打开
TKT Module 1 Mock Paper 3 （模块一模拟试题3） |
|
There are 80 questions in this paper.
Each question carries one mark.
For questions 1–7 , match the underlined pronouns in the example sentences with the grammatical 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.
A indefinite pronoun and possessive pronoun
B object pronoun and possessive pronoun
C interrogative pronoun and subject pronoun
D subject pronoun and reflexive pronoun
E subject pronoun and object pronoun
F indefinite pronoun and personal pronoun
G interrogative pronoun and relative pronoun
H object pronoun and demonstrative pronoun
1 Please give me one of those .
2 I washed the car myself .
3 Somebody ate my cake.
4 Everyone says he is reliable.
5 Will you please tell her to answer the phone?
6 Lucy told me that the homework was hers .
7 Who is that man whose dog always barks?
For questions 8–13 , look at the statements about uses of grammar and the three possible options listed A , B and C .
Two of the options are examples of the use. One option is NOT .
Mark the letter ( A , B or C ) which is NOT an example of the use on your answer sheet.
8 The present continuous form is often used to describe an action taking place at the moment of speaking.
A We’re discussing the topic right now.
B He is always complaining about the food here.
C He’s sleeping. I’ll tell him to call you back later.
9 The future with going to is often used to express intention on the part of the speaker.
A We are not going to buy that house.
B I am going to get changed for dinner.
C It’s going to rain, take the umbrella with you.
10 In the first conditional, the present tense may be used in an if clause to refer to a specific situation in the future.
A If you mix red and blue, you’ll get purple.
B He’ll come if he finishes his homework early enough.
C Jenny will join us if she manages to get away from work early.
11 The infinitive form of the verb with to can be used to express purpose.
A I went to the supermarket to buy something for dinner.
B They plan to move to New York.
C She came here to meet someone.
12 The definite article the can be used to talk about a specific object that both the speaker and listener know.
A Where’s the remote control?
B I went to a concert. It wasn’t the best I’ve been to though.
C Don’t wear your red jacket. Wear the black one.
13 Could can be used to express ability in the past.
A He could ride a bike from a very young age.
B He couldn’t dance at all until he took dancing lessons.
C I don’t know why he hasn’t called. He could be busy.
For questions 14–19 , look at the questions about lexis and the three possible answers listed A , B and C .
Choose the correct answer.
Mark the correct letter ( A , B or C ) on your answer sheet.
14 Which of these pairs of words are NOT antonyms?
A soft/hard
B first/last
C keen/quiet
15 Which of these pairs of words are NOT homophones?
A right/write
B waste/waist
C heat/hit
16 Which of these groups of words do NOT form a lexical set?
A triangle/star/square
B gladly/exciting/laugh
C cotton/wool/leather
17 Which of these is a collective noun?
A army
B classmate
C assistant
18 Which of these is usually an uncountable noun?
A belief
B knowledge
C idea
19 Which of these does NOT contain a phrasal verb?
A I broke up with my boyfriend yesterday.
B I repeated the sentence clearly.
C I don’t get on with my neighbours.
For questions 20–27 , match the example words with the comments on pronunciation 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.
A These words all rhyme with one another.
B These words all contain a diphthong.
C These sets of words are all minimal pairs.
D These words all contain a silent letter.
E These words all end with an unvoiced sound.
F These words all contain two syllables.
G These words all contain a schwa.
H These words all start with a voiced sound.
I These words all contain an /e/ sound.
20 belong, decide, gather, sneaker
21 around, miracle, photograph,zebra
22 pleasure, empty, send
23 knob, climb, sign
24 they, vanilla, zero, jump
25 top tap/chip chop/way bay
26 class, wish, jump, leaf
27 take, buy, hear, show
For questions 28–34 , look at the incomplete statements about language skills 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.
28 Writing accuracy can involve
A agreeing or disagreeing with a question.
B using the correct forms of language.
C choosing the right vocabulary and spelling correctly.
29 Scanning can involve
A looking for a street address in a text.
B reading a text carefully and checking the meaning of each word.
C looking for the key words in a dialogue audio script.
30 Fluency in speaking can involve
A speaking at a normal speed without too much hesitation.
B getting the message across smoothly, even though there are mistakes.
C making as few errors as possible to produce correct language.
31 Interactive strategies can involve
A clarifying your own meaning.
B paying particular attention to pronunciation forms.
C using gesture and facial expressions.
32 Extensive reading can involve
A reading long pieces of texts to build reading speed and reading fluency
B reading for general meaning, primarily for pleasure or professional interest.
C translating sentences from coursebooks into L1 with a dictionary.
33 Proofreading can involve
A deciding appropriate headings for paragraphs.
B students swapping drafts and checking their partners’ word choice.
C students working individually to correct mistakes in their writing.
34 Deducing meaning from context can involve
A reading the words around an unknown word.
B referring to a dictionary for unknown vocabulary.
C thinking about the situation the unknown word is used in and guessing.
For questions 35–40 , look at the functions and the three possible examples listed A , B and C .
Choose the example which does NOT match the function.
Mark the correct letter ( A , B or C ) on your answer sheet.
35 Asking for permission
A Would it be OK if I ...?
B Do you mind if I ...?
C Can you lend me a hand with ...?
36 Expressing disagreement
A That’s not exactly true.
B I’d probably go with that ...
C I can’t really accept that ...
37 Inviting
A We’d be delighted if you could ...
B It’d be great if you could ...
C Would it be possible for me ...?
38 Asking for clarification
A Sorry, what do you mean by that?
B Hang on, what was that?
C Please forgive me for ...
39 Interrupting
A OK then, when you’re ready ...
B If I may just say ...
C Wait a second, can I quickly ...
40 Warning
A I really wouldn’t if I were you ...
B You’d better watch it.
C It’s up to you I guess.
For questions 41–45 , choose the best option ( A , B or C ) to complete each statement about language learning.
Mark the correct letter ( A , B or C ) on your answer sheet.
41 Classroom interaction often occurs when students
A record their own voices on their phones.
B use learned language to express themselves fluently.
C listen to and read lots of language which is interesting to them.
42 Acquiring a language is
A difficult for young children
B learning a language without studying it.
C the way people usually learn a foreign language.
43 Some learners need a silent period because
A they are eager to try out new language.
B it takes time for them to process the language before they use it.
C they are confident in oral productive skills.
44 L2 learners are typically encouraged to focus on fluency rather than accuracy with activities such as
A drilling of target language.
B practising intonation and spoken sentence stress.
C creating stories in writing classes.
45 The teacher reads a story to the learners to give them
A chances for language interaction.
B exposure to recently learned language.
C controlled practice of target language.
For questions 46–50 , match the need of each student with the most suitable course 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 This is a 3-week online course on writing business letters in English.
B This is a formal English course that concentrates on graduate level language exams.
C This evening course reviews the secondary school English as a foreign language curriculum and there are lots of exercises to help students keep up at school.
D This is a six-month course for people moving abroad mainly focusing on mainly productive skills for social and daily life in English.
E This fast-paced course is full of activities such as songs and games and hands-on activities for young learners.
F This is a four-week on-campus course for teenagers going abroad,involving lots of sports, trips and chatting with local teenagers.
46 Susan just got a job as a secretary in an international company. She wants to be more professional.
47 Tom is an 8-year-old boy with a short attention span.
48 David is going to immigrate to Canada, but his English is weak, especially in speaking and writing. He’s very shy when speaking English.
49 Mina is planning to study in an American high school, so she wants to know more about life there.
50 Voilet is 14 years old. She is struggling with her English lessons and gets bad end of term exam results.
For questions 51–55 , match the suitable activities or strategies with the different learning styles 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 reflective
B auditory
C visual
51 Look back on an assignment and think about ways to improve it.
52 Remember information presented graphically.
53 Mark up the margins of the textbook with key words, symbols and diagrams.
54 Record lessons and listen to them again.
55 Think about the information quietly first and spend time procesing language.
For questions 56–61 , match the descriptions with the teaching approaches that they are typical of 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 Content-Based Instruction
B Functional Approach
C Grammar Translation
D Lexical Approach
E Task-Based Learning
F Test-Teach-Test
G Total Physical Response
56 Classroom activities are centred on a series of problems to solve. To solve the problems,learners need to communicate and work together.
57 The lessons focus on language most frequently used in practical daily life and are designed to develop learners’ real communicative needs.
58 Learners learn English through interesting topics at school which helps them increase their knowledge of the world.
59 Used mainly with young learners and beginners. Lessons often focus on the giving and following of instructions with learners doing lots of actions.
60 Lessons focus more on teaching chunks or groups of words and less on grammar.
61 The teacher observes what problems students have when they are doing tasks or exercises in class. Later in the lesson the teacher offers work to help the students on the problem areas.
For questions 62–67 , match what the teacher says to the class with the presentation techniques ( 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 modelling
B eliciting
C using a word map
D contextualising
E brainstorming
F miming
G giving a definition
62 Look at the pictures of people at work, and think about their jobs.
63 So, when you think of a new idea, come to the board and write it. Let’s see how many ideas we get in 5 minutes. Can we fill the board
64 OK, use the diagram to record all text vocabulary on the topic of food. Link the words together with lines.
65 Look at me. I’m going to retell the same story using only body movements, not using words.
66 The person who repairs a car is a ...?
67 Listen to how I say it: angrily ... ang ... ri ... ly ... Angrily. Three syllables.
For questions 68–74 , choose the correct option ( A , B or C ) to complete each sentence about activities.
Mark the correct letter ( A , B or C ) on your answer sheet.
68 When doing ______, students have to mimic the teacher.
A choral drilling
B fluency pair wor
C reflection
69 In _____ activities, students are often required to ask questions and write down classmates’ answers.
A interviewing
B transformation
C cloze
70 In a ______ activity, students are put into pairs. Student A stays at the table while Student B runs to a text posted on the wall, reads and remembers it and then come back to Student A and tell him/her to write it down.
A gap-fil
B jumbled sentence
C running dictation
71 Teachers often use ______ activities to check the learners’ comprehension of a text.
A odd-one-out
B visualisation
C true or false statements
72 _______ can be used for freer practice of new language.
A Role-play
B Comprehension questions
C Jazz chants
73 In __________ task, learners in three groups hear different versions of a text. They can only complete the task by combining all three versions of the text.
A an ordering
B a title matching
C a jigsaw
74 In a ________ task, the learners move around the class to find their partners according to information on a card.
A sequencing
B project
C mingling
For questions 75–80 , look at the terms about assessment and the three possible examples listed A , B and C .
Two of the examples match the term. One example does NOT .
Mark the letter ( A , B or C ) which does NOT match the term on your answer sheet.
75 A written composition can test
A interaction strategies and confidence
B grammar and vocabulary.
C handwriting and organisation of ideas.
76 An achievement test can
A see how well the learners have learnt the content of the whole course.
B give learners a score or mark, sometimes feedback.
C check what level the learners are at before a course begins.
77 A portfolio contains
A work which the learner did himself/herself during the course.
B a plan for future lessons.
C comments on the work written by the learner himself/herself or his/her classmates.
78 The teachers can give feedback to learners on
A their strengths and weaknesses.
B what they can do to improve.
C what they think about the set coursebook.
79 Tasks in an oral test may include
A choral drilling of pronunciation of new words.
B a role-play.
C describing pictures.
80 Learners use self-assessment or peer-assessment to
A become more autonomous.
B help themselves understand their own language problems.
C give feedback to the teacher on activities.