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TKT Module 1
Mock exam.
For questions 1-7, look at the sentences. Read the questions about the grammar in the sentences 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.
1. I think I should study harder to master English
Which of the three verbs is NOT a main verb?
A. think
B. should
C. master
2. In the beginning he did not want to give it to the dog, but then she made him change his mind.
Which of the three pronouns is NOT an object pronoun?
A. it
B. him
C. his
3. i) The kite flew high in the sky.
ii) There was a three-hour delay of the bus yesterday.
iii) The man had a stony look on his face.
Which sentence does NOT contain an adjective?
A. i
B. ii
C. iii
4. She felt herself as a broken girl, though she had achieved a lot.
Which of the three words is NOT a past participle form?
A. felt
B. broken
C. achieved
5. We informed him that it was an excellent suggestion to receive via postal, however, he refused our advice.
Which of the three nouns is NOT an abstract noun?
A. suggestion
B. postal
C. advice
6. i) Well-behaved children try to obey their parents.
ii) The Darakchi comes out weekly, but I do not buy it.
iii) He sometimes goes fishing at the weekend.
Which sentence does NOT contain an adverb?
A. i
B. ii
C. iii
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7. I had always wanted to be a fitness instructor. But, when I did a training course, I understood that I was not
enjoying it much.
Which word in bald is not an auxiliary verb?
A. had
B. did
C. was
For questions 8-12, match the given examples of “might” with their uses 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. the power which one is capable. B. polite alternative to may C. liberty in the past
D. present condition to fact E. polite alternative to should F. something is possible.
8. We might get there before it rains.
9. The president might do nothing without the board’s consent.
10. If you were older you might understand.
11. I tried to run with all my might.
12. You might at least apologize.
For questions 13–19, match the sentences with the functions A–G.
A. Asking someone to do something. B. Commenting on something good in the past.
C. Describing ability. D. Expressing unhappiness about past actions.
E. Giving out a rule. F. Offering help
G. Talking about past certainty
13. You should have seen her. She’s really funny.
14. He can’t have been your teacher. He’s too young.
15. You must finish the test in the next ten minutes.
16. Can I be of service, madam?
17. I can speak Spanish.
18. You might have told me.
19. Will you please be quiet.
For questions 20–25, choose the best transcription for the words.
20. plan
A. /plɑn/ B. /plʌn/ C. / plǝn/ D. /plæn/
21. process
A. /prǝʊses/ B. /prɔsǝs/ C. /prǝses/ D. /prǝʊsɪs/
22. ally
A. /ellɑɪ/ B. /ǝlaɪ/ C. /ællai/ D. /ǝllɪ/
23. punish
A. /panɪʃ/ B. /pʌnɪʃ/ C. /pɑnɪʃ/ D. /pʌniʃ/
24. cool
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A. /kʊl/ B. /ku:l/ C. /kul/ D. /kʊ:l/
25. yummy
A. /yʌmmi/ B. /yʌmɪ/ C. /jʌmɪ/ D. /jʌmmɪ/
For questions 26–34, match the descriptions with the terms A–I.
A. Audio-lingual methodology B. Behaviourism C. Comprehensible input
D. Grammar translation E. Eclecticism F. Scaffolding
G. Task-based learning H. The communicative approach I. Target language
26. A method which is sentence-based and where students compare two languages.
27. Teaching is not organised around grammar and vocabulary, but instead on things that the teacher asks the
students to do.
28. A teaching approach that relied on behaviourism – and so was based on repetition.
29. Students are given chances to use the language in the classroom. Their success is judged on how well they
achieve their objectives using the language.
30. A psychological theory which suggested that learning is based on habit formation (and that habits are formed
through our responses to certain stimuli).
31. The support that teachers can give to students to help them learn.
32. The language that the students are studying.
33. When teachers use techniques etc. from a number of different approaches and methods.
34. Spoken or written language which students can understand even if it is above their own language production
level.
For questions 35–40, choose the best option (A, B or C) to complete each statement.
35. When language learners make mistakes because of their first language, we call these mistakes …
A. developmental errors.
B. overgeneralisation.
C. interference errors.
36. When language learners take a rule they have learnt and use it with everything – and make mistakes because of
this – we call it …
A. developmental errors.
B. overgeneralisation.
C. interference errors.
37. When students make mistakes because they are trying to say something they have never tried to say before, we
call these mistakes …
A. slips.
B. attempts.
C. errors.
38. When we correct all the mistakes that students make because we want them to concentrate on language form, we
call this …
A. slips.
B. fluency work.
C. accuracy work.
39. When students make mistakes because they are not thinking carefully enough, we call these mistakes …
A. slips.
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B. attempts.
C. errors.
40. When students make a mistake by putting the wrong word with the wrong word, we call the mistake …
A. a word order error.
B. a collocation error.
C. a word formation error.
Number the teaching and learning stages A–G in order (41–47) to make a PPP (presentation-practice-production method)
sequence.
A. The students make sentences of their own using the language they have been learning.
B. The students repeat the teacher model in chorus.
C. The students repeat the teacher model individually.
D. The teacher chooses individual students and suggests which of the sentences they have previously repeated they should
now say.
E. The teacher introduces a situation using pictures.
F. The teacher models more sentences and the students repeat them.
G. The teacher models sentences.
41. 42. 43. 44. 45. 46. 47.
For questions 48– 54, match the classroom activities with the main learning objectives listed A-D.
Mark the correct letter (A-D) on your answer sheet.
Main learning objectives
A. to focus on content vocabulary B. to develop communication skills
C. to develop cognitive skills D. to raise awareness of culture
Classroom activities
48. Learners find out about attitudes to keeping fit in different societies.
49. Learners put the names of different habitats in the spaces on the world map.
50. Learners observe the effect that different weights have on the length of a steel spring, and consider why this
happens.
51. Learners find out how their classmates gathered information for their marketing projects.
52. Learners label a diagram of the digestive system.
53. Learners research how musical instruments are used to celebrate different national days.
54. Learners rank the factors leading to the unification of Italy in order of importance.
For questions 55-61, match the activities with the activity types 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.
Activity types
A. information gap B. jumbled sentences C. brainstorming D. visualization
E. survey F. ranking G. role play H. drill
Descriptions of activities.
55. Which of these inventions is most useful to humans? Number them from most useful (1) to least useful (5).
the light bulb penicillin the wheel the mobile phone plastic
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56. Think of as many ways as you can for the school to save energy.
57. Put this text into the correct order.
Then, like electricity, it goes into a meter.
Thin pipes take the gas to different parts of the house.
In towns, gas, like water, often comes into a building from an underground pipe.
58. You are ready to start a 1500-metre race. Take time to remember all the training and preparation you have done.
Now you are walking up to the starting line. Think about your start. Will you start quickly or go slowly at first?
What will your strategy be in the final part of the race? It’s nearly time to start.
59. Each child has a different version of a picture from their partner. Without looking at each other’s picture, they
take turns to describe what they see in order to find five differences.
60. After reading the story, the teacher chooses different children to act it out.
61. The teacher says the sentence ‘I gave her a banana’, then shows pictures of, e.g. a little girl, a man, a mother and
father, a cat. Children have to say the sentence with the correct pronoun for each.
For questions 62-66, match the assessment activities with the types of assessment 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 assessment
A. portfolio B. formative C. summative
D. self-assessment E. peer assessment F. performance assessment
Assessment activities
62. The teacher gives the learners feedback about how far they have achieved the learning outcomes during the
lesson.
63. Learners keep examples of their best IT work and show them all together at the end of the term or year.
64. Learners read each other’s projects on local politics and write comments on them.
65. The teacher gives a history test at the end of term that covers all the work that has been done that term.
66. Learners go through a checklist and decide which areas of technical graphics they understand, and which they
need to work on more.
For questions 67-72, match the learner styles with the definitions listed A, B or C.
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. Auditory learners. B. Visual learner. C. Physical / kinaesthetic learner.
67. They like diagrams, drawing out concepts, charts and processes.
68. They may de-prioritize reading and writing. Usually energetic, may drum fingers and shake legs.
69. They possess a ‘good ear’ for music and tones.
70. They prefer to ‘get their hands dirty’. They are usually outgoing.
71. They find things like colours and shapes useful.
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72. They might say words out loud or hum tones to better learn them.
73. They prefer note taking and recopying notes during study.
74. They are engaged from start to finish. For other subjects however, engaging aural learners requires some tact and
forethought.
For questions 75-80, complete the sentences about test types by choosing the appropriate option listed A, B or C.
Mark the correct letter (A, B or C) on your answer sheet.
75. An achievement test
A. how well learners have learned what has been taught in class.
B. whether students are ready to start learning a language.
C. if learners are at the right level to sit a public exam.
76. A proficiency test
A. the language of daily conversation.
B. the language which students have been taught.
C. the level of language that learners have reached.
77. A placement test is used to
A. put learners in a suitable class.
B. rank learners in order of achievement from first to last.
C. assess whether learners are ready to enter university.
78. A summative test is used at
A. the beginning of a course.
B. the end of a course.
C. the beginning and end of a course.
79. A diagnostic test is used to assess
A. learners’ strong and weak points in language.
B. learners’ ability to recognise their own language mistakes.
C. learners’ ability to summarise the main points in a text.
80. A cloze test assesses
A. listening skills.
B. speaking skills.
C. reading skills.