【TKT考试】 TKT Module 1 Practice Test 1 错题汇总
2018-02-07 17:43阅读：
1. Words - Grammatical Terms
无
2. Clauses or Phrases - Meanings
无
3. Lexical or Phonological Terms
(1) But and bat; want and won't; hurt and heart are examples of
( B )
A. weak forms.
B. minimal paris.
C. rhymes.
Analysis:
These are 'minimal pairs' (words that differ only by one meaningful
sound).
'C' is incorrect because rhymes share the same vowel sounds.
4. Words - Phonemic Symbols
无
5. Example Sentences - Functions
无
6. Language Skills
(1) Inferring does NOT involves ( B )
A. deciding how the writer feels about something.
B. checking unknown words in dictionary.
C. taking notice of register and style.
Analysis:
'Inferring' means deciding how a writer or speaker feels about
something from the way that they speak or write, which includes
the register and style they use. It does not mean checking the
meaning of new words, which is related to comprehension and
vocabulary skills.
(2) Speaking does NOT fluently involves ( A )
A. maintaining a fast flow of speech.
B. speaking at normal speed.
C. using paraphrase to avoid pauses.
Analysis:
Speaking fluently does not mean speaking quickly. Speaking fluently
means being able to speak at a natural or normal speed with little
hesitation, repetition or self-correction. At times, this involves
using paraphrase to avoid pauses.
7. Advice - Strategies
(1) Grade activities to provide opportunities for equal
participation in class. --> increase students
self-confidence
Analysis:
When activities are graded so that all learners can participate,
the learners have a sense of achievement and feel more
confident.
(2) Give students projects to do outside the classroom. -->
promote student autonomy
Analysis:
Out-of-class work provides an opportunity for learners to improve
their ability to work independently or autonomously.
8. What the Student Does - Terms about Language
Learning
无
9. Classroom Activities - Learning Styles
(1) Students are given a lot of time to think before they
attempt to answer questions. --> reflective
Analysis:
Having time to think before answering means learners have time to
reflect on their understanding of the question and to formulate
language needed to answer it. This is different from 'analytic'
learning, which involves analysis of a text, language or
problem.
10. Statements - Teaching Approaches
(1) Language structures are learnt through controlled exercises.
--> Structural Approach
Analysis:
The Structural Approach is a way of teaching which uses a syllabus
based on grammatical structures. Controlled exercises are used to
practice different language structures.
(2) Lexis and grammar are the most important aspects of
language. --> Structural Approach
Analysis:
The Structural Approach is based on controlled learning of lexical
and grammar structures.
(3) Focus is on accuracy and mistakes should be avoided. -->
Structural Approach
Analysis:
Learning to use structures accurately is a key focus of the
Structural Approach.
(4) There is no obvious focus on one particular aspect of
language, e.g. grammar, dicourse, functions. --> Content and
Language Integrated Learning (CLIL)
Analysis:
With a CLIL approach, language study is integrated with learning
about the non-language subject. Learners will be required to use
their foreign language to fulfill a particular purpose (for
example, to write a description of a simple scientific process),
but they are not given explicit instruction in the language to use
for that task.
11. Teacher's Actions - Introductory Activities and
Presentation Techniques
(1) The teacher writes a sentence with the target language on
the board and the students copy it into their notebooks. -->
modelling
Analysis:
'Modelling' involves the teacher providing a clear example of the
target language for learners to repeat or write down. Here the
teacher has chosen a model sentence to write on the board.
(2) Students discuss items on a menu before beginning a lesson
on ordering meals in a restaurant. --> a lead-in
Analysis:
This is an example of a 'lead-in', where the discussion task is
clearly designed to prepare learners for the main task that
follows. Here the lead-in involves a focus on the key vocabulary
required to order meals in a restaurant.
(3) The teacher asks the class for examples of different kinds
of holiday and writes them on the board. --> eliciting
language
Analysis:
This is a class activity designed to elicit vocabulary related to
the topic of holidays.
12. Classroom Activities
(1) Which activity does NOT give free practice? ( B )
A. keeping a diary
B. categorisation
C. mingling
Analysis:
'Categorisation' involves putting thigns into the group or category
to which they belong.
'A' and 'C' are incorrect because they provide free writing and
speaking practice, respectively.
(2) Which of these does NOT necessarily use the target language?
( C )
A. sustitution drills
B. gap-fill activites
C. skim reading
Analysis:
'Skimming' a text involves reading quickly to get a general idea of
what it is about. It does not require focus on the target language,
even though the text may contain the target language. In contrast,
'A' and 'B' are activities that are usually designed to give
learners practice in using the target language.
(3) Which activity does NOT focus on fluency? ( B )
A. problem solving
B. guided repetition
C. group discussion
Analysis:
'Guided repetition' involves learners repeating something, usually
with a focus on accuracy of pronunciation. Problem solving and
group discussion both provide an opportunity for learners to
develop fluency through speaking to their peers on a familiar
topic.
13. Teachers' Descriptions - Types of
Tests
(1) The students will complete a multiple-choice test. Anyone
could mark this test, given the marking schedule. -->
objective
Analysis:
An objective test can be marked without using any input from the
examiner. Multiple-choice questions are a good example of objective
testing. There can only be one correct answer.
