The document appears to be a practice test for a teaching qualification. It contains multiple choice questions about classroom language functions, sequencing of classroom instructions, and selecting appropriate language for different classroom situations. The questions increase in difficulty level as the points value increases for each topic.

2. Concepts
Follow-up
activities
TKT practice
task 2nd
TKT practice
task 1st
100
200
300
400 400
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300
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200
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3. Concepts – 100 Points
QUESTION:
•What are the purposes for which we use language in
the classroom?
•A) Main Aim
•B) Classroom Functions
•C) To practice speaking
ANSWER:
• B) Classroom Functions

4. Concepts – 200 Points
QUESTION:
•Look at the follow language used in a classroom. What
is its functions?
- Stand up, Adam. Stand up, Evi.
•A) Modelling
•B) Encouraging
•C) Getting learners’attention
ANSWER:
•C) Getting learners’attention

5. Concepts – 300 Points
QUESTION:
•Look at the follow language used in a classroom. What
is its functions?
- Oh er, Shona (pause) and (pause) Brenda (pause)
•A) Modelling
•B) Nominating
•C) Instructing
ANSWER:
•B) Nominating

6. Concepts – 400 Points
QUESTION:
•Look at the follow language used in a classroom. What
is its functions?
- Come on, Shona, ask...
•A) Encouraging
•B) Prompting
•C) Instructing
ANSWER:
•C) Prompting

7. Topic 1 – 50 Points
QUESTION:
•Type your question in here relating to Topic 1. As the
Points get higher make questions harder.
ANSWER:
•(type answer here)

8. Follow-up Activities – 100 Points
QUESTION:
•Look at these three sets of teacher instructions. In each
example, one of the instructions is out of sequence. Decide
which one is out of sequence
• A) Ready? I’m going to play the CD. Listen.
• B) Take out your student books and turn to page 50.
• C) Look at exercise 3.
• D) Read the five true/false questions.
ANSWER:
•A) Ready? I’m going to play the CD. Listen.

9. Follow-up Activities – 200 Points
QUESTION:
•Look at these three sets of teacher instructions. In each
example, one of the instructions is out of sequence. Decide
which one is out of sequence
• A) On your own, write a list of what you ate for breakfast.
• B) Work with the person sitting next to you.
• C) Take it in turns to tell your partner what you ate.
• D) Don’t show your list to your partner.
ANSWER:
•C) Take it in turns to tell your partner what you ate.

10. Follow-up Activities – 300 Points
QUESTION:
•Look at these three sets of teacher instructions. In each
example, one of the instructions is out of sequence. Decide
which one is out of sequence
• A) In groups of four, brainstorm some ideas about your
personal heroes.
• B) Choose some points to use in your essay.
• C) Write a draft of your essay.
• D) Read the model essay in your student book to remind
your of the organization.
ANSWER:
•C) Write a draft of your essay.

11. Follow-up Activities – 400 Points
QUESTION:
•Look at this transcript from a lesson. After read it decide what
level of class this is.
•A) Beginner, Children
•B) Advanced, Children
•C) Beginner, Adults
•D) Advanced, Adults
ANSWER:
• C) Beginner, Adults
Teacher: Ok… Who can make the first sentence here?... Who wants to
make a sentence about Penny… or about … Abdullah. Make a
sentence about Penny, please
Student 1: What does Benn –
Teacher: No, no questions yet … just make a sentence.
Student 2: Which one?
Teacher: No, no questions.
Student 2: Ah, it’s Benny?
Teacher: Yes, tell me something about Penny.
Student 2: Benny washing…
Teacher: IS washing. Penny is washing.
Student 2 Uh, shirt … er … on the last day … the last day … on the last
day … no.
Teacher: Yesterday?
Student 2: Yes.
Teacher: OK … What did she wash yesterday?
Student 2: she was wash… er she washing.
Teacher: Mohammend, can you help him?

12. Topic 2 – 50 Points

13. TKT practice 2nd
– 100 Points
QUESTION:
•Look at the example of teacher’s language in a class of
elementary learners and the three possible trainer’s comments
on the language. Choose the trainer’s comment which
matches the teacher’s language.
- Class. Shut up. Bernard is speaking
• A) Good. It’s important that students learn to listen to each
other.
• B) It’s not appropriate to say that to students. What else
could you say.
• C) When prompting, wait to see if the students can help
before you make suggestions.
ANSWER:
•B) It’s not appropriate to say that to students. What else could you
say.

14. TKT practice 2nd
– 200 Points
QUESTION:
•Look at the example of teacher’s language in a class of
elementary learners and the three possible trainer’s comments
on the language. Choose the trainer’s comment which
matches the teacher’s language.
- Listen, … comfortable. Now repeat together
• A) Be careful with style. This was a little too formal.
• B) You paused nicely. This gave students time to focus.
• C) I’m not sure everyone was ready for the listening
comprehension activity.
ANSWER:
•B) You paused nicely. This gave students time to focus

15. TKT practice 2nd
– 300 Points
QUESTION:
•Look at the example of teacher’s language in a class of
elementary learners and the three possible trainer’s comments
on the language. Choose the trainer’s comment which
matches the teacher’s language.
- Who can help Juan with the answer?
• A) You could ignore his answer.
• B) Can you think of another way of checking
understanding?
• C) That was a good example of eliciting help from peers.
ANSWER:
•C) That was a good example of eliciting help from
peers.

16. TKT practice 2nd
– 400 Points
QUESTION:
•Look at the example of teacher’s language in a class of
elementary learners and the three possible trainer’s comments
on the language. Choose the trainer’s comment which
matches the teacher’s language.
- If any of you don’t understand what to do, I can repeat the
instructions for you. OK?
• A) You need to grade your language better for this class.
• B) Try talking to the whole class together.
• C) Why don’t you prompt them here rather than elicit?
ANSWER:
•A) You need to grade your language better for this
class

17. Topic 3 – 50 Points
QUESTION:
•Type your question in here relating to Topic 3. As the
Points get higher make questions harder.
ANSWER:
•(type answer here)

18. TKT practice 1st
– 100 Points
QUESTION:
•Look at the following situations and three possible thing a
teacher could say. Choose the most appropriate option.
-In a class of primary children of 9-10 years of age, the learners are
finishing a pairwork task. The teacher wants to check the answers
with the class.
• A) What’s the answer to number 1? Hands up, please.
• B) Can any of you possibly tell me what you think might be
the answer for the first question?
• C) Answer?
ANSWER:
•A) What’s the answer to number 1? Hands up, please.

19. TKT practice 1st
– 200 Points
QUESTION:
•Look at the following situations and three possible thing a
teacher could say. Choose the most appropriate option.
-The teacher is telling a story to a class of very young primary
learners who have only been learning English for one month.
• A) Here is a little boy. Look. One day…
• B) This is a story about a little boy who used to live in the
city.
• C) Stories are very important for you. They will help you
learn new grammar.
ANSWER:
•A) Here is a little boy. Look. One day…

20. TKT practice 1st
– 300 Points
QUESTION:
•Look at the following situations and three possible thing a
teacher could say. Choose the most appropriate option.
-A group of businessmen are doing a discussion activity. The
teacher notices a learner has made a mistake and says:
• A) That’s wrong.
• B) A bad answer.
• C) Is that quite right?
ANSWER:
•C) Is that quite right?

21. TKT practice 1st
– 400 Points
QUESTION:
•Look at the following situations and three possible thing a
teacher could say. Choose the most appropriate option.
-In a class teenagers in their second year of English, the teacher has
just presented a new grammatical structure and wants to check that
the learners understand the meaning.
• A) Does everyone understand?
• B) Who can give me an example sentence?
• C) Please explain the meaning.
ANSWER:
•B) Who can give me an example sentence?

22. Topic 4 – 50 Points
QUESTION:
•Type your question in here relating to Topic 4. As the
Points get higher make questions harder.
ANSWER:
•(type answer here)

23. Topic 5 – 10 Points
QUESTION:
•Type your question in here relating to Topic 5. As the
Points get higher make questions harder.
ANSWER:
•(type answer here)

24. Topic 5 – 20 Points
QUESTION:
•Type your question in here relating to Topic 5. As the
Points get higher make questions harder.
ANSWER:
•(type answer here)

25. Topic 5 – 30 Points
QUESTION:
•Type your question in here relating to Topic 5. As the
Points get higher make questions harder.
ANSWER:
•(type answer here)

26. Topic 5 – 40 Points
QUESTION:
•Type your question in here relating to Topic 5. As the
Points get higher make questions harder.
ANSWER:
•(type answer here)

27. Topic 5 – 50 Points
QUESTION:
•Type your question in here relating to Topic 5. As the
Points get higher make questions harder.
ANSWER:
•(type answer here)