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TKT Module 2 study materials
TKT Module 2 study resources

TKT Module 2 practice questions

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Question 1Identifying the different components of a lesson plan

In a lesson plan, how does an aim differ from an objective (learning outcome)?

  1. An aim describes the order of the stages; an objective describes the problems the teacher expects to meet.
  2. An aim is written by the learners at the start of the lesson; an objective is written by the school office.
  3. An aim lists the teaching aids and materials the teacher will need throughout the lesson; an objective lists the interaction patterns for each stage.
  4. An aim is the lesson's overall purpose; an objective is a specific intended outcome. Correct answer.

Explanation

An aim states the broad purpose of a lesson, for example to develop spoken fluency, and is often expressed in general terms. Objectives, sometimes called learning outcomes, state specifically what learners will be able to do by the end, so they can be checked.

Question 2Identifying the different components of a lesson plan

What does a 'stage aim' in a lesson plan describe?

  1. The seating arrangement the learners should use.
  2. The time of day at which the stage will take place.
  3. The purpose of one part of the lesson. Correct answer.
  4. The mark the teacher expects to give at the end of the stage.

Explanation

A stage aim states why a particular part of the lesson is there, for example to check understanding of the target structure. It links each stage to the overall lesson aim rather than describing management details.

Question 3Identifying the different components of a lesson plan

What is normally recorded in the procedure column of a lesson plan?

  1. The names and levels of the learners in the class.
  2. The stages and the activities the teacher and learners do. Correct answer.
  3. The teacher's personal development targets for the term.
  4. The overall aims of the whole coursebook.

Explanation

The procedure is the step-by-step heart of the plan, showing the stages in order and what teacher and learners do in each. It often also carries timing and interaction notes alongside the activities.

Question 4Identifying the different components of a lesson plan

What does the timing column of a lesson plan show?

  1. The time learners spent on their previous homework.
  2. The date and time of the end-of-course examination.
  3. The planned number of minutes for each stage. Correct answer.
  4. When the teacher last taught this particular class.

Explanation

Timing shows how long the teacher expects each stage to take. Adding the figures helps the teacher check that the stages fit the length of the lesson.

Question 5Identifying the different components of a lesson plan

In the interaction column of a lesson plan, what does the abbreviation 'T-Ss' mean?

  1. Individual learners working alone on a task.
  2. Learners working in closed pairs with a partner.
  3. Learners moving around the classroom to find partners.
  4. Teacher working with the whole class. Correct answer.

Explanation

Interaction notation records who is working with whom. T-Ss stands for teacher with all the students, that is, whole-class interaction such as giving instructions or conducting a drill.

Question 6Identifying the different components of a lesson plan

What are 'anticipated problems' in a lesson plan?

  1. Difficulties the teacher expects and plans for. Correct answer.
  2. The mistakes learners made in the previous lesson's homework.
  3. Problems reported by the school after a formal observation.
  4. The parts of the lesson that were cut for lack of time.

Explanation

Anticipated problems are predictions written before the lesson about what may go wrong, such as confusion over a form or a task that may take too long. Teachers usually add a possible solution beside each one.

Question 7Identifying the different components of a lesson plan

In a lesson plan, what is the heading 'assumptions' used for?

  1. Materials the teacher hopes the school will provide.
  2. The number of learners expected to be absent.
  3. The teacher's guesses about learners' exam results.
  4. What the teacher believes learners already know or can do. Correct answer.

Explanation

Assumptions record the teacher's beliefs about learners' existing knowledge and skills, for example that the class already knows the past simple. This helps the teacher decide what needs revising and what can be built on.

Question 8Identifying the different components of a lesson plan

What information does a 'class profile' in a lesson plan contain?

  1. The school's timetable for the whole term.
  2. A list of coursebook units to be covered.
  3. Details about the learners, such as level, age and number. Correct answer.
  4. The teacher's own qualifications and experience.

Explanation

A class profile summarises the group the teacher is planning for, including level, age range, class size and sometimes individual needs. It helps the teacher choose suitable activities and pace.

Question 9Identifying the different components of a lesson plan

A teacher writes in the plan: 'This lesson follows a reading lesson in which the class met the past simple and prepares them for tomorrow's writing task.' Which plan heading does this belong under?

  1. Materials and aids
  2. Anticipated problems
  3. Personal aims
  4. Timetable fit Correct answer.

Explanation

Timetable fit explains how the lesson connects with what came before and what will follow in the schedule. It shows the lesson is part of a coherent sequence rather than a one-off.

Question 10Identifying the different components of a lesson plan

A teacher writes: 'In this lesson I want to reduce my own talking time during the practice stage.' Which heading does this belong under?

  1. Learner objectives
  2. Board plan
  3. Personal aims Correct answer.
  4. Language analysis

Explanation

Personal aims describe what the teacher wants to improve or change about their own teaching, such as reducing teacher talking time. They are separate from what the learners are meant to achieve.

Question 11Identifying the different components of a lesson plan

Before a lesson on 'used to', a teacher writes down the form, the meaning, a model sentence and where the stress falls. Which section of the plan is this?

  1. Assumptions
  2. Language analysis Correct answer.
  3. Interaction patterns
  4. Procedure

Explanation

Language analysis is the part of a plan where the teacher clarifies the target language for themselves before teaching it. It typically covers form, meaning, pronunciation and example sentences, often including likely learner errors.

Question 12Identifying the different components of a lesson plan

What does the 'materials and aids' section of a lesson plan list?

  1. The problems the teacher expects to meet.
  2. The stages of the lesson in the order they will be taught.
  3. The overall aims of the lesson and the course.
  4. The resources needed, e.g. a handout or a recording. Correct answer.

Explanation

This section names the resources the teacher and learners will use, such as handouts, the coursebook, the board or an audio track. Listing them helps the teacher prepare and check everything is available.

Question 13Identifying the different components of a lesson plan

Why is a lesson plan usually described as a flexible guide rather than a script?

  1. Because teachers are not required to write down their aims.
  2. Because learners choose the procedure at the start of the lesson.
  3. Because plans are only written for formal observations.
  4. Because the teacher can adapt it to what happens in class. Correct answer.

Explanation

A plan records the teacher's intentions, but real lessons vary in pace and response, so the teacher adjusts stages, timing and focus as needed. The plan supports decisions rather than dictating every word.

Question 14Identifying the different components of a lesson plan

A teacher begins the plan with: 'Show a photo of a busy market; learners discuss in pairs what people are buying.' What is the aim of this stage?

  1. To check learners' comprehension of a reading text.
  2. To give feedback on the previous lesson's written work.
  3. To introduce the topic and activate learners' ideas. Correct answer.
  4. To present the target grammar clearly and economically.

Explanation

This is a lead-in: it engages learners with the theme of the lesson and draws on what they already know before the main work begins. It creates a context and a reason to communicate.

Question 15Identifying the different components of a lesson plan

Which activity would usually appear as controlled practice after a grammar presentation?

  1. Gap-fill sentences using the new structure. Correct answer.
  2. A discussion on a topic chosen by the learners.
  3. Extensive reading of a graded reader for pleasure.
  4. A free role play with no target structures required.

Explanation

Controlled practice gives learners tightly guided use of the new language, with a lot of support and a clear right answer. Gap-fills with the target structure fit this purpose because the focus stays on accuracy.

Question 16Identifying the different components of a lesson plan

What is the purpose of a 'board plan' in a lesson plan?

  1. To note anticipated problems and their solutions.
  2. To record the learners' attendance.
  3. To show in advance how the board will be organised. Correct answer.
  4. To list the overall aims of the lesson.

Explanation

A board plan is a sketch of how the board will be divided and what will go in each part, for example target language on one side and new vocabulary on the other. It helps keep the board clear and useful for learners.

Question 17Identifying the different components of a lesson plan

A plan says: 'After the role play, note down three errors heard and write them on the board for the class to correct.' Which stage does this belong to?

  1. Warmer
  2. Delayed feedback Correct answer.
  3. Lead-in
  4. Presentation of new language

Explanation

Delayed feedback happens after a speaking task, when the teacher selects errors heard during the activity and deals with them with the whole class. Delaying correction avoids interrupting fluency.

Question 18Identifying the different components of a lesson plan

Why do lesson plans normally order stages so that they become gradually more demanding?

  1. So that the teacher can finish the lesson early.
  2. Because learners cannot follow instructions otherwise.
  3. So learners build confidence and are gradually stretched. Correct answer.
  4. Because the school timetable requires this order.

Explanation

Grading stages from supported to more open work gives learners success early on and then challenges them once they are ready. This sequence also allows the teacher to check understanding before adding difficulty.

Question 19Identifying the different components of a lesson plan

A teacher writes: 'Learners may use the present perfect instead of the past simple because of interference from their first language.' Which section of the plan does this belong in?

  1. Assumptions
  2. Timetable fit
  3. Class profile
  4. Anticipated problems Correct answer.

Explanation

This is a prediction of a specific difficulty learners are likely to have with the target language, so it belongs under anticipated problems. The teacher would normally add a planned response beside it.

Question 20Identifying the different components of a lesson plan

A plan states the aim 'Learners will be able to speak fluent English' for a 45-minute lesson. What is the main problem with this aim?

  1. It is written for learners rather than for the teacher.
  2. It describes a procedure rather than a result.
  3. It is too general to be achieved or checked in one lesson. Correct answer.
  4. It mentions no materials or aids.

Explanation

A useful lesson aim should be achievable within the time available and specific enough to check at the end. Fluent English is a long-term goal, so it cannot realistically be reached or measured in a single lesson.

Question 21Identifying the different components of a lesson plan

A teacher adds at the end of the plan: 'If the class finishes early, use the Find someone who activity.' What is this entry for?

  1. An assumption about learners' prior knowledge
  2. An extra activity in case of spare time Correct answer.
  3. A personal aim for teacher development
  4. An anticipated problem with its solution

Explanation

This is a contingency or back-up activity, prepared in case the lesson runs faster than planned. Having it ready means the teacher does not have to improvise when time remains.

Question 22Identifying the different components of a lesson plan

Two columns in a plan read: (A) 'Learners read the text and answer questions in pairs - 10 mins - S-S'; (B) 'To practise scanning for specific information'. What is column B?

  1. An anticipated problem
  2. An interaction pattern
  3. A stage aim Correct answer.
  4. A procedure

Explanation

Column B states the purpose of the activity, so it is a stage aim. Column A describes what happens, how long it takes and who works with whom, which is the procedure with timing and interaction notes.

Question 23Identifying the different components of a lesson plan

Why do published lesson plans and school lesson plans use different headings and formats?

  1. Because one format is officially correct in all schools.
  2. Because learners design the forms themselves.
  3. Because schools and courses have different priorities and needs. Correct answer.
  4. Because TKT requires one fixed format for all plans.

Explanation

A plan template reflects what a particular school or course values, such as language analysis for a training course or integration of technology for a modern school. The content that plans share matters more than the layout.

Question 24Identifying the different components of a lesson plan

A short, often game-like activity at the very start of a lesson, whose main purpose is to raise energy rather than to introduce the lesson topic, is called:

  1. A warmer Correct answer.
  2. A feedback slot
  3. A production stage
  4. A lead-in task

Explanation

A warmer is a brief opening activity used to energise learners and get them using English. It differs from a lead-in, whose purpose is to introduce the topic or context of the lesson.

Question 25Identifying the different components of a lesson plan

A teacher plans six stages for a 45-minute lesson, and the times written beside them add up to 70 minutes. What is the most appropriate action at the planning stage?

  1. Move the extra 25 minutes into the next lesson's plan.
  2. Keep the plan and teach faster during the lesson.
  3. Cut or shorten stages so the total fits the lesson length. Correct answer.
  4. Remove the timing column from the plan.

Explanation

Timing is part of planning: the total of the stage times should fit the length of the lesson. Adjusting the number or length of stages beforehand produces a realistic plan instead of one that must be abandoned.

Question 26Identifying the different components of a lesson plan

What is a stage aim in a lesson plan?

  1. the purpose of one part of the lesson Correct answer.
  2. the number of learners in the class
  3. the overall outcome for the whole lesson
  4. the list of equipment for the lesson

Explanation

A stage aim describes the learning purpose of a single part of the lesson. It is narrower than the main aim and helps the teacher check that each stage contributes to the overall outcome.

Question 27Identifying the different components of a lesson plan

In a lesson plan, the note 'S-S' beside a stage shows that...

  1. the stage practises two skills
  2. the teacher talks to the whole class
  3. learners work with each other Correct answer.
  4. the stage lasts two minutes

Explanation

Interaction notation shows who is working with whom at a stage. S-S means learner-to-learner, typically pair or group work.

Question 28Identifying the different components of a lesson plan

Which heading states what learners should achieve by the end of the lesson?

  1. lesson aim Correct answer.
  2. materials
  3. board plan
  4. procedure

Explanation

The lesson aim states the intended learning outcome for the whole lesson. Other headings organise the stages, materials or board work.

Question 29Identifying the different components of a lesson plan

A lead-in stage is included mainly to...

  1. give learners a long writing task
  2. test learners on the previous lesson
  3. introduce the topic and activate interest Correct answer.
  4. correct errors from the last class

Explanation

A lead-in introduces the lesson topic and activates learners' interest and relevant knowledge. It usually comes before the main language work.

Question 30Identifying the different components of a lesson plan

What does the grouping section of a lesson plan show?

  1. how long each stage takes
  2. how learners are organised Correct answer.
  3. what homework learners receive
  4. which grammar the lesson teaches

Explanation

The grouping section records whether learners work alone, in pairs, in groups or as a whole class. This helps the teacher plan interaction and classroom management.

Question 31Identifying the different components of a lesson plan

The procedure section of a lesson plan describes...

  1. the school's timetable for the day
  2. the steps and activities in order Correct answer.
  3. the learners' previous teachers
  4. the reasons for choosing the topic

Explanation

The procedure sets out the ordered steps and activities the teacher and learners will follow. It is the practical 'what happens when' part of the plan.

Question 32Identifying the different components of a lesson plan

A scheme of work is...

  1. a diagram of the classroom
  2. a plan covering a series of lessons Correct answer.
  3. a list of learners' names and levels
  4. a record of marks from a test

Explanation

A scheme of work covers a longer period and sequences several lessons or units. It is broader than a single lesson plan.

Question 33Identifying the different components of a lesson plan

Why does a lesson plan include a homework section?

  1. to describe the teacher's own language
  2. to record a task done outside class Correct answer.
  3. to list the aids used in the lesson
  4. to show which learners were absent

Explanation

The homework section records the task learners will complete outside class. It helps the teacher link class work with independent practice.

Question 34Identifying the different components of a lesson plan

A main aim differs from a stage aim because a main aim...

  1. lists the activities in sequence
  2. states the overall lesson outcome Correct answer.
  3. gives the time for each activity
  4. records the materials to be used

Explanation

The main aim states the overall outcome the lesson is designed to achieve. Stage aims are smaller purposes that build towards it.

Question 35Identifying the different components of a lesson plan

What does timetable fit refer to in a lesson plan?

  1. whether the activities suit the furniture
  2. whether the teacher arrives on time
  3. how the lesson links to other lessons Correct answer.
  4. how many learners attend the class

Explanation

Timetable fit shows how the lesson connects with what came before and what follows. It helps the teacher avoid repetition or gaps in the sequence.

Question 36Identifying the different components of a lesson plan

Why might a teacher write 'pre-teach: auction, bid, lot' before a reading stage?

  1. to practise the skill of skimming
  2. to prepare vocabulary needed for the text Correct answer.
  3. to check the learners' homework
  4. to give learners a test on the text

Explanation

Pre-teaching vocabulary prepares learners for words they will meet in the text. This supports comprehension before the reading task begins.

Question 37Identifying the different components of a lesson plan

In a lesson plan, the note 'monitor and note errors' shows...

  1. how the classroom will be decorated
  2. the teacher's role during the activity Correct answer.
  3. which learners will answer first
  4. what grammar learners already know

Explanation

This note records the teacher's role during the activity, such as monitoring and collecting errors. It helps the teacher plan how to support learning without controlling it.

Question 38Identifying the different components of a lesson plan

Why is the interaction pattern recorded for each stage?

  1. to record the learners' test scores
  2. to show who learners work with Correct answer.
  3. to show the exact words the teacher will say
  4. to list the aids needed for the stage

Explanation

Interaction patterns show whether learners work individually, in pairs, in groups or with the whole class. Recording them helps the teacher plan participation and manage the room.

Question 39Identifying the different components of a lesson plan

A lesson rationale explains...

  1. the marks for each activity
  2. the order of the school day
  3. the names of the learners
  4. the reasons for the plan's choices Correct answer.

Explanation

A rationale explains why the teacher has chosen the aims, stages, materials and approach. It makes the reasoning behind the plan explicit.

Question 40Identifying the different components of a lesson plan

What is target language in a lesson plan?

  1. the teacher's classroom instructions
  2. the learners' first language
  3. the language of the textbook
  4. the language to be taught or practised Correct answer.

Explanation

Target language is the specific language the lesson aims to present or practise. It may be grammar, vocabulary, functions or pronunciation.

Question 41Identifying the different components of a lesson plan

Why does a plan include a seating arrangement?

  1. to list the learners' grades
  2. to support interaction and management Correct answer.
  3. to show the teacher's personal aims
  4. to record the lesson aim

Explanation

A seating arrangement plan shows how desks and learners will be positioned. It supports the interaction pattern and helps with management.

Question 42Identifying the different components of a lesson plan

A post-lesson reflection section is used to...

  1. give the lesson aim to the learners
  2. list the materials for the next lesson
  3. note what worked and what to change Correct answer.
  4. record the learners' attendance

Explanation

A reflection section is completed after the lesson to record successes and changes for next time. It supports teacher development and future planning.

Question 43Identifying the different components of a lesson plan

What does the level note in a plan help the teacher do?

  1. choose the homework policy
  2. decide the school timetable
  3. match tasks to learners' ability Correct answer.
  4. count the number of learners

Explanation

The level note tells the teacher what learners can roughly do, so tasks can be pitched at the right difficulty. It guides choice of language, task type and support.

Question 44Identifying the different components of a lesson plan

In a lesson plan, the context for a grammar lesson is...

  1. the number of exercises completed
  2. the time allowed for the lesson
  3. the grammar rule written on the board
  4. the situation or theme for the language Correct answer.

Explanation

Context is the situation, topic or theme in which the target language is used. It gives the language meaning and a reason for communication.

Question 45Identifying the different components of a lesson plan

A lesson framework such as PPP describes...

  1. the school's behaviour policy
  2. the list of learners in the class
  3. the overall sequence of stages Correct answer.
  4. the teacher's marking scheme

Explanation

A lesson framework names the overall sequence of stages, such as presentation, practice and production. It helps the teacher organise the lesson coherently.

Question 46Identifying the different components of a lesson plan

A plan's main aim is 'Learners will be able to describe past habits with used to.' Every stage, however, practises the present simple. What is the main planning problem?

  1. the stages do not serve the stated aim Correct answer.
  2. the lesson has too many materials
  3. the aim is too easy for the class
  4. the interaction patterns are missing

Explanation

Each stage should work towards the main aim. If the aim is 'used to' for past habits but every stage practises the present simple, the activities and aim are misaligned.

Question 47Identifying the different components of a lesson plan

A teacher plans a 45-minute lesson with a 20-minute freer speaking stage for an elementary class of 40 learners. What is the main weakness?

  1. the materials are not listed
  2. the timing and grouping are unrealistic Correct answer.
  3. the homework is too short
  4. the lesson aim is not written

Explanation

A long freer speaking stage with 40 elementary learners is likely to be hard to manage and may not fit the time. The plan needs realistic timing and grouping for the class size and level.

Question 48Identifying the different components of a lesson plan

Why are stage aims written separately from the main aim?

  1. they record the teacher's reflection after the lesson
  2. they describe smaller outcomes towards the main aim Correct answer.
  3. they give a list of materials for each stage
  4. they take the place of the main aim in short lessons

Explanation

Stage aims break the main aim into smaller outcomes that each stage can achieve. Together they show how the lesson builds towards the overall aim.

Question 49Identifying the different components of a lesson plan

A plan lists a 10-minute test at the start of a lesson on a new grammar point, before any presentation. What is the most likely planning problem?

  1. the classroom has no board
  2. learners are tested before they are taught Correct answer.
  3. the teacher talks too little
  4. the lesson has no homework

Explanation

A test before presentation asks learners to use language they have not yet been taught. That makes the stage unlikely to succeed unless it is a diagnostic or elicitation task designed differently.

Question 50Identifying the different components of a lesson plan

Why should the procedure section and the aims section of a plan be checked against each other?

  1. to make sure the lesson has no homework
  2. to make sure learners sit in rows
  3. to make sure activities meet the aims Correct answer.
  4. to make sure the plan uses every heading

Explanation

Checking procedure against aims shows whether the planned activities can actually achieve the intended outcomes. It catches mismatches between what the teacher wants and what learners will do.