Module 3 Practice test 3.1
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Module 380 questions · 80 minutesBook pp. 220–233

TKT Module 3 Practice test 3.1

TKT Module 3 practice test 3.1 — 80 questions from the book, printed in order 1–80.

A sample answer sheet is on page 234. (Available in The TKT Course Modules 1, 2 and 3 Online: Practice test 3.2 and Practice test 3.3.)

Exam mode

The full 80-question test from the book, run like the real TKT computer-based test: one question at a time, 80-minute timer, question palette, marking, then a score report with the official answer key and review.

Your answers and remaining time are kept in this tab only (sessionStorage). Progress from an earlier attempt in this tab will be restored.

Exam tips first

📋Test materials (sections & options pools)

Open the section you need while answering. They stay accessible during the exam.

Section: For questions 1–6, match the examples of teachers’ classroom language with the functions listed A–G.
A getting attentionB elicitingC narratingD managing interaction patternsE giving a definitionF asking for clarificationG modelling
Section: For questions 7–12, look at the teacher’s first two instructions in a sequence of instructions and the three possible ways of continuing them listed A, B and C. Choose the instruction which would be most appropriate to continue the sequence.
Section: For questions 13–19, match the teacher’s instructions to elementary primary learners with a trainer’s comments on their appropriacy listed A, B and C.
A These instructions are appropriate for the learners.B These instructions are above the language level of the learners.C These instructions do not tell the learners exactly what to do.
Section: For questions 20–26, read the student dialogues. Match the second student’s responses with the functions listed A–H.
A emphasisingB promptingC self-correctingD checking understandingE speculatingF encouragingG changing the subjectH suggesting
Section: For questions 27–33, look at the conversation between two intermediate learners. Read the questions about their use of language and the three possible answers listed A, B and C. Choose the correct answer.
1Juan: I’ll start. I come from Spain and I love football.
2Fernanda: Me too. That is ... I love football. I’m not from Spain, though. I’m
3from Italy.
4Juan: I guessed that from your T-shirt. Is that your town marked on the
5map of Italy?
6Fernanda: Yes! I designed it myself ... got the map from the internet ...
7Juan: Yeah ... anyway, the teacher is looking at us ... back to the task...
8Fernanda: Yeah ... you come from Spain, you like football ... and ...
9Juan: Er... let me see ... I’ve got two brothers and I’m studying to be
10a doctor. Your turn.
11Fernanda: I’m an only child. As for career, I’m into the arts. I want to be
12a designer.
Section: For questions 34–40, match the learners’ written mistakes with the types of mistake listed A–H.
A wrong conjunctionB missing pronounC unnecessary auxiliaryD wrong modal verbE missing articleF wrong prepositionG wrong adverbH wrong tense
Section: For questions 41–47, match the classroom situations with the classroom management choices listed A–H.
A Divide the class into As and Bs. As do the activity first while Bs do some exercises. Then they swap.B Write some useful classroom language on posters and put them around the classroom walls. Teach the phrases to students and remind them to use them in fluency work.C Don’t use the mother tongue with students. If they know you won’t translate, they’ll listen more carefully.D Make sure you start the lesson with a flexible pair or group activity so you can start the lesson properly when everyone is present.E Prepare some extension activities before the lesson to hand out to the faster students. Try not to hurry the slower students.F Try nominating before you ask the question.G Use warmers that relax and calm your students to get them ready for the lesson. Avoid games and quizzes.H Change the class seating regularly so that the problem students are not always sitting in the same places.
Section: For questions 48–54, match the classroom management techniques with their purposes listed A, B and C.
A It promotes learner autonomy.B It encourages student participation in class.C It supports differentiation.
Section: For questions 55–61, match the teacher activities with the teacher roles listed A–D.
A Assessor (someone who evaluates the students’ performance and behaviour)B Motivator (someone who encourages the students)C Planner (someone who plans what the students are going to do)D Contributor (someone who gives ideas and information about a topic)
Section: For questions 62–67, look at the incomplete sentences about ways of grouping students 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.
Section: For questions 68–73, match the classroom situations in which students make mistakes with the most appropriate correction strategies listed A, B and C.
A delayed correctionB peer or self-correctionC immediate teacher correction
Section: For questions 74–80, look at the classroom situations and the three ways of giving written feedback listed A, B and C for the classroom situation. Two of the ways of giving written feedback are appropriate. One is NOT. Mark the letter (A, B or C) which is NOT appropriate for the classroom situation.
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