Module 1

Unit 1

Which part of speech is each of these words? ( Some words are more than one part of speech.)

Box             All

During        Decide

Walk           Water

Because     We

Younger      Clever

Wow            Herself

Unit 2

What does each of these sets of words have in common? Are they synonyms, antonyms, lexical sets, compounds, idioms, collocatons, word families, homophones, words with prefixes or words with suffixes?

A  table, chair, sofa, bed, bookcase, chest of drawers, desk

B old-young, bright-dark, loud-quiet, fast-slow, first-last, long-short

C to be over the moon, all roads lead to Rome, pay through the nose

D a straight road, a brilliant idea, hard work, no problem, extremely grateful

E neat-tidy, precisely-exactly, to doubt-to question, nobody-no one

F microwave, toothbrush, paper clip, lampshade, bottle top

G illness, badly, useless, doubtful, affordable, ability, practical

H imperfect, rewrite, unable, illiterate, incorrect, ultramodern

I learn, learner, learning, learned

J bear-bare, flour-flower, sea-see, which-witch, right-write

Unit 3

Look at the questions about phonology and the three possible answers, test yourself.

1. Which word contains a schwa sound in connected speech?

A fantastic  B expert C photograph

2. Which word has two voiced consonants?

A side  B tall C big

3. Which word contains a diphthong?

A male B meat C music

4. Which set of words is a minimal pair?

A sink-single B these-those C their-there

5. Which set of words has linking in connected speech?

A fish and chips B baby boy C nice food

6. How many phonemes does the word heart have?

A two B three C four

Unit 4

Think about these comments from teacher. Which do you agree with and why?

1. It is easier to teach functions than grammar.

2. Functions contain too much complicated grammar for beginner learners.

3. Learners don´t need to learn the name of functions - just some of the exponents.

Unit 5

Match the readers´ statements with the ways of reading listed A-D.

You will need some of the options more than once.

Ways of reading;

A Reading for detail B intensive reading C deducing meaning from context D predicting

Readers´statements

1. Sometimes I know from just looking at the photo reside a text whether it´s worth reading.

2. Looking at words around a word you don´t understand can help you guess its meaning.

3. I always read the headline of an article to help me decide whether to read it further or not.

4. When I´m studying, I need to make sense of every bit of the writer´s arguments so I have to read very carefully.

5. Thinking about your knowledge of a subject can sometimes help you understand words.

6. Sometimes I underlines all the conjunctions in texts I read – it helps me follow the writer´s argument.

7. I had to sign a contract last week so, before I read it, I made sure I understood completely every sentence in it.

Unit 6

Choose the best option to complete each statement about writing skills.

1. Using cohesive devices does NOT requires us to.

A replace nouns. B check tenses. C include conjunctions.

2. Process writing does NOT requires us to.

A proofread B sumaries. C draft.

3. Brainstorming does NOT require us to.

A note down ideas B think of ideas C edit ideas.

4. Re-drafting does NOT requires us to

A write a clearer version. B evaluate what we have written. C include different ideas.

5. Structuring a text does NOT require us to

A present information in an accepted order. B use complex grammar C link paragraphs and sentences.

Unit 7

Match the instructions with the ways of listening listed A-G.

There is one extra option which you don´t need to use.

Instructions

1. Watch the video to see how the woman looks. How do you think she feels?

2. Listen to each pair of words. Say if they are the same or different.

3. What town does Jim live in? Listen and find out.

4. Listen to the description of the boy and a girl and draw them.

5. Listen and underline the word in the sentence that the speaker says most strongly.

6. Listen to the story and decide what is the best title for it.

Ways of listening

A listening for gist

B understanding body language

C listening for individual sounds

D listening for detail

E listening for sentence stress

F extensive listening

G listening for specific information

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Unit 8

Here is a list of titles for speaking activities from coursebooks. What aspect of speaking (A-F) do they focus on? Some focus on more than one aspect.

A Accuracy

B Connected speech

C Appropriacy

D Fluency

E Functions

I Interaction

1. Word and sentence stress

2. Language for asking for clarification politely

3. Informal language for greeting

4. Language for suggesting and recommending

5. Using conjunctions and past tenses in stories

6. Distinguishing minimal pairs of sounds

7. Using intonation to show doubt

8. Taking part in discussions

9. Getting your partner to agree with you

10. Telling stories

11. Intonation in tag questions

12. Interrupting politely

Unit 9

Look at the advice for motivating learners and the three classroom activities listed A, B and C. Choose the correct letter (A, B or C) which does NOT match the advice.

1. Promote learner autonomy.

A Give learners advice on how to use study resources.

B Go over the answers with the whole class.

C Give learners a seto f goals to choose from.

2. Familiarise learners with the target culture.

A Explain that culture covers many kinds of activities.

B Watch and discuss soap operas from an English-speaking country.

C Show the class photos of your last holiday in London.

3. Personalise the learning process

A Discuss with the learners the personal hobbies of some famous politicians.

B Ask learners to evaluate the opinions in a text according to their experience.

C Give learners task in which they draw and label their favourite foods.

4. Increase learners´ self-confidence.

A Ask learners to predict what the answer to a problem might be.

B Allow learners to move around the classroom whenever they want.

C Show learners how a dictionary is organised and what it contains.

Unit 10

Look at the terms about language learning and the three classroom activities listed A, B and C. Two of the activities are examples of the term. One activity is NOT. Choose the letter of the activity which is NOT an example.

1. Interaction

A The learner listened to a recording and wrote down the words he didn´t know.

B A learner discussed with his teacher why his answer was correct.

C A group of learners designed a poster together.

2. Focus on form

A The learners had to decide if certain verbs are followed by the gerund or the infinitive.

B The learners matched words to explanations of their meanings to complete an exercise.

C The learners ticket which word they heard in sets of minimal pairs.

3. Working out meaning

A The learners completed a gapped text by reading the words around each gap.

B The learners listened to recording and counted the stressed syllables in each word.

C The learners listened to short dialogues and deduced who the speakers were.

4. Paraphrasing

A The learners read one another´s emails and underlined and corrected the mistakes.

B The learners used prompts to write new sentences with the same meaning but different words from the original sentences.

C The learner summarised the contents of his recent presentation for his classmates.

Unit 11

Think about these teachers´ comments. Which do you agree with and why?

1. If my students make mistakes, it means I haven´t taught them well.

2. My students like me to correct all their mistakes, so I do.

3. Teachers can only correct each mistake and each student in the same way.

Unit 12

Choose the best option to complete each statement about L1 or L2 learning.

L1 learners´friends and family.

A often correct the learners´mistakes

B often reformulate the learners´mistakes.

C often discuss the learners´mistakes with them.

L1 learners´motivation to learn their first language

A is parto f their wish to comunícate

B varies according to their personalities.

C comes from their wish to learn school subjects.

L1 learners´long silent period helps them

A avoid making mistakes

B produce complex grammatical structures

C becomes familiar with language patterns

Some L2 learners prefer formal language learning to acquisition because

A they have an analytical learning style

B they like taking risks.

C they learn well autonomously.

L2 learners´errors

A are always very similar to those made by L1 learners.

B can sometimes fossilise.

C need to be corrected immediately.

Unit 13

For questions 1-7, match what the learner does with the learning strategies listed A-D. You need to use some options more than once.

Learning strategies

A taking risks

B getting organised

C judging your own performance

D working with others

What the learner does

1. The learner collects new vocabulary on cards and then shorts the cards into topics.

2. The learner paraphrases to say something beyond his level of language.

3. The learner guesses an unknown word from the context.

4. The learner compares a recent composition with an old one, to see if she has made progress.

5. The learner decides to buy a dictionary for use at home.

6. The learner solves a problem with his classmates.

7. The learner records herself reading aloud and then listen to the recording to see if her pronunciation is good.

Unit 14

For questions 1-5, choose the best option to complete each statement about learners´ needs.

1. Bernardo keeps quiet most of the time because he hates making mistakes. He needs.

A accuracy practice.

B paraphrasing techniques.

C confidence building.

2. Chen´s grammar and vocabulary are good but he speaks very hesitantly. He needs.

A pronunciation practice.

B fluency activities.

C sentence transformation exercises.

3. Ahmed rarely uses paragraphs or punctuation in his writing. He needs.

A grammar exercises.

B controlled practice activities.

C guided writing activities.

4. Fatima´s English is really good but she still makes some elementary mistakes in writing. She needs.

A pronunciation techniques.

B peer correction.

C grammar rules.

5. Noor always does what the teacher tells him but is unwilling to take decisions about his own. He needs.

A training in autonomy.

B training in learning strategies.

C training in fluency skills.

Unit 15

Choose the letter (A, B or C) of the statement which does NOT match the approach.

1. Total Physical Response

A Students hear dialogues then repeat them.

B Students focus on understanding before speaking.

C Students move around the classroom to carry out instructions.

2. Content and Language Integrated Learning

A The teacher focuses on developing learners´cognitive skills.

B Students often do activities that focus on language accuracy.

C Language is used to communicate about school subjects.

3. Lexical Approach

A Grammar is less important than vocabulary.

B Each vocabulary item must be learnt by Herat.

C Students need to become aware of chunks of vocabulary.

4. Presentation, practice and production

A Teachers need to focus learners´ attention on new target language.

B Students need opportunities to get language right before they experiment.

C Students always Start a learning a new piece of language by doing a task.

5. Grammar-Translation method

A Language must be analysed in order to learn it.

B Drills and pattern practice help us learn structures.

C Exercises help us understand rules.

6. Task- based Learning

A Task must be done after students have practised target language.

B The teacher does not control the language that students use in tasks.

C Tasks aim to show students what language they need to learn.

Unit 16

Look at the terms about presentation techniques and introductory activities and the three possible examples listed A, B and C.

Choose the example which matches the term.

1. Concept questions

A The teacher ask students to repeat the target questions after her.

B The teacher asks the students Am I talking about something definite or something possible?

C The teacher puts quiz questions on the board and asks the students to answer them in pairs.

2. A situational presentation

A teacher tells the students about something that happened to her one day at school.

B The teacher asks the students to present their group´s ideas to the class.

C The teacher plays a recording then the students do a comprehension task on it.

3. Modelling

A Two students demonstrate to the rest of the class how their design works.

B The students copy the target language from their exercise books into their vocabulary records.

C The students listen to the target language on the recording then say it themselves.

4. A lead-in

A The teacher starts the class by doing some revision before teaching some new language.

B The teacher chants to the class about what they did last weekend before playing them a song to listen and then sing.

C The class describe pictures of capital cities before listening to a recording on visiting different cities.

5. Contextualisation

A The teacher gives students a history quiz then uses this to introduce the past tense.

B The teacher explains to students that you use should to give someone advice.

C The teacher asks the students to discuss their favourite sport then corrects their mistakes.

Unit 17

Match practice activities (A, B pr C) some may belong to more than one.

A Controlled practice

B Freer practice

C Free practice

A choral drilling of pronunciation

B rank ordering

C chants

D Discussions

E Sentence completion exercises

F store writing

G copying words

H repeating minimal pairs

I learning conversations by heart

Unit 18

Here are six assessment tasks. Can you name them and say what they test?

1.The learners listen to a recording about buying food, and point to the correct Picture on the wall when they hear that food item mentioned.

2. The learners each give a mini-presentation about their house and family.

3. The learners read a text in which every seventh word has been taken out, and complete the blanks.

4. The learners take part in a discussion activity in which they discuss their opinions on a topic the teacher has given them.

5. The learners, as they leave class, write a number from 1-5 on the board to show how much they think they have learnt in the lesson.

6. The teacher moves round the class during group work, taking notes on how much individual learners contribute ideas and on pronunciation.

References:

Mary Spratt, (2011). The TKT, Teaching Knowledge Test. 2nd ed. United Kingdom: Cambridge University Press.

    

Mary Spratt, (2006). The TKT, Teaching Knowledge Test. 1st ed. United Kingdom: Cambridge University Press.