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TKT Module 2 Mock Paper 2 （模块二模拟试题2） |
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There are 80 questions in this paper.
Each question carries one mark.
For questions 1–7 , look at the aims and three possible activities for each listed A , B and C .
Choose the activity which best achieves the aim.
Mark the correct letter ( A , B or C ) on your answer sheet.
1 to give practice in listening for specific information
A Students choose the most appropriate summary.
B Students complete a form-filling task
C Students infer where the conversation takes place.
2 to develop students’ speaking accuracy
A Students brainstorm ideas for a story.
B Students tell sentences about their childhood with a focus on past forms.
C Students complete a worksheet to consolidate their language.
3 to develop students’ awareness of word stress
A Students listen to the words and write down minimal pairs.
B Students listen to the words and underline the strongest sounds.
C Students listen to the words and write down the number of syllables.
4 to give students practice in deducing meaning from context
A Students read a text and underline unfamiliar words.
B Students work out the positive or negative connotations of words based on the situation in the text.
C Students read two different newspaper stories and tell each other about the differences.
5 to help present the meaning of target grammar
A Students complete a gap filling task with the correct endings
B Students answer concept checking questions with a timeline.
C Students use the new grammar in a freer practice task.
6 to help students focus on appropriacy
A Students practise informal language for greeting.
B Students practise intonation in tag questions.
C Students practise language for recommending and suggesting.
7 to give students practice in proofreading
A Students write a second version of their pieces of writing.
B Students discuss the best way to organise their writing.
C Students check for mistakes and correct them in their writing.
For questions 8–14 , match the activities with the main teaching focuses 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 helping learners focus on a lexical set
B recycling lexis for freer practice of speaking
C helping learners recognise coherence
D practising writing a text for a communicative purpose
E helping learners deduce meaning without using dictionaries
F encouraging peer feedback as a way of learning
G developing learners’ skills in gist reading
H helping learners distinguish between setting and action in narrative
8 Learners do a fluency task using language from the previous leson.
9 Learners try to work out unfamiliar words from their context in a paragraph.
10 Pairs make comments on each other’s performance in the speaking activity.
11 After discussing the benefits of eating fruit and vegetables, learners produce a poster promoting healthy eating.
12 Learners find the odd one out in a group of words related to wether.
13 The teacher cuts a story into different pieces and asks students to work in pairs to put the pieces in the correct order.
14 Learners read a story looking for words that describe time and place.
For questions 15–20 , read the statements about a lesson plan and the three possible ways to complete each statement listed A , B and C .
Complete the statements with the correct option ( A , B or C ).
Mark the correct letter ( A , B or C ) on your answer sheet.
15 The purpose of a timetable fit in a lesson plan is to identify
A which of the teaching resources will be included in a lesson.
B how the lesson connects to the last lesson or the next one.
C how the lesson fits into the scheduled one hour class time.
16 The purpose of including possible solutions in a lesson plan is to help the teacher to
A plan some actions to deal with anticipated problems.
B understand how to grade her own language.
C prepare some schemes for class activities in the next lesson.
17 The purpose of including subsidiary aims in a lesson plan is to
A help teachers make lesson main aims clearer and more detailed.
B help teachers include all learners in the planned tasks.
C help teachers decide what other things the learners may need to learn in addition to the main lesson aim.
18 The purpose of including interaction patterns in a lesson plan is to help the teacher to
A focus on promoting student autonomy in class.
B make his lesson more varied and student-centred.
C decide the time to be spent on different stages of the lesson
19 The purpose of including assumptions in a lesson plan is to help the teacher to
A discover the group’s learning styles.
B think of what learners already know in relation to the lesson aims.
C make predictions on what problems will happen in the class.
20 The purpose of including timing in a lesson plan is to help the teacher to
A ensure the students finish the tasks before they start the nextstage.
B ensure the lesson is neither too long nor too short.
C ensure the time is sufficient for each stage of the lesso
For questions 21–27 , match the coursebook instructions with the teaching aims 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 to provide freer practice of speaking for fluency
B to provide controlled practice for written or spoken accuracy
C to develop awareness of appropriacy
21 Ask your partner the questions from the table.
22 Look at these expressions for interrupting phone conversations. Which are polite, which are impolite?
23 Complete the dialogue with the forms of past continuous or simple past.
24 Look at the expressions. Which do we use in speaking and which mostly in writing?
25 Tell your partner about your plans for the next five years. You must use ‘will’ and ‘be going to’.
26 Find which type of music is the most popular among your classmates according to the music types on the list.
27 Rewrite these sentences with ‘few/less/fewer’ but keep the same meaning.
For questions 28–34 , match the learning focuses with the assessment activities 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 Students change an email to a friend into a more formal version on the same topic.
B Students brainstorm a list of words to describe people’s personalities.
C Students match nouns in the list with specific verbs
D Students listen and repeat with the appropriate falling or rising voice at the end.
E Students are asked to interrupt appropriately when their partner says something which is not true.
F Students repeat the task on cohesive devices with a different txt.
G Students listen for mood in an audio interview.
H Students go through a text and underline verbs with unusual patterns.
28 producing correct intonation in question tags
29 identifying past simple irregular forms
30 identifying collocations
31 using interactive strategies
32 consolidating understanding of conjunctions learned in the lesson
33 activate previous lexical knowledge of adjectives
34 showing awareness of register in writing
For questions 35–40 , read the stages of a lesson plan and fill in the missing stages from the options listed A–F .
Mark the correct letter ( A–F ) on your answer sheet.
A The teacher asks the students to work in groups and make a list of other job hunting strategies.
B Students listen to the rest of the conversation and write down the job related vocabulary they hear.
C The teacher pre-teaches some key new vocabulary.
D The teacher asks each group to share their ideas on job hunting advice.
E Students listen to the start of a job interview and complete the information form.
F The teacher nominates some students to share the answers with the class, and checks the meaning of some key words with the whole class.
◆The teacher shows the students a picture of job hunting and the students discuss if it’s easy to find a good job in China. The teacher explains that students will be doing a listening task about job hunting.
35 .................................
◆Students repeat the words with the teacher and note down the word stresses.
36 .................................
◆The teacher has the students compare their answers with partners and then check the answers with the class.
37 .................................
◆The teacher plays the recording again and then students compare their answers.
38 .................................
◆The teacher praises some students for their good performance in the listening task.
39 .................................
◆The teacher monitors and offers help when necessary
40 .................................
◆The teacher gives feedback on students’ ideas and help correct some spoken errors.
For questions 41–47 , read the dictionary entry. Match the extracts from the dictionary entry with the information they provide 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.
abandon |əˈbænd(ə)n| verb, noun
verb [ with obj. ]
1 cease to support or look after (someone): Her natural mother had abandoned her at an early age . • leave (a place or vehicle) empty or uninhabited, without intending to return: Derelict houses were abandoned.
2 give up completely (a practice or a course of action): He had clearly abandoned all pretence of trying to succeed .
3 (abandon oneself to) allow oneself to indulge in (a desire or impulse): She abandoned herself to his kiss .
noun [ mass noun ]
complete lack of inhibition or restraint: She sings and sways with total abandon .
PHRASES
abandon ship leave a ship because it is sinking. • hurriedly leave an organisation or enterprise: He would rather abandon ship now than resign in shame in two years.
Adapted from: Oxford Dictionary of English
For questions 48–54 , match the possible problems a teacher has when using resources with the advice from a trainer listed A–H .
Mark the correct letter ( A , B or C ) on your answer sheet.
There is one extra option which you do not need to use.
A Drill proper nouns before giving them the text.
B Use an interactive whiteboard to show the story text.
C Give them the reading to do before they come to class.
D Use puppets to act out the scene.
E Try printing handouts on different coloured paper.
F Provide audio scripts for them to follow.
G Use a needs analysis to find out their interests.
H Don’t grade the language. Simplify the tasks.
48 My learners find it difficult whenever I use authentic texts frmagazine.
49 My adult learners often think my resource topics are boring.
50 My adult intermediate learners think long articles waste class time.
51 My learners like podcasts but they find the speech rate too fas.
52 My young learners dislike sharing the books when we read.
53 My learners struggle to pronounce foreign names in authentic materials.
54 My learners get confused when I use a series of different textsin the lesson.
For questions 55–60 , look at the teacher’s use of aids in the classroom and three possible reasons listed A , B and C .
Choose the most appropriate reason for each aid.
Mark the correct letter ( A , B or C ) on your answer sheet.
55 The teacher asks the learners to listen to a conversation. Learners listen to it once and say where the conversation takes place.
A to encourage learners to be imaginative
B to develop gist listening skills
C to develop listening for specific information
56 The teacher uses flashcards showing images to elicit words.
A to create a warm learning atmosphere
B to develop comprehension skills
C to help students practise quickly recalling and pronouncing new lexis
57 The teacher repeats a student’s sentence, stressing the incorrect word and using question intonation ‘He GONE to Shanghai?’
A to help learners recognise and correct their own mistakes
B to allow learners to create new ways of using language
C to help learners practise word stress
58 The teacher talks to a puppet to introduce new language.
A to provide young learners with an engaging presentation of the target language
B to provide young learners with real-life context
C to provide young learners with controlled practice of target language
59 The teacher brings real pieces of fruit into class and teaches students how to say the names in English without checking understanding of the meaning
A to focus on fluency
B to help learners remember items with realia
C to focus on the form of the target vocabulary
60 The teacher uses a language laboratory for his speaking lesson
A to provide learners with arts and crafts activities
B to promote creativity in the classroom
C to help learners record and improve their pronunciation
For questions 61–67 , match the tasks from different coursebooks with the main aims 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 to help learners to distinguish minimal pairs
B to provide learners with freer spoken practice of structure
C to encourage learners to read for gist
D to raise awareness of sentence stress
E to encourage prediction of text content
F to develop learners’ understanding and use of collocations
G to focus on sequencing of a spoken text
H to help learner recycle lexical items
61 Label these pictures of pieces of furniture, the first letter i given for you.
C________ T________ D________ S_________
62 Read these three pairs of words and underline the vowel sound in each word.
Then read these words to your partners and ask them to write the words down.
sheep ship
seat sit
beat bit
63 Put these parts of a presentation in the right order.
• making a conclusion
• introducing
• closing
• welcoming
• moving from point to point
64 Complete these anecdotes with the past continuous. Then tell your partner about an interesting thing that happened to you.
65 Skim this text from a newspaper and choose the best headline for it.
66 Match a word in column A with a word in column B. Do you have a similar phrase in your own language?
A B
do the bed
make the information
get the laundry
67 Look at the series of pictures. From the list, which words do you think will be in the story?
hilarious embarrassed arrogant regret satisfied confiden
For questions 68–73 , Look at the statements about using stories in class and three possible ways listed A , B and C .
Complete the statements with the correct option ( A , B or C ).
Mark the correct letter ( A , B or C ) on your answer sheet.
68 When teaching narrative tenses, the most useful one for learners is
A the past simple.
B the present perfect.
C the first conditional.
69 A good way of leading into a story would be to
A ask students to read the story out loud.
B ask them to predict from a visual prompt.
C set up a fluency task based on their favourite stories
70 Asking students to rewrite stories could be a useful way to
A assess students’ connected speech.
B assess students’ use of formal and informal register.
C assess students’ use of target grammar structures.
71 To let students focus on tenses used in a story and practise forming them correctly is to
A put the stories on the whiteboard for everyone to see.
B blank out the key target language in the stories and have students do a completion task.
C have students read the stories aloud in pairs.
72 In pairs, students could relate a popular moral story to their own experiences. This approach focuses on
A fluency
B accuracy.
C intonation.
73 Miming while telling the story
A helps learners understand new lexis.
B helps learners understand formal language.
C helps learners understand punctuation.
For questions 74–80 , match the teachers’ ideas for helping learners with the common learner difficulties liste 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 Learners know the meaning of the words, but they can’t pronounce the correct word stress.
B Learners can speak quite fluently, but they keep making grammatical mistakes.
C Learners’ speech sometimes sounds too direct. They are not aware of appropriacy.
74 Use finger correction to show emphasis.
75 Get learners to look at some functional exponents for differentsituations.
76 Use choral drilling of lexical items.
77 Ask learners to do speaking activities with partners and have them do peer correction on tenses.
78 Provide good and bad examples of requesting politely.
79 Use fingers to model the pronunciation of the words, bend one finger to highlight the emphasis.
80 Write the words on the board. Use capital letters to indicate which syllables are strong,like this: MOUNtain beCAUSE WINter.