TKT-module-2-sample测试题

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tkt剑桥英语教学能力认证考试全真模考题

tkt剑桥英语教学能力认证考试全真模考题全文共10篇示例，供读者参考篇1Title: My Experience Taking the TKT Cambridge English Teaching Ability TestHello everyone! Today I want to share with you my experience taking the TKT Cambridge English Teaching Ability Test. It was a really exciting and challenging day for me, but I learned a lot from it!First of all, the test had three modules: Module 1 – Language and background to language learning and teaching, Module 2 –Lesson planning and use of resources for language teaching, and Module 3 – Managing the teaching and learning process. Each module had different types of questions, like multiple choice, matching, and true/false.Before the test, I made sure to review all the study materials and attended some preparation courses to help me feel more confident. During the test, I tried my best to stay calm and focused, even when some questions were tricky. I rememberedto read each question carefully and think about the best answer before choosing it.After the test, I felt relieved but also anxious to know my results. It took a few weeks, but finally, I received them and I was so happy to see that I passed all three modules! I couldn't have done it without my teachers' help and support.In conclusion, taking the TKT Cambridge English Teaching Ability Test was a great experience for me. It helped me improve my English teaching skills and gave me a sense of accomplishment. I would definitely recommend it to anyone who wants to become a better English teacher. Thank you for listening to my story!篇2Title: My Experience with the TKT Cambridge English Teaching Qualification ExamHey everyone! Today I want to talk about my experience taking the TKT Cambridge English Teaching Qualification Exam. It was a big deal for me because I really want to be a great English teacher when I grow up. So, let me tell you all about it.First of all, the exam was kind of tough. There were three modules to complete, and each one tested my knowledge of different teaching skills. I had to study a lot to make sure I was ready. But you know what? It was actually kind of fun too. I got to learn so many new things about teaching English that I never knew before.The first module was all about language and background to language learning and teaching. I had to answer questions about grammar, vocabulary, and how people learn languages. It was a bit tricky, but I remembered what my teacher told me in class and I think I did pretty well.The second module was about lesson planning and use of resources for language teaching. I had to think about how to plan a lesson and what kind of materials I could use to help my students learn better. I even had to make a lesson plan for a class of imaginary students. It was super cool!The last module was about managing the teaching and learning process. This one was a bit challenging because I had to think about how to keep my students interested and motivated during the lesson. It made me realize that being a teacher is not just about knowing stuff, but also about how to make learning fun for everyone.Overall, the TKT Cambridge English Teaching Qualification Exam was a great experience for me. I learned a lot and I feel more prepared to become a great English teacher in the future. I can't wait to keep learning and growing as a teacher. Wish me luck, guys!篇3Hello everyone! Today I want to tell you about the TKt Cambridge English Teaching Knowledge Test.The Tkt exam is super important for teachers who want to show off their English teaching skills. It's like a badge of honor that says "I know how to teach English really well!"In the Tkt exam, you have to answer lots of different questions about teaching English. Like, how to make sure your students understand what you're saying, or how to help kids who are struggling with English.One question might be something like: "How can you make sure your students are having fun while learning English?" You might think, "Hmm, I can use games or songs to make learning English more fun!" That's a great answer!Another question might be: "What can you do to help a student who is having trouble understanding a lesson?" You could say, "I can use simpler language or visual aids to help the student understand better." That's a smart answer!The Tkt exam is all about showing that you know how to teach English in a way that's engaging and effective. So, if you want to be a super awesome English teacher, make sure to study hard and practice lots for the Tkt exam!Good luck, future English teachers! You got this!篇4Title: My Experience Taking the TKT Cambridge English Teaching Qualification TestHi guys! Today I want to share with you all about my experience taking the TKT Cambridge English Teaching Qualification Test. It was super exciting and I learned a lot from it!First of all, let me tell you what the TKT test is all about. TKT stands for Teaching Knowledge Test. It's a test for teachers who want to prove they have the skills to teach English to speakers of other languages. The test has three modules: Module 1 -Language and Background to Language Learning and Teaching, Module 2 - Lesson Planning and Use of Resources for Language Teaching, and Module 3 - Managing the Teaching and Learning Process.So, on the day of the test, I was a bit nervous but also very excited. I had studied really hard and felt ready to show what I knew. The test had multiple choice questions and some short answer questions too. I had to think carefully and use all the knowledge I had gained from my teacher training.During the test, I focused and answered each question to the best of my ability. Some questions were easy, while others were a bit tricky. But I didn't give up, I kept going and tried my best. After finishing the test, I felt relieved and proud of myself for completing it.A few weeks later, I got my results and I was so happy to see that I had passed the test! It was such a great feeling to know that I had proven my teaching abilities and was ready to take on the world as an English teacher.In conclusion, taking the TKT Cambridge English Teaching Qualification Test was a challenging but rewarding experience. I learned a lot from studying for the test and I now feel more confident in my teaching skills. I would recommend this test toany teacher who wants to improve their teaching abilities and prove their knowledge in the field of English language teaching.篇5Oh! Hi everyone! Today I'm gonna tell you all about this super cool test called the TKT (Teaching Knowledge Test) Cambridge English Teaching Qualification Exam. It's like a superhero test for teachers!So, the TKT exam is all about testing teachers on their teaching abilities and knowledge. It's like a secret mission to make sure teachers are super duper good at what they do. The test has three parts: Part 1 is about language and background to language learning, Part 2 is about planning lessons and use of resources for language teaching, and Part 3 is about managing the teaching and learning process. Sounds fun, right?To pass this amazing test, you have to answer lots of questions and show off your teaching skills. You gotta know all about teaching methods, how to make lesson plans, the best ways to help students learn, and lots of other awesome stuff. It's like a puzzle to solve, but with teaching instead of numbers!But don't worry, if you study hard and practice lots, you can totally ace this test and become a teaching superhero! So grabyour pencils, get ready to learn, and let's rock this TKT exam together! Go, go, TKT power!篇6Title: My Experience Taking the TKT Cambridge English Teaching Knowledge TestHey everyone,I want to share with you all about my experience taking the TKT Cambridge English Teaching Knowledge Test! It was quite an adventure, let me tell you.First of all, the test was super duper long, like over 3 hours! There were three different parts to the test – Part 1, Part 2, and Part 3. Part 1 was all multiple-choice questions, Part 2 was about teaching practice, and Part 3 was an interview about teaching. It was a lot to remember!I remember feeling nervous at first, but then I remembered all the things I learned in my English class and my teacher training sessions. I knew I could do it! The questions were pretty tough, but I tried my best to answer them all.In Part 2, I had to pretend to be a teacher and answer questions about different teaching scenarios. I had to think onmy feet and come up with answers quickly. It was a bit tricky, but I managed to get through it.Finally, in Part 3, I had to talk about teaching with one of the examiners. They asked me lots of questions about my teaching style and how I would handle different situations in the classroom. It was like having a real-life teaching interview!Overall, taking the TKT Cambridge English Teaching Knowledge Test was a great learning experience. Even though it was tough, I feel proud that I was able to challenge myself and show what I know about teaching English.So, if any of you are thinking about taking the TKT test, don't worry! Just study hard, stay calm, and believe in yourself. You can do it too! Good luck, everyone!篇7Title: My Experience with Taking the TKT Cambridge English Teaching Qualifications TestHi guys! Today I want to share with you about my experience of taking the TKT Cambridge English Teaching Qualifications Test. It was a super cool but also a little bit scary experience!First of all, I had to study really hard to prepare for the test. I had to learn about different teaching methods, how to manage a class, and how to engage students in learning English. It was tough, but I knew I needed to do my best to pass the test.On the day of the test, I was so nervous! But when it started, I tried to stay calm and remember all the things I had studied. There were different sections in the test, like understanding language, teaching language, and classroom management. I had to answer a lot of questions and write some short essays too.After the test was over, I felt a mix of relief and worry. I was glad it was done, but I wasn't sure if I had done well enough to pass. I had to wait for a few weeks to get my results.Finally, when I got my results, I was so happy! I had passed the test and I felt really proud of myself. It was a big accomplishment for me and I knew all my hard work had paid off.So, that's my story of taking the TKT Cambridge English Teaching Qualifications Test. It was a challenge, but I did it! If you ever want to become an English teacher, remember to study hard and believe in yourself. You can do it too! Good luck!篇8Hello everyone! Today, I want to talk about the TKT Cambridge English Teaching qualification exam. It's a super important test for English teachers like me to show our teaching skills!First, let's talk about what the TKT exam is all about. It's like a big test that shows if we know how to teach English well. We have to answer lots of questions about teaching methods, lesson planning, and how to help students learn English better.To pass the TKT exam, we need to study really hard and practice teaching English to our friends or classmates. We need to understand things like how to explain grammar rules, how to make lessons fun, and how to help students feel confident when they speak English.I remember when I took the TKT exam, I was super nervous! But I studied every day and practiced teaching English with my friends. When I finally took the test, I felt prepared and ready to show what I knew.After the exam, I felt so proud of myself for passing! I got my TKT certificate and now I can teach English to people all around the world. It's such a cool feeling to know that I have the skills to help others learn English.So, if you want to become an awesome English teacher like me, remember to study hard, practice teaching, and believe in yourself. You can do it! Good luck on your TKT exam!篇9Hey guys, today I want to tell you about the TKT Cambridge English Teaching Qualification Exam! It's a test for teachers to show that they have the skills to teach English really well.In the exam, there are three parts. The first part is about language and background to language learning. It asks questions like "How do students learn new words?" or "What are the different types of language skills?"The second part is about how to plan lessons. You have to think about things like what activities you can do in class, how to make sure all students are involved, and how to help students practice their English.The last part is about how to manage the classroom. You have to know how to deal with problems that might come up, like students who are bored or disruptive. You also have to think about how to give feedback to your students so they can improve.It's a tough exam, but if you study hard and practice, you can do it! Just remember to think about what you would do in different situations and how you can be the best teacher you can be.I hope this helps you understand a bit more about the TKT exam. Good luck, everyone! You can do it!篇10Oh boy, here we go! So, like, this is a pretend test thingy for the TKT Cambridge English Teaching Qualification Exam. The test is super duper important and it's all about showing how good you are at teaching English. Sounds cool, right?Alrighty, so the first question is all about lesson planning. You gotta plan a lesson on animals for a group of kids. What activities would you do and what materials would you use? Make sure it's fun and engaging 'cause kids get bored real quick!Next up, let's talk about classroom management. How would you handle a situation where one of your students is being a bit of a troublemaker and disrupting the class? Would you give them a time out, chat with them after class, or something else?Now, onto the last question! It's all about assessing your students' progress. How would you check if your students are really understanding the English you're teaching them? Would you use tests, games, or maybe even have a little chat with them?So there you have it, three questions for our pretend TKT Cambridge English Teaching Qualification Exam. Remember, it's all about being a super awesome teacher and helping your students learn English in the bestest way possible. Good luck, my friend! You got this!。

TKT官方模拟试卷-module-3-sample-paper

TEACHING KNOWLEDGE TESTMODULE 3Managing the teaching and learning processTest 4Time 1 hour 20 minutesINSTRUCTIONS TO CANDIDATESDo not open this question paper until you are told to do so.Write your name, centre number and candidate number on your answer sheet if they are not already there.Read the instructions for each part of the paper carefully.Answer all the questions.Read the instructions on the answer sheet.Mark your answers on the answer sheet. Use a pencil.You must complete the answer sheet within the time limit.At the end of the test, hand in both this question paper and your answer sheet.INFORMATION FOR CANDIDATESThere are 80 questions in this paper.Each question carries one mark.PV5*Copyright © UCLES 20212For questions 1 – 6, look at the teaching activities and the three sentences listed A, B and C.Two of the sentences are appropriate to the teaching activity. One of the sentences is NOT.Mark the letter of the sentence (A, B or C) which is NOT appropriate to the teaching activity on your answer sheet.1 conveying meaningA So pedestrian collocates with crossing.B So if he feels cheerful, he’s happy, OK?C So a cathedral is like a large church.2 elicitingA Could you remind me what’s happened in the story so far?B Could you put down your pens and listen to the story, please?C Could you tell me the names of the three characters in the story?3 promptingA Mmm ... yes ... that’s right, homework is due in tomorrow, please.B A footballer ... a boxer ... a dancer ... So for someone who plays golf?C Good try. Think of another animal which likes to look for food at night.4 providing a reason for doing a taskA This task will help you to practise the adjectives we looked at last week.B This task is the kind of task you’ll be doing in the school-leaving exam.C Do your best on this task. Ask me if anything in it is unclear.5 giving an instructionA Take two minutes to write down as many questions as you can.B OK, so can you finish please in two minutes’ time.C This video clip lasts for two minutes.6 asking learners to read for gistA Read the text for a minute and then tell me the main idea.B Read the text and tell me the meaning of the words on the board.C Read the text and tell me if the writer agrees with the idea of recycling.For questions 7 – 13, match the following examples of a teacher’s language used with a class of elementary learners with a trainer’s comments 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.Teacher’s language7 Ana, Lucie, please stop talking. Ok, everyone, please give me all your attention now!8 Oh look, class. Can you see the rainbow? Isn’t it beautiful?9 Paolo, can you explain to us all what a fridge is?10 We need to get rid of two things from this list. Which would you eliminate, An-Ju?11 You don’t seem to be trying very hard with your writing today. Let’s practise our songinstead.12 You’re doing well. But let’s see which pair is the first to label all the pictures.13 My other class did much better in the progress test.Trainer’s commentsA It’s better not to nominate at the beginning of a question so all the learners pay attention.B You should try to give formative feedback.C Ringing a bell or clapping your hands can be a good way to make the class listen.D I like the way you encouraged the learners to try harder.E It’s a good idea to use what’s happening around you to teach some new vocabulary.F Your instructions were not always given in the most logical order.G It was sensible to change task in the circumstances.H Make sure you keep the lexis in your instructions at an appropriate level.Turn overFor questions 14 – 19,look at the teacher’s actions and the three instructions the teacher gavelisted A, B and C. Choose the instruction which came first.Choose the instruction which followed the teacher’s action.Mark the correct letter (A, B or C) on your answer sheet.14 The teacher handed out a questionnaire so learners could find out about their partner.The first instruction was …A Work in small groups and compare your answers.B Ask and answer questions with your partner to complete the questionnaire.C How many people had the same answers?15 The teacher wrote We’ve never met before, … on the board.The first instruction was …A Listen We’ve never met before, have we?B Katja, please repeat my sentence.C Say it with falling intonation on the question tag.16 The teacher asked the learners in small groups to write ten questions for a questionnaireabout the reading habits of the class.The first instruction was …A Choose the five most interesting questions your group has written.B Summarise what you found out about another group’s reading habits.C Work with someone from another group and ask your five questions.17 The teacher wrote the topic for the class debate on the board.The first instruction was …A Go to the left of the room if you agree with the statement and to the right if youdisagree.B Put your hand up if you have changed your opinion since you heard both sides of theargument.C Brainstorm your arguments and anticipate the arguments of the other side.18 The teacher collected several objects from around the classroom and she put them in a bag.The first instruction was …A Describe it but do not say the name of the object.B Andre, put your hand in the bag and touch one of the objects.C Write the adjectives that describe the object.19 The teacher wanted to elicit some adverbs by miming some actions.The first instruction was …A Mime an action and your partner has to say if you’re doing it patiently or impatiently.B Do you think I was waiting patiently?C Tell your partner which action you think I was miming.Turn overFor questions 20 – 26, match the examples of Learner 2’s language with the 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.FunctionsA correctingB stating intentionC predictingD complainingE expressing obligationF giving permissionG warningH disagreeingExamples of learners’ language20 Learner 1: I’ve got Friday written down here.Learner 2: That’s right, we’re supposed to hand it in by 12:00.21 Learner 1: I’ve got ski for number 6. Have you?Learner 2: Surely it can’t be if it comes after enjoy?22 Learner 1: Do you think we’ve spelled everything correctly?Learner 2: I’m going to check in a dictionary this evening.23 Learner 1: I forgot to bring my homework in again.Learner 2: Oh, the teacher won’t mind.24 Learner 1: We aren’t allowed to go home until 4.Learner 2: That’s such a silly rule.25 Learner 1: So you’re getting married next Friday, I hear?Learner 2: Actually, the Friday after.26 Learner 1: Can I borrow your grammar book this evening?Learner 2: That’s fine, but can you give it back to me tomorrow?Turn overFor questions 27 – 33, look at the incomplete statements about functions of learner language and the three options for completing them listed A, B and C.Two of the options complete the statements correctly. One option does NOT.Mark the letter (A, B or C) which does NOT complete the statement correctly on your answer sheet.27 In order to do an information gap task, learners usually need toA ask questions.B express disagreement.C share knowledge.28 In order to do a group ranking task, learners usually need toA make guesses.B give opinions.C express agreement.29 In order to prepare a poster together, learners usually need toA negotiate roles.B express preferences.C make predictions.30 In order to categorise some vocabulary into groups, learners usually need toA compare and contrast.B narrate.C express doubt.31 In order to role play a job interview, learners usually need toA offer corrections.B ask for information.C give reasons.32 In order to label a picture of a house with rooms and furniture in pairs, learners usually needtoA offer suggestions.B describe a process.C express certainty.33 In order to do peer evaluation on homework, learners usually need toA negotiate.B express ideas.C give clarification.Turn overFor questions 34 – 40, match the error in each line of the learner’s writing to the types of error listed A, B and C.Mark the correct letter (A, B or C) on your answer sheet.You will need to use each option at least once.Types of errorA articlesB pronounsC prepositionsLearner’s writing34 The classmate I will describe to you is a bit smaller than I.35 He has a brown hair and blue eyes and wears glasses36 but he doesn’t like it when anyone reminds that he is small.37 He loves maths and plays lots of sport in the weekend.38 He has a brother and a ten year old sister who name is Flora.39 He has many friends and is very good for organising parties.40 He is in his last year at school and he is in same class as me.BLANK PAGEFor questions 41 – 47, look at the following situations and three possible teacher actions listedA, B and C.Choose the most appropriate action for each situation.Mark the correct letter (A, B or C) on your answer sheet.41 The teacher wants to build good rapport in her new elementary class.A She gives the class some extra irregular verbs to learn for homework.B She makes an effort to learn all the learners’ names.C She decides to ask the best learner in the class to be teacher for a lesson.42 The teacher has a wide range of levels in her class and she wants to make sure they allmake progress.A She aims her lessons at the middle of her class.B She teaches lessons for weaker, average and stronger learners in turn.C She provides different activities for weaker and stronger learners.43 The teacher wants to encourage cooperative learning.A He sets the class a project to plan and produce a class magazine.B He asks each member of the class to do a short talk to the other learners.C He goes to the library with his class to practise using reference materials.44 The teacher wants to set some rules for classroom behaviour with a new class.A Learners and teacher spend time discussing and agreeing on a learning contract.B The teacher tells her learners that she expects them to use English outside theclassroom.C The teacher gives extra work to learners who do not follow her rules.45 The teacher wants to make sure that quieter learners have the chance to speak.A He has regular lessons where more dominant learners are not allowed to speak.B He nominates who he wishes to answer questions.C He puts learners in pairs where there is one quieter and one noisier person.46 The teacher wants to make sure that learners understand instructions for a paired role playactivity.A She gives feedback after learners do the activity in closed pairs.B She asks if the learners understood everything after giving the instructions.C She asks a strong pair to demonstrate the activity in an open pair.47 The teacher wants to settle the class after a mingling activity in which the learners discussedtheir favourite sports.A She makes learners call out all the words they can think of in the lexical set of sport.B She asks each learner to write down one interesting thing they learnt during the activity.C She organises a competition in which learners in one team mime sports for the otherteam to guess.For questions 48 – 54, match the learners’ comments with the teacher trainers’ comments 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.Teacher trainers’ commentsA Try to vary the order and type of activities you use in your classroom.B Remember to listen carefully to how the learners say things, they may begiving suitable alternatives and should be encouraged.C Consider collecting in some of the work the learners have done to markoutside class time.D Make sure you include materials and activities which are useful to everyone.E Introduce a system where you give all members of the class a chance toparticipate.F Encourage your learners to suggest or bring in material they would like to usein class.G Create a supportive atmosphere where learners see making mistakes as partof the learning process.H If you have a lot of information you want to give the learners, consider puttingit on a handout which you could photocopy for them.Learners’ comments48 We like listening to songs but the ones in the book aren’t very good. No one wants tolisten to them or sing them.49 There are some learners who are planning to do an exam soon and the teacher onlyfocuses on the language they need.50 The teacher spends a lot of time writing things up on the board and then we all have tocopy it down.51 I don’t like talking in front of everyone else because I know their English is better thanmine.52 The tasks are all good but it gets a bit boring sometimes to learn something new, thenpractise it with a writing exercise, and then read something.53 I realise it’s important that we know the answers but I think we spend too much timecorrecting exercises every day.54 The teacher just reads the answers from the book, he doesn’t accept any different answersthat we suggest.For questions 55 – 61, match the trainer’s comments with the teacher’s role as a language resource listed A, B and C.Mark the correct letter (A, B or C) on your answer sheet.You will need to use each option at least once.Teacher’s role as a languageresourceA clarifying meaningB correctingC contextualisingTrainer’s comments55 It will be more memorable if you encourage learners to write sentences using the newwords.56 If a learner is enthusiastically telling a story don’t interrupt him to ask him to rephrasethings that aren’t clear, but discuss the points later.57 It was good that you encouraged the learners to proofread their written stories beforehanding them in to you.58 I liked the way you used concept questions to show the differences between two tenses.59 It’s better to use a coloured code with written work because learners remember what theyfind out themselves.60 A good way of focusing on the passive is to ask learners to underline examples in a text.61 It can be helpful to remind learners to notice any affixes in unfamiliar words.For questions 62 – 67, choose the best option (A, B or C) to complete each statement about ways of grouping learners.Mark the correct letter (A, B or C) on your answer sheet.62 The teacher moves from choral drilling to group drilling to individual drilling of a structurebecauseA she wants to build learners’ confidence when using the structure.B she wants everyone to understand the use of the structure.C the structure is easily confused with the learners’ L1.63 Before learners start a paired feedback activity the teacher tells them they will give peerfeedback afterwards becauseA she wants learners to listen carefully to each other.B she wants to introduce learner independence.C different learners will produce different errors.64 After planning a writing task as a whole class, the teacher asks the learners to write the firstparagraph on their own becauseA she wants to check that they use their own ideas.B she wants to make sure all learners attempt the task.C she wants stronger learners to write a longer text.65 The teacher puts learners into mixed-ability groups to do a grammar exercise becauseA she wants the learners to get to know each other better.B stronger learners may benefit from explaining the answers.C the grammar structure is new to all learners.66 The teacher puts learners of similar ability into small groups to do a gap-fill task becauseA she wants weaker learners to work out the answers for themselves.B she wants all the groups to finish at the same time.C she doesn’t want learners to be aware of differences in ability.67 The teacher asks each of the learners who are working on a project together to do part ofthe project presentation becauseA speaking ability varies from learner to learner.B some learners lack confidence.C she wants to encourage a sense of responsibility among learners.For questions 68 – 73, match the method of correction with the teacher’s purpose (A – G).Mark the correct letter (A – G) on your answer sheet.There is one extra option which you do not need to use.Teacher’s purposeA to encourage the use of peer feedbackB to give the class an understanding of the natural orderC to provide a quick way of checking an exercise for the whole classD to help a learner with a language difficulty that is not common to thewhole classE to remind learners of the pattern of sentence stressF to signal in an oral activity that a learner has used the wrong wordG to develop learners’ ability to edit and proofread their own workMethod of correction68 The teacher underlines but does not correct mistakes on each learner’s written dialogue.69 The teacher claps out for the class a regular rhythm while repeating a line from a dialogue.70 The teacher echo-corrects a learner’s question.71 The teacher arranges to give individual feedback with a learner.72 The learners exchange written work before it is given to the teacher for marking.73 The learners shout out the answers to a true-false exercise and the teacher writes thecorrect answer on the board.For questions 74 – 80, match the teacher’s feedback comments with the feedback focus on writing listed A – D.Mark the correct letter (A – D) on your answer sheet.You will need to use each option at least once.Feedback focusA organisationB accuracyC rangeD registerTeacher’s comments74 Don’t you think your email would sound better if you used some contractions – like I’minstead of I am?75 I like this letter of application a lot. It includes all the right information. Can you find a goodplace to start another paragraph? This one is quite long and the reader might get lost.76 I think the manager would be impressed by this letter but can you check the word order inthe request?77 Next time you write a formal email like this it’s a good idea to start by saying why you’rewriting – don’t leave that until the end.78 This letter uses a lot of good language but your English friend won’t be sure if your job atthe supermarket is permanent or temporary. Look at the verb form again.79 This story is really interesting. There’s a nice introduction and it’s quite simple and easy tounderstand but you could have used more past tenses because we’ve done more than the past simple this term. Look back at units 3 and 4 in the course book.80 It’s quite difficult to follow this essay because you’ve put some of the advantages in withthe disadvantages. Make notes before you write your next one.BLANK PAGE。

英语五年级下册外研版Module2素质测试题(含答案)

五年级下册Module2测试题( 外研版第六册)Writing PartI. Choose. 选出每组中不同类的一项。

(5分)( )1. A. English B. learn C. study( )2. A.grandpa B. grandma C. now( )3. A. she B. many C. he( )4. A. dancer B. city C. driver( )5. A.four B. live C. threeII. Look and write the words. 看图片，写单词，将句子补充完整。

1.Ten years ago, Chen hai was in his _____.2.Her mother was a ______ ten years ago.3. Today Lingling_____ an ice cream.III. Read and choose. 选择正确答案。

( )1. She danced in lots____of Chinese cities .A. ofB. aboutC. from( )2. She ____ a dancer.A. studiedB. didC. was( )3. She____ a cake yesterday.A. makeB. madeC. bring( )4. Thank you for ____ me a present.A. gaveB. giveC. giving( )5. Now he goes to school ____ bus.A. inB. byC. aboutIV. Read and judge.判断下列句子和图片是(T)否(F)相符。

( )1.Sam got up at 6 o’clock.( )2.I can make a E-card.( )3. They are my grandparents.( )4. There are lots of food.( )5. Now, Mr Li is retired. He’s learning English. V2. She ____ English.3. He was a ____.4. Mr Li ____ Chinese.5. He ____ to school.VI. Read and choose.问答对对碰。

1-TKT-Module1第一次模拟题及答案

卓越教育第一次TKT模拟测试题For questions1-4,match the example language with the grammatical terms. Q1:always,never,seldomA.prepositions of placeB.possessive pronounsC.personal pronounsD.adverbs of frequencyQ2:before,after,untilA.adverbs of frequencyB.prepositions of timeC.prepositions of placeD.adverbs of mannerQ3:hard,fast,slowlyA.personal pronounsB.demonstrative pronounsC.adverbs of mannerD.adverbs of frequencyQ4:yours,theirs,hersA.demonstrative pronounsB.possessive pronounsC.personal pronounsD.adverbs of timeFor questions5-8,choose the correct word(s)to complete each definition of lexical terms.Q5:____________is a group of words that are about the same topic.A.A lexical setB.A phraseC.A synonymQ6:A group of words that come from the same base word is called__________.A.a minimal pairB.a multi-word verbC.a word familyQ7:Collocations,fixed expressions and idioms are all different kinds of____________.A.chunkspoundsC.conjunctionsQ8:A homophone has the same________as another word.A.meaningB.soundC.spellingFor questions9-13,look at the questions about phonology and the three possible answers listed A,B and C.Choose the correct option(A,B or C). Q9:Which word is stressed on the middle syllable?A.probablemotionC.afternoonQ10:Which set of words is a minimal pair?A.were-weirB.think-thingC.bit-beetleQ11:Which word contains a diphthong?A.boyB.boughtC.bannerQ12:Which is the correct phoneme script for superman?A./su:pəmæn/B./su:pə:ma:n/C./su:pəmen/Q13:Which set of words has linking in connected speech?A.that sandy beachB.its salt and pepperC.the pepper potFor questions14-17,match the teacher's comments with the aspects of speaking.Q14:He used too much idiomatic language.When he gives his presentation,he will have to be more formal.A.interactionB.connected speechC.appropriacyD.accuracyQ15:She needs to look up and make eye contact when she is speaking.A.interactionB.connected speechC.accuracyD.appropriacyQ16:He speaks in a monotone,pronouncing every syllable of every word with equal stress.A.intersectionB.connected speechC.appropriacyD.accuracyQ17:She need to remember to use the past tense consistently when talking about her experience.A.interactionB.connected speechC.appropriacyD.accuracyFor questions18-22,match the readers'statements with the terms about reading.Q18:I am looking in the newspaper to find out what time the film starts.ing reference materialsB.intensive readingC.skimmingD.scanningQ19:I am looking through a book in the library to decide if I want to borrow it.ing reference materialsB.intensive readingC.skimmingD.scanningQ20:From the way this author writes,I get the feeling he doesn’t like people in authority.ing reference materialsB.intensive readingC.skimmingD.inferringQ21:I need to look up this word in the dictionary.ing reference materialsB.intensive readingC.skimmingD.inferringQ22:I am enjoying reading this novel I got for my birthday.ing reference materialsB.intensive readingC.extensive readingD.inferringFor question23-26,match the learners'statements with the types of learning needs.Q23:I don’t think I ever learnt how to use modals appropriately.So I avoid using them altogether.A.exam strategiesB.learning gapC.cultural backgroundD.workloadQ24:I am a very shy person and I feel embarrassed if I have to talk in front of other students,so I never ask questions in class.A.exam strategiesB.previous learning experienceC.cultural backgroundD.securityQ25:I never answer a question unless the teacher asks me directly because that would not be polite in my country.A.exam strategiesB.learning gapC.cultural backgroundD.workloadQ26:The teacher gives us big projects to do at home but every day after class I have to help my parents in their shop so there is never enough time to finish them.A.exam strategiesB.learning gapC.professional needsD.workloadFor questions27-32,look at the terms about introductory activities and presentation techniques and the three possible examples listed A,B and C. Choose the example(A,B,or C)which matches the term.Q27:Guided discovery.A.The teacher asks the students to underlie all the examples of comparativeadjectives in a text and work out the rule for making comparative forms.B.The teacher mimes something she has difficulty doing and asks the class todescribe the action.C.The students look at pictures and,in pairs,decide on what the objects are.Q28:ElicitingA.The teacher asks students to have another look at their essays and try toimprove the style and content.B.The teacher plays a recording of two people arguing and asks the students ifthey know what the argument was about.C.The teacher shows pictures of sample actions.She prompts the students bysaying‘Yesterday I...’Q29:Controlled practice.(最高Con分值：5分)A.Students talk about what they did at the weekend.The teacher walks aroundcorrecting inaccurate use of the past tense.B.Students do a role-play based on a recorded conversation they listened to.C.Students listened to jazz chants and repeat them,trying to use the samepronunciation and intonation.Q30:Ice breaker.A.As students enter the room,the teacher asks them to sit down and fill in aform with their personal details.B.As students enter the room,the teacher asks them to shake hands with otherstudents and introduce themselves.C.As students enter the room,the teacher asks them to hand in theirhomework.Q31:Test-teach-test.(最高分值：5分)A.The teacher explains the rules about using some or any.Students do anexercise using some or any.The teacher tests the students on the target language.B.The students do a task on the target language some or any.The teacherexplains the rule about using some or any.The students do a task filling in gapswith some or any.C.The teacher tests the students on the target language of the previous lesson.She teaches the new language(when to use some or any).The students do a test on the new language.Q32:Focus on form.A.The teacher displays a set of useful language items and asks students topredict how likely it is that these items would occur in spoken language.B.The teacher gives students a task-based learning activity,such as arole-play,in which the students should ideally use modals.C.The teacher models accurate pronunciation of contractions of auxiliaryverbs and the class repeats.For questions33-35,look at the terms about assessment and the three activities listed A,B and C.Two of the activities are examples of the term.One activity is NOT an example.Choose the example(A,B,or C)which is NOT an example of the term.Q33:Placement test.A.The enrolment process at the school includes a written test.B.Students discuss with their teacher any specific problems they havewith English.C.Students all have an oral interview to decide which level of class theygo into.Q34:Progress test.A.The students have just finished the first five units in their coursebook andtheir teacher gives them a test on the grammar points they have covered.B.The teacher gives a vocabulary test to find out how many words students canremember from the first half of the course.C.At the end of the term,the students take a test based on the content of thecourse book they have used.Q35:Proficiency test.A.The manager of the call centre interviewed all job applicants to assesswhether their spoken English will be clear to outside callers.B.The college requires all students who have applied for entry to sit a readingtest to see if their reading comprehension is at a suitable level for tertiary study.C.The students sat an end-of-year exam to assess how well they had learnt thework covered in the syllabus.。

1-TKT-Module1第一次模拟题及答案

外研版高中英语必修二Modules2单元测试题

高中英语学习资料madeofjingetieji高一外研必修 2 Modules 2单元测试题I 语言知识及应用（共两节，满分45 分）第一节完形填空（共15 小题；每题 2 分，满分30 分）阅读下面短文，掌握其马虎，尔后从1-15各题所给的 A 、B、C和D项中，选出最正确选项。

It was July, 1960. I was 20 years old. One day, I was very __l __, because I hadn't eaten anything for two days, except for half a cheese sandwich. It had taken me a week to hitch-hike (搭便车) to Paris from Italy, and my __2 __ had run out. Before I left Milan, my friend Silvano had told methat he knew a man in __3__ called Mangiarotti, who might be able to give me a job. He said Mangiarotti was a house-painter __4__ in painting shop fronts.As soon as I arrived in Paris, I started to __5__ for Mangiarotti on the streets, but found nothing by the end of the day, I sold my watch. That night I __6__ on a hard bench in the local park.I woke the next morning stiff, __7__ and hungry. Finally, towards the end of the afternoon, when my feet ached and my shoulder hurt from the __8__of my bag, my luck changed. I __9__ tolook down a side street and __10__ saw a man up a ladder, with a paintbrush in hand. As Igot close, I saw that he was painting the __11__ of a shop!"Excuse me," I said in my best __12__. "Are you Mr Mangiarotti?" He came down the ladder and looked at me__13__ . Suddenly, he shrugged his shoulders as if to say it didn't matter whether he was or not. "Let's have something to__14__," he said. I followed him into a nearby __15__. Thinking that the milk in it might satisfy my hunger, I asked for a white coffee. From then on, I started working for Mangiarotti.1.A. tired B. excited C. thirsty D. hungry2.A. strength B. patience C. money D. gas3.A. Paris B. Italy C. Milan D. Rome4.A. skillful B. weak C. puzzled D. interested5.A. work B. search C. help D. paint6.A. stood B. sat C. played D. slept7.A. close B. cold C. warm D. hot8.A. weight B. size C. style D. shape9.A. seemed B. tried C. happened D. meant10.A. probably B. impossibly C. undoubtedly D. surprisingly11.A. door B. front C. window D. wall12.A. German B. French C. Italian D. English13.A. silently B. angrily C. happily D. anxiously14.A. eat B. cook C. drink D. taste15.A. school B. cafe C. house D. shop第二节语法填空（共10 小题；每题 1.5 分，满分15 分）阅读下面短文，依照句子结构的语法性和上下文连结的要求，在空格处填入一个合适的词或使用括号中词语的正确形式填空。

模块测试(Module 2)

模块测试(Module 2)(时间:120分钟满分:150分)第Ⅰ卷第一部分:听力(共两节,满分30分)第一节(共5小题;每小题1.5分,满分7.5分)听下面5段对话。

每段对话后有一个小题,从题中所给的A、B、C三个选项中选出最佳选项,并标在试卷的相应位置。

听完每段对话后,你都有10秒钟的时间来回答有关小题和阅读下一小题。

每段对话仅读一遍。

(Text 1)M:What’s the matter,Anne?Do you have a problem?W:Yes,I have the chance to get another job and I don’t know what to do.M:If it’s a better job than your present one,take it.That’s my advice.1.What is the woman thinking about?( C )A.Getting an extra job.B.Doing better in her job.C.Changing her job.(Text 2)W:Excuse me.Where is the White Swan Hotel?M:It’s just over there around the corner.W:Thank you.M:You’re welcome.2.Where did the dialogue probably take place?( A )A.In the street.B.In a hotel.C.At a school.(Text 3)M:I’m staying at home.I want to read a book.W:You’re always reading.You work all the time.M:Games are silly.W:No,they’re not.The headmaster says,“All work and no play makes Jack a dull boy.”3.What does the headmaster want the students to do?( C )A.To work all the time.B.To play at home.C.To work and play.(Text 4)M:Hello,Mary,this is John Smith from the bank.Is Paul there?W:Not yet,John.He phoned me from the office 5 minutes ago to say that he was going to look for a birthday present on his way home.4.Where did Paul plan to go on his way home?( C )A.To the office.B.To the bank.C.To the shops.(Text 5)M:Have you got a single room for two nights?W:Yes.You can have a room facing the sea.M:What’s the price?W:$34 a night with a shower.5.How much will the man spend?( C )A.$34.B.$44.C.$68.第二节(共15小题;每小题1.5分,满分22.5分)听下面5段对话或独白。

剑桥国际少儿英语二级测试题

红太阳英语学校2017年度剑桥少儿英语二级升级质量测评注意事项:字迹清晰，字体规范，卷面整洁，满分100分,时间90分钟姓名___________ 考场____________ 得分____________ 听录音，补全短文（13分）Stella：Can I play______________?Suzy：Ok.Stella：Where’s my_______________?Suzy：It’s there, _____________ _____________the bathroom.Stella：Ok.Suzy：______________ this blue mat in the___________ next to your bed. Stella：Can I have a___________________ in my bedroom?Suzy：No, you can’t. The phone’s in the_________ room next tothe__________.Stella：Can I have a______________, please?Suzy：Ok, you can put the lamp on the table next to your bed.Stella：Thanks Suzy. Where can I put the armchair?Suzy：Put it in the living room___________ the clock.Stella：Is there a_________ in my bedroom?Suzy：A mirror in your bedroom ? No, there isn’t. There are______mirrors.One in the bathroom, one in my bedroom and one in Simon’s bedroom.Stella：Oh.一、按要求完成下列各题（27分）1.写出下列单词的复数形式（9分）book____________ sheep_____________ child____________boy______________ photo_____________ potato___________eraser_____________ football__________ watch_____________2.写出下列动词的现在分词（动词ing形式）（9分）walk______________ make______________ dance______________listen______________ run________________ swim______________stop_______________ sleep_______________ draw______________3、英汉互译(9分)书柜___________ computer game____________ 照相机___________spider__________ 蜥蜴_____________ hospital___________打棒球______________ behind____________ 打曲棍球_________二、单项选择。

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INFORMATION FOR CANDIDATES There are 80 questions in this paper. Each question carries one mark.
PV5 © UCLES 2015
2 For questions 1 – 6, match the activities for teaching writing with the main teaching focuses 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.
14
The main aim of Stage 1 is to A B C introduce key themes for the unit. present a set of proper nouns. review structures from a previous unit.
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5 15 The main aim of Stage 2 is to A B C remind learners of structures they will need for the activity. assess learners’ own experiences. stimulate learners’ interest in the topic.
3 4 5 6
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3 For questions 7 – 13, match the stages of a lesson with the main stage aims 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.
Main stage aims
A B C D E F G H
to organise ideas for a narrative to ensure the learners have complete understanding of the text to give proofreading practice to check past tense forms to give free practice of past tense and sequencing words to give practice in reading for gist to set the topic and activate vocabulary to give an opportunity to the learners to notice sequencing words
16
The main aim of Stage 3 is to A B C focus on the layout of a text. practise the language of giving opinions. predict the content of a text.
17
The main aim of Stage 4 is to A B C practise strategies for dealing with unfamiliar words. assess vocabulary knowledge. focus on a lexical set.
9 10 11 12 13
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4 For questions 14 – 20, read the seven stages of an integrated skills lesson and complete each statement about the aims of each stage by choosing the correct option, A, B or C. Mark the correct letter (A, B or C) on your answer sheet.
Main teaching focuses A B C D E F G cohesive devices lexical range accurate letter formation register narrative skills dialogue writing summarising
Activities for teaching writing 1 2 Learners write the key points of an article they read in class, using no more than 50 words. Learners copy a handwritten text, trying to make it look as similar to the original as possible. Learners choose words and expressions like however, in addition and despite from a list of options to fill the gaps in a text. Learners replace a number of uses of nice and good with more interesting adjectives. Learners discuss how to make a story more interesting by including interesting characters. Learners discuss the differences between writing a letter to a friend and to a stranger.
Stages of an integrated skills lesson
Stage 1 Word power argument embarrass fight jealousy tease
Stage 2 What problems can teenagers face because of parents? Other people at school? Brothers and sisters? Friends? Stage 3 Look at the title and subtitle of the article you are going to read about a service for teenagers. What do you think this new service does? Stage 4 Read the article, then find the following words and phrases and underline them. Can you work out what they mean from the context? Stage 5 Find words or phrases in the text which have a similar meaning to these words or phrases. Stage 6 Look back at the article and find an example of: the present simple in the question form (paragraph 2) the past simple in the negative (paragraph 6) Stage 7 Use the words in the box in the correct form to complete the following sentences: The girl was __________ (tease) by an older child. It was the most _______ (embarrass) moment of my life.
Stages of a lesson 7 8 The teacher writes School day in the middle of the board. The learners brainstorm all the things they do during their day at school. The teacher hands out a story about Susan’s school day, together with pictures of it. The learners read the story quickly and put the pictures in order. The teacher gives the correct order. The learners reread the text and look up any unknown vocabulary in their dictionaries. The teacher checks any problematic words. The teacher gives the learners the same story but with gaps instead of verbs. The learners fill the gaps from memory. They check their answers. The learners look at the complete text again, and underline phrases such as Then, After that, A bit later. The learners have five minutes to make notes for their own story about a memorable day at school. In groups, the learners tell their own stories to each other and then decide on the most memorable day.